MIDDLE TENNESSEE STATE UNIVERSITY Earth Science (Endorsement in Earth Science 7-12) Page 1 of 9

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1 (Endorsement in 7-12) Page 1 of 9 Undergraduate Catalog The goals of science education are to enable the student to demonstrate an understanding of science as an inquiry process; develop scientific knowledge by applying concepts of science; understand how science, technology and society influence one another; and use this knowledge in decision making. CHEM 1110 CHEM 1120 BIOL 1110 BIOL 1120 ASTR 1030 BIOL 1110 BIOL 1120 CHEM 1110 CHEM 1120 BIOL 1110 BIOL 1120 ASTR 1030 (Plus 25 additional hours of Geology) (3) General Chemistry I (3) General Chemistry II (3) Exploring the Universe (3) Introduction to (3) General Chemistry I (3) General Chemistry II (3) Exploring the Universe Becoming a science teacher is a lifelong undertaking that is initiated in college course work, refined in field experiences, and enhanced during professional practice. All prospective science teachers will complete studies leading to an understanding of the science core standards and at least one of the content specific endorsement areas of biology, chemistry, physics, or earth science. The course work and related field and clinical experiences will provide the prospective teacher the knowledge and skills to accomplish the following: Science Core Standards Standard 1: Science Content Knowledge and Skills Candidates demonstrate an understanding of the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure and can conduct scientific investigations. SC 1.1 Understand and convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields. SC 1.2 Have an integrated scientific understanding of environmental concepts and the symbiotic relationships between humankind and the global environment. SC 1.3 Understand how to implement development appropriate inquiries that require students to develop concepts and relationships from their observation, data and inferences in a scientific manner. Upper division Geology courses SC 1.4 Participate as newcomers in scientific and professional organizations to sustain ongoing professional development and maintain the currency of their scientific understanding and awareness. Standard 2: Science Pedagogy Candidates develop instructional plans that are consistent with the Tennessee Curriculum Framework and National Science Standards, the nature of the science and how students learn science. They administer assessment plans that accurately measure learning in terms of student learning expectations. SC 2.1 Develop a well-organized unit of study that is carefully aligned with the Tennessee Curriculum Framework and National Science Standards and addresses the developmental needs and abilities of all students.

2 (Endorsement in 7-12) Page 2 of 9 SC 2.2 Develop a unit of study that illustrates practices aimed at teaching particular content for deep understanding. SC 2.3 Develop a unit of study that reflects the nature of science and the social context of science.

3 (Endorsement in 7-12) Page 3 of 9 (especially edtpa) Standard 2 continued SC 2.4 Design a comprehensive formative and summative assessment plan that is carefully aligned with student learning expectations and provides clear evidence of student learning. Standard 3: Inquiry, Technology, and Engineering Candidates develop instructional plans that engage students in various levels of scientific inquiry and incorporate applications of the engineering design cycle. SC 3.1 Develop lesson plans that are carefully aligned with learning expectations associated with the Tennessee Embedded Standards for Inquiry and Technology and Engineering. SC 3.2 Develop lesson plans that require students to design and conduct scientific investigations, in which they use appropriate tools and technology, collect and interpret data to develop conceptual understanding of scientific processes, draw conclusions, and SC 3.3 Develop lesson plans that require students to apply the engineering design cycle including: identifying design constraints, model building, testing, evaluating, modifying, and retesting. YOED 3000 (4) Classroom Management Standard 4: Science Learning Environment Candidates establish and maintain a learning environment that demonstrates appropriate attention to student behavior, chemical safety, safety procedures, and the proper treatment of living things. SC 4.1 Create a science classroom environment that is attentive to all relevant lab safety issues and requires the proper treatment of all living things. SC 4.2 Communicate and maintain appropriate norms of student behavior.

4 (Endorsement in 7-12) Page 4 of 9 OR (3) Introduction to Content Standards Standard 1: Overarching Principles and Concepts ES 1.1 The central role that the principles of tectonics, evolution, energy, and the cycling of materials play in understanding core earth science concepts ES 1.2 Fundamental processes of investigating earth science including accessing earth science literature GEOL 3000 GEOL 3050 GEOL 4050 (3) Mineralogy (3) Field Methods in Geology (3) Meteorology ES1.3 How to design, conduct, and report the findings of earth science research ES 1.4 Historical development and cosmological perspectives in earth science including contributions of significant figures and underrepresented groups, the evolution of major earth science theories, and the synergistic interactions between earth science and other scientific disciplines GEOL 3000 GEOL 3000 GEOL 3000 (3) Mineralogy (3) Mineralogy (3) Mineralogy Standard 2: Earth Materials ES 2.1 Classification and identification of minerals and rocks ES 2.2 Origin and natural history of igneous, metamorphic, and sedimentary rocks ES 2.3 Energy flow within Earth systems ES 2.4 Environmental issues associated with the use of energy, mineral, and rock resources Standard 3: Earth as a Dynamic System ES 3.1 Interactive systems including hydrosphere, lithosphere, biosphere, cryosphere, atmosphere, and space ES 3.2 Interrelationships among the hydrologic, geochemical, rock, and tectonic cycles

5 (Endorsement in 7-12) Page 5 of 9 GEOL 4050 (3) Meteorology ES 3.3 Tectonic events and processes ES 3.4 Geologic processes responsible for major landforms on the surface and sea floor

6 (Endorsement in 7-12) Page 6 of 9 Standard 3 continued ES 3.5 Landforms produced by deformation, weathering, and erosion ES 3.6 Surface and groundwater movement ES 3.7 Issues related to surface and groundwater movement ES 3.8 Extreme geologic events such as volcanoes, earthquakes, and tsunamis Standard 4: Earth s History ES 4.1 Evolutionary change that encompasses living things (organic evolution), Earth s physical environment (geologic evolution), Earth s place in the Universe (cosmic evolution), and within human societies (cultural evolution) ES 4.2 Role of living things in Earth systems and environmental change ES 4.3 Landscape evolution over geologic time ES 4.4 Impact of changes in the Earth on the evolution and distribution of living things ES 4.5 Fossil evidence to reconstruct ancient environments and climates ES 4.6 Geologic dating methods

7 (Endorsement in 7-12) Page 7 of 9 Standard 5: Weather and Climate GEOL 4050 (3) Meteorology ES 5.1 Weather components and processes GEOL 4050 (3) Meteorology ES 5.2 Severe weather phenomena such as tornadoes, hurricanes and flooding GEOL 4050 GEOL 4050 (3) Meteorology (3) Meteorology ES 5.3 Humans as instruments of global change ES 5.4 Climate change issues facing society

8 (Endorsement in 7-12) Page 8 of 9 Standard 6: Universe ES 6.1 Leading hypotheses and theories to explain the origin and evolution of galaxies, planets, satellites, and the solar system ASTR 1030 (3) Exploring the Universe ES 6.2 Structure, composition, and dynamics of stars, planets, and satellites Standard 7: Synergistic Scientific Fields and Mathematics BIOL 1110 BIOL 1120 CHEM 1110 CHEM 1120 PHYS 2010 PHYS 2020 (1,3) General Biology (1,3) General Biology (1,3) General Chemistry I (1,3) General Chemistry II (1,3) Non-Calculus-Based Physics I (1,3) Non-Calculus-Based Physics II ES 7.1 Biology, including the chemical basis of life, organic compounds, and proper laboratory techniques ES 7.2 Chemistry, including the chemical basis of life, organic compounds, and proper laboratory techniques ES 7.3 Physics, including light, sound, optics, electricity, energy and order, magnetism, and thermodynamics MATH 1720 (1,3) Plane Trigonometry ES 7.4 Mathematics, including skills for solving problems, and the rules of probability and statistics

9 (Endorsement in 7-12) Page 9 of 9 Program Implementation Standards YOED 2500 See Course Matrix See pages 1-8 above (4) Planning and Assessment 1. Teacher education programs will enable teacher candidates to acquire knowledge and skills specified in the Science Core Standards and the standards required for endorsement in at least one of the following content areas: biology, chemistry, physics, or earth science. 2. The major includes in-depth study in one or more disciples, and fosters the ability to integrate knowledge across disciplines, and promotes an understanding of the processes of inquiry and engaging research. Science teachers will major in one of the following: A. A major in a single science, i.e., biology, chemistry, physics, or earth science (geology) B. An interdisciplinary major in science that includes the equivalent of a minor in two of the four disciplines. C. A cross-disciplinary major including a science and another appropriate, related discipline, such as, physics and math. D. A cross-disciplinary major to include STEM (science, technology, engineering, mathematics) areas. 3. Prospective teachers will engage in an open-ended inquiry of long term duration. This is accomplished most accurately within the major. 4. The program of study in professional education will include human development and instructional knowledge and skills applicable to both middle grades (grades 7-8) and high school levels. 5. Teacher candidates will have internship or student teaching experiences in both middle grades (grades 7-8) and high school (grades 9-12) classrooms. 6. Science teachers endorsed in 7-12 biology, chemistry, physics, or earth science will be endorsed to teach science in grades 7 and 8, and science courses in grades 9-12 for which they meet the specific knowledge and skills specified in the appropriate standards. 7. These licensure standards were derived from the National Science Education Standards, National Academy Press 1996; Science Curriculum Framework, K-12, Tennessee, 2008; recently revised NSTA/NCATE Guidelines for Science Teacher Education, National Science Teachers Association, 2010, and INTASC Model Standards for Beginning Teacher Licensing Assessment and Development, These licensure standards become effective no later than September 1, Department Chair Dean