SCE 6315: TeachingElementary (K-5) SchoolScience

Elementary Science Graduate Certificate

COLLEGE OF EDUCATION

GRADUATEDEPARTMENTAL COURSE SYLLABUS

“The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethical Practice (CARE). These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.”

Course Prefix and Number:SCE 6315Credit Hours:3

Course Title:TeachingElementary (K-5) SchoolScience

Course Prerequisites (if any):None

Regular Instructor(s):Jeni Davis, Ph.D.

Course Description:The purpose of this course is to equip you with the necessary knowledge, skills, and dispositions to be an effective teacher of science. Your own elementary science experience may not be consistent with contemporary expectations for instruction at this level. As such, the course is designed to immerse you in learning experiences that will provide you with a robust understanding of science teaching and learning from the perspective of both learner and teacher. Though this is not a science content course, we will utilize model lessons that exemplify science competencies elementary teachers are expected to achieve related to unifying concepts and processes, science as inquiry, physical science, life science, earth and space science, science and technology, science in personal and social perspectives, and the history and nature of science.

Graduate Certificate Statement: This course is part of the graduate certificate in Elementary Science. This unique certificate offers a graduate level credential in a specialized field of study with a specific focus. Most certificates require 9 -15 hours of selected coursework. If you are interested in earning this credential, please go to for more information and to register for this certificate.Elementary Science Graduate Certificate courses include:

  • SCE 6315 Teaching Elementary (K-6) School Science (required)
  • SCE 6803 Physical Science for Elementary Teachers (elective)
  • SCE 6855 Teaching Biology & Ocean Science in Elementary (elective)
  • SCE 6616 Current Trends (elective)
  • SCE 5564 Reading and Communication (elective)
  • EDF 7426 Action Research in Schools (elective)

Course Objectives:You will participate in several long and short-term inquiry-based science experiences. These, along with readings and other assignments, will provide the base for our discussions of ways to teach science with children. Through these experiences, you will construct your own approaches for teaching children science, and develop plans for doing so. In the spirit of inquiry-based science education, multiple methods will be included throughout the course. These will include, but not be limited to: direct instruction, guided discovery, inquiry-based projects, group discussions, and small-group activities.

Course Goals (student learning outcomes):

  • Demonstrate understanding of the central concepts (content), tools of inquiry (process skills), and structure of science (the nature of science) appropriate to teaching at the elementary level.
  • Demonstrate understanding of the social, intellectual, and personal development of students and recognize the diverse needs, interests, and abilities of students in regard to science at the elementary level.
  • Demonstrate knowledge of and ability to critically evaluate and utilize contemporary science standards and curriculum materials for science education.
  • Demonstrate knowledge of and ability to plan and implement a variety of instructional strategies and assessment techniques for teaching science inquiry throughhands-on,minds-onactivitiesthatfosterscientific“habitsofmind”andpromotescientific literacy.
  • Demonstrate the capacity to create a positive environment that encourages science learning by modeling the attitudes and dispositions of scientific inquiry.
  • Demonstrate the capacity for collegiality, reflective practice, and professional growth in regard to science teaching.

Content Outline:The course is organized around science big ideas. Modules will occur within synchronous online course sessions. The content of each module will emerge based on students’ needs and the collective understanding of participants. Modules will be developed around these big ideas for elementary science teaching and learning:

  1. What is science?
  2. Why should students learn science?
  3. What should students learn about science?
  4. How should science be taught?
  5. What does it mean to ‘do’ science? Essential features of classroom inquiry
  6. What does it mean to learn science? Teaching for conceptual change
  7. What counts as learning? Assessment in the science classroom
  8. Examining the Learning Cycle: Lesson Planning with the 5Es
  9. Teaching with science tradebooks
  10. Considering your learners. Culturally responsive teaching
  11. Informal science teaching and learning

Evaluation of Student Outcomes:Your overall grade in the course will be based on a combination of assessments occurring throughout the semester. Many of these are long-term projects and are designed to allow you to complete them in phases to make them more manageable tasks. Detailed assignment sheets are provided at the end of the syllabus and posted on Canvas. Each assignment sheet includes rubrics that outline the evaluation criteria.

Assignments / % Course Grade
Science Autobiography / 20%
Lesson Analysis (“Decookbooking”) / 20%
Science Lesson Plan / 30%
Weekly Reading Responses / 15%
Participation / 15%
Total / 100%

Science Autobiography: A science autobiography is an essay in which you describe your personal experiences with science, in or out of school, and then use your own experiences to define the kind of science teacher you hope to become.Your grade will be based on the extent to which your essay meets the intent of the assignment, which is reflective analysis and evaluation of your experiences. Describing your experiences is important; however, generalizing, analyzing, and reflecting about how and why they influenced your current understanding and attitudes toward science is essential.

Science Lesson Analysis & Adaptation: CHOOSE AN ACTIVITY-Select and provide the original copy of a “cookbook” science activity from a text series, curriculum guide, activity book, or website. Be sure to include a copy of the lesson with your assignment (Either scan, cut and paste, or provide a hyperlink in your document).ANALYZE THE ACTIVITY-Provide a critique that addresses science content, nature of science, and science process skills/practices. Be sure to connect your critique to class readings and include references. MODIFY THE ACTIVITY-Explain how you would modify the activity to address the points made in your critique. (You may do this as a narrative and/or rewritten lesson plan.) Refer to the strategies suggested in the readings, those modeled in class, and features of effective science teaching. Be sure to connect and explain the implications of these modifications for student learning.

Science Lesson Plan using the 5E Lesson Planning Method:The 5Es is an effective method for building conceptual understanding by progressing from the concrete experiences with materials to formation and application of concepts to new situations. This assignment is designed for you to develop your skills for adapting and sequencing learning experiences for elementary students using this method.

Weekly Reading Responses: For weekly readings you will complete Reading Responses which will include a golden quote selected from each article and a response to that quote.

Participation: During one week of the semester, you will take part in face-to-face activities and complete a variety of tasks, which may or may not be graded. Examples include giving book talks, evaluating lessons, analyzing student work, reflections, and sharing web resources. You will also be asked to participate in weekly online discussions.

Grading Criteria:

A+ / A / A- / B+ / B / B- / C+ / C / C- / D+ / D / D- / F
98-100 / 94-97 / 90-93 / 87-89 / 84-86 / 80-83 / 77-79 / 74-76 / 70-73 / 67-69 / 64-66 / 60-63 / Below 60

Your work will be graded based on mastery of the course objectives, rather than against the performance of your peers, therefore, grades are criterion-referenced rather than norm-referenced (curved).

Textbook(s) and Readings: There is no required textbook for this course. Course readings will be posted on Canvas using Course Reserves.

Other Supplementary Texts for Resources:

Wenham, M. & Ovens, P. (2010). Understanding Primary Science (3rd Edition). Thousand Oaks, CA: SAGE. ISBN 978-1848601192

Koch, J. (2005). Science stories: Teachers and children as science learners (3rd Edition).

Boston: Houghton Mifflin Company. ISBN 0-618-36647-X

Carin, A.A., Bass, J.E., & Contant, T.L. (2005). Teaching science as I\inquiry (10th Edition).

Upper Saddle River, NJ: Prentice Hall Publishing Company. ISBN 0-13-118165-3

Martin, R. Sexton, C. Franklin, T. Gerlovich, J. (2005). Teaching science for all children.

Boston: Allyn & Bacon. ISBN 0-205-41260-2

Suggested Resources for Science Activities

Keeley, P. (2015). Science Formative Assessment, Volume 1: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Vol. 1). Corwin Press.

Keeley, P., & Harrington, R. (2010). Forty-five New Force and Motion Assessment Probes. NSTA Press.

Keeley, P. (2011). Uncovering student ideas in life science, volume 1: 25 new formative assessment probes. Arlington, VA: NSTA Press.

Keeley, P., & Eberle, F. (2008). Uncovering student ideas in science: Another 25 formative assessment probes (Vol. 3). NSTA Press.

Keeley, P., Eberle, F., & Tugel, J. (2007). Uncovering student ideas in science, volume 2: 25 more formative assessment probes.

Keeley, P., & Sneider, C. I. (2012). Uncovering student ideas in astronomy: 45 formative assessment probes. NSTA Press.

Keeley, P. (2011). Uncovering Student Ideas in Life Science (Vol. 1). NSTA Press.

Bosak, S.V. (1998). Science is.... Ontario, Canada: The Communication Project. ISBN 0-590-74070-9 (800-772-7765) ** Great Resource!!**

AIMS (Activities Integrating Mathematics and Science). (888-733-2467)

GEMS (Great Explorations in Math and Science). (510-642-7771) *** Great Resource!!***

Science Education Journals with Elementary Teaching Foci:

Journal of Elementary Science Education

Science Education

School, Science, and Mathematics

Elementary School Science

Journal of Science Teacher Education

Science and Children

Associations

National Science Teachers Association (NSTA) 1742 Conn. Ave, N.W., Wash., D.C. 20009

National Association for Research in Science Teaching (NARST)

American Association for the Advancement of Science (AAAS) Wash., DC

Florida Association of Science Teachers (FAST)

Association for Science Teacher Education (ASTE)

European Science Education Research Association (ESERA)

UNIVERSITY POLICIES: Standard Policies coveringthese and other areas can be found at:

  • Academic Integrity of Students
  • Disruption of the Academic Process
  • Student Academic Grievance Procedures

Students with Disabilities - Students with disabilities are responsible for registering with Students with Disabilities Services (SDS) in order to receive academic accommodations. SDS encourages students to notify instructors of accommodation needs at least 5 business days prior to needing the accommodation. A letter from SDS must accompany this request. See student responsibilities:

Turnitin Privacy Policy -In order to comply with privacy laws, students are not required to include personal identifying information, such as name, in the body of the document. Turnitinprovides an originality report letting the instructor know how much of the assignment is original. Please follow your instructor's instructions carefully regarding what identifying information to include.

  • How do I submit a Turnitin Assignment?

Gender-Based Crimes - Educators must report incidents of gender-based crimes including sexual assault, sexual harassment, stalking, dating violence and domestic violence. If a student discloses in class, in papers, or to an instructor, the instructor is required by law to report the disclosure. The Center for Victim Advocacy and Violence Prevention (813-974-5757) is a confidential resource where you can talk about such situations and receive assistance in

University Emergency Policy -In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It's the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

1