This course provides students with an understanding of how to blend science content knowledge with appropriate instructional and assessment strategies to help middle school students learn about, understand, and appreciate school science and its importance in the world in which students live.  Students will develop and implement sample lesson plans, make use of appropriate laboratory equipment and procedures, compare and contrast curriculum and internet-based materials, and perform field observations in real classrooms in preparation for their semester-long practicum in middle school student teaching.   Fifty hours of observation will be required along with 5 observation assignments.

This course provides students with an understanding of how to blend science content knowledge with appropriate instructional and assessment strategies to help high school students learn about, understand, and appreciate school science and its importance in the world in which students live.  Students will develop and implement sample lesson plans, make use of appropriate laboratory equipment and procedures, compare and contrast curriculum and internet-based materials, and perform field observations in real classrooms in preparation for their semester-long practicum in high school student teaching.   Fifty hours of observation will be required along with 5 observation assignments.

Students will complete a minimum of 20 days, or 100 hours, teaching students in a middle school (grades 7 through 9) science classroom under the daily supervision and mentorship of an experienced and certified cooperating science teacher. During this practicum experience the student teacher will progress from watching and helping the regular classroom teacher to taking on full responsibility for the class him - or herself. The practicum, under the supervision and guidance of the cooperating teacher, will include experience in: designing, developing and implementing daily lesson plans; creating quizzes and exams; designing and grading homework assignments; implementing classroom discipline; continuously evaluating student understanding and using daily evaluations to modify future teaching practices; employing effective ways to carry out routine administrative practices, including the taking of attendance and assigning student grades.\nThe cooperating teacher will meet with the student teacher on a regular basis to help the student teacher develop his/her skills and practices; help answer or find answers to questions the student teacher might have; and remain in the classroom to monitor all activities and to provide supervision whenever the student teacher takes over the class. A full time faculty supervisor from Touro\'s Graduate School of Education will meet with both the student teacher and the cooperating teacher on a regular basis, observe the student teacher\'s performance in the classroom, and discuss the student teacher\'s development with both the student teacher and cooperating teacher.\nAt the end of the semester the cooperating teacher will submit to the Touro College faculty supervisor an evaluation form for the student teacher indicating areas of strength and weakness and where the student teacher should concentrate on improving his or her teaching skills. Using this evaluation and the Touro College faculty supervisor\'s own observations, the faculty supervisor will then submit a grade for the student teacher\'s performance in this course.\nPrerequisite: SCIN 601

Students complete a minimum of 20 days, or 100 hours, teaching students in a high school (grades 10 through 12) science classroom under the daily supervision and mentorship of an experienced and certified cooperating science teacher. During this practicum experience the student teacher will progress from watching and helping the regular classroom teacher to taking on full responsibility for the class him- or herself. The practicum, under the supervision and guidance of the cooperating teacher, will include experience in: designing, developing and implementing daily lesson plans; creating quizzes and exams; designing and grading homework assignments; implementing classroom discipline; continuously evaluating student understanding and using daily evaluations to modify future teaching practices; employing effective ways to carry out routine administrative practices including the taking of attendance and assigning student grades.\nThe cooperating teacher will meet with the student teacher on a regular basis to help the student teacher develop his or her skills and practices; help answer or find answers to questions the student teacher might have; and remain in the classroom to monitor all activities and to provide supervision whenever the student teacher takes over the class. A full time faculty supervisor from Touro\'s Graduate School of Education School will meet with both the student teacher and the cooperating teacher on a regular basis, observe the student teacher\'s performance in the classroom, and discuss the student teacher\'s development with both the student teacher and cooperating teacher.\nAt the end of the semester the cooperating teacher will submit to the Touro College faculty supervisor an evaluation form for the student teacher indicating areas of strength and weakness and where the student teacher should concentrate on improving his or her teaching skills. Using this evaluation and the Touro College faculty supervisor\'s own observations, the faculty supervisor will then submit a grade for the student teacher\'s performance in this course. Prerequisite: SCIN 605

This course covers the historical background to current approaches to teaching children with disabilities; special education and Individuals with Disabilities Education Act; current theories and methodologies in special education; inclusion and the concept of the least restrictive environment; early intervention; special education programs, curricula, classroom management, and technologies; educational challenges and instructional approaches with children whose disabilities are associated with mental retardation, physical and sensory impairments, language delays, emotional disturbance, and learning disabilities; and introduction to approaches and debates on reading and language arts as well as Science instruction for native English speakers and English language learners. (A special section of SEDN 602 Introduction to Special Education for students in the Biology Education Program and covering the entire grade range 5-12)