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CALIFORNIA STATE UNIVERSITY,
LOS ANGELES
Charter
College of Education
Division of Educational Foundations
and Interdivisional Studies
Winter, 2004
EDIT
472 World Builders (5 units)
| Instructor: |
Elizabeth
Viau |
Class
Location: |
C
2092 King Hall |
| Office
Location: |
eviau2001
Yahoo Messenger
|
Time
of First Class: Jan 7 |
Friday
4:20 9:00 |
| Telephone:
EDFN office
|
(323)
343 4330 |
Office
Hours:
online |
Sunday
7:00-9:00 pm
Friday 7:00-9:00 pm |
| e-mail: |
eviau@earthlink.net |
Email
will be answered when received |
| Call
Number: |
01
11792
02
11793 |
You
need to register for both
sections. |
Note:
this is a distance course.
Group meetings and office hours will
be arranged for your
convenience and changed if necessary.
1. Catalog
Description:
Students work in groups to design
planets from the stellar dust through
the development of alien plants and
animals. Students will use computers
to access information and to post
graphics and text about the new worlds
on the World Wide Web. Prerequisites:
EDIT 430 or permission of Dr Viau.
2. Professional
Statements:
A. Theme and Conceptual Framework
For Professional Preparation:
The faculty members of the Charter
College of Education have adopted
the organizing theme of "Preparing
Educators to Serve the Culturally
and Linguistically Diverse Population
of Urban Schools and Related Institutions
of the 21st Century" for all
programs for professional educators
at California State University, Los
Angeles. This theme is reflected in
this course by: (suggested examples
might be the course content and/or
performance standards, lecture topics,
the textbook chapters, suggested readings,
or other statements that may be appropriate
for a specific course)
The attached diagram provides the
conceptual framework for the theme
and supports the preparation of professional
educators by the members of the CSULA
Charter College of Education faculty.
B. Statement of
Reasonable Accommodation
The Charter College of Education
faculty members fully support the
Americans with Disabilities Act (ADA).
The members of the faculty will provide
reasonable accommodation to any student
with a disability who is registered
with the Office of Students with Disabilities
(OSD) who needs and requests accommodation.
The faculty may wish to contact the
OSD to verify the presence of a disability
and confirm that accommodation is
necessary. The OSD will arrange and
provide for the accommodation.
Reasonable accommodation may involve
allowing a student to use an interpreter,
note taker, or reader; accommodation
may be needed during class sessions
and for administration of examinations.
The intent of the ADA in requiring
consideration of reasonable accommodation
is not to give a particular student
an unfair advantage over other students,
but simply to allow a student with
disability to have an equal opportunity
to be successful.
C. Student Conduct
Student conduct is viewed as a
serious matter by the faculty members
of the Charter College of Education.
The Charter School faculty members
assume that all students will conduct
themselves as mature citizens of the
campus community and will conduct
themselves in a manner congruent with
university policies and regulations.
Inappropriate conduct is subject to
discipline as provided for in Title
5, California Code of Regulations
(see student conduct: rights and responsibilities,
and student discipline, CSULA General
Catalog). Academic honesty is expected
of all students in the Charter College,
in accordance with University policy.
There are established university reporting
procedures if a student is suspected
of committing an academically dishonest
acts.
D. Technology
For formal admission to credential,
certificate, or Masters Degree programs
in the Charter College of Education,
each student must:
- 1.
Own or have ample access to a computer
(ex. in CSULA computer labs, or
at home or work)
- 2.
Have general knowledge of operation
and care of a computer, computer
hardware/software, and be able to
implement some basic troubleshooting
techniques (ex. check connections,
restart the computer, etc.)
- 3.
Have an email account (available
free of charge to all CSULA students)
- 4.
Have a basic understanding of how
to use the internet.
Students should anticipate
that their use of these skills will
be integrated within courses in
their programs. Students who fail
to meet any of the above expectations
are strongly advised to take an introductory
computers course before they are formally
admitted to the Charter College of
Education.
3. Student
Outcomes Content Standards and
Performance Standards
Content
Standards specify expectations of
what students should know or understand
as opposed to what they will
do.
Content Standards:
Technology
Students will
- Understand
how to search for information on
the web and how to refine a search.
- Understand
that computer images have different
formats that have different uses.
- Understand
the concepts involved in web page
construction: the use of headings,
tables, lists and links.
- Understand
the idea of sequencing images to
create animation.
- Understand
how to format information for the
web using headings, text blocks,
images, and links
Content
Standards: General Knowledge
Students will
- Understand the basic relationship
between the sun, the planets, and
moons.
- Understand that rocks are formed
by different processes.
- Understand that the earth has
a core, a mantle, and a crust.
- Understand that the continents
are moving on tectonic plates.
- Understand the water cycle, and
that warm air rises and cooling
air releases rain.
- Understand that life forms need
a source of energy.
- Understand that complex life forms
are made up of cells.
- Understand that life forms adapt
to survive in their environments.
(Evolution, Survival of the Fittest)
- Understand that life forms interact
in ecological communities.
- Understand the logic behind food
and energy pyramids.
Performance
Standards
Performance
Standards identify explicit definitions
of what students must do to
demonstrate
proficiency in the above specified
content standard.
Performance
Standards: Technology
Students will
- Develop
and refine web searching techniques
for finding targeted information.
- Locate
and capture graphics, buttons, and
other web objects to add to their
web pages.
- Use
a web page editor to create a total
of eleven web pages with text, links,
and appropriate graphics.
- Create
tables and lists on their web pages.
- Change
graphics into appropriate sizes
and file formats for web page use.
-
Create transparent gifs.
- Create
graphics using a paint program or
other graphics program.
-
Download, unzip, install, and use helpful software
from the internet.
- Use
email for communication, attaching
text files and image files.
-
Download pdf files.
- Advanced
students may also experiment with
sound, slide shows, movies,
morphing software, and/or
animated gifs.
Contents of web pages will apply
knowledge gained from web searching.
Contents of web pages will apply
understanding of major scientific
concepts addressed (e.g., evolution)
Performance
Standards: Organization
and General Knowledge
Students will
- Cooperatively
organize the layout of their web
sites and the naming of their pages.
- Work
together to create a planet and
life forms that are in harmony with
scientific concepts.
- Create
web pages that are correct grammatically,
scientifically, and in their spelling.
- Relate their learning experiences
to Constructivist pedagogy
4. Assessment
Procedures
Course assignments
should allow students to demonstrate
proficiency in the performance standards.
Students will work
in cooperative groups to produce a
web site describing their planet and
its life forms.
Students will sign
the pages that they have authored
and the pages will be assessed as
described in the rubrics.
Rubrics distinguish
between the levels of performance
on tasks addressing the standards.
See Table
of Rubrics here and choose the
one that you want to see.
Short quizzes may be given on the
science notes: study the Study
Questions.
5. Grading
Procedures:
Each
person will do a total of eleven
web pages as shown below.
|
The
Assignments
|
| Each
Person will do every one of
these pages. |
|
|
Each
person in the group will do
two of these pages. |
Print
the name of the person who will
do each page here. |
|
Each
person in the group will do
two of these pages. |
Print
the name of the person who will
do each page here. |
| Home
Page |
all |
Welcome
Page |
|
Coordinate
Water Plants |
|
| Seaweeds |
all |
Table
of Contents |
|
Coordinate
Water Animals |
|
| Water
Animals |
all |
Solar
System |
Do
together. List
contact person |
Coordinate
Water Plants |
|
| Water
Ecology |
all |
Geology
|
Do
together. List
contact person |
Coordinate
Land Plants |
|
| Land
Plants |
all |
Climate
|
Do
together. List
contact person |
Coordinate
Land Animals |
|
| Land
Animals |
all |
Microbiology |
Do
together. List
contact person |
Coordinate
Land Ecology |
|
| Land
Ecology |
all |
|
|
|
|
Web
pages are worth 9 points each.
Total possible for 11 web pages
= 99 points plus one free point
= 100 points.
Grading
on Individual Assignments will
be:
There
are rubrics to guide you for
each assignment.
Dr
Viau strongly urges you to turn
in a draft copy of your web
pages each week for feedback
and suggestions. You will
be graded on your final copy
of the page
A
= 90 and up
|
B
= 75 to 85 points
|
C=
below 70 points
|
Grades will be determined as specified
in Rubrics
for each chapter.
6. Required Text: Read all material
posted on the World Builders Web site
for each lesson.
Do
research
on the internet as required for
your particular planet.
The books listed under Recommended
Reading will be helpful to you.
7. Course Schedule:
|
Topics and Schedule: World Builders
|
-
Planetary
Structure
Session
1: Astronomy
locating
the planet near a star
types of stars, orbits, moons,
planetary systems
Session
2: Geology
forming the rocky surface
basic
geological processes, erosion,
volcanism
Session
3: Meteorology
air, ocean and weather
air and
ocean currents, water cycle, rain
shadow
The
Emergence of Life
Session
4: Microbiology
unicellular life/processes
emergence of life, fundamental
life processes
The
Water World
Session
5: Marine Biology
lives / structures of plants
adaptations
to marine environment, energy
capture
Session
6: Marine Zoology
lives/structures of animals
designs
for mobility, energy capture,
reproduction
Session
7: Marine Ecology
aquatic communities
ecological
niches, population limitation
& dispersal
expand and extend
range and structure of life forms
The
World of the Land
Session
8: Botany
plants, structure/ reproduction
problems on land, support
structures, dehydration
Session
9: Zoology
animals, structure/reproduction
Session
10: Ecology
communities on land
Adaptations
to niches on land, behavioral
and
physical
adaptations, extend range and
structure
The
Voyage of Discovery
Possible free
day / project completion
Final
Session
Share the Newly Created
Worlds
8.
Suggested Readings: Recommended
Books.
Detailed
outlines of weekly course assignments
can be found here.
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