EDU 537:Science in the Elementary School
Tuesday, 4:00-6:45 PM, Goddard 102
Course Syllabus
Course Instructor: Dr. Jeanelle Day
Office: Webb Hall Rm. 151
Office Hours: Monday 12-2; Tuesday 3-4 (Goddard 102); Thursdays 10-12 pm and by appointment.
Phone Number: 860-465-4532
Home Phone Number (emergency): 860-872-6689
Email:
A. Catalog Description:
Uses an activity-oriented approach to deal with theoretical and practical aspects of developing science experiences for children. (Acceptable for Elementary Education endorsement)
B. Prerequisites:
Admission to Graduate School and completion of core courses.
C. Course Description:
1. Purpose
To facilitate reflective thinking and professional problem solving in participants. The course will be devoted to the enrichment of science teaching in the elementary school through knowledge of science, student learning, and action research and will concern examination of basic issues and interrelationships involved in the effective teaching of science.
2. Objectives
Alignment of Activities with Assessments in EDU 537
Course Objectives / ACEI / ConceptualFramework / Products
1. Develop a content knowledge base, which includes current research in science education and practical classroom applications, including the National Science Education Standards. / 1.0, 2.2, 3.1, 3.2 / 1.1, 2.1, 3.1 / Creation of integrated lesson plans, presentation of appropriate hands-on activities, moon journal.
2. Demonstrate the ability to design and implement a plan for the inquiry-based teaching of specific science concepts based on learner’s developmental characteristics. / 2.2, 3.1, 3.3, 4.0 / 2.1, 2.2, 2.3, 3.1, 5.1 / Creation of integrated lesson plans, presentation of appropriate hands-on activities.
3. Demonstrate the ability to design and implement a plan for alternative assessment of student learning in an inquiry-based classroom. / 3.1, 4.0 / 2.1, 2.4, 3.1, 5.1 / Creation of integrated lesson plans, presentation of appropriate hands-on activities.
4. Develop strategies for helping all students develop scientific concepts through the use of manipulatives, technology, and laboratory work. / 3.1, 3.2, 3.4 4.1, 4.2, 5.2 / 2.1, 2.2, 3.1, 4.1 / Creation of integrated lesson plans, presentation of appropriate hands-on activities.
5. Develop strategies for increasing awareness of historical and current contributions made in the fields of science by diverse peoples. / 3.1 / 5.1 / Creation of integrated lesson plans, presentation of appropriate hands-on activities, presentation on historical figures in science.
6. Demonstrate familiarity with professional organizations and the resources they provide teachers’ professional growth. / 5.1 / 6.1 / Written reflection and demonstrated membership in professional organization. Journals.
7. Demonstrate an understanding of science curricula that exist in the schools. / 3.1 / 6.1 / Scope and Sequence paper.
8. Demonstrate ability to use Vista, participate in online discussions and develop/add to a wiki. / 4.1 / 4.1 / Journals. Participation in online discussions, wikis.
D. Texts and Other Materials
1. National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press. Found online at:
2. NSTA Press (2003). Mixing it up: Integrated, interdisciplinary, intriguing science in the elementary classroom. NSTA Press: Arlington, VA.(OPTIONAL, but a good resource for those unsure of science concepts!)
3. Bybee, R. W. (Ed.) (2002). Learning science and the science of learning. NSTA Press: Arlington, VA.
4. Konicek-Moran, R. (2008). Everyday science mysteries: Stories for inquiry-based science teaching. NSTA Press: Arlington, VA.
5. Professional education journals and library databases such as ERIC to be used for extensive reference. May be found in online ECSU Library. Most articles will be placed on the course Vista site.
6. Elementary School Textbooks, students and teachers editions, used presently in your school or a representative one.
7. Connecticut Department of Education, (2008). Curriculum Standards Including Grade-Level Expectations for Science PreK-8. Found online at:
Other materials:
For this course, three relatively inexpensive texts were chosen (~$20). There is also the requirement to do two other things: 1) Join a professional organization and 2) Go through Project Learning Tree Training ($35 due on training night and you get all the materials for your classroom). Here is the rationale behind the two requirements: As for joining an organization, if you join NSTA for $32, all of the articles in your text may be found online in the member site (or through the ECSU library!). Therefore, the membership is free, or the book is free. As for completing Project Learning Tree Training, this serves two purposes: 1) to better acquaint you with proven strategies to teach biological and ecological concepts in the elementary school, and 2) to set you apart from other teachers in your school as being very knowledgeable of current science curricula (and for those without jobs yet, to give you a leg up on the competition!). All in all, the combined expense for this course should be ~$105 and you get lots of great stuff!
E. Course Activities in Meeting Objectives
Completion of the course requirements will consist of group discussions, presentations and written summaries; individual papers and lessons plans; and a final portfolio documenting (1) an appropriate set of newly developed competencies and skills (science content and science pedagogical knowledge) in elementary science teaching, and (2) a knowledge base involving the production of professional level products and activities.
Requirements for final grade evaluation in this course will be met through written and orally presented assignments meeting a specific professional criterion level. All assignments must be completed. Any assignment not completed on time will result in a 10% deduction of the final grade. To be judged acceptable, all assignments must show evidence of a graduate professional level of development, preparation, research and presentation. This includes evidence of reflective thinking and self analysis, and planning for teaching science for all students in your classroom using state and national guidelines for the 21st century.
F. American’s With Disabilities Act (ADA) Statement:
If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of AccessAbility Services at (860) 465-5573. To avoid any delay in the receipt of accommodations, you should contact the Office of AccessAbility Services as soon as possible. Please understand that we cannot provide accommodations based upon disability until we have received an accommodation letter from the Office of AccessAbility Services. Your cooperation is appreciated.
G.Grading Policy
Grades will be determined according to ECSU policies. Rubrics will be used for judging the level of your work. Please refer to grading description at the end of this syllabus. Please refer to your Graduate and Undergraduate Catalog for specifics on determining your GPA.
H. Attendance Policy
Absences must be made up, upon approval of a written makeup contract with the instructor. The student is responsible for the timely scheduling, planning, and completing all alternative activities to attain objectives for the missed session. Your attendance in required at each course meeting for the entire meeting time of 4:00 PM – 6:45 PM.
I. Assignments:
You will be required to turn in the following work on the course Vista site:
1.A SHORT reflective response should be written in your personal journal at the end of class each day. This only needs to be a few sentences about what you learned and how you would apply it in your own classroom. Due each week after class (before next class) on Vista.
General Reflection Paper Rubric
Unacceptable Performance-0 / Needs Improvement-1 / Acceptable Performance-2 / Good Performance-3 / Strong Performance-4Quality of Paper / The paper is not turned in or poorly written. / The paper is poorly written, and does not meet length criteria. / The paper is adequately written, has minimal errors, and meets length criteria. / The paper is well written, has minimal errors, and meets length criteria. / The paper is well written, has no errors, and meets length criteria.
Reflection / The paper lacks reflection. / The paper contains minimal in-depth reflection on topic assigned and no reference to professional readings/class discussions in the reflections. / The paper has adequate reflection on assigned topic. / The paper has good reflection on assigned topic and contains references to professional readings/class discussions in the reflections. / The paper has excellent reflection on assigned topic and contains references to professional readings/class discussions in the reflections.
2. Develop an integrated elementary learning cycle unit plan. The 7 lesson plans within this unit should have one plan per grade for K-6. Think themes and a sprialed curriculum when choosing your topic area! Of the 7 lesson plans, 1 should include components of the history and nature of science. All must use the learning cycle format and include connections to nonfiction texts to use in each grade level. For further criteria, please refer to the Unit Plan documents on Vista. Class presentations will be made on May 5.
3. Creation of a presentation based upon an historical figure in science(history and nature of science). The scientists should be female or of diverse ethnic background (DO NOT pick someone mentioned in typical textbooks or with a widely-known name). You should prepare an oral presentation of the scientist and explain (in first person) what the person’s work entailed (discoveries made, personal history, and other interesting tidbits of information that can show students how the scientist used the nature of science in making discoveries). The presentation should last between 5-7 minutes. Prepare a one page handout (for Dr. Day) about the scientist and post as an attachment for your classmates on our class wiki in the space provided notating it with the name of the scientist. Due on April 3.
Historical Figures in Science Rubric
0 / Presentation not presented.1 point / Sloppy presentation that is disorganized, incoherent, and poorly developed. Presenter does not stay on topic. Marginal discussion of scientist.
2 points / Presentation is organized, but information about the scientist or his/her work is missing. No link between presentation and the history or nature of science. Handout lacks important information about the scientist.
3 points / Descriptions of how the scientist’s work relates to the nature of science. The presenter includes an introduction, and discusses the scientist’s work in first person. Handout includes important information about the scientist (date of birth, ethnic background, education, work)
4 points / First person presentation is polished and ties to the nature of science as it relates to the scientist’s work. Handout includes important information about the scientist (listed above) as well as additional personal information about the scientist that makes them seem more “real” to the students.
4. Disposition reflection and participation self-reflection. Your attendance in this class is expected because your experiences and thoughts are a valuable part of the daily discussions. Due on May 12.
5. Attendance and participation. Because this class is highly interactive, it is essential that you be in class, be on time and not leave early, as well as be an active participant. Active participation includes being prepared for class activities by reading assigned text materials, participating in class and online discussion and activities and being prepared for and participating in presentations. I will be using the following rubric to evaluate your attendance and participation, and will ask you to use it, or one that you devise, to self evaluate. The grade will be determined for each class session based on your attendance and participation following the rubric below. Participation grade includes the online journal.
Date:Grade: / Unacceptable Performance (0-2) / Acceptable Performance (3) / Strong Performance (4)
Attendance / Absent, or more than 15 minutes late for class and/or leaving more than 15 minutes before the end of class. / Less than 10 minutes late to class and/or leaving less than 10 minutes before the end of class. / Arrive on time and stay for entire class.
Participation / Unprepared with assigned readings, etc. and/or unengaged in class activites and discussions and/or engaged in non-class related activity. / Generally prepared with assigned readings, etc., and generally engaged in class activities and discussions. / Obviously prepared with assigned readings, etc., and actively engaged in class activities and discussions going beyond the assignments.
Class or online participation / Missed more than 3 classes, often came late, and/or was inactive or distracted in group/whole class activities. Minimal participation in online discussions / Missed two or three classes, almost always came on time, submitted all assignments by their due dates, was not distracted, and was actively engaged in group and whole class activities. Participation in online discussions was evident but inconsistent. / Attended every class or missed one, always came on time, submitted all assignments by their due dates, was not distracted, and was actively engaged in group and whole class activities. Active participation in online discussions.
Professionalism / Little evidence of reading professional and research journal(s) and preparing for class. Did not demonstrate interestor enthusiasm for teaching science. / Read professional and research journal(s), was prepared for class and demonstrated enthusiasm for teaching science. / Read professional and research journal(s), was prepared for class and demonstrated enthusiasm for teaching science. Was a leader in classroom discussions about teaching science.
Respect for other learners / Did not display professional and ethical behavior in the class and/or did not pay attention to the ideas of peers and the instructor of the class. / Displayed professional and ethical behavior in the class, and always paid attention and listened to peers and the instructor of the class with respect. / Displayed professional and ethical behavior in the class, always paid attention and listened to peers and the instructor of the class with respect, and often responded thoughtfully and appropriately to the ideas of peers and the instructor.
5. Scope and Sequence. One of the most important things to learn about teaching is how the curriculum is organized in all the disciplines. In order to plan units and lessons, teachers not only need to know what to focus on at their grade level but also to know what they can expect students to know and be able to do when they reach their classroom and when they go on to someone else’s classroom the following year. How can you learn first hand about curriculum? In this activity you are expected to research the science scope and sequence in the elementary school where you have your field experience, where you teach, or in a school in your community. Whatever the grades in your school of choice, (PK-2,PK-6, PK-5), these will be your focus for this assignment. Compare your school’s science curriculum with the CT Science Standards. Is the focus clearly on the CMT assessments? If not a practicing teacher, interview your cooperating teacher about the curriculum. If not in a clinical experience, please find a teacher in your community to talk to (you may discuss with a teacher in a past clinical experience). What does he/she say about how the curriculum is organized? What place does science have in the overall school curriculum (time spent each day and week)? If you could, what changes would you suggest in this school’s science scope and sequence? Write a 2-3 page paper addressing the above questions and your recommendations. Due March 3.
Rubric for Scope and Sequence Paper
Criteria:Excellent: 4 Above Average: 3 Adequate: 2 Needs Improvement: 1 Unacceptable: 0
The paper is within the 3 page limit.
The scope and sequence of the science curriculum is discussed in detail. References to any curriculum materials used are given.
Importance of science in overall curriculum is discussed.
The standards in science are linked to the curriculum.
The interview with the teacher about the curriculum is described.
The paper contains reflection on the strengths and weaknesses of the scope and sequence of the curriculum.
6. Moon Journal. You should complete a moon journal by marking the time viewed, approximate location in the sky, and make a drawing of the moon as it appears each night for a month. A form for you to fill out with this information is located on Vista. Please complete observations by March 10. (Not scored but will be used in other class activities.)
7. Review a science education professional website and join at least ONE professional organization in science education, such as the National Science Teachers Association (NSTA) or the Connecticut Science Teacher’s Association. While a student, memberships are inexpensive. For instance, preservice teachers can join NSTA for $32 by entering themembership area within Write a 1 page reflection paper on the type of materials that are included on the website for NSTA and one other professional organization that supports elementary science teachers.Be sure to include how the use of these materials might help you as a teacher in your reflection. Due April 7.
Tentative Schedule of Course Activities
Date / Activity / Reading/Discussion TopicJan. 27 / Introductions/Expectations. Moon Journal beginning. Process Skills. / Reading: None
Discussion: Introduction to classmates.
Assignment: Please familiarize yourself with Vista site.
Feb. 3 / Learning Cyle: What is it?
History and Nature of Science: Why should we bother? / Readings: Bybee Ch. 1-3. Others listed on Vista in modules related to this class.
Feb. 10 / Science/Inquiry: Doing what’s best for students. Bubbleology
Physical Science: Light & Color. / Reading: Bybee Ch. 6-8. Others listed on Vista in modules related to this class.
Feb. 17 / Earth Science: Stories in Stone. / Reading: Konicek-Moran Ch. 6. Others listed on Vista in modules related to this class.
Feb. 24 / Earth Science: Convection/Currents/Climate / Reading: Konicek-Moran Ch. 7-8. Otherslisted on Vista in modules related to this class.
Mar. 3 / Physical Science: It’s Electric! / Reading: Listed on Vista in modules related to this class.
Scope and Sequence Papers Due on Vista.
Mar. 10 / Earth/Space Science – Earth, Moon, Stars A*SEER/ERC-Library. / Reading: Konicek-Moran Ch. 4-5. Others listed on Vista in modules related to this class.
Moon Journals Due. Bring to class!
Mar.17 / NO CLASS – Dr. Day at NSTA in New Orleans. / Reading and alternative assignments: Listed on Vista in modules related to this class.
Mar. 24 / SPRING BREAK / NO CLASS
Ap. 7 / Chemistry: Just the Basics! Of Cabbages and Chemistry. / Reading: Listed on Vista in modules related to this class.Professional organization website reflection due on Vista.
Ap. 14 / It’s All Connected: Reading/Writing/Technology Use in Scienceand Assessment / Reading: Bybee Ch. 4-5, 9-10. Others listed on Vista in modules related to this class.
Historical Figures in Science presentation.
Ap.21 / Biology/Ecology: Project Learning Tree. / Reading: Listed on Vista in modules related to this class.
Ap.28 / Biology/Ecology: Project Learning Tree. / Reading: Listed on Vista in modules related to this class.
May 5 / Physical Science: Energy and A World in Motion. Personal and Social Perspectives in Science. / Reading: Konicek-Moran Ch. 15-16. Others listed on Vista in modules related to this class.
May 12 / Professional Development and Class Wrap Up / Reading: Bybee Ch. 12. Others listed on Vista in modules related to this class.Unit Plan Due. Disposition and participation reflections due on Vista.
EDU 537 – Spring 20091