Course

Integrated 10th Grade Science: Scientific Inquiry

Ended Jul 2, 2018
1 credit

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Full course description

Course Date:

Starts Sept. 15, 2017

Duration:

Two semesters

Commitment:

Five hours per week

Requirement:

None

Course Type:

Sheltered/SDAIE

Credential:

Paid certificate

Description

Using reading materials, videos, primary sources, secondary sources, and discussions, the course will explore components of such topics as:

  • The Scientific Method
  • Laws of Thermodynamics
  • Archimedes' buoyancy principle
  • Cell and Germ theories
  • Evolution and natural selection
  • The Theory of Plate Tectonics

Disciplines that will be covered include such areas as:

  • Biology
  • Genetics and Physiology 
  • Microbiology
  • Chemistry
  • Physics
  • Environmental Science
  • Earth Science

Objectives

The course will stress the following learning goals:

  • Students should develop a perception of science as a way of understanding the world around them, not as a collection of theories and definitions to be memorized.
  • Students should understand that assertions require justification based on evidence and logic, and should develop an ability to supply appropriate justifications for their assertions. 
  • Students should be able to perceive patterns and regularity, make predictions, and test those predictions against evidence and reason.
  • Students should be able to analyze and interpret data. 
  • Student should be able to read a variety of domain-specific scientific and technical texts and to write using the language conventions of scientific discourse, including but not limited to laboratory reports.

The course will incorporate the following SDAIE goals:

  • Provide academic content in an environment that supports the development of English language skills
  • Supply supplemental materials to improve understanding of content material
  • Provide students with guided instruction such that concepts, content material, and vocabulary are more accessible to EL students
  • Ensure ample opportunity for student and peer interactions
  • Employ a variety of SDAIE teaching strategies to make concepts, content material, and vocabulary more easily understood by EL students

Course Instructor


Patricia Roth

Patricia believes that an interdisciplinary approach is essential to a deeper understanding of any scientific focus. Having earned degrees in both Biology and Environmental Protection from West Virginia University and a Master’s degree in Marine Biology from the College of Charleston in Charleston, South Carolina, her education and experience have always spanned multiple disciplines. As a member of the Harmful Algal Bloom Research and Analytical Response Team at NOAA’s Center for Coastal Environmental Health and Biomolecular Research, her focus incorporated such fields as microbiology, phycology, molecular biology, and toxicology. She is an award winning presenter with multiple peer-reviewed publications in such journals as Toxicon, Aquatic Microbial Ecology, and Journal of Parasitology. During her time as the College of Charleston’s Molecular Core Facility Manager she had the opportunity to work with a wide array of faculty and investigators. In addition to processing and analyzing DNA samples for others from a varied collection of source organisms, she spent her time on method development and mentoring students. In addition to research, Patricia has experience teaching in both traditional and non-traditional settings. She spent several years as the Lead Instructor at the Marine Science Consortium teaching groups of all ages about the local coastal ecology. Currently, her role at Indian Creek School involves teaching Advanced Placement Environmental Science courses, assisting with the STEM program, and acting as a Co-Director the schools internal blended learning program known as BLinc. She is excited about the opportunity that her role as the ICS’s Director of the OESISx Initiative will bring her as both an administrator and classroom teacher.