Notebook Chapter 3 and 4

SCI 0600 - Foundations of Physical Science for Teachers

I. Course Information Course: SCI 0600 - Foundations of Physical Science for Teachers Semester Credit Hours: 3.0 Course CRN and Section: 21267 - L01 Semester and Year: Fall 2026 Course Start and End Dates: 08/17/2026 - 10/11/2026 Building and Room: Online Venue - CANVAS

II. Instructor Information Professor: Dennis W Stetter PhD Email: [email protected]

III. Class Schedule and Location Day Date Time Location Building/Room

08/17/2026 - 10/11/2026 Programs On-line Online Venue-CANVAS

IV. Course Description This course examines content and methods for teaching physical science in the preK-12 classroom in accordance with National Science Teacher Association (NSTA) Science Standards. The topics of the subject matter content are concepts in force and motion which are developmentally appropriate for elementary, middle, and secondary school students. There will be a field experience in a local school. Prerequisite/s: SCI 523 Course Rationale: This is a specialty course in the M.S. Degree in Science Education Program at Nova Southeastern University Abraham S. Fischler College of Education. This course has been designed to correlate the recommended pedagogical strategies with the Florida Educator Accomplished Practices, the Florida ESOL Standards, and the Interstate New Teacher Assessment and Support Consortium (InTASC) Standards.

V. Course Objectives / Learning Outcomes 1) Demonstrate Physical Science concept mastery by earning a minimum score of 80% overall average in the courses biweekly content quizzes. 2) Demonstrate knowledge of essential teaching and skills specified by the NSTA by compiling a comprehensive science notebook as well as the development of a corresponding lesson plan. 3) Demonstrate how to enhance and maintain communication between families and the school or classroom related to successful science learning by developing a parent-teacher communication plan. COURSE OBJECTIVES The student will:

1. Distinguish between a law and a theory and discuss the role of models in theory formulation. (NSTA 1 a-c, InTASC 4).

2. Describe and analyze the historical development of the major concepts, models, and investigations in physics to current knowledge (e.g., force and motion, conservation principles, fields, quantum theory). (NSTA 1 a-c, InTASC 4).

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3. Describe force and motion and apply formulas to solve problems dealing with these phenomena. (NSTA 1 a-c, InTASC 1).

4. Describe acceleration due to gravity. (NSTA 1 a-c, InTASC 4). 5. Describe the First, Second and Third Laws of Motion, and the implications for each. (NSTA 1 a-c,

InTASC 4). 6. Describe and relate work, power and time. (NSTA 1 a-c, InTASC 4). 7. Distinguish between kinetic and potential energy. (NSTA 1 a-c, InTASC 4). 8. State the law of conservation and give examples of energy transformations. (NSTA 1 a-c, InTASC

4). 9. Describe relativity and explain why these effects are not intuitive from a human perspective. (NSTA

1 a-c, InTASC 4). 10. State the two laws of thermodynamics and relate entropy to the second law. (NSTA 1 a-c, InTASC

4). 11. Discuss the kinetic theory of matter and relate it to heat transfer, changes of state, and behavior of

gases. (NSTA 1 a-c, InTASC 4). 12. Describe electricity and explain Ohm’s Law.(NSTA 1 a-c, InTASC 4). 13. Describe magnetism and how it is used in electric motors and transformers. (NSTA 1, INTASC 4). 14. Describe wave motion and behavior. (NSTA 1 a-c, INTASC 4). 15. Distinguish between the four fundamental forces of nature in terms of the particles they act upon, the

relative distances over which they act, and their relative strengths. (NSTA 1 a-c, INTASC 4). 16. Explain Einstein's theory of special relativity and Einstein's mass-energy equivalence. (NSTA 1 a-c,

InTASC 4). 17. Discuss concepts of modern physics including elementary particles, nuclear energy, the quantum

theory of light and the uncertainty principle. (NSTA 1 a-c, InTASC 4). 18. Apply knowledge of science terms, principles, concepts, and ESOL strategies to specific learning

styles when creating a physical science unit plan. (NSTA 3 a-d, 5 c; InTASC 8; FEAP a.3, ESOL 3.2, 3.3, 4.1, & 4.2).

19. Write learning objectives for a physical science that include National and State Curriculum standards. (NSTA 1c, 2 a-c, 3c; InTASC 7; FEAP a.1.a).

20. Establish guidelines for effective evaluation and RtI. (NSTA 2 a-c; InTASC 6; FEAP a.4.a - f). 21. Include strategies for content-area teachers to use with LEP students when creating lessons. (NSTA

6 & 7; FTCS 22.1-23.4; ESOL 4.1 & 4.2; FEAP a.3.h). 22. Develop a repertoire of activities to teach physical science using a hands-on approach in unit plan

development. (NSTA 2 a-c & 5c; InTASC 1; FEAP a.1.f, a.3.a, b, f, g). 23. Relate physical science concepts to practical, real-life situations when creating lesson plans. (NSTA

2 a-c & 5; InTASC 5; FEAP a.3.e). 24. Enumerate and explain the role of the NSTA Standards and State standards as they apply to specific

grade levels regarding physical science. (NSTA 1c; InTASC 7; FEAP a.1).

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Legend for Standards

Abbreviation Name & Link

CEI (formerly ACEI)

Childhood Education International (formerly Association for Childhood Education International) https://ceinternational1892.org/

B.E.S.T. ELA Florida's Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards for. English Language Arts (ELA) https://www.fldoe.org/core/fileparse.php/18736/url t/ELAStandards.pdf

B.E.S.T. Math Florida's Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards for Mathematics http://www.fldoe.org/core/fileparse.php/18736/urlt/StandardsMathe matics.pdf

CAEP Council for the Accreditation of Educator Preparation. http://caepnet.org/

CEC Council for Exceptional Children Professional Standards https://www.cec.sped.org/standards

ESOL Florida ESOL Standards http://www.fldoe.org/core/fileparse.php/7587/urlt/00644 60-approvedteacherstandards.pdf

FEAP Florida Educator Accomplished Practices https://www.fldoe.org/teaching/professional-dev/the-fl-educator-accomplished-pra ctices.stml

InTASC Interstate New Teacher Assessment and Support Consortium Standards. https://c csso.org/sites/default/files/2017-11/InTASC_Model_Core_Teaching_Standards_ 2011.pdf

NBPTS National Board for Professional Teaching Standards https://www.nbpts.org/standards-five-core-propositions/

TESOL TESOL International Association. TESOL/CAEP Standards for P–12 teacher education programs. https://www.tesol.org/advance-the-field/standards/tesol-cae p-standards-for-p-12-teacher-education-programs

VI. Materials and Resources Book Url: NSU Book Store Course Required Texts and Materials: Required Texts and Materials

Governor, D., Bowen, M., and Brunsell, E. (2017). Big data, small devices: Investigating the natural world using real-time data.. NSTA

Krauskopf, K.B. & Beiser, A. (2017) The physical universe. (16th ed.) McGraw Hill Next Generation Science Standards (n.d.). https://www.nextgenscience.org/

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).

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Week TOPIC Readings & Assignments

Required Writing Tools:

1. Go to grammarly.com and download this tool. You may use the free version or choose to upgrade to the paid, premier edition (unless you already have a similar program).

2. Make an appointment with a Writing Consultant at the Writing and Communication Center at https://www.nova.edu/wcc for assistance with your writing skills, if requested by your Instructor. Course Supplemental Materials: Bybee, R. W. (2015). The BSCS 5E instructional model: Creating teachable moments. Arlington: VA: NSTA press (ISBN: 978-1-941316-00-9). [Recommended for all SCI courses at the 600 level]

Osborne, J., Donovan, B., M., Henderson, J., B., MacPherson, A., C., & Wild, A. (2017). Arguing from evidence in middle school science: 24 activities for productive talk and deeper learning. Corwin. ISBN: 9781506335940 [Recommended for all SCI 600 courses.]

Keeley, P. (2016). Science formative assessment, Volume 1: 75 Practical strategies for linking assessment, instruction, and learning (2 ed.): Corwin Press/NSTA Press. ISBN-9781483352176 [Recommended for all SCI 600 courses.]

VII. Course Requirements Example: 1. Each student must have and use a working NSU email address for enrollment in all courses, whether or not instruction is live or online. To open an NSU email, go to http://www.nova.edu/resources/nsuidentity.html. 2. Each student must use the appropriate programs/files (i.e., Microsoft Word, PDF, and JPG) when taking online courses in order to ensure that the instructor can open and grade written work. 3. Students who are enrolled in an online section of the course must procure a headset with a microphone for live class sessions. The sessions are interactive and the microphone enables oral participation.

VIII. Course Schedule and Topic Outline Course Schedule:

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1 Read & Review the following: Course Syllabus Discuss board assignments Due dates Course policies Grading criteria NSTA Standards Florida Subject Matter Content Standards INTASC Principles Florida Educator Accomplished Practices ESOL Strategies

Pedagogy: How Physical Science fits within the K-12 Curriculum Historical Perspectives on Science Education Contemporary Issues in Science Education

Science Content: The Scientific Method The SI System Historical evolution of theories and laws using The Ptolemaic System The Copernican System Kepler’s Laws Newton’s Law of Gravity

Standards: NSTA: NGSS Next Generation Science Standards Florida Teacher Competencies and Skills (Physics) InTASC Principles:4. Accomplished Practices: a3 ESOL Indicators: 1.1, 3.2, 3.3, 5.1, & 5.3.

ESOL-related Discussion (small and whole group): Science teaching and learning, current trends in ESOL teaching and physics as a multicultural language.

Read Krauskopf Chapter 1 Complete Practice Questions Chapter 1 – at http://connect.mheducation.com Or Complete the following problems on pages 24-25: Multiple Choice Questions 1-24

2 Pedagogy: Understanding Science and Scientific Inquiry Teaching Science as Inquiry

Science Content: Speed, vectors and acceleration Acceleration due to gravity The Laws of Motion Mass and Weight Newton’s Law of Gravity

Attend Zoom Session 1 Read Krauskopf Chapter 2 Complete Practice Questions Chapter 2 at http://connect.mheducation.com Or Complete the following problems on pages 55-58: Multiple Choice Questions: 1 - 47 Comprehensive Nature of Science Notebook: Complete Chapter 1: Document 1: Crosscutting Concepts and Principles Take Online Course Quiz Via Blackboard covering Krauskopf Chapters 1-2.

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3 Pedagogy: The Goals of Science Teaching How Science Curricular Are Developed The Objectives of Science Teaching

Science Content: Work Power Kinetic and Potential Energy Energy Transformations Conservation of Energy The Nature of Heat Momentum Special and General Relativity

Attend Zoom Session 2 Multimedia presentation due for Chapter 2 of your Comprehensive Nature of Science Notebook. Presentations - Zoom 2 Read Krauskopf Chapters 3. Complete Practice Questions Chapter 3 at http://connect.mheducation.com Or Complete the following problems on pages 87-91. Multiple Choice Questions: 1-35 Comprehensive Nature of Science Notebook: Complete Chapter 2: History and Development of a Theory, Concept, or Model in Physical Science. Add an introduction. Submit Introduction and Chapters 1 and 2 of the Comprehensive Nature of Science Notebook.

4 Pedagogy: Assessment of Student Learning Questioning and Discussion

Science Content: Temperature Heat Metabolic Energy Kinetic Theory of Matter Energy and Changes of State Thermodynamics Entropy

Attend Zoom Session 3 Read Krauskopf Chapter 5 Complete Practice questions Chapter five at http://connect.mheducation.com Or Complete the following problems on pages 173-175. Multiple Choice Questions: 1-45 Comprehensive Nature of Science Notebook: Complete Chapter 3: Document 3: Analytical Essay on the Nature of Science. Begin to gather evidence for RtI Assignment and to align formative and summative assessments. Take Online Course Quiz Via Blackboard covering Krauskopf , Chapters 3 & 5.

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5 Pedagogy: Models for Effective Science Teaching Planning for Effective Science Teaching

Science Content: Electricity and Magnetism Electric Charge Electricity and Matter Electric Currents Magnetism Electromagnets

Attend Zoom Session 4 Read Krauskopf Chapter 6. Complete Practice Questions Chapter 6 at http://connect.mheducation.com Or Complete the following problems on pages 214-215 Multiple Choice Questions: 1-42 Comprehensive Nature of Science Notebook: Complete Chapter 4 Document 4: Analytical Essay on Inquiry, Hypotheses, Methodology and Data. Submit Chapters 3 and 4 for the Comprehensive Nature of Science Notebook.

6 Pedagogy: The Laboratory and Demonstrations Educational Technology in the Science Classroom

Science Content: Wave Motion Sound Waves Electromagnetic Waves Wave Behavior

Attend Zoom 5 Read Krauskopf Chapter 7. Complete Practice Questions Chapter 7 at http://connect.mheducation.com Or Complete the following problems on pages 254-256, Multiple Choice Questions: 1-45 Comprehensive Nature of Science Notebook: Complete Chapters 5 and 6: Document 5: The Nature of Science and interdependence of science, engineering, and technology regarding current global concerns.. Document 6: Essay on the influence of engineering, technology, and science on society and the natural world. Take Online Quiz Course Via Blackboard covering Krauskopf Chapters 6 & 7

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7 Pedagogy: Individual Differences in the Science Classroom Teaching Science for Differences: Gender and Cultural

Science Content: Atom and Nucleus Radioactivity Nuclear energy Fission and Fusion Elementary Particles

Attend Zoom Session 6 Present your Lesson in Week 7 Zoom Session. Read Krauskopf Chapter 8 Complete Practice Question Chapter 8 at http://connect.mheducation.com Or Complete the following problems on pages 292-293. Multiple Choice Questions: 1-40 Comprehensive Nature of Science Notebook: Complete Chapter 7. Document 7: Design an inquiry-based Lesson using your Comprehensive Nature of Science Notebook, the NSTA Standards, and the NGSS. Submit Chapters 5, 6, 7 and a conclusion for your Comprehensive Nature of Science Notebook.

8 Pedagogy: Classroom Management and Conflict Resolution Professional Development

Science Content: Quantum Theory of Light Matter Waves The Hydrogen Atom Quantum Mechanics of the Atoms

Read Krauskopf Chapter 9 Complete Practice Questions Chapter 9 at http://connect.mheducation.com Or Complete the following problems on pages 320-322. Multiple Choice Questions: 1-42 Take Online Quiz Course Via Blackboard covering Krauskopf Chapters 8 & 9 Submit Assessment/RtI.

IX. Instructional Methods Primary methods of instruction that are used for this course include, but are not restricted to

synchronous and asynchronous online communications such as Zoom sessions, Discussions, and course messages. Note: Actual Zoom and Assignment due dates are subject to change. Specific Zoom dates and Assignment Due dates will be posted in your Canvas Course Weekly Schedule. Additionally, assignment due dates will be posted in each Assignment Dropbox.

X. Assignments For assistance with writing, go to https://nsufl.libguides.com/sharkwrites and make an appointment. For assistance with finding resources and other library assistance, you can contact a librarian at http://lib.nova.edu/ask [Some resources in our SharkWrites are based on 6th ed. APA manual.] For assistance with finding resources and other library assistance, you can contact a librarian at http://lib.nova.edu/ask Nature of Science Notebook plus Lesson Plan (35 points of final grade)

Learning Outcomes 18, 19, 20, 21, 23, 26, 27, 28; NSTA Standards, 1a – c, 3 a – c, & 5c. See Rubrics: Appendix C Notebook; Appendix D Lesson Plan Every teacher candidate completes an Understanding the Scientific Enterprise: The Nature of Science Notebook in SCI 600 (Science Foundations of Physical Science for Teachers). This comprehensive

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assignment consists of a compilation of six specific requirements that address essential teachings and skills specified by the NSTA. The preparation of these documents, along with the development and presentation of a corresponding lesson plan, documents the candidate’s knowledge of the contextual content of science including crosscutting concepts, the nature of science, inquiry, together with science, technology, society, and the environment through the interdependence of science, engineering, and technology, and the influence of engineering, technology, and science on society and the natural world as included in the NGSS. The science education faculty member teaching SCI 600 evaluates the Comprehensive Nature of Science Notebook. Science education candidates must receive an 80% “meets expectations” or above on each of the 6 documents within the Nature of Science Notebook. Candidates may re-submit documents that do not meet expectations prior to the end of the SCI 600 Course delivery. The 6 required documents and their alignment to the specific NSTA Standard are delineated below: Note to Course Instructor: This is a key assessment. Document 1:

Write an essay on major crosscutting concepts and principles. Explain the importance of these crosscutting concepts Identify and analyze various themes Provide an example of crosscutting concepts and principles from at least two disciplines, demonstrating how they are unified under the sciences.

1b) Understand the central concepts of the supporting disciplines and the supporting role of science- specific technology. Understanding the Scientific Enterprise: The Nature of Science as included in the NGSS. Document 2:

Research the history and development of a theory, concept, or model specific to your discipline. Write an essay to present your findings. Present your findings in a multimedia format.

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. Understanding the Scientific Enterprise: The Nature of Science and the interdependence of science, engineering, and technology as included in the NGSS. Document 3:

Write an analytical essay describing the nature of science, discussing what science is and what distinguishes it as a “way of knowing” from other disciplines Discuss ways educators could provide opportunities for their students to challenge assumptions and question scientific models and theories.

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. Understanding the Scientific Enterprise: The Nature of Science and the influence of engineering, technology, and science on society and the natural world as included in the NGSS. Document 4:

Read chapter 1 using big data for class inquiry assignments. Big data, small devices: Investigating the natural world using real-time data. Think about how this demonstrates the nature of science and inquiry. Explain how Big Data can be used to promote scientific inquiry and data analysis in the classroom. Select a research article from a peer-reviewed scientific journal and review this article thoroughly for procedures, methodology, and potential underlying assumptions and tenets. Think about alternate procedures you would use to collect data or test proposed hypotheses. Using the two sources above, “Big data, small devices: Investigating the natural world using real-time data.” and your own selected peer-reviewed science journal article, write a five-page analytical essay synthesizing the information from both articles. Focus on the importance of the

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nature of science and inquiry in terms of how we engage in scientific investigations to develop explanations and models. Finally, make recommendations for alternate procedures that you would use to collect data or test proposed hypotheses.

Document 5: Write a paper that documents The Nature of Science and interdependence of science, engineering, and technology regarding current global concerns.

Document 6: Discuss a current issue that documents the influence of engineering, technology, and science on society and the natural world. And answer the following questions: How has this issue developed (history)? What are the values and attitudes that interact with this issue? What are the positive and negative impacts associated with this issue? What are the current and alternative policies associated with this issue and what are the strategies for achieving these policies?

Comprehensive Artifact Utilizing Knowledge of Documents 1-6:

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Comprehensive Nature of Science Notebook Contextual Content All assignments must meet the checklist for assignments acceptable for submission. Rubric for Documents 1-6 (35 Points of Nature of Science Notebook) Element Not Met

0-79% Met 80-90%

Exceeded 91-100%

Essay on Crosscutting concepts and principles (NSTA Standard 1a & 1c)

Essay does not identify does not identify two or more crosscutting concepts and principles. Essay does not explain the importance of concepts and principles.

Essay identifies at least two concepts and principles. Essay explains the importance of concepts and principles.

Essay identifies at least three or more concepts and principles. Essay explains the importance of concepts and principles with thoroughness and detail.

Essay on Crosscutting concepts and principles (NSTA Standard 1a & 1c)

Essay does not provide two or more examples of how science concepts connect to crosscutting concepts and principles.

Essay provides two or more examples of how science concepts connect to crosscutting concepts and principles.

Essay provides a detailed and thorough analysis of how 2 concepts within science connect to crosscutting concepts and principles.

History of a Theory, Concept or Model (NSTA Standard 1b)

Essay does not provide 2 or more pages of analysis regarding the historical development of a theory, concept, or model in science.

Essay provides an analysis (2 pages) of the historical development of a theory, concept, or model in science.

Essay provides a detailed (3 or more pages) and reflective analysis regarding historical development of a theory, concept or model in science.

History of a Theory, Concept or Model - Presentation (NSTA Standard 1b)

Candidate did not select and/or design an appropriate multimedia tool and/or did not present a historical analysis of a theory, concept, or model in science.

Candidate selects and/or designs an appropriate multimedia tool and presented an historical analysis of a theory, concept, or model in science.

Candidate selects and/or designs an appropriate multimedia tool and presented a thorough, informative historical analysis of a theory, concept, or model in science.

Understanding the Scientific Enterprise: The Nature of Science (NSTA Standard 1a, 1b, & 1c)

Essay does not provide two or more pages of analysis regarding the nature of science as a way of knowing using the fundamental concepts and principles of NGSS.

Essay provides an analysis (two pages) regarding the nature of science as a way of knowing using the fundamental concepts and principles of NGSS.

Essay provides a detailed (three or more pages) reflective analysis regarding the nature of science as a way of knowing using the fundamental concepts and principles of NGSS.

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Understanding the Scientific Enterprise: The Nature of Science (NSTA Standard 5c)

Essay does not provide a comprehensive analysis on the importance of understanding the scientific enterprise and inquiry.

Essay provides an analysis focusing on the importance of understanding the scientific enterprise and inquiry.

Essay is five or more pages and provides a comprehensive analysis focusing on the importance of understanding the scientific enterprise and inquiry.

Understanding the Scientific Enterprise: The Nature of Science (NSTA Standard 5c)

Essay does not demonstrate an understanding of how to design scientific investigations or how they could contribute to scientific explanations and models.

Essay demonstrates an understanding how to design scientific investigations to contribute to scientific explanations and models.

Essay demonstrates a comprehensive understanding how to design scientific investigations to contribute to scientific explanations and models.

The Nature of Science and interdependence of science, engineering, and technology (NSTA Standard 1c)

Essay does not provide a clear discussion of the importance of the nature of science and interdependence of science, engineering, and technology in the science classroom and the types of issues that could be incorporated into thematic units.

Essay provides a clear discussion of the importance of the nature of science and interdependence of science, engineering, and technology in the science classroom and the types of issues that could be incorporated into thematic units.

Essay provides a comprehensive discussion of the importance of the nature of science and interdependence of science, engineering, and technology in the science classroom and gives multiple and well developed examples of the types of issues that could be incorporated into thematic units.

The Nature of Science and the influence of engineering, technology and science on society and the natural world (NSTA Standard 1b)

Essay does not provide a good discussion of the nature of science and the influence of engineering, technology and science on society and the natural world including the history, values and attitudes, impact and policies associated with this issue.

Essay provides a good discussion of the nature of science and the influence of engineering, technology and science on society and the natural world including the history, values and attitudes, impact and policies associated with this issue.

Essay provides an excellent and comprehensive discussion the nature of science and the influence of engineering, technology and science on society and the natural world including the history, values and attitudes, impact and policies associated with this issue.

Element Not Met 0-79%

Met 80-90%

Exceeded 91-100%

Design a lesson plan appropriate for grades 5-9 using content knowledge from NSTA Content Standards, the candidate’s knowledge of the contextual content of science including crosscutting concepts, the nature of science, inquiry, together with science, technology, society, and the environment through the interdependence of science, engineering, and technology, and the influence of engineering, technology, and

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science on society and the natural world as included in the NGSS, through analyzing the above Documents 1-6. This lesson plan should demonstrate your ability to develop inquiry activities to facilitate student understanding of contextual content of science including crosscutting concepts, the nature of science, inquiry, as well as science, technology, society, and the environment through interdependence of science, engineering, and technology, and the influence of engineering, technology, and science on society and the natural world as included in the NGSS. Use the following NGSS Lesson Plan Template as you develop your lesson. Review the assignment rubric.

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NGSS Lesson Planning Template Grade/ Grade Band: Topic: Lesson # _____ in a series

of _____ lessons

Brief Lesson Description:

Performance Expectation(s):

Specific Learning Outcomes:

Narrative / Background Information

Prior Student Knowledge:

Science & Engineering Practices:

Disciplinary Core Ideas: Crosscutting Concepts:

Possible Preconceptions/Misconceptions:

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questi ons:

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

EXPLAIN: Concepts Explained and Vocabulary Defined: Vocabulary:

ELABORATE: Applications and Extensions:

EVALUATE: Formative Monitoring (Questioning / Discussion): Summative Assessment (Quiz / Project / Report):

Elaborate Further / Reflect: Enrichment: Ideas for written evaluation of lesson plan: This reflection should focus on your thoughts on how the lessons went, what would you change or modify to make the lesson better. What worked? What did not work? Why or Why Not? Explain your thoughts on your students learning of the lesson topic. Did they enjoy the lesson? Did they understand the content? How did the assessment work? Where the assessments appropriate? Write a one-page essay summarizing what you perceive to be the most valuable approaches/techniques to the lesson, content, assignments that will be applicable to your role as a classroom teacher to expand your students understanding and learning of the lesson plan topic (FEAP 3 Continuous Improvement and NSTA Standard 5a Impact on Student Learning.)

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Comprehensive Nature of Science Notebook Contextual Content Lesson Plan NSTA Standards Addressed: 1 – Content Knowledge – 1a-c 2- Content Pedagogy – 2a-2c 3 – Learning Environment - 3a–3d 4 - Safety - 4a-c 5 – Impact on Student Learning 5a-c 6 – 6a-6b Professional Knowledge and Skills - Rubric for Lesson Plan (5 Points of Comprehensive Nature of Science Notebook) Criteria 5 points will be earned if all required criteria are included 4 points will be earned if one area is missing 0-3 Points will be earned if two or more areas are missing

Levels of Proficiency & Grades

Not Met Met Exceeded

C (Below-79) Needs Revised 0-3 Points

B (80-89) 4 Points

A (90-100) 5 Points

Topic (NSTA 1, 5)

No the topic of the lesson was not identified or stated

N/A The topic of the lesson was identified and clearly stated

Next Generation Sunshine State Standards for Science (NSTA 1, 5)

The lessons Florida the Big Idea Florida Instructional Standards were not clearly stated or were not provided

The lessons Florida the Big Idea Florida Instructional Standards were stated and provided

The lessons Florida the Big Idea Florida Instructional Standards not clearly stated and provided

Check all that apply - The lesson engaged student’s in one or more of the following:

The lesson did not engaged student’s in any of the following:

The lesson engaged student’s in one or more of the of the following:

The lesson engaged student’s in two or more of the following:

Science and Engineering Practices (NSTA 3)

Student use of technology (NSTA 5)

Practices and Crosscutting Concepts (NSTA 1)

Disciplinary Core Idea (NSTA 1)

Scientific Inquiry (NSTA 2)

Real world problem (NSTA 1, 2, 3, & 5)

Community involvement (NSTA 3)

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Reflective self-analysis of student’s own work (NSTA 2)

Instructional Learning Objectives (NSTA 2 & 3)

The instructional learning objectives were not included

The instructional learning objectives were stated

The instructional learning objectives were clearly identified and stated

Key Vocabulary (NSTA 1)

Key Vocabulary were not included

N/A Key Vocabulary were clearly identified and stated

ESOL Accommodations (NSTA 2 & 3)

ESOL Accommodations were not included

ESOL Accommodations were identified and listed

ESOL Accommodations were clearly identified and stated

Introduction (NSTA 1)

Introduction was not included Introduction was stated

Introduction was clearly identified and stated

Materials (NSTA 2 & 3)

Materials were not included Materials were identified and listed

Materials were clearly identified and listed

Lab Safety Precautions & Concerns (NSTA 3 & 4)

Lab Safety Precautions & Concerns were not included

Lab Safety Precautions & Concerns were stated

Lab Safety Precautions & Concerns were clearly identified and stated

Evaluation of Learning including student’s reflective self-analysis of own work (NSTA 2 & 3)

Evaluation of Learning including student’s reflective self-analysis of own work was not included

Evaluation of Learning including student’s reflective self- analysis of own work was stated

Evaluation of Learning including student’s reflective self- analysis of own work was clearly identified and stated

References References were not included References were stated and included minor APA errors

References were clearly identified and stated free of APA errors

Supplemental Materials Supplemental Materials were not included

Supplemental Materials were stated

Supplemental Materials were clearly identified and stated

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Directions for Lesson Plan Remediation: 1. The instructor of the course rates each competency/skill demonstrated in the assignment as “Not Met,” “Met,” or “Exceeded” the expected level of mastery on this assignment rubric is at least a "Met" which is a B- or higher. 2. If the student earns a grade less than a B- on this assessment, the student must remediate the assignment with the instructor of the course until the student has addressed all "Not Met" deficiencies prior to the end of the course (So do the assignment right the first time, so you don't have to remediate it."

Self-Written Reflection (NSTA 6)

Self-Written Reflection were not included

Self-Written Reflection was stated

Self-Written Reflection was clearly identified and stated

Instructor’s comments regarding the strengths and weaknesses demonstrated on the Lesson Plan:

Strengths:

Weaknesses:

Teacher candidate’s Signature: ____________________________ Date: _______________

Instructor’s Signature: ____________________________________ Date: ______________

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Note to Course Instructor: This is a key assessment. 1. Assessment Plan: Response to Intervention (15 points)

Learning Outcome 22, 24, 25; NSTA Standards 2 a – c, 3; InTASC 6; FEAP a.4.a – f. See Rubric: Appendix F Background In order for you to successfully complete this assignment, you will need to conduct background research on RtI.

1. Go to the Florida’s Multi-Tiered System of Supports home page (http://www.florida-rti.org/) and familiarize yourself with the vision and background of the RtI initiative. (Note: Response to Intervention (RtI) has been described in Florida as a Multi-Tiered System of Supports (MTSS) for providing high quality instruction and intervention matched to student needs using learning rate over time and level of performance to inform instructional decisions [http://www.florida-rti.org/floridaMTSS/index.htm]. You may also hear educators refer to RtI and MTSS as a Problem-solving model.) Choose Educator Resources: Professional Development Tools from the menu (http://www.florida-rti.org/educatorResources/documents.htm). Select Free RtI Introductory Training Online Course (2008) (http://www.florida- rti.org/introCourse/). Click on Register and complete the form. Be sure to write down your password for future reference. (Nova Southeastern University is listed toward the bottom of the Select an Organization choices.) Read the introduction and follow the program prompts to complete the four modules. Return to the Educator Resources: Professional Development Tools and review the other resources.

1. For additional information on RtI, review the following Web sites: National Center on Response to Intervention (http://www.rti4success.org/) RtI Action Network (http://www.rtinetwork.org/learn/what/whatisrti)

Note to Course Instructor: This is a key assessment. New FEAP 4 Key Assessment Case Study Today’s classroom teachers are expected to possess the knowledge and skills to meet the needs of all students. In our diverse and inclusive classrooms, meeting the needs of all children, including those who are culturally/linguistically diverse, and/or who have special needs including children at-risk, is a challenge facing teachers in all learning environments. To address these challenges, classroom teachers are required to use differentiated instruction, and provide evidence that this “Response to Intervention” (RtI) is being actively implemented in their classrooms. Each classroom teacher is expected to know that RtI is the practice of providing high quality, differentiated instruction and interventions that are matched to students’ individual needs. Furthermore, it means monitoring the students’ progress frequently to make informed decisions about changes in instructional methods and/or goals and objectives. The expertise to collect data via test score reporting and then to analyze and apply this data to inform educational decision-making is a routine expectation of a classroom teacher. Begin by contacting the Office of Placement Services to locate a designated diverse classroom environment (regular education, exceptional education, and English language learning students) where you will be able to: confer with the teacher to analyze and interpret data from multiple curricular-based and/or other test scores; develop an individualized plan (or intervention plan) for two identified students; provide recommendations for follow-up if needed; and design a plan to share the test results and recommendations with parent(s)/caregiver(s) and/or parent(s)/caregiver(s) and student (depending on grade level) in collaboration with the classroom teacher. This assignment has six steps.

1. In cooperation with the classroom teacher [they could be working with another teacher at their own school, so “assigned” isn’t applicable to everyone], analyze the data from multiple curriculum-based and/or other test scores for two students in the class. Utilize the data derived from those scores to

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diagnose the individualized learning needs of two students. (FEAP a.4.a/FPEC 4.1, 8.6/InTASC 1a.p, 8e.p)

2. Employ effective research skills to identify key sources of information to determine what instructional methods have been successful for students whose learning needs are similar to those in your data analysis and how progress was monitored. Identify the approach/method(s)/model(s) that you would use with the three students, based on your research. For example, identify review materials for students, such as Learn About FCAT (http://www.testtools.com/fcat/fcat.shtm) and Understanding FCAT Reports (http://www.firn.edu/doe/sas/fcat/fcrpdes.htm). How can these documents be used to improve test-taking skills? (FEAP a.4.b/FPEC 4.2/InTASC 6b.p, 6o.k, 6t.d)

3. Identify two standards-based (e.g., Common Core Standards) learning objectives for each student. Determine how the progress of each student should be monitored, and describe the methods you would use, including at least one formative and one summative test for each student, which are based on research. (FEAP a.4.c/FPEC 4.3/InTASC 6b)

4. Include recommendations for accommodations and/or modifications of the tests and/or of the setting, based on the student’s learning style and unique needs. Develop at least two sample activities per objective that could be implemented that support the learning of each student. Determine what possible additional instructional methods and/or resources you would recommend to meet the needs of those students identified as needing further assistance, if what you have proposed does not provide adequate assistance for the unique learning needs of those students. Include consideration of the classroom teachers, parent(s)/caregiver(s)’and/or student’s perspective when proposing your recommendations. (FEAP a.4.d/FPEC 4.4, 7.5/InTASC 6h.p, 6p.k, 6u.d)

5. Write a plan to share your interpretation of the test results, individualized plan, and recommendations with the parent(s)/caregiver(s) and/or parent(s)/caregiver(s) and the student (depending on grade level). If you are able to conduct this meeting, with written permission of the parent(s)/caregiver(s), tape record the conference and submit a written transcription of the conversation. If a parent-teacher conference is not possible, write a dialog, in collaboration with the classroom teacher, for a mock conference. (FEAP a.4.e/FPEC 4.5, 7.3/InTASC 6f.p, 6v.d)

6. Use technology to prepare a concise written report summarizing each step of this assignment. Remember to include: a discussion regarding how your data analysis was the driving force behind each step of the proposed individualized plan, or intervention plan; graphs, charts, and/or rubrics developed to document progress; a transcript of the parent/teacher conference or mock conference; and your reflective insights in the conclusion. Include a reference list for all cited sources. (FEAP a.4.f/FPEC 4.6/InTASC 6i.p, 6o.k)

7. Identify the purposes of assessment (e.g., early identification, screening, interventions, eligibility, diagnosis, identification of relevant instructional content, monitoring the effectiveness of instruction) across disciplines. FCAS ESE 2.1

8. Identify the legal requirements and ethical principles regarding the assessment of students with disabilities (e.g., confidentiality, adherence to test protocols, appropriateness of assessment for student needs). FCAS ESE 2.2

9. Identify alternative assessment strategies and procedures (e.g., observations, performance-based assessments, ecological assessments, interviews, portfolios) and their appropriate use. FCAS ESE 2.5

10. Identify and analyze reliable and valid progress-monitoring methods for assessing individual student progress (e.g., curriculum-based assessments, fluency checks, rubrics, story retelling, informal reading inventories, portfolios). FCAS ESE 2.7

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Grading Rubric New FEAP 4 Key Assessment Case Study – Response to Intervention Assignment C in SCI 600 supports the pre-professional development of

Accomplished Practice a.4 Quality of Instruction – Assessment Professional Education Competencies and Skills 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 7.3, 7.5, 8.6 Portions of InTASC Model Core Teaching Standards 6: Assessment, and 8: Instructional Strategies NCATE Standard 5: Impact on Student Learning Florida Subject Matter Competency

Element Not Met = 0 Met = .5 Exceeded = 1

CS Analyze data (FEAP a.4.a/ FPEC 4.1, 8.6/ InTASC 1a.p, 8e.p) a. Analyze and apply data from multiple assessments of two students in order to diagnose the two students’ learning needs, write two learning objectives for each student, and design instruction to support the students’ achievement of those objectives.

Little or no evidence is provided that the candidate can analyze and apply data from multiple assessments and measures to diagnose students’ learning needs, design appropriate instruction, and/or create appropriate, observable, and measurable objectives. 0 point

The candidate provides evidence of the ability to analyze data from multiple assessments in order to diagnose two students’ learning needs, write two learning objectives for each student, and design instruction to support the students’ achievement of those objectives. 1 point

The candidate provides evidence of the ability to analyze data from multiple assessments to diagnose three students’ learning needs. The candidate writes two learning objectives for each student, and designs instruction to support the students’ achievement of those objectives. The candidate explains how instruction is determined, based on those needs. 2 points

CS Designs formative and summative assessments (FEAP a.4.b/ FPEC 4.2/ InTASC 6b.p, 6o.k, 6t.d) b. Design and align two formative and two summative assessments that match two learning objectives and that would determine mastery for the two students.

Little or no evidence is provided that the candidate can design and align formative and summative assessments that match learning objectives and that would determine mastery. 0 point

The candidate provides evidence of designing and aligning formative and summative assessments that match the learning objectives and that would determine mastery. 1 point

The candidate provides evidence of designing and aligning formative and summative assessments that match all of the learning objectives that would determine mastery. The designs are based on cited research 2 points

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CS Monitor student progress (FEAP a.4.c/ FPEC 4.3/ InTASC 6b) c. Describe a method to monitor student progress, using a variety of assessment tools to show achievement and learning gains for the two students.

Little or no evidence is provided that the candidate can use a variety of assessment tools for monitoring student progress. 0 points

The candidate provides evidence of at least three assessment tools to be used to monitor student progress. 1 point

The candidate provides evidence of the use of more than five assessment tools to monitor student progress. 2 points

CS Modifies and accommodates (FEAP a.4.d/ FPEC 4.4, 7.5/ InTASC 6h.p, 6p.k, 6u.d) d. Modify assessments and testing conditions to accommodate the two students’ learning styles and varying levels of knowledge.

Little or no evidence is provided that the candidate can modify assessments or testing conditions to accommodate learning styles and varying levels of knowledge. 0 point

The candidate describes and explains the reason(s) for modifications to be made to assessments and/or testing conditions to accommodate learning styles and varying levels of knowledge. 1 point

The candidate describes and explains the reason(s) for modifications to be made assessments and/or testing conditions to accommodate learning styles and varying levels of knowledge. The candidate cites the research that supports these choices and describes the collaboration with the classroom teacher. 2 points

Element Not Met = 0 Met = .5 Exceeded = 1

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CS Shares assessment outcomes (FEAP a.4.e/ FPEC 4.5, 7.3/ InTASC 6f.p, 6v.d) e. The candidate will collaborate with the classroom teacher to plan a student/parent/teacher conference to share the two student’s assessment data, stressing their importance and explaining the next steps.

Little or no evidence is provided that the candidate collaborated with the classroom teacher and/or would be able to effectively communicate assessment results and planned intervention to the student and parent/caregiver. 0 point

The candidate provides a written plan to communicate the assessment results that was developed in collaboration with the classroom teacher. The planned discussion points would stress the importance of the results and describe the planned intervention to the student and parent/ caregiver. 1 point

The candidate provides a written plan to communicate the assessment results that was developed in collaboration with the classroom teacher. The discussion points would stress the importance of the results and explain the planned intervention to the student and parent/caregiver. The candidate’s submission includes a transcription of an actual meeting with the student, parent, and teacher or a dialogue that could occur, based on the information provided by the classroom teacher. 2 points

CS Applies technology (FEAP a.4.f/ FPEC 4.6/ InTASC 6i.p, 6o.k) f. The candidate will collaborate with the classroom teacher to apply technology to organize and integrate assessment information for the two students.

Little or no evidence is provided that the candidate can apply technology to the processes of organizing assessment information or integrating assessment information in the planning process. 0 point

The candidate explains how technology would be used to organize assessment information and to integrate assessment information into the planning process. 0.5 point

The candidate explains how technology would be used to organize assessment information, modify the assessment process and/or the testing conditions, and integrate assessment information into the planning process. 1 point

Element Not Met = 0 Met = .5 Exceeded = 1

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D. Class Participation (10 points of final grade) Participating in the on-line Zoom sessions (Weeks: 2, 3, 4, 5, 6, 7). All students are required to attend the Zoom sessions. Participation means actively participating in these sessions and contributing to the discussion during each session. A microphone is required, as this is not a texting chat, it is a verbal discussion. Participating in the on-line threaded discussion questions is also required. The instructor of the course rates each competency/skill demonstrated in assignments A, B and C as “Not Met,” “Met,” or “Exceeded” the expected level of mastery on this assignment rubric is at least a "Met" which is a B- or higher. If the student earns a grade less than a B- on this assessment, the student must remediate the assignment with the instructor of the course until the student has addressed all "Not Met" deficiencies prior to the end of the course. Please follow the rubrics (Appendices D, E, and F) very carefully.

XI. Assessments 1. Content Exams (40 points of final grade) (Weeks 3, 5, & 8)

Learning Outcomes 1 – 18, NSTA 1 a-c; InTASC 4 The content three Quizzes document the teacher candidate’s science content knowledge as applied effectively in the practice and teaching of physical science in the middle school classroom by providing evidence of a passing grade (80% B- or higher). All students are expected to read the required textbook chapters, attend the Collaborate sessions, participate in the discussion board postings and complete the problems listed each week from the textbook in order to prepare for the content Quizes. All students are given three attempts to pass the content Bi-Weekly Quizzes. If a student fails the first attempt, the instructor will recommend ideas for improvement in content knowledge to help students prepare for the second attempt. If the student fails to pass the second attempt, the student will be given a remediation assignment by the course instructor. This assignment will focus on the content of the second attempted failed quiz. Once the remediation assignment is completed, submitted, and approved by the course instructor, the student will be given the go-ahead to attempt the quiz for the third and final time. If by chance the student does not successfully pass the third attempt the student will receive a grade of the three attempts for that quiz averaged together.

XII. Grading Criteria Grade Quality Points Percentage Points

A 4.00 90 - 100

B 3.00 80 - 89

C 2.00 70 - 79

F 0.00 Below 70

NPR 0.00 -

P 0.00 - Additional Grades: I (Incomplete), W (Withdrawn), AU (Audit), NPR (No Progress), and TR (Transfer). The grade of PR (Progress) may be used for programs with a thesis or dissertation in which the student continues to demonstrate progress towards requirement completion. Programs with clinical rotations, internships, or externships in which grades may not be available within the university’s approved grading period may use the IP (In Progress) grade. Final Course Grade: Assignment Possible Points Due Week #

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Class participation: 1. Six Zoom Sessions Discussion Board (Weeks 2, 3,4, 5)

10 1-7

Science Content Quizzes 40 3, 5, & 8

Nature of Science Notebook 35 3,5,7

Lesson Plan (Part of Science Notebook) 7

Response to Intervention: Assessment Case Study 15 8

Total 100

XIII. University Policies Sexual violence and sexual harassment are contrary to our core values and have no place at Nova Southeastern University. In accordance with Title IX and other laws, NSU prohibits discrimination, including sex-based discrimination and discrimination towards pregnant/parenting students. If you or someone you know experiences sexual violence and/or sexual harassment, there are resources and options available. To learn more or to report an incident, please visit the NSU Title IX website at www.nova.edu/title-ix. Please be aware that your instructor is not a confidential resource, and the instructor is required to report any incident of sexual misconduct to the NSU Title IX Coordinator. Alternatively, you may choose to contact Laura Bennett, Title IX Coordinator, directly at [email protected], 954-262-7858 to report an incident or receive support and resources.A. Academic Misconduct The University, as a community of scholars, embraces the free expression of ideas in furthering the acquisition of knowledge, while upholding the principles of trust, responsibility, honor, integrity, and ethical behavior in meeting program and degree requirements. As such, students are expected to adhere to a standard of academic honesty in all work submitted. Violations of academic honesty standards constitute academic misconduct, and violate the NSU Code of Student Conduct and Academic Responsibility, available online http://education.nova.edu/students/current-students/studentcataloghandbook.html.

The following acts violate the academic honesty standards and will result in a finding of academic misconduct: 1. Cheating in any form: intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise, or having others complete work or exams and representing it as one's own. 2. Fabrication: intentional and unauthorized falsification or invention of any information or citation in an academic exercise. 3. Facilitating academic dishonesty: intentionally or knowingly helping or attempting to help another to violate any provision of this code. 4. Plagiarism: the adoption or reproduction of ideas, words, or statements of another person as one's own without proper acknowledgment (see Academic Honesty Standards). 5. Conspiracy to commit academic dishonesty: assisting others to commit acts of academic misconduct 6. Misrepresentation: intentionally making false statements or omissions of facts in a contract. Examples include, but are not limited to portfolios, cover sheets, and clinic, training station, and practicum agreements. 7. Bribery: offering of goods, services, property, or money in an attempt to gain an academic advantage. 8. Forging or altering documents or credentials: examples include, but are not limited to signatures, dates, and other information on portfolios, cover sheets, and clinic, training station, and practicum agreements.

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9. Knowingly furnishing false information to the institution.

Penalties for academic misconduct can range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. Academic misconduct may also result in dismissal from the Abraham S. Fischler College of Education and School of Criminal Justice without the possibility of re-enrolling at any time. Students may not withdraw from a course in progress to avoid a failing grade upon receiving notice that academic misconduct may have occurred.

Note: If a charge of academic misconduct is determined in a course, any student-initiated withdrawal for that course will be administratively reversed and a grade of F will be entered on the student's transcript for that course.

B. Plagiarism Work that is submitted for credit must be the original work of the student. Original work: Assignments, such as course preparations, exams, texts, projects, term papers, practicum, or any other work submitted for academic credit must be the original work of the student. Original work may include the thoughts and words of another author. Entire thoughts or words of another author should be identified using quotation marks. At all times, students are expected to comply with the university and/or program center’s recognized form and style manual and accepted citation practice and policy. Work is not original when it has been submitted previously by the author or by anyone else for academic credit. Work is not original when it has been copied or partially copied from any other source, including another student, unless such copying is acknowledged by the person submitting the work for the credit at the time the work is being submitted, or unless copying, sharing, or joint authorship is an express part of the assignment. Exams and tests are original work when no unauthorized aid is given, received, or used before or during the course of the examination, reexamination, and/or remediation.

The use of Artificial Intelligence : Students' use of generative artificial intelligence (e.g., ChatGPT, Google Bard, Dall-E, Midjourney, etc.) or similar resources on any coursework or academic assessments without the prior permission of their faculty member, or the use of these resources in any way that violates the academic standards of NSU and/or a student's academic program, is expressly prohibited.

Tendering of information: All academic work must be the original work of the student. Knowingly giving or allowing one’s work to be copied, giving out exam questions or answers, or releasing or selling term papers is prohibited. This includes the posting of course content, exam questions and/or answers, or other work submitted for academic credit to online sources or otherwise making such materials publicly available without the prior consent of appropriate faculty members and/or their academic program.

Any assignment that is not the original work of the student is considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Plagiarism occurs when another person's work, words, or ideas are represented as one's own without the use of a school-recognized method of citation (e.g., copied from another source such as an author or another student without properly acknowledging the actual writer/author) or when another person's work is copied or otherwise duplicated for academic credit. Plagiarism also occurs when knowingly giving or allowing one's own work to be copied or otherwise duplicated by another for academic credit, or when resubmitting one's own work for academic credit (i.e., work that has previously been submitted for academic credit). Cutting and pasting from online sources on the Internet without proper acknowledgment and citation of primary and secondary sources (e.g., writers/authors/organizations) also constitutes plagiarism. Penalties for plagiarism may range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. A subsequent determination of plagiarism in a future course (i.e., a second violation) may result in dismissal from the Abraham S. Fischler College of Education and School of Criminal Justice without the possibility of re-enrolling at any time. Course assignments submitted in partial fulfillment of degree requirements may be checked for plagiarism. Students may not withdraw from a course in progress to avoid a failing grade or other consequence upon receiving notice that plagiarism may have occurred. If a charge of plagiarism is determined in a

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course, any student-initiated course withdrawal for that course will be administratively reversed and a grade of F will be entered on the student's transcript for that course [see Academic Misconduct]. Student access to online courses, and attendance at site-based courses, will be discontinued following a determination of plagiarism that results in an "F" for the course. All students are entitled to due process pursuant to Fischler College of Education policies and procedures.

C. Americans with Disabilities Act (ADA) Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. No qualified individual with a disability shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any activity, service, or program of the university solely by reason of his or her disability. Each qualified individual with a disability who meets the academic and technical standards required to enroll in and participate in Nova Southeastern University's programs shall be provided with equal access to educational programs in the most integrated setting appropriate to that person's needs through reasonable accommodation. At the postsecondary level, it is the student's responsibility to initiate the process for disability services. The process for obtaining a reasonable accommodation is an interactive one that begins with the student's disclosure of disability and a request for a reasonable accommodation. The student has the responsibility to provide Nova Southeastern University with proper documentation of a disability from a qualified physician or clinician who diagnoses disabilities and sets forth the recommended accommodations.

The necessary forms and procedures for requesting disability-related accommodations can be obtained from the NSU Office of Student Disability Services through its website at http://www.nova.edu/disabilityservices/index.html, via e-mail at [email protected], or by calling 954-262-7185 (toll-free at 800-986-3223, ext. 27185).

To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation should be submitted to the NSU Office of Student Disability Services a minimum of four (4) weeks prior to the commencement of classes for any given semester.

D. Course/Instructor Evaluation It is expected that all students will participate in the online Course/Instructor Evaluation at or near the end of the course. Notices of Course/Instructor Evaluation access are sent to registered students by NSU email.

E. The current edition of the FCE&SCJ Catalog and Student Handbook is available http://education.nova.edu/students/current-students/studentcataloghandbook.html. This document provides extensive information on University and FCE policies, regulations, and procedures.

Course Syllabus Management Team

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