GS4401 Science and Science Teaching in the Elementary School

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Description
Goals
Schedule
Projects and Evaluation
Resources

Instructor:

Jeff Goodman
Department of Curriculum and Instruction
Office: EDH 112-D
Office Hours:Office Hours: Monday 11-12; Tuesday 10-11; 1-2; 4-5; Thursday 10-11; or by appointment
Office Phone: 262.2176
Home Phone: 828.675.9061
E-mail Address: goodmanjm@appstate.edu
 

Course Description

3 hour course

A survey of scientific principles, concepts and national curricula taught in elementary schools. Emphasis is placed on the development of materials, demonstrations and “hands on” experiments appropriate for integration into the total curriculum. Lecture two hours, laboratory two hours.
 

Course Goals

The student will:

Text
Koch, Janice. (2005). Science Stories, Third Edition. New York: Houghton Mifflin.
Other readings will be available on-line through the ASU library electronic reserve or will be distributed in class.
 
 

"Education is not the filling of a pail, but the lighting of a fire."
--William Butler Yeats

Schedule
 
Date
Topic
NC Science Strands
Curriculum Integration
Relevant NC DPI Standards for Elementary Educators Standards
Reading or Assignment Due
January 14 Introductions and Information Sheets        
  Your Science Journal  Science in Personal and Social Perspectives  All Curricular Areas Standard 7, Indicator 2

Standard 12

 
  Introductory Inquiry Activities (coffee can, Cartesian Diver, Balloons, penny observation): Basic Process Skills Science as Inquiry

Nature of Science

  Standard 10  
  Five-E Learning Cycle: Five E Learning Cycle: Batteries and Bulbs Science as Inquiry

Nature of Science
 

  Standard 3, Indicator 2  
  Five-E Learning Cycle Overview        
January 17 Notebooking in the Elementary Classroom   All Curricular Areas Standard 7, Indicator 2

Standard 12

"Implementing Science Notebooks in the Primary Grades," Nesbit, Hargrove, Harrelson and Maxey, in Science Activities, Winter 2004.
  Science Autobiography       Bring a two or three liter bottle!
  Science as an Everyday Activity Science as Inquiry

Nature of Science

  Standard 15, Indicator 1 Koch, Chapter 2, "Locating Your Scientific Self"
  Introduction to Science Around Us Photoessay     Standard 15, Indicator 1  
  Science Around Us Walk     Standard 3, Indicator 3  
  The North Carolina Standard Course of Study in Science        
  Moon Journal assigned   Art, Language Arts Standard 3, Indicator 3

Standard 12

 
January 21 No Class: Martin Luther King Jr. Day        
January 24 Tracks Activity        
  Five E Learning Cycle Revisited: Sound

The Teacher's Role

    Standard 3, Indicator 2

Standard 10

Koch, Chapter 3, "The Teacher as Mediator"
  Connecting the Five E's to Science Process Skills     Standard 10  
  Literature and Science: Organisms Introduced   Language Arts Standard 7, Indicator 2  
January 28 Science Process Skills Science as Inquiry
 

Nature of Science

  Standard 10 Koch, Chapter 4, "The Science Circus: Using the Skills of Scientific Study" 
  Centers in the Classroom   Math, especially measuring and graphing Standard 15, Indicator 1  
  Process Circus: Teacher Made Process Skills Centers (Introduced)   Math, especially measuring and graphing Standard 10  
January 31        

SCIENCE AROUND US PHOTO ESSAY DUE

 

  Science Process Skills, Continued    Math, especially measuring and graphing Standard 10  
  Measurement   Math Standard 10  
  Plants and Animals in the Classroom     Standard 3, Indicators 1 and 4 Koch, Chapter 7, "Sustained Inquiry: Exploration of Living Things"
  Hissing Cockroach/ Mealworms Exploration  Science as Inquiry   Standard 3, Indicators 1 and 4

Standard 10

Standard 12

 
  Strategies for Teaching About Evolution Nature of Science

Science in Personal and Social Perspectives

Social Studies Standard 3, Indicator 4

Standard 14

 
  Literature and Science 1: Organisms   Language Arts, Social Studies Standard 3, Indicators 1 and 4

Standard 7, Indicator 2

Bring book for Literature and Science 1: Organisms
February 4

Assessment

    Standard 7, Indicator 7 Koch, Chapter 14, "What's the Big Idea? Assessing What Students Know and Are Able to Do"
  Assessment      Standard 7, Indicator 7  
  Informal Assessment: Interviewing Techniques     Standard 7, Indicator 7  
February 7 Process Circus (each pair brings a center)   Math, especially measuring and graphing Standard 10 PROCESS CIRCUS CENTER DUE
  Designing a Process Skills Assessment for Your Portrait of a Learner   Math, especially measuring and graphing Standard 7, Indicator 7

Standard 10

 
  Demonstrations and Discrepant Events Nature of Science

Science as Inquiry

  Standard 10

Standard 15

 
  Discuss Demonstration Day: Choosing a Demo Nature of Science

Science as Inquiry

  Standard 15, Indicator 1  
February 11 Science, Math and Design Technology: Exploring Force and Motion with Homemade Cars  Nature of Science

Science as Inquiry

Science and Technology

Science in Personal and Social Perspectives

Math, especially measuring and graphing Standard 3, Indicator 2

"Why Demonstrations Matter," in Science and Children, September/ October 2005 electronic reserve

Koch, Chapter 12, "Science and Technology: A Seamless Connection" 

  Literature and Science : Matter Introduced   Language Arts, Social Studies Standard 3, Indicator 2

Standard 7, Indicator 2

 
February 14 Force and Motion Continued: Interpreting and Communicating Our Findings Nature of Science

Science as Inquiry

Science and Technology

Science in Personal and Social Perspectives

Technology, Math Standard 3, Indicator 2  
February 18 Lesson Planning and the Elementary Curriculum   All Subjects Standard 7, Indicators 1-7 Koch, Chapter 11, "Planning for Science: Lesson Plans and Instructional Strategies" 
  Introduction to Science Kits and Materials: FOSS, STC, TRACS, GEMS and AIMS         
  Assessing Web-Based Materials, Videos, and Other Software Science and Technology   ISTE-NETS Standard IIC  
  Science Misconceptions: Sinking and Floating Nature of Science

Science as Inquiry
 

Social Studies  Standard 3, Indicator 2

Standard 10

 
  Literature and Science : Matter   Language Arts, Social Studies Standard 3, Indicator 2

Standard 7, Indicator 2

Put on Taskstream websites for Literature and Science 2: Matter
February 21 Social Studies Conference       Assignment in lieu of class to be announced.
February 25 Science Process Skills Exam       PROCESS SKILLS EXAM
  Lesson Planning Continued       Koch, Chapter 8, "Spiraling Curriculum: Explorations of Density"
  Planning for Diverse Learners     Standard 7, Indicator 6

Standard 15, Indicator 1

 
  Questioning Techniques Nature of Science

Science as Inquiry

  Standard 10 Questioning Taxonomy
February 28 Soils Inquiry Nature of Science

Science as Inquiry
 

  Standard 3, Indicator 3

Standard 10

DESIGN TECHNOLOGY PHYSICAL SCIENCE PROJECT REPORT DUE
  Literature And Science 3: Earth Science   Language Arts, Social Studies Standard 3, Indicator 3  
  The Science-Social Studies Connection: Planning a Field Trip Science in Personal and Social Perspectives

Science and Technology

All Subjects (Social Studies especially) Standard 3, Indicator 3

Standard 11

Standard 15, Indicator 1

Koch, Chapter 5, "Making Connections: Science in Students' Own Environment", especially pages 115-117 on Field Trips
March 3

Field Trip to the Landfill

Science in Personal and Social Perspectives

Science and Technology

All Subjects (Social Studies especially) Standard 3, Indicator 3

Standard 11

Standard 15, Indicator 1

 
March 6 Matter Inquiry Nature of Science

Science as Inquiry

  Standard 3, Indicator 2

Standard 10

Koch, Chapter 6, "Science is Not Neat: Explorations of Matter"
  Practicing Demonstrations      Standard 15, Indicator 1 DEMONSTRATIONS DUE
  The Science-Social Studies Connection: Planning a Field Trip Science in Personal and Social Perspectives

Science and Technology

All Subjects (Social Studies especially) Standard 3, Indicator 3

Standard 11

Standard 15, Indicator 1

Koch, Chapter 5, "Making Connections: Science in Students' Own Environment", especially pages 115-117 on Field Trips
  Literature and Science 4: Ecology   Language Arts, Social Studies Standard 3, Indicator 3

Standard 11

 
  Science Safety: Designing a Safety Checklist for Your Internship Classroom Science in Personal and Social Perspectives   Standard 17, Indicators 1-5

Science and Safety: It's Elementary

MSDS On-line

March 10 and 13 No Class: Spring Break        
March 17 Astronomy: the History of the Ideas Nature of Science

Science as Inquiry

Science and Technology

Science in Personal and Social Perspectives

Social Studies   LESSON PLAN DRAFT DUE
   

    Koch, Chapter 9, "Making Models: Explanations of the Solar System"
  Phases of the Moon: Revisiting your Moon Journal Nature of Science

Science as Inquiry

Science in Personal and Social Perspectives

  Standard 3, Indicator 3  
  Days, Years and Seasons Nature of Science

Science as Inquiry

Science in Personal and Social Perspectives

Social Studies Standard 3, Indicator 3  
  Scale Model of the Solar System Science in Personal and Social Perspectives Math Standard 3, Indicator 3  
  Literature and Science 4: Astronomy    Language Arts, Social Studies Standard 3, Indicator 3  
March 20 Reflection       Koch, Chapter 15, "Pulling it All Together: Reflection and Self-Assessment"
  Sharing Portrait of a Learner       LANDFILL TREASURE HUNT QUESTIONS DUE
March 24 No Class: Easter Holiday        
March 28 Catch-up and portfolio day       LAB SAFETY SURVEY DUE
March 31 Final Exam       FINAL EXAM
April 1-April 31 Full Time Internships: Practice Teaching in the Field        
May 1

"Get Everything Ready Day" for Interns

      Meetings with Jeff to go over lesson videotapes
May 2 Final Gathering       LESSON PLAN and REFLECTION DUE

Major Projects
[Note: standards listed are those specifically assessed]

Science in Our Lives Photo Essay (5%)
Each prospective teacher will gather and present visuals that represent science in their surroundings and those of their students. These visuals will be required to represent the range of science content areas (Biology, Physical Science and Earth/ Space Science) and will include images from, home, school, and issues in the local and national news.

[NC DPI Elementary Education Program Standard 15, indicator 1]

Design Technology Physical Science Project (10%)
Prospective teachers will design, build and test rolling vehicles. Measurement data (e.g. mass, dimensions, average speed) will be gathered and analyzed both by hand and using a computer spreadsheet. Emphasis will be placed on developing similar experiences for children at a variety of levels.

[NC DPI Elementary Education Program Standard 2, indicators 2 and 4]
[NC DPI Elementary Education Program Standard 3, indicator 2]
[NC DPI Elementary Education Program Standard 9, indicators 4 and 5]
[NC DPI Elementary Education Program Standard 15, indicator 1]
[ISTE NETS-T Standard IIA]

Process Circus Center (10%)
Each pair of prospective teachers will develop one center dealing with a basic science process skill for the in-class Science Circus.

[NC DPI Elementary Education Program Standard 10

Demonstration (10%)
Each prospective teacher will develop a short demonstration to be presented in an after-school setting. On the assigned Demonstration Day, the class will present demonstrations to groups of children.

[NC DPI Elementary Education Program Standard 3, indicator depending on topic]
[NC DPI Elementary Education Program Standard 15, indicator 1]


buttonScience Process Skills Exam (10%)
There will be one mid-term covering science process skills, with an emphasis on measurement.


[NC DPI Elementary Education Program Standard 10

Inquiry-Based Science Plan and Lesson (20%)
In groups, prospective teachers will develop inquiry-based science lessons in the 5-E format. Special attention will be given to questioning strategies, planning for diverse learners, assessment techniques, and the integration of other curricular areas. These lessons will be presented in the schools during the field experience. Students will be required to videotape themselves teaching and to watch this video and reflect on their teaching; students will meet with their instructor individually to go over these reflections. These reflections will constitute a separate grade (see next item).

[NC DPI Elementary Education Program Standard 3, indicator depending on topic]
[NC DPI Elementary Education Program Standard 7]

[NC DPI Elementary Education Program Standard 10]
[NC DPI Elementary Education Program Standard 15, indicator 1]

Reflection on Teaching Science Lesson (10%)
Each prospective teacher will review the video of the lesson taught in the field and make notes, including the time on the video where specific things occurred. The student will then meet with the professor and go over these lessons; finally, the student will write a reflection on this lesson.
 

Lab Safety Survey (5%)
prospective teachers will research lab safety issues in the elementary school and then develop a lab safety survey to assess safety issues in their internship classroom. This must be completed before the Inquiry Science Lesson is taught in the classroom.

[NC DPI Elementary Education Program Standard 17, Indicators 1-5]

Final Exam (10%)
The final exam will include questions on the science pedagogy and content covered in the course, including questions on life, earth, space and physical science. It will include sample elementary student work and will require pre-service teachers to analyze Students' science journals will be important resources for this exam.

[NC DPI Elementary Education Program Standard 3, indicators 1-3]

Community of Practice/ On-going and In-Class Assignments (10%)

Science Notebook
Each student will keep a science journal modeled on the journals elementary school science students will keep. This journal will include experimental protocols, data, drawing, conclusions and associated writing. In addition, this journal will contain a section in which the student will note issues of safety and effective science pedagogy.

[NC DPI Elementary Education Program Standard 7, Indicator 2]

Field Trip/ Landfill Questions
In conjunction with the Social Studies methods class, students will develop materials to be used in conjunction with a field trip to the landfill and/or water treatment facility. This trip will be done instead of one day's Science class. In conjunction with the Language Arts class, we will work on thank you notes after the trip.

[NC DPI Elementary Education Program Standard 3, Indicator 1 ]
[NC DPI Elementary Education Program Standard 4, Indicator 13]

Literature and Science Activities
In groups, prospective teachers will be assigned elementary age-appropriate current events articles (e.g. from Discover Kids) and children's literature dealing with a series of science topics and will participate in discussions groups throughout the semester. At the end of the semester, the student will submit materials from literature circles in their portfolio.

Organisms Text Discussion
[NC DPI Elementary Education Program Standard 3, Indicators 1 and 4]

Matter Websites
[NC DPI Elementary Education Program Standard 3, Indicator 2]

button Wikispace
Last semester, student began an on-line collaborative Wikispace site, covering a range of topics in the elementary science curriculum. This semester, we will have the opportunity to benefit from their work and add to this effort as a part of your final exam.

Moon Journal
Over the course of the semester, students will keep data on the moon. Students will compile this data and submit it in the form of a moon journal before we begin our formal discussion of Astronomy.

[NC DPI Elementary Education Program Standard 2, Indicator 2]
[NC DPI Elementary Education Program Standard 3, Indicator 3]
[NC DPI Elementary Education Program Standard 12]

On-Going Classroom Projects
In addition to individual and group assignments, we will be responsible for several on-going projects as a class, modeled on the sorts of on-going science explorations teachers have in elementary classrooms. Our work will include setting up and maintaining a simple weather station, planting and caring for classroom plants, raising a silkworm culture, maintaining a worm bin, and feeding and caring for classroom pets.

Homework, Participation and Attendance
This class is based on a Community of Practice model. The discussions and interactions that take place in the classroom are an important part of this course. At times you will be asked to read, write, view or do something outside of class; a listserv has been set up to facilitate class communication about logistics and course content. Class participation will also include oral and written feedback on other students' work. Since there are a number of activities that we will do as a class that will be difficult to make up if you are absent, it is important that you make every effort to come to every class. Please tell me if you know in advance that you are going to miss a class so I can fill you in on what you need to do. Missing class without contacting me, or missing class more than once (even if you let me know) will lower your grade up to one letter grade per class missed; being late will count as one third of an absence.

Extra Credit
 
 
 

Evaluation and Grading
 
Assignment Percent Due Date
Photo Essay 5% 1/31
Process Circus Center 10% 2/7
Process Skills Exam 10% 2/25
Design Technology Physical Science Project Report 10% 2/28
Demonstration 10% 3/6
Lab Safety Survey 5% 3/28
Science Lesson Plan 20% Draft: 3/17
Final version: 5/2
Final Exam 10% 3/31
Teaching and Reflection 10% 5/2
Community of Practice (Science Journal, Moon Journal, Participation, Homework, Portrait of a Science Learner, Literature Circles, Portfolio, Attendance) (Link to what needs to go on Taskstream.) 10% on-going; specific due dates TBA

Your final course grade will be determined on a 100-point scale (i.e. 80-83=B-, 83-87=B, 87-90=B+, etc.).