CALIFORNIA STATE UNIVERSITY, SACRAMENTO

Teaching Credentials, College of Education

EDMS 316: Science Curriculum & Instruction for the Diverse K-8 Classroom
Fall 2021

Instructor: Jenna Porter, Ph.D.

Office & Hours: Eureka 408

Fridays 12:00-1:00pm (Zoom link provided in Canvas)
By appointment
Class Time & Location: Fridays, 9:00-11:50 am
Class will consist of some face to face meetings (Eureka 211) and some
synchronous Zoom meetings (see schedule below)
Email: jmporter@csus.edu

Communication preference: Email; The program expects that you will use your Sac State email for all
professional email communication (i.e., with professors, supervisors, school
staff, etc.).

Social Justice Defined

Social Justice encompasses educational, economic, and political, arenas. Social Justice is a commitment to equity
and fairness in treatment and access to opportunities and resources for everyone, recognizing that all is not equal.
Social Justice means that we work actively to eradicate structural and institutional racism, sexism, classism,
linguicism, ableism, ageism, heterosexism, religious bias, and xenophobia. Social Justice means that we as educators
are responsible for the collective good of society, not simply our own individual interests. (California Teachers’
Association)

Course Description

Knowledge of basic principles and strategies related to science education, incorporating an expanded treatment of
science pedagogy, manipulatives, technological supports, accommodations, adaptive instructional techniques, and
other strategies especially suited to the instruction of diverse student populations. Methods and curriculum presented
will work with all students, but are particularly designed for working with language minority and other diverse
student populations, since these are the majority of students in California. The course will take an exploratory,
constructivist approach to teaching and learning science, in keeping with the Next Generation Science Standards.
The instructor and participating teachers will collaborate to create, deliver, and assess ways of teaching, and our
students will work together to explore different ways of teaching science. All students will plan for and teach a
science unit in a K-6 classroom, assess student learning, and reflect upon the effectiveness of their instruction.

Course Objectives

The expected learning outcomes of the course are aligned with the Teaching Performance Expectations (TPE) in six
areas. Accordingly, candidates are expected to:

1. Engaging and supporting all Candidates in learning

• Develop relevant, thematic science lessons around issues which support active participation, dialogue, and
equitable engagement by students (1.3)
• Apply a variety of instructional strategies to support student development of critical thinking, problem
solving, and inquiry skills (1.5)
• Apply ELD principles and standards, and plan differentiated instruction for all learners, specifically English
Language Learners in a science classroom (1.1, 1.6)
• Monitor student learning and adjust instruction while teaching so that students continue to be actively
engaged in learning (TPE 1.8)
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 CALIFORNIA STATE UNIVERSITY, SACRAMENTO
Teaching Credentials, College of Education
EDMS 316: Science Curriculum & Instruction for the Diverse K-8 Classroom
Fall 2021

2. Creating and maintaining effective environments for student learning

• Develop appreciation for the diversity of communities that make up Sacramento; Develop an understanding
of the local social problems facing our community (2.2)
• Learn strategies for establishing physically, emotionally, mentally, and intellectually safe environment (2.3)
• Learn strategies for establishing clear expectations for positive teacher and student interactions, and maintain
high expectations for learning (2.5, 2.6)

3. Understanding and organizing subject matter for student learning

• Demonstrate knowledge of their students, multiculturalism and social reconstructionist perspectives in their
teaching practices aligned with Next Generation Science Standards (3.1, 3.2)
• Plan, design, implement and monitor instruction consistent with NGSS (3.3)
• Develop a thematic, standards-based, inquiry-based, multicultural and social reconstructionist science unit
along with appropriate lessons to support that unit(3.4)
• Use and adapt a range of technology to facilitate students’ equitable access to the curriculum (3.5, 3.6)
• Model and develop digital literacy by using technology to engage students and support their learning (3.7)

4. Planning instruction and designing learning experiences for all students

• Candidates will be introduced to strategies for designing and assessing interdisciplinary curriculum, including
science, math, and literacy (4.3)
• Promote student success by providing opportunities for students to understand and advocate for strategies that
meet their individual learning needs and assist students with specific learning needs to successfully participate
in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.) (4.5)
• Plan, design, implement, and monitor instruction, making effective use of instructional time to maximize
learning opportunities, support each other in learning, and promote a range of communication strategies that
encourage student participation (4.4, 4.7)

5. Assessing student learning

• Design, administer, and determine K-8 student misconceptions in science using rubrics (5.1)
• Collect and analyze student work then modify teaching practices accordingly (5.2)
• Candidates will involve students in self-assessment and reflection on their learning goals and progress (5.3)
• Use technology as appropriate to conduct data analysis (5.4)

6. Develop as a professional educator

• Candidates will reflect on their level of subject matter and pedagogical knowledge, as well as their teaching
practice (6.1)
• Candidates will exhibit positive dispositions of caring, support and fairness toward their students and
colleagues (6.2)
• Candidates will demonstrate professionalism, including responsibility for the learning outcomes of all
students (6.5)

Required Texts & Readings

1. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (TPE 3.3)
Available free online: http://www.nextgenscience.org/framework-k–12-science-education
2. California Science Framework (TPE 3.3)
Available free online: http://www.cde.ca.gov/ci/sc/cf/scifwprepubversion.asp
3. Next Generation Science Standards Volume 1 (the standards) and 2 (Appendix).
Available free online: http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp

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 CALIFORNIA STATE UNIVERSITY, SACRAMENTO
Teaching Credentials, College of Education
EDMS 316: Science Curriculum & Instruction for the Diverse K-8 Classroom
Fall 2021

4. Science & Children – A journal published by the National Science Teachers Association for elementary teachers.
Available for free through the Sac State Library
5. Additional supporting reading materials available for free on the Canvas course website

Recommended Texts & Readings

1. Koch, J. Science stories: Science methods for elementary and middle school teachers Houghton Mifflin
Company
2. Keeley, P. Uncovering student ideas in primary science. NSTA Press
Method of Instruction

The methods of instruction for this course will consist of but not limited to lecture, demonstration, inquiry, active
discussion, cooperative group activities, sharing of reflective experiences, and reading assignments. The instructional
activities incorporate theories and strategies to help candidate develop curriculum and deliver instruction for working
with diverse, special needs and ELL students. In addition, technology application for the science classroom will be
infused throughout the course.

*This is a blended course modality that will consist of mostly face to face sessions and some virtual sessions (see
schedule below). We will follow university COVID safety protocol when on campus.

Expectations for Student Conduct

Students are expected to demonstrate professionalism in the classroom at all times (appropriate discourse,
collaborating with others, limited use of cell phones during class, etc.).
NOTE: If you are completing assignments for this course at a school site, all of our expectations and policies (as
detailed in the Policies and Procedures Handbook and the Field Placement Handbook, available on the department
website) are in effect.

Course Assignments and Projects

1. At Sacramento State, Service Learning and other community service activities are supported by the Community
Engagement Center (CEC): www.csus.edu/cec. We will be talking more about Service Learning in class and
you will be required to complete some on-line paperwork to ensure that you are covered by SAFECLIP, a
general and professional liability for students enrolled in service-learning courses for which they receive
academic credit. Service Learning (Writing Partners)- You will be paired up with a public school student and
write 3 letters to exchange with them. Letters should include questions and comments to build a positive
relationship, as well as to glean information from your partner about their conceptual understanding of identified
science content. The students will come to Sac State at the end of semester where you’ll facilitate science
activities and give them a tour of campus.

2. Reading Log 1 & 2 (TPE 1.5; 3.1;3.2; 4.3; 6.1): A template will be provided for you to summarize each of the
readings, reflect, and make personal connections to them. In the reflection section, you will describe how to
apply what you’ve read into your teaching practice, citing specific examples from your observations and/or
experiences. A minimum of 10 readings are required (5 for each log). It is expected that you will use these
sources to cite theory as part of your signature assignment.

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 CALIFORNIA STATE UNIVERSITY, SACRAMENTO
Teaching Credentials, College of Education
EDMS 316: Science Curriculum & Instruction for the Diverse K-8 Classroom
Fall 2021

3. Teaching Cycle Project (TCP): Assess, Plan, Peer Run-through, Instruct/Record, and Reflect (TPE 1.1;
1.3; 1.5; 1.6; 2.2; 2.5; 2.6; 3.2; 3.3; 4.4; 4.7; 5.1; 5.2; 6.5). For this assignment, you and a partner will go
through the process of assessing, planning, teaching, and reflecting on leading a group discussion during a
science lesson. You and your partner will first design an assessment of students’ prior knowledge, give the
assessment to your students, and analyze the results. You will collaboratively plan a science lesson (on the
program template) with a partner for the same grade level. The lesson plan must include a plan for leading a
group discussion, as well as a description of supports for students with special needs. This lesson will first be
taught to your classmates (Peer Run-through) as practice. You and your partner will then independently
instruct and record your lesson to your field placement elementary students. Finally, you will upload the
recording to GoReact to code the elements of leading a group discussion, then write a reflection about the entire
process. Additionally, your partner will rate your level of participation in the development of the lesson plan,
which will be used to calculate participation points as part of the assignment. Additional details and rubrics will
be provided in class.

4. Signature Assignment –Instructional Segment Plan (TPE 1.1; 1.4; 2.5; 3.1; 3.2; 3.3; 3.4; 3.6)
The signature assignment is based on Planning Task 1 of the edTPA (Planning for Instruction and Assessment).
Using the CA Science Framework, you will collaboratively develop a grade level Instructional Segment that is
three lessons in length (You may use your TCP lesson as one of the three lessons). Your instructional segment
will include lesson plans for the three lessons and related assessments and materials. You will also fill in a 3D
Map to show how the components of the Next Generation Science Standards (NGSS) are reflected in your
lessons. Your peers will rate your level of participation in the development of the instructional segment, which
will be used to calculate participation points. Individually, you will submit a commentary, reflecting on the
instructional segment, by responding to specific prompts. (Assignment description and rubrics are provided in
Canvas.)

5. Attendance and Participation (TPE 6.1; 6.2; 6.3)- Your attendance and active participation in class is critical
to developing the skills necessary for effective science instruction and assessment. The first absence will result in
a 5 point deduction, and missing more than one class will result in a ten point deduction for every class missed
after that. Each tardy will result in a 2 point deduction. You will also lose participation points for the day if you
do not come prepared to work and engage in discussion (assigned readings and/or assignments fully prepared for
the day).

* Course attendance policies will be adjusted so as not to penalize students who become ill or are placed under
quarantine during the COVID-19 pandemic. Contact your instructor to develop a timeline for making up and
completing course assignments.

Grading & Grade Distribution

10 points Reading Log (2 submissions X 5 pts each= 10 points)

5 points Writing Partners Letters

30 points Teaching Cycle Project (TCP)

• Diagnostic Assessment and Analysis = 5 points
• Written Lesson Plan (with LGD template embedded) = 10 points
• Peer Run-through to class = 5 points
• Instruct/Record- GoReact video analysis= 5 points
• Written Reflection on TCP Process= 5 points

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 CALIFORNIA STATE UNIVERSITY, SACRAMENTO
Teaching Credentials, College of Education
EDMS 316: Science Curriculum & Instruction for the Diverse K-8 Classroom
Fall 2021

25 points Signature Assignment

• Instructional Segment (3 lesson plans)= 10 points
• 3D Map = 3 points
• Commentary = 12 points (4 rubrics; 3 pts. each meets expectation)

5 points Collaboration (attendance & peer feedback on TCP & Signature Assignment)

25 points Attendance and Participation

Grading Criteria

Scaled Score Letter Scaled Score Letter

Equivalent Equivalent
96-100% A 78-79% C+
90-95% A- 73-77% C
87-89% B+ 70-72% C-
83-86% B 60-69% D
80-82% B- Less than 59% F

* Course assignments will be adjusted so as not to penalize students who become ill or are placed under quarantine
during the COVID-19 pandemic. If you need an extension on any assignments, contact your instructor.

Access to Grades
The instructor will manage and post grades through the course website in Canvas. Students can access their current
grades in the “Grades” section of the Canvas course website.

Course Policies

Late Work

Students submitting late work can earn half credit if submitted within one week, but forfeit the opportunity to receive
feedback. ALL work must be submitted (no matter how late) for credit towards course completion.

Revised Assignments and Feedback

Upon the discretion of the professor, candidates may be allowed to resubmit an assignment if the initial submission
did not meet the stated criteria for a passing grade. Only ONE resubmission will be permitted.

Incompletes

It is the student’s responsibility to request a grade of Incomplete. An instructor may or may not grant this request
and will consider such factors as student’s work to-date and amount of work still to be completed in making a
determination. This instructor follows the details of the university’s grading policy for incompletes:
http://catalog.csus.edu/12-14/first%20100%20pages/academicpolicies.html

Advising

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 CALIFORNIA STATE UNIVERSITY, SACRAMENTO
Teaching Credentials, College of Education
EDMS 316: Science Curriculum & Instruction for the Diverse K-8 Classroom
Fall 2021

The instructor is available for individual advising throughout the semester. Candidates can also arrange for telephone
advising and/or E-mail advising. Refer to preferred communication process on page 1.

University Policies

1. Services to Students with Disability (SSWD)

Sacramento State is committed to ensuring an accessible learning environment where course
or instructional content are usable by all students and faculty. If you believe that you require
disability-related academic adjustments for this class, please immediately contact Services for
Students with Disabilities (SSWD) to discuss eligibility. A current accommodation letter from
SSWD is required before any modifications, above and beyond what is otherwise available for all
other students in this class will be provided.

2. Student Health and Counseling Services

Your physical and mental health are important to your success as a college student. Student
Health and Counseling Services (SHCS) in The WELL offers medical, counseling, and wellness
services to help you get and stay healthy during your time at Sac State. SHCS offers: Primary
Care medical services, including sexual and reproductive healthcare, transgender care, and
immunizations; urgent care for acute illness, injuries, and urgent counseling needs; pharmacy
for prescriptions and over-the-counter products; mental health counseling, including individual
sessions, group counseling, support groups, mindfulness training, and peer counseling; athletic
training for sports injury rehabilitation; wellness services, including nutrition counseling, peerled
health education and wellness workshops, and free safer sex supplies; violence and sexual
assault support services. Most services are covered by the Health Services fee and available at
no additional cost.

3. Crisis Assistance & Resource Education Support (CARES)

If you are experiencing challenges with food, housing, financial or other unique circumstances
that are impacting your education, help is just a phone call or email away. The CARES office
provides case management support for any enrolled student.

Academic Honesty

Students are expected to be familiar with the University’s Academic Honesty, Policy & Procedures. The policy on
Academic Honesty and other information regarding student conduct can be accessed from the University Policy
Manual (http://www.csus.edu/umanual/index.htm).

University Resources

Canvas

Sac State has Canvas as the course management system for online courses or for courses that have some component
online. This course will be utilizing this new system. You can access a course on Canvas in your “My Sac State”
site, or you can login directly at http://canvas.csus.edu/.

Student Success Center

The College of Education Student Success Center (SSC) offers services to all students. The Center is located in
Eureka Hall 437 (278-6403, coe@csus.edu) and it is open from 9:00am – 12:00pm and 1:00pm-3:00pm Monday thru

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 CALIFORNIA STATE UNIVERSITY, SACRAMENTO
Teaching Credentials, College of Education
EDMS 316: Science Curriculum & Instruction for the Diverse K-8 Classroom
Fall 2021

Friday. The Center supports students by providing academic program (and GE) advising and planning, and by
connecting students with other resources on campus. Faculty, staff, and peer mentors are available to students at the
Center.

Sac State Library

As a Sac State student you have access to the various resources offered by the library such as book checkout, study
areas, computer labs, online tutorials, research databases, etc. To learn more about available resources visit the Sac
State Library website (http://library.csus.edu/).

Information about accessing databases and articles on campus:

Both full text articles and the research databases used to find them are subscription products. CSUS Library
subscribes on behalf of our students, faculty, and staff. When on campus, these resources can be used from any
computer or laptop. You will be prompted for your Saclink ID and password (the same ones you use to access My
SacState) when accessing an article or database.

Here is a page that you can link to for article searching information:
http://csus.libguides.com/findfulltext

Information about accessing databases and articles from off campus:

In order to use Library databases from off campus, go to the Library Home page at http://library.csus.edu. It is also
listed under “Quick Links” at the top right of the campus home page www.csus.edu. Then click on the link
"Database and Article Searching" in the upper left of the screen. Your three choices are:
"Basic Search" -- do not use this one
"Databases by Title" --use this one if you know the name of the database you want
"Databases by Subject" --click on Education to see a list of the best databases to use for education-related topics.
As soon as you click on a database, you will be prompted for your Saclink ID and password. Then the search form
will appear.

Course Schedule

Week Topic Readings Activities Assignments Due

1 Introductions
Next Generation Conceptual Shifts in the ASTEP
Sept. 3 Science Standards NGSS Making sense of bias during Consent & Survey
Virtual (NGSS) COVID-19
TPE 2.3; 3.1; 3.2
2 Social and Emotional What is Social Emotional
Learning Learning? Tower Power Writing Partners
Sept. 10 Letter
Face to Face Phenomena Using Phenomena in
TPE 1.5, 3.3, 2.2
NGSS
3 Science & Engineering Scientists of Color
Equity & Diversity in Practices Phenomenon
Sept. 17 STEM Education Engineering Design Process: photo
Face to Face Science Education Rockets
Framework Chapter 11

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 CALIFORNIA STATE UNIVERSITY, SACRAMENTO
Teaching Credentials, College of Education
EDMS 316: Science Curriculum & Instruction for the Diverse K-8 Classroom
Fall 2021

TPE 1.3; 1.5; 2.3;

3.3; 4.3
4 Scientific Inquiry Four Forces
Sept. 24 Culturally Relevant Talk to CT about
Face to Face African Centered Pedagogy in Science Introduce TCP & Signature science topic
Pedagogy assignment
TPE 2.4
5 Common
Misconceptions in Formative Assessment Conservation of Matter Reading Log 1
Oct 1 Science Probes: Uncovering
Virtual Students’ Ideas in TCP Planning: Diagnostic
TPE 3.3, 3.5, 3.6, Types of Science assessment
Assessments:
3.7; 1.5, 3.1, 3.2
Standardized vs
Classroom

6 Introduction: Leading Solar System & Periodic Writing Partner

Group Discussions Constructivism and the 5 Table letter
Oct. 8 (LGD) Es
Face to Face TCP: Analyze diagnostic
TPE 1.5, 3.5; Using Assessment to assessments & Lesson
Guide Instruction Planning
3.6; 3.7

7
Using science ideas Online Science Leading a Group Discussion Diagnostic
Oct. 15 to protect the Earth’s Resources (LGD): Aquaponics Assessment &
Face to Face resources and Analysis
TPE 1.1, 1.6, 1.8,
environment
4.3, 5.3
8 TCP: Lesson Planning (with
Inclusive Science Science curriculum for LGD embedded)
Oct. 22 Education students with physical
Virtual disabilities Outline for signature
TPE 1.1, 1.3, 1.6,
assignment
4.4, 4.5, 4.7, 5.1
9
Leading a Group Teaching Big Ideas with TCP Draft Lesson
Oct. 29 Discussion (LGD) Little Kids (Climate Peer Run-Through: LGD Plan
Face to Face Change for 3rd Graders)

10
NGSS Storyline for Devices for energy
Nov. 5 Grades 3-5: CA Science Framework conversion
Face to Face Renewable Energy (your grade level)
Instructional Segment NGSS: Crosscutting
TPE 1.1, 1.3, 1.6,
2.5, 2.6, 3.5, 4.7
Concepts

11
NPR TED Radio Hour:
Nov 12 Water Education for Our Relationship with Project WET Training
Virtual Teachers Water

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 CALIFORNIA STATE UNIVERSITY, SACRAMENTO
Teaching Credentials, College of Education
EDMS 316: Science Curriculum & Instruction for the Diverse K-8 Classroom
Fall 2021

TPE 1.5, 3.3, 4.4,

4.7

12 NGSS Storyline for Layering Text to support

Grades K-2: Bees Useful Models for literacy in science Go React Video
Nov 19 Academic Language with markers
Face to Face Earth & Human Development Engineering Design
Impact Challenge
TPE 3.3, 5.1, 5.2,
5.3, 5.4

13
Thanksgiving Break
Nov 26 No Class

14 Environmental
Justice Science Education Moving Molecules and Sea Reading Log 2
Dec 3 Framework Chapter 9- Level Rise
Face to Face 3-Dimensional Integrating the 3 TCP Reflection
Science Teaching dimensions 3D Map
TPE 3.4, 6.1, 6.2,
6.5

15
Reflective Science Writing Partners Tour of Signature
Dec 10 Teaching Campus & Science Activities Assignment
Face to Face
Rubric-based Self ASTEP Post
TPE 1.1, 1.6, 4.3
Assessment Survey

The descriptions and due dates are subject to change at the discretion of the Instructor.