Physical Science Syllabus

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=56 BGCOLOR="#003333" TEXT="#F7F7FF" bgproperties="fixed" background="011a0a03.jpg"> <div> Physical Science Syllabus</div> <div> </div> </td> </tr><tr> <td valign="top" width=135 BGCOLOR="#003333" TEXT="#F7F7FF" bgproperties="fixed" background="21fa0c01dduajq.jpg"> <div> <A HREF="index.htm" TARGET="_top" TITLE="Educators Science and Math Institute Ser"><U><B>Educators' Science and Math Institute Series</B></U></A></div> <bR> <div> <A HREF="id2.htm" TARGET="_top" TITLE="About the Series"><U><B>About the Series</B></U></A></div> <div> <A HREF="id117.htm" TARGET="_top" TITLE="Goals"><U><B>Goals</B></U></A></div> <div> <A HREF="id3.htm" TARGET="_top" TITLE="Institutes"><U><B>Institutes</B></U></A></div> <div> <A HREF="lesson_plans_prepared_by_esmis_participants_.htm" TARGET="_top" TITLE="Lesson Plans"><U><B>Lesson Plans</B></U></A></div> <div> <A HREF="id53.htm" TARGET="_top" TITLE="Links"><U><B>Links</B></U></A></div> <div> <A HREF="id138.htm" TARGET="_top" TITLE="Photo Albums"><U><B>Photo Albums</B></U></A></div> <bR> <div> <A HREF="http://www.ed.mtu.edu/search.htm" TARGET="_top" TITLE="http://www.ed.mtu.edu/search.htm"><U><B>Search</B></U></A><A HREF="http://www.ed.mtu.edu/search.htm" TARGET="_top" TITLE="http://www.ed.mtu.edu/search.htm"><U><B> ESMIS</B></U></A></div> <bR> </td> <td valign="top" height=424 BGCOLOR="#EEEEEE" TEXT="#080000"> <div> <I><B>Educators' Science and Mathematics Institute Series</B></I></div> <div> <I><B>ED 527, ED 5615:  Special Topics in Education</B></I></div> <div> <I><B>Using Scientific Knowledge in the Physical Sciences</B></I></div> <bR> <div> <TABLE BORDER="1" CELLPADDING="2" CELLSPACING="1" WIDTH="555" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=CENTER HEIGHT= 208 WIDTH="306"><div> <A HREF="#course_description" TITLE="Physical Science Syllabus"><U><B>Course Description</B></U></A></div> <div> <A HREF="#rationale_and_goals" TITLE="Physical Science Syllabus"><U><B>Rationale and Goals</B></U></A></div> <div> <A HREF="#using_scientific_knowledge_in_physical" TITLE="Physical Science Syllabus"><U><B>Using Scientific Knowledge in Physical Sciences</B></U></A></div> <div> <A HREF="#resources" TITLE="Physical Science Syllabus"><U><B>Resources</B></U></A></div> <div> <A HREF="#course_credit" TITLE="Physical Science Syllabus"><U><B>Course Credit</B></U></A></div> <div> <A HREF="#course_requirements_and_evaluation" TITLE="Physical Science Syllabus"><U><B>Course Requirements and Evaluation</B></U></A></div> <div> <A HREF="#grading_criteria" TITLE="Physical Science Syllabus"><U><B>Grading Criteria</B></U></A></div> <div> <A HREF="#readings" TITLE="Physical Science Syllabus"><U><B>Readings</B></U></A></div> </tD> <tD VALIGN=TOP><NOBR><div> <B>Coordinating Instructor</B>:  </div> <div> Mary Hindelang, Ph.D.</div> <div> Michigan Technological University</div> <div> Department of Education</div> <div> 204 Academic Office Building</div> <div> 1400 Townsend Drive</div> <div> Houghton, Michigan 49931-1295</div> <div> Phone: 906/487-2460</div> <div> Fax: 906/487-2468</div> <div> E-mail: <A HREF="mailto:mlhindel@mtu.edu" TARGET="_top" TITLE="mailto:mlhindel@mtu.edu"><U>mlhindel@mtu.edu</U></A></div> <div> <A HREF="http://www.ed.mtu.edu" TARGET="_top" TITLE="http://www.ed.mtu.edu"><U>www.ed.mtu.edu</U></A></div> </NOBR></tD> </tR> </TABLE></div> <bR> <div> <B> <A NAME="course_description"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Course Description</B></div> <bR> <div> <I>Educators' Science and Mathematics Institute Series (ESMIS) 2000</I>:  </div> <div> <I>Using Scientific Knowledge in the Physical Sciences</I></div> <div> ED 527 (4 Hrs. Quarter Credit) Summer Quarter, ED 5615 (1 Hr. Semester Credit) Fall Semester</div> <bR> <div> The physical sciences offer a wide variety of concepts for K-12 teachers focusing on real-world investigations of phenomena, such as motion, electromagnetic interactions, and changes in matter. Selected concepts related to the atmosphere and weather, and astronomy will also be included. Sessions will explore concepts in the physical sciences that describe the complexity of the world around us, explain the systems, and fined patterns that allow for hypotheses and predictions.</div> <bR> <div> Fundamental theory and application of selected concepts basic to understanding the physical sciences will be addressed for the purpose of inspiring effective teaching ideas that participants can use in their classrooms.  This intensive interactive week-long institute is designed to help elementary, middle, and high school educators integrate scientific knowledge in the physical sciences into classroom teaching units.</div> <bR> <div> <B> <A NAME="rationale_and_goals"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Rationale and Goals</B></div> <bR> <div> In an effort to help teachers align their teaching units with the Michigan Curriculum Framework<B>,</B> this institute focuses on standards and benchmarks that address physical science.  Each institute also integrates sessions on critical reading skills, writing across the curriculum, and other supporting information from the humanities and social sciences. Institute participants will work cooperatively in groups sharing their teaching experience and ideas with other educators.  They will have the opportunity to focus on science and math benchmarks, and adapt new content knowledge and skills to their specific educational level and situation. ESMIS provides teachers standards-based professional development with time to plan, discuss, and reflect on their teaching. Selection for an ESMIS fellowship requires a commitment to actively engage in all learning activities to optimize the experience for all of the teachers attending.  </div> <bR> <bR> <bR> <div> <I><B> <A NAME="using_scientific_knowledge_in_physical"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B></I><I><B>Using Scientific Knowledge in Physical Sciences</B></I> - ED 527,  June 25-30, 2000 </div> <div> Based at Ford Forestry Center in Alberta, MI, this course offers a wide variety of concepts for K-12 teachers focusing on real-world investigations of phenomena, such as motion, electromagnetic interactions, and changes in matter. This institute prepares teachers to help students measure and describe the things around us;  explain what the world around us is made of; identify and describe forms of energy; investigate, describe, and analyze ways in which matter changes; describe how living things and human technology change matter and transform energy; explain how visible changes in matter are related to changes in energy; describe how things around us move and explain why things move as they do; demonstrate and explain how we control the motions of objects; relate motion to energy and energy conversions; describe sounds and sound waves; explain shadows, color, and other light phenomena; measure and describe vibrations and waves; explain how waves and vibrations transfer energy; investigate the atmosphere and weather; and explore the solar system, galaxy, and universe.  (Science Content Strand I, II, IV Standards 1-4, and V 3-4.   Social Studies Content Strand II, Standard 2, 4.)</div> <bR> <div> With an emphasis on exploratory activities and hands-on experiences, topics to be investigated are:</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">The scientific method</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">Matter and energy</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">Motion of objects</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">Waves and vibrations</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">The atmosphere and weather</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">Geology of the solar system</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">Fundamentals of astronomy</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">Remote sensing of the environment</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">Mathematics and engineering in the real world</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">Reading and writing across the curriculum</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">Displaying and interpreting data</div> <bR> <div> <B> <A NAME="resources"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Resources</B></div> <div> The content of the institute will draw on three main resources:</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">the expertise and innovative approaches of  presenters coupled with the first-hand  experience that participants can take back to their own classrooms </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">the teaching experience and insight of each participant who brings a wealth of knowledge and creativity to share with each other developing a sense of community and peer-support which is essential for the success of this institute</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">the reference materials, guidelines, and samples of award-winning teaching units that meet the Michigan standards and prepare students for higher achievement in science and math while enjoying and learning essential information.</div> <bR> <bR> <div> <B> <A NAME="course_credit"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Course Credit</B></div> <div> Each institute has a class component and a practicum component that together equal six quarter hours (four semester hours) of graduate credit in the MTU Department of Education.  Participants earn four quarter hours (three semester hours) graduate credit for the class component during summer 2000 and one semester hour of graduate credit for successful implementation of a teaching unit during fall 2000.<B> </B></div> <bR> <div> <B> <A NAME="course_requirements_and_evaluation"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Course Requirements and Evaluation</B></div> <div> Each teacher will design a teaching unit on a topic of her/his interest that models effective teaching strategies and meets the guidelines of the Michigan Curriculum Framework Standards. Assessment and evaluation of the Educators' Science and Mathematics Institutes Series is provided by the Center for Educational Technology, Research, and Assessment (CETRA) at Michigan Technological University.</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">Participants are provided a reading list at the pre-meeting and are expected to begin formulating an idea for a teaching unit in preparation for the institute and prepare a one-page written summary of their idea for the opening session of their institute.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">Attendance and class participation - All participants are expected and encouraged to attend all sessions and to enter into substantive discussion during sessions, with continuation on into informal discussions with peers.  A field/lab notebook is requited during the institute. (30%)</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">Best teaching idea - All teacher participants are required to present a session during the institute on one of their best teaching ideas.  This must be a well-developed pre-planned presentation for their professional peers including substantive content, activity description, teaching aids, handouts, and authentic assessment strategies. (20%)</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">Conceptual teaching unit - Teachers will design a teaching unit appropriate for their teaching level on a topic of interest that meets the guidelines of the Michigan Curriculum Framework Standards to be implemented in their classroom this fall.  As part of the teaching unit implementation, participants are required to evaluate their students' learning by an assessment strategy which must be included in the final paper. Additional evaluation materials for students will be provided by CETRA. The teaching unit should be described in a manuscript between 1,500 and 2,000 words following the National Science Teachers Association publication guidelines for <I>Science and Children</I> (elementary) or <I>The Science Teacher</I> (secondary).  Manuscripts should be written clearly and concisely, stressing original, innovative classroom application, with indication of the standards addressed, and meticulous citations of resources used. Manuscripts must be received by August 11, 2000 to receive 4 hours of quarter credit during Summer Quarter, 2000.   (50%)</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="48" ALIGN="bottom" HSPACE="0" VSPACE="0">For the practicum component of the institute (ED 5613), participants will be required to  present their curriculum implementation and evaluation of its effectiveness (50%), and submit a written summary of their experience (50%). The written summary must be received by November 2000 to receive 1 hour of semester credit during Fall Semester, 2000.  These teaching units are incorporated into a source that will be available to colleagues. </div> <bR> <div> <B> <A NAME="grading_criteria"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Grading Criteria</B>:</div> <div> Written:      Organization - demonstrates logical flow of ideas and clarity of expression</div> <div> Content - demonstrates basic understanding of concepts; information is relevant</div> <div> Scholarship - demonstrates analysis and evaluation of ideas; information is accurate</div> <div> Style - conforms to appropriate grammatical, structure, and referencing style</div> <div> Oral:          Organization - demonstrates logical thinking; coherent, clear, focused</div> <div> Content - demonstrates comprehensive synthesis of ideas; original and creative</div> <div> Scholarship - demonstrates knowledge, mastery, and critical thinking of select topics</div> <div> Style - engages the listener, stimulates questions and discussion, respects others</div> <bR> <div> Grading scale for ED 527 is based on oral and written performance during the week of the institute and preparation of the manuscript.</div> <bR> <div> Grading scale for ED 5615 is based on successful implementation and evaluation of the teaching unit through an oral presentation and written summary . </div> <bR> <div> A    =   Excellent, with 4.0 grade points per credit</div> <div> AB =   Very good, with 3.5 grade points per credit</div> <div> B    =   Good, with 3.0 grade points per credit</div> <div> BC =   Above average, with 2.5 grade points per credit</div> <div> C    =   Average, with 2.0 grade points per credit</div> <div> CD =   Below average, with 1.5 grade points per credit</div> <div> D    =   Inferior, with 1.0 grade points per credit</div> <div> F     =   Failure, with 0.0 grade points per credit</div> <div> I      =   Incomplete, <B>given only when a student is unable to complete a segment of the course because of circumstances beyond control.  It must be made up by the close of the next four quarters or the incomplete grade becomes a failure.</B></div> <bR> <div> <B> <A NAME="readings"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Readings</B></div> <bR> <div> Michigan Department of Education.  1998.  <I>Michigan Curriculum Framework: Interactive Links to Content Strands, Standards, and Benchmarks</I>.  State of  Michigan,  Department of Education, Lansing, MI.</div> <bR> <div> <I>NSTA The Science Teacher </I>and<I> NSTA Science and Children</I> Writing Guidelines</div> <bR> <div> Markham, Mary T.  February, 2000.  Forestry 101: Students learn to manage a sustainable forest at school.  <I>The Science Teacher 33-37</I>.  NSTA.</div> <bR> <div> Santini, Melissa.  Winter, 2000.  Statistics: One Step at a Time.  <I>Mathematics in Michigan 38(1):21-24</I>, MCTM. </div> <bR> <div> Additional readings will be suggested during each institute.</div> <bR> </td> </tr></table></body>