Course Number and Title:
EDC 231 Integrated Science for Elementary Teachers
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
EDC 151 and EDC 160 and BIO 140 and SCI 150
Course Credits and Hours
4 credit(s)
4 lecture hours/week
0 lab hours/week
Course Description
This course introduces teacher candidates to the nature of science and builds foundational content knowledge in various science concepts taught in the elementary classroom setting.
Core Course Performance Objectives (CCPOs)
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Analyze the Nature of Science and its limitations. (CCC 5,6; PGC 3)
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Develop a solution using scientific models, representations and resources. (CCC 2,5,6; PGC 3)
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Explain the earth’s place in the universe as well as the function and interaction of the systems of the earth. (CCC 2,5,6; PGC 3)
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Explain the energy, dynamics, and interactions of ecosystems. (CCC 5,6; PGC 3)
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Explain inheritance patterns and the resulting variation of traits. (CCC 5,6; PGC 3)
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Analyze the causes and effects of biological unity and diversity as they relate to the processes of evolution. (CCC 2,5,6; PGC 3)
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Analyze the structure of matter and how forces and changing motion affect energy. (CCC 2,5,6; PGC 3)
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Apply science concepts and skills in instruction in the k-6 classroom. (CCC 2,5,6; PGC 3)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
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Analyze the Nature of Science and its limitations.
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Explain science as a human endeavor, a process, and a career.
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Explain science as inquiry (e.g., questioning, observing, gathering data, drawing reasonable conclusions, testing).
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Analyze the limitations of the Nature of Science.
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Develop a solution using scientific models, representations and resources.
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Utilize resources and research materials in scientific investigations.
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Select an appropriate model or graphical display to reveal patterns or indicate a relationship.
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Integrate science ideas to one another and to particular activities, models, and representations.
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Develop or optimize a solution to a problem using scientific models, resources, and representations.
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Explain the earth’s place in the universe as well as the function and interaction of the systems of the earth.
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Describe the structure of the Earth system (e.g., structure and properties of the solid Earth, the hydrosphere, the atmosphere).
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Summarize processes of the Earth system (e.g., processes of the solid Earth, the hydrosphere, the atmosphere).
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Explain Earth history (e.g., origin of Earth, paleontology, the rock record).
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Explain the relationship of the Earth and the universe (e.g., stars and galaxies; the solar system and planets; Earth, Sun, and Moon relationships).
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Describe Earth patterns, cycles, and change.
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Explain the energy, dynamics, and interactions of ecosystems.
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Describe the structure and function of living systems (e.g., living characteristics and cells, tissues and organs, life processes).
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Explain the interdependence of organisms (e.g., ecosystems, populations, communities).
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Describe the movement of matter among plants, animals, decomposers, and the environment.
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Explain a solution to a problem caused when the environment changes and the types of plants and animals that live there change.
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Explain inheritance patterns and the resulting variation of traits.
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Explain the relationship between reproduction and heredity (e.g., growth and development, patterns of inheritance of traits, molecular basis of heredity).
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Describe regulation and behavior (e.g., life cycles, responses to external stimuli, controlling the internal environment).
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Analyze the causes and effects of biological unity and diversity as they relate to the processes of evolution.
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Analyze change over time in living things (e.g., life cycles, mutations, adaptation and natural selection).
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Explain the unity and diversity of life, adaptation, and classification.
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Analyze the structure of matter and how forces and changing motion affect energy.
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Describe the physical and chemical properties and structure of matter (e.g., changes of states, mixtures and solutions, atoms and elements).
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Explain forces and motions (e.g., types of motion, laws of motion, forces and equilibrium).
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Analyze energy (e.g., forms of energy, transfer and conservation of energy, simple machines).
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Explain interactions of energy and matter (e.g., electricity, magnetism, sound).
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Understand the interaction of molecules in the creation of structures and how these structures work together to perform a function.
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Apply science concepts and skills in instruction in the k-6 classroom.
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Predict student thinking in relation to science content.
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Identify resources to support particular science instructional goals.
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Examine learning experiences to promote student understanding of science content and processes in the school and in the community.
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Evaluate student ideas evident in work and interactions to identify strengths and areas for instructional focus.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measures are in development with CCIT.
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
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Apply knowledge of the physical, social, emotional, cognitive and language development of K-6 children in a classroom setting.
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Demonstrate supportive classroom practices that utilize positive behavioral supports, foster character development, and promote a healthy and safe environment.
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Demonstrate content area knowledge in literacy, mathematics, science, and social sciences.
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Apply understanding of multicultural education and sensitivity to and a respect for diversity.
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Access and employ educational technology.
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Communicate information about student learning and behaviors in a collaborative manner with school, family and community members.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.