EDU 0010. Introduction to Elementary Education with Field Experience
Units: 3
Advisory: Completion of HDEV 1 with grade of "C" or better; eligibility for ENGL 1A
Hours: 90 (36 lecture, 54 laboratory)
Introduction to the concepts and issues related to teaching diverse learners in contemporary K-12 schools. Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary educational issues, California's content standards and frameworks, and teacher performance standards. In addition to class time, requires a minimum of 45 hours of structured field work in public school elementary classroom that represent California's diverse student population. Fulfills one of the early field experiences for the CSUS Liberal Studies major. Negative TB test and fingerprint screening required. (C-ID EDUC 200) (CSU, UC)
EDU 0010 - Introduction to Elementary Education with Field Experience
http://catalog.sierracollege.edu/course-outlines/edu-0010/
Catalog Description Advisory: Completion of HDEV 1 with grade of "C" or better; eligibility for ENGL 1A Hours: 90 (36 lecture, 54 laboratory) Description: Introduction to the concepts and issues related to teaching diverse learners in contemporary K-12 schools. Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary educational issues, California's content standards and frameworks, and teacher performance standards. In addition to class time, requires a minimum of 45 hours of structured field work in public school elementary classroom that represent California's diverse student population. Fulfills one of the early field experiences for the CSUS Liberal Studies major. Negative TB test and fingerprint screening required. (C-ID EDUC 200) (CSU, UC) Course Student Learning Outcomes CSLO #1: Explain the role and function of the teacher in the public elementary school setting and the requirements and experiences needed to obtain a teaching credential. CSLO #2: Apply principles that underlie effective relationships with other teachers, students, and families and examine and assess issues concerning culture and diversity. CSLO #3: Demonstrate and apply basic observation tools and design basic lesson plans in content areas. CSLO #4: Interpret and apply theories related to child development and learning in a field placement setting. Effective Term Fall 2016 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Define the role and function of the teacher in the public elementary school setting, and identify personal meanings related to teaching. 2. Articulate basic purposes of schooling and trace the history of the development of public education in the United States. 3. Describe the multiple roles and functions of teachers and other school personnel in meeting the diverse needs of students. 4. Identify academic requirements and experiences needed to obtain a teaching credential. 5. Design basic lesson plans in content areas. 6. Demonstrate knowledge of the impact of cultural contexts on learning. 7. Demonstrate knowledge of professional standards, ethics and professionalism in classroom and school visits. 8. Demonstrate an understanding of educational issues in a global context. 9. Analyze ecological challenges outside the classroom that impact student learning, and identify school and community resources that address these challenges. Laboratory Objectives: 1. Interpret and apply theories related to child development and learning in a field placement setting. 2. Present basic lesson plans in content areas. 3. Relate course content to real classrooms through satisfactory completion of approved field work including structured assignments, observations, and reflections that demonstrate the observers ability to: a. recognize and describe examples of teaching events that implement some elements of the CSTP and TPEs; b. observe the use of state adopted academic content and performance standards; c. compare and contrast classroom environments; d. recognize and describe individual difference among students and identify strategies and accommodations used to address these differences. 4. Demonstrate skill in implementing established protocols for visiting schools and classrooms and in implementing observation protocols. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Reflection questions - this will include their reflection questions, and their own responses to their experiences in the elementary school, readings, projects. Projects Example: Students will demonstrate an understanding of the role of a teacher by completing, writing about, and presenting a service learning project. Students will develop, plan, implement, and evaluate a project of their choice or in conjunction with staff at the elementary school which will benefit the school. The entire project plan will be chronicled in writing and completed by the end of the semester. Students will orally report and individually present the project to the class. All projects must be approved by the instructor. Reports Example: Students will demonstrate their understanding of becoming a teacher by turning in a portfolio at the end of the semester. During the semester, and as students continue their journey to becoming a teacher, they will revisit many concepts covered in the class. They will view issues from different perspectives, different opinions, or with an added dimension. To reflect their growth, they will keep their work in a portfolio throughout the semester. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will ask students to reflect in writing on the reading that they do, and also to write a reflective essay about their classroom experiences at the elementary school, particularly what they learned from the classroom participation and how it impacted their career plans. Instructor will also ask students to write about the role of the teacher outside the classroom based on their experience at the school and in the school setting. Lecture: The instructor will ask students to read their textbooks about teaching and analyze the issues the text raises. For example, after reading a chapter on diversity, students will be asked to analyze ways that they might differ from their students and identify personal biases that could affect their effectiveness working with students. The instructor will ask students to read their text, discuss the points raised in the text, and keep a reflective journal. For example, the students will read about "reflective teaching" and keep a field work log based on formats explained in the text that helps them reflect on their teaching and their goals. Typical Out of Class Assignments Reading Assignments 1. Instructor assigns the textbook's first chapter, "Introduction to Teaching: Becoming a Professional." Students will write a brief reflection in response to the question "What are your motivations for wanting to become a teacher?" 2. Instructor will assign the chapter, "Why Teach?" in the textbook, Introduction to Teaching: Making a Difference in Student Learning. After reading, students will review the reflection they previously wrote along with their teaching experiences to date. Then they will examine these in terms of developing their own philosophy of teaching. Writing, Problem Solving or Performance 1. Students will keep a reflective journal that records their experiences at the elementary school. Students should recognize that journals are not just a chronology of activities, but a place to think and write about the types of interactions they have had, such as questions or concerns about a child, insights or thoughts about their feelings or ideas. Students may also include thoughts about the textbook readings, especially as it applies to field work. 2. Students will write a 2-3 page reflective essay about the classroom experiences at the elementary school. The paper should also include what was learned from the classroom participation and how it may impact career plans. 3. Students will attend a School in Action observation - an activity not part of the school day, such as a school board meeting, staff meeting, curriculum committee meeting, and write a brief reflection about their observations. Other (Term projects, research papers, portfolios, etc.) 1. Service learning project: Students will plan and develop a project, submit project plan in writing, present an oral report about the project. Required Materials Teaching Today: An Introduction to Education Author: Armstrong, Henson, & Savage Publisher: Pearson Publication Date: 2014 Text Edition: 9th Classic Textbook?: OER Link: OER: Foundations of American Education Author: Webb, Metha, Jordin Publisher: Pearson Publication Date: 2017 Text Edition: 8th Classic Textbook?: OER Link: OER: Introduction to Teaching: Becoming a Professional Author: Kauchak & Eggen Publisher: Pearson Publication Date: 2017 Text Edition: 6th Classic Textbook?: OER Link: OER: Introduction to Teaching: Making a Difference in Student Learning Author: Hall, Quinn, Gollnick Publisher: Sage Publication Date: 2017 Text Edition: 2nd Classic Textbook?: OER Link: OER: Savage Inequalities Author: Kozol Publisher: Crown; Broadway Paperbacks Publication Date: 1991 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
BIOL 0010 - Introduction to Biology
http://catalog.sierracollege.edu/course-outlines/biol-0010/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Designed for non-life science majors desiring an introductory biology course without a lab. Introduces the main concepts of biology, covering molecular and cell biology, heredity and nature of genes, biotechnology, evolution, diversity of life, and principles of ecology. Students enrolling in BIOL 11 after having taken BIOL 10 will lose credit for BIOL 10. Not recommended for students who have already completed BIOL 56. (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Develop, utilize and evaluate scientific hypotheses. CSLO #2: Appraise the relationship between cellular respiration and photosynthesis. CSLO #3: Formulate the correct structure of the main types of cells and diagnose the hypotheses regarding the evolutionary development of those cells. CSLO #4: Assess the role of DNA in living things, construct methods to analyze the patterns of inheritance, and judge the impact of genetic engineering on living things. CSLO #5: Justify the role of evolution in the development of living things, the diversity of living things and judge the effects of humans on living things on earth. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Apply the main steps of the scientific method to develop a scientific hypothesis. (Lecture Ia) 2. Identify the variables found in scientific experiments and the roles that they play in testing hypotheses. (Lecture outline Ia) 3. Outline the levels of organization of life from molecular to ecosystem level in a diagram. (Lecture outline I) 4. Apply knowledge of the parts of an atom to construct molecules with a lower energy state than the atoms that entered into the bond. (Lecture outline Ib) 5. Describe characteristics of the main organic compounds and consider roles of various organic molecules in living organisms (Lecture outline 1c) 6. Outline the functions of the main components of prokaryotic and the components and organelles of eukaryotic cells. (Lecture outline Id) 7. Defend why a living cell is the basic unit of life. (Lecture outline Id) 8. Describe the behavior of molecules during diffusion both within the solution itself and across a membrane. (Lecture outline Id) 9. Hypothesize how the structure of the cellular membrane enables cells to function. (Lecture outline Id) 10. Differentiate between the first two laws of thermodynamics and apply them to living systems. (Lecture outline IIa) 11. Diagram how enzymes work and how they can be shut down. (Lecture outline IIb) 12. Identify the role of enzymes in organisms (Lecture outline IIb) 13. Compare and contrast the processes of photosynthesis and cellular respiration, and recognize their role in energy flow in ecosystems. (Lecture outline IIc and IId) 14. Compare and contrast the processes of bacterial fission, mitosis and meiosis, and recognize their role in the life cycles of organisms. (Lecture outline IIIa) 15. Explain the correlation between errors in the cell cycle and cancer (Lecture outline IIIa). 16. Describe the structure of a DNA molecule and the process by which it replicated. (Lecture outline IIIb) 17. Analyze the main steps of protein synthesis. (Lecture outline IIIb) 18. Critique the role that mutations play in protein synthesis and evolution. (Lecture outline IIIb) 19. Identify the main implications of DNA technology in the lives of human and other living things. (Lecture outline IIIb) 20. Judge ethical issues associated with the use of biotechnology. (Lecture outline IIIb) 21. Critique the adaptive significance of sexual reproduction and situations in which asexual reproduction would be preferable. (Lecture outline IIIc) 22. Outline the ways by which meiosis and random fertilization contribute to biological adaptation and diversity. (Lecture outline IIIc) 23. Formulate the main Mendelian rules of inheritance and utilize these rules to solve simple genetic problems (involving monohybrid and dihybrid crosses). (Lecture outline IIIc) 24. Analyze the connection between genetics, heredity, epigenetics and the environment. (Lecture outline IIIc) 25. Evaluate natural selection as the main mechanism of biological evolution. (Lecture outline IVa) 26. Defend the importance of variation, overproduction, and heritability in natural populations. (Lecture outline IVa) 27. Describe the history of evolutionary thought. (Lecture outline IVa) 28. Compare and contrast microevolution and macroevolution. (Lecture outline IVa) 29. Evaluate the Oparin/Miller theory of the origin of life as suggested by geological and biochemical evidence. (Lecture outline IVb) 30. Identify the Domains and Kingdoms recognized by modern taxonomy, list the main characteristics of each domain and kingdom, and give examples of the main representatives of each. (Lecture outline IV) 31. Evaluate the role that microorganisms, plants, fungi and animals play in ecosystems and in the lives of humans. (Lecture outline IV) 32. Investigate the main evolutionary adaptations found in microorganisms, plants, fungi and animals. (Lecture outline IV) 33. Examine the main components of an ecosystem and diagnose the ecological roles that organisms play within them. (Lecture outline IVf) 34. Evaluate the effect of human activities on the diversity of life on and the geological processes of Earth. (Lecture outline IV) 35. Diagnose the long-term effect of human population growth on the fate of our planet. (Lecture outline IV) General Education Information Approved College Associate Degree GE Applicability AA/AS - Life Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B2 Life Science Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5B Biological Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: Answer in a one page, double-spaced essay which will be evaluated based on accuracy and development of response. Rubric grading. 1. Genetically modified organisms are those which have had their genes altered. This is not the same as selective breeding. In selective breeding agriculturalists select the plants or animals that produce the most food and then breed them together to produce offspring that produce a high amount of food. For example, due to selective breeding cows are able to produce more milk per day today than they were in the past. Genetically modified organisms, however are something different. Genetically modified organisms, or GMOs as they are commonly referred to, have genes from other species of organisms inserted into their own genome. For example, Bt corn is a type of corn that has had a gene from a bacterial species called Bacillus thuringiensis inserted into it. This gene makes the corn resistant to a particular corn pest species called the European corn borer. This means that farmers who grow this corn no longer need to spray their corn with pesticides to eliminate this pest. However, there are many who worry about the impact of GMOs on the environment, on humans and on other crop species. What do you think of GMOs? Find some research on-line (from an .org or .edu source) both in support and against the use of these organisms. What do you think of their arguments? Do you agree or disagree? What do you think the global impact of these organisms could be? What percentage of the average American diet is composed of GMOs? - Objectives being assessed: 1. Identify the main implications of DNA technology for the medical field and agriculture. (Lecture outline IIIb, Objective 19) 2. Judge ethical issues associated with the use of biotechnology. (Lecture outline IIIb, Objective 20) 2. What are the main lines of evidence that support current evolutionary theory? Answer in a one page, double-spaced essay which will be evaluated based on accuracy and development of response. - Objectives being assessed: 1. Describe the history of evolutionary thought. (Lecture outline IVa, Objective 27) 2. Compare and contrast microevolution and macroevolution (Lecture outline IVa, Objective 28) Objective Examinations Example: 1. Hypertrichosis, hairiness of the outer ear, is inherited as a Y-linked recessive in humans, If a man with hypertrichosis marries a woman without the trait, what might be the phenotypes of their children? A. All of their children have hypertrichosis B. All of the sons have hypertrichosis, but none of the daughters C. All of the daughters have hypertrichosis, but none of the sons D. None of their children have hypertrichosis 2. Tube feet of sea stars are used primarily for: A. Reproduction B. Circulation C. Movement D. Sensation Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lecture on atoms and molecules. The students will be asked to form molecules based upon the arrangement of electrons in the atom. Those molecules will need to be at a low energy state. The students will be asked to reason why those molecules are lower energy. The students will also be asked to demonstrate how the molecule will be effected by atoms that are highly electronegative. Apply knowledge of the parts of an atom to construct molecules with a lower energy state than the atoms that entered into the bond. Following a lecture on transcription and translation, the students will be given a segment of DNA to transcribe into mRNA and then translate into protein. This assignment will be given as a hypothetical exercise in rebuilding a dinosaur. The students will then reflect on the issues surrounding the cloning of living things. The instructor provides feedback on common errors and facilitates students toward better understanding of concepts. Analyze the main steps of protein synthesis. Distance Learning Following a live-recorded lecture on the limitations to colonization of land, students will research reputable websites about an adaptation. They will present what they learned in a class discussion and include a link to the article. Other students will read the article and give commentary to the original poster about what they learned. The instructor will give feedback and elaborate on the discovery as needed. Investigate the main evolutionary adaptations found in microorganisms, plants, fungi and animals. Typical Out of Class Assignments Reading Assignments 1. Discover something new in science. In the tradition of a "Today I learned" post, read about a new discovery in science. Evaluate what you read and be prepared to discuss the implications for humans and the environment of that work. 2. Review the data collected and results from a scientific experiment provided by the instructor (e.g. science surrounding vaccine acceptance). Evaluate the outcome of the experiment. Identify the hypothesis and variables that were part of that experiment. Writing, Problem Solving or Performance 1. Complete word problems in genetics that are based in genetic terminology. 2. Evaluate the size of the human population on earth today. Use this information to determine the effects that humans have on the natural world and project their future effects. Detail your findings in a two-page essay that demonstrates critical thought. Other (Term projects, research papers, portfolios, etc.) 1. Case Studies: Should we clone mammoths? Evaluate what the potential barriers are to cloning mammoths. Discuss the potential effects on the ecosystem of the reintroduction of mammoths into the ecosystem. Use this information to debate issues surrounding the reintroduction of mammoths or other extinct animals back into the ecosystem. Required Materials Concepts of Biology Author: Fowler, Roush, Wise Publisher: Open Stax Publication Date: 2019 Text Edition: Classic Textbook?: OER Link: OER: Campbell Essential Biology Author: Reece, Simon, Dickey Publisher: Benjamin Cummings Publication Date: 2018 Text Edition: 7th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...0001B ECON 202 ECON 0001A EDUC 200 EDU 0010 ENGL 100 ENGL 0001A ENGL 105...
