Major in Earth-Space Science - Secondary Education Concentration

http://www.towson.edu/uteach/earth-space_science/earth-space-science_sec_ed.asp

Earth-Space Science Secondary majors in the Secondary Education Concentration are eligible, upon graduation, to apply for certification to teach earth-space science for grades 7-12  in the state of Maryland.

The Earth-Space Science Secondary Education Concentration requires 127-129 units for completion.  Students in this concentration must complete 100-102 required units in content and Towson UTeach courses, and 27 units in Core Curriculum courses not satisfied by the major, earning a grade equivalent of 2.00 or higher in each course.      

Formal Admission to Towson UTeach

Students should apply to Towson UTeach when they have met the following criteria:

1.  completion of a written application available at www.towson.edu/uteach
2.  completion of at least 45 college units
3.  a 2.75 cumulative GPA for all completed content courses required for the major
4.  a 2.75 cumulative GPA for all completed Towson UTeach courses
5.  presentation of either a passing score on Praxis I (Pre-Professional Skills Test:  Reading, Writing, and Mathematics) OR an acceptable score on the Score Reporting Form for either the SAT, ACT, or GRE.  Please refer to www.towson.edu/uteach for information on these assessments, including aceeptable minimum passing scores.
6.  completion of a Crimnal History Disclosure Form.  This form is to be notarized and submitted to the Towson UTeach Office. It will be forwarded and kept on file with the Center for Professional Practice.

Internship in Towson UTeach

Students in this concentration should be prepared to do their internship in their senior year. Students who wish to deviate from this policy must obtain permission from the Department of Chemistry prior to the beginning of their junior year. The following requirements must be met for internship:

1.  a minimum cumulative GPA of 2.75 in content couses required for the major
2.  a minimum coumlative GPA of 2.75 in Towson UTeach courses

Required Content Courses
GEOL 121PHYSICAL GEOLOGY4
GEOL 123HISTORICAL GEOLOGY4
GEOL 357PHYSICAL OCEANOGRAPHY3
ASTR 161GENERAL ASTRONOMY I4
ASTR 162GENERAL ASTRONOMY II4
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB]
4
CHEM 131
131L
GENERAL CHEMISTRY I LECTURE
and GENERAL CHEMISTRY I LABORATORY
4
CHEM 132
132L
GENERAL CHEMISTRY II LECTURE
and GENERAL CHEMISTRY II LABORATORY
4
PHYS 211GENERAL PHYSICS I; NON CALCULUS-BASED4
PHYS 212GENERAL PHYSICS II; NON CALCULUS-BASED4
GEOL 305ENVIRONMENTAL GEOLOGY4
GEOL 331MINERALOGY4
GEOG 377METEOROLOGY3
Geosciences or Geography Elective
Select one of the following: 3-4
COSMIC ORIGINS
PLANETARY ASTRONOMY
STRUCTURAL GEOLOGY
HYDROGEOLOGY
SEDIMENTOLOGY AND STRATIGRAPHY
INTRO TO GEOGRAPHIC INFORMATION SCIENCE
GEOMORPHOLOGY
ENVIRONMENTAL GEOGRAPHY
STUDIES IN NATURAL HAZARDS
Mathematics Elective
Select one of the following: 3-4
COLLEGE ALGEBRA
PRE-CALCULUS
CALCULUS FOR APPLICATIONS
CALCULUS I
Science Education
SCIE 380TEACHING SCIENCE IN THE SECONDARY SCHOOLS3
Total Units59-61

TOWSON UTEACH COURSES (40 UNITS) 

Introductory Courses
Students must complete either
SEMS 110
SEMS 120
INTRODUCTION TO STEM TEACHING I: INQUIRY APPROACHES TO TEACHING
and INTRODUCTION TO STEM TEACHING II: INQUIRY-BASED LESSON DESIGN
2
or SEMS 130 INTRODUCTION TO STEM TEACHING I & II COMBINED
*Permission of Towson UTeach Department required to take SEMS 130.
Core UTeach Courses
SEMS 230KNOWING AND LEARNING3
SEMS 240CLASSROOMS INTERACTIONS3
SEMS 250PERSPECTIVES IN SCIENCE AND MATHEMATICS3
SEMS 360RESEARCH METHODS3
SEMS 370PROJECT-BASED INSTRUCTION3
SEMS 498INTERNSHIP IN MATHEMATICS AND SCIENCE SECONDARY EDUCATION3
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS4
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS3
Science Courses
SCIE 393INTERNSHIP IN SECONDARY EDUCATION- SCIENCE12
SCIE 430SEMINAR IN STUDENT TEACHING - SCIENCE1
Total Units40

             NSTA Standard 1: Content Knowledge
            Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure.
            Below are the elements of the standard.
            Pre-service teachers will:
            1a) Understand the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
            1b) Understand the central concepts of the supporting disciplines and the supporting role of science-specific technology.
            1c) Show an understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students.
            NSTA Standard 2: Content Pedagogy
            Effective teachers of science understand how students learn and develop scientific knowledge. Pre-service teachers use scientific inquiry to develop this knowledge for all students.
            Below are the elements of the standard.
            Pre-service teachers will:
            2a) Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science.
            2b) Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-specific technology are included in the lessons when appropriate.
            2c) Design instruction and assessment strategies that confront and address nave concepts/preconceptions.
            Assessment: This Standard is usually met using Assessment 3 - Unit Plan.
            NSTA Standard 3: Learning Environments
            Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met.
            Below are the elements of the standard.
            Pre-service teachers will:
            3a) Use a variety of strategies that demonstrate the candidates knowledge and understanding of how to select the appropriate teaching and learning activities  including laboratory or field settings and applicable instruments and/or technology- to allow access so that all students learn. These strategies are inclusive and motivating for all students.
            3b) Develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for all students.
            3c) Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated.
            3d) Plan a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area.
            Assessment:
            NSTA Standard 4: Safety
            Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
            Below are the elements of the standard.
            Pre-service teachers will:
            4a) Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.
            4b) Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of all students.
            4c) Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms.
                        NSTA Standard 5: Impact on Student Learning
                        Effective teachers of science provide evidence to show that P-12 students understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach.
                        Below are the elements of the standard.
                        Pre-service teachers will:
                        5a) Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected.
                        5b) Provide data to show that P-12 students are able to distinguish science from non-science, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science.
                        5c) Engage students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
            Standard 6: Professional Knowledge and Skills
            Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.
            Below are the elements of the standard.
            Pre-service teachers will:
            6a) Engage in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community.
            6b) Engage in professional development opportunities such as conferences, research opportunities, or projects within their community.

SUGGESTED FOUR-YEAR PLAN 

Freshman
Term 1UnitsTerm 2Units
SEMS 1101SEMS 1201
BIOL 120
120L
4CHEM 132
132L
4
CHEM 131
131L (Core 7)
4ENGL 102 (Core 2)3
GEOL 1214GEOL 1234
TSEM 102 (Core 1)3MATH 115, 119, 211, or 273 (Core 3)3-4
 16 15-16
Sophomore
Term 1UnitsTerm 2Units
SEMS 2303SEMS 2403
ASTR 161 (Core 8)4ASTR 1624
PHYS 2114PHYS 2124
Core3Core3
Core3Core3
 17 17
Junior
Term 1UnitsTerm 2Units
SEMS 2503SEMS 3703
GEOL 3573GEOG 3773
Geosciences or GEOG Elective3-4SCED 4613
Core3Core3
SCED 4604Core3
 16-17 15
Senior
Term 1UnitsTerm 2Units
SEMS 360 (Core 9)3SCIE 39312
SEMS 4983SCIE 4301
GEOL 3054 
GEOL 3314 
SCIE 3803 
 17 13
Total Units 126-128