KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA

COE COURSE SYLLABUS TEMPLATE


DEPARTMENT OF ELEMENTARY EDUCATION

College of Education: Pre-K-4


EEU 205 Teaching Science in Early Childhood

I.  Course Description:

A. EEU 205 Teaching Science in Early Childhood is designed to prepare teacher candidates with a background for teaching science in the primary level classrooms using inquiry centered, hands-on, "minds-on" approach. The connection between inquiry and science content is stressed throughout the course. The course is designed to build content knowledge, pedagogical knowledge, assessment, and connections to other disciplines in the classroom. The course utilizes exemplary science programs grounded in research. Teacher candidates will utuilize science tools, materials, media, and technological resources to engage students in the learning of science content. The course models current research that focuses on student achievement and the role of the teacher in the classroom. The course will focus on the planning of inquiry-based science programs, actions taken to guide and facilitate student learning, the assessments made of teaching and student learning, the development of environments that enable to learn science, the creation of communities of science learners, and the planning and development of the school science program. Prerequisites: Biological Science with a lab and Physical Science with or without a lab 4 c.h 3 s.h

Course Rationale:

All students deserve and must have the opportunity to become scientifically literate. Everyone needs to use scientific information to make choices that arise every day and be able to engage intelligently in public discourse and debate about important issues that involve science and technology. This vision is grounded the NSES, AAAS Benchmarks, and the PA Content Standards. Science teaching is a complex activity that requires content knowledge and being able to make judgments within the science classroom. What students learn is significantly influenced by how they are taught, and teacher candidates must have theoretical and practical knowledge and abilities about science, learning, and science teaching.

II.  Course Objectives/ Student Learning Outcomes:

1. Candidates will be able to develop, assess and modify curriculum (i.e. special

needs and ELL) and lessons as evidenced by their ability to apply the PA Content

Standards and the National Science Education Standards (NSES).

2.  Candidates will understand and be able to model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

3.  Candidates will know and understand the PA Science & Technology Standards and the Environment and Ecology Standards with implications for the teaching and learning of science.

4.  Candidates will demonstrate an understanding of the nature of science as it applies to life, earth, physical, and environmental sciences.

5.  Candidates will utilize unifying themes in all science teaching.

6.  Candidates will recognize and respond to student diversity to ensure all students participate fully in science learning.

7.  Candidates will be able to utilize multiple methods and systematically gather data about student understanding and systematically gather data about student understanding and ability.

8.  Candidates will be able to guide and facilitate the teaching and learning of science.

9.  Candidates will be able to design and manage learning environments that provide students with the time, space, and resources needed for learning science.

10.  Candidates will be able to demonstrate the ability to incorporate Pennsylvania Content Standards, National Science Education Standards, and AAAS Benchmarks into instructional planning.

11.  Candidates will be able to identify and be familiar with exemplary science education programs.

12.  Candidates will be able to use the skills of data collection, analysis, collaboration, decision-making, problem-solving, and communication of results.

13.  Candidates will recognize student preconceptions, developmentally appropriate understandings of science content and processes.

Early Childhood Program Competencies:

A. Relationship to Standards

Course Objectives/ #1
Student Learning Outcomes / PDE
Standard I.E / INTASC
Standard 1, 4 / NAEYC
Standard1, 4b, 4c / ISTE
Standard 1
Course Objectives/ #2
Student Learning Outcomes / PDE
Standard I.E / INTASC
Standard 1, 4 / NAEYC
Standard1, 4b, 4c / ISTE
Standard 1
Course Objectives/ #3
Student Learning Outcomes / Standard I.E, I.I, II.D / Standard 1, 7 / Standard 4b, 4c, 4d / Standard 1
Course Objectives/ #4
Student Learning Outcomes / C.1.g; C.1.k; C.1.r; Standard I.E, I.I, / Standard 1 / Standard 4b, 4c, 4d / Standard 1, 2
Course Objectives/ #5
Student Learning Outcomes / Standard I.E / Standard 4b, 4c, 4d / Standard 1
Course Objectives/ #6
Student Learning Outcomes / Standard I.A, I.E, IIA, II.B, / Standard 2, 3, 8 / Standard 1, 4a, 4b, 4c, 4d / Standard 1, 2
Course Objectives/ #7
Student Learning Outcomes / Standard I.A, I.B, I.E, II.B, II.D, II.E, II.F / Standard 2, 3, 7 / Standard 3 / Standard 1, 2
Course Objectives/ #8
Student Learning Outcomes / Standard I.A, I.E, II.A, II.B, II.C, II.D / Standard 2, 3, 4, 5, 7 / Standard 4a, 4b, 4c, 4d / Standard 1, 2
Course Objectives/ #9
Student Learning Outcomes / Standard I.A, I.E, II.A, II.B, II.C, II.D / Standard 4, 5, 6 / Standard 1, 3, 4a, 4b, 4c, 4d / Standard 1, 2
Course Objectives/ #10
Student Learning Outcomes / Standards I.E, I.I, II.B / Standard 1, 9 / Standard 1, 4a, 4b, 4c, 4d / Standard 1
Course Objectives/ #11
Student Learning Outcomes / Standards I.A, I.B, I.E, II.B, II.D / Standard 7 / Standard 4a, 4b, 4c, 4d / Standard 1, 2
Course Objectives/ #12
Student Learning Outcomes / Standards I.A, I.B, II.B, II.E, II.F / Standard 7 / Standard 3 / Standard 1, 2
Course Objectives/ #13
Student Learning Outcomes / Standards I.A, I.E, I.I, II.B, II.D, II.E / Standard 2, 3, 4, 7, 8 / Standard 1, 3, 4b, c / Standard 1, 2

IV. Assessment

A.  Core Assignment –

Will be added then faculty member teaches the course

B. Other Assessments based on a subset of the following:

Examinations

Participation

Science Notebooking

Observations – Moon and living organism

Journal Reviews

V. Course Outline

A. The Nature of Science

1. What is science?

2. Variables/Investigations

B. Inquiry

1. Inquiry in science

2. Nature of human inquiry

3. Inquiry in the classroom

4. Parallels between inquiry in the classroom and science

5. Inquiry in National Science Education Standards

6. Inquiry in PA Science & Technology Standards

7. Inquiry and content

8. Learning through inquiry and implications for classroom

9. Coherent inquiry-based instruction and instructional models

10. Developing questions with preschool children

C. Scientific Literacy

1. Need

2. Description

D. Constructivism

1. Constructed knowledge

2. Brain research

3. Active learning, Hands-on, Minds-on

4. Developmentally appropriate activities

E. Learning with Understanding

1. What are students doing?

2. What are teachers doing?

3. How does classroom environment support inquiry?

4. Appropriate investigations for students at all levels

F. Instructional Models

1. Coherent inquiry-based instruction and instructional models

2. 5-E Model

3. Learning Cycle (NSRC)

G. Notebooking, Reading, and Science

1. Rationale

2. Benefits for students

3. Benefits for teachers

4. Notebook organization

5. Notebook entries

6. Communicating science learning in an early childhood setting

H.  Assessment in Inquiry Centered Classrooms

1. Content knowledge

2. Conducting investigations

3. Building explanations

4. Formative and summative assessments

5. Teacher assessments and student self assessment

6. Methods of assessments in an inquiry-centered classroom

7. Methods of assessment in an early childhood setting

I. Exemplary and Promising Science Programs

1. FOSS

2. STC

3. DASH/FAST

4. Insights

5. GEMS

6. PEACHES

J. Science Process Skills

1. Skills in NSES

2. Skills in PA Science and Technology Standards

3. Variables

4. Developmentally appropriate science process skills appropriate in early

childhood setting

K.  Life Sciences

  1. Structures of Life
  2. Similarities and differences in living things
  3. Form/Function
  4. Characteristics are inherited
  5. Change over time
  6. Insects
  7. Trees/Plants
  8. Human Body

L.  Earth Sciences

  1. Earth landforms
  2. Uses of earth materials
  3. Weather elements
  4. Water sources
  5. Seasons
  6. Sun Earth Moon

M.  Physical Sciences

  1. Concepts of structure and properties of matter
  2. Energy types
  3. Force and motion
  4. Balancing/Motion
  5. Materials (paper, wood, fabric)
  6. Solids and Liquids
  7. Sound
  8. Magnets and electric circuits
  9. Measurement

VI. Instructional Resources

American Association for the Advancement of Science. 1993. Benchmarks for Scientific Literacy. Oxford University Press.

Abruscato, Joseph. (2001). Teaching children science: Discovery activities and demonstrations for the elementary and middle grades. Boston : Allyn Bacon. Q181 .A3 2001

Atkin, J. Black, P. and Coffey, J. (2001). Classroom Assessment and the national Science Education Standards. NRC.

American Forest Foundation. Project Learning Tree. 2002. Washington, DC.

Boisselle, Wayne. (2002). A. 10 easy steps to teaching magnets & electricity. Vernon

Hills, IL: Learning Resources, Inc. QC 755 B64 2002

Carin, Arthur A. (1997). Teaching Science Through Discovery. (8th ed.). Upper Saddle

River, NJ: Prentice Hall.

Carin, Arthur A., Bass, Joel E.,& Contant, Terry L. (2005). Methods for teaching science as inquiry. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Q 181 C37 2005

Center for Science, Mathematics, and Engineering Education. (1998). Every Child a Scientist: Achieving Scientific Literacy for All.

Chaillé, Christine, & Britain, Lory. (2003). The young child as scientist: A constructivist approach to early childhood science education. Boston: Allyn & Bacon.

Q181 .C414 2003

Edward Victor, & Richard D. Kellough. (2004). Science K-8 : an integrated approach

(10th ed.). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. Q 181 V52 2004

Eichinger, John. (2005). Activities for integrating science and mathematics. (2nd ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. Q181 .E33 2005

Kahle, J. Foundations: Inquiry Thoughts, Views and Strategies for the K-5 Classroom. National Science Foundation. 1999.

Keane, Nancy, & Wait, Corinne L. (2002). Teaching science through literature: Grades 6-8. Worthington, Ohio: Linworth Learning. Q 183.3 A1K422 2002

Koch, Janice. (2005). Science stories: Science methods for elementary and middle school teacher. Boston: Houghton Mifflin Co. Q 181 K62 2005

Martin, David J. (2003). Elementary Science Methods: A Constructivist Approach. (3rd ed.). Albany, NY: Delmar Publishers.

Martin, R., Sexton, C., Wagner, K., & Gerlovich, J. (2005). Teaching Science For All Children. (2nd ed.). Boston, MA: Allyn & Bacon.

National Academy of Science. (1998). Teaching About Evolution and the Nature of Science.

National Research Council. National Science Education Standards. National Academy Press. 1996.

National Research Council (1997).Science for All Children: A Guide to Improving Elementary Science Education in Your School District. NSRC

Olson, S. and Loucks-Horsley, S. (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. NSRC

PA Science and Technology Academic Standards

PA Environment and Ecology Academic Standards

PA Assessment Anchors

Peak, L. Pursuing Excellence: A Study of US Eighth-Grade Mathematics and Science Teaching, Learning, Curriculum, and Achievement in International Context. National Center for Education Statistics, OERI. 1996.

Raham, Gary. (2004). Teaching science fact with science fiction. Portsmouth, NH: Heinemann. Q 181 R33 2004

Singer, M. and Tuomi, J. (1999). Selecting Instructional Materials: A Guide for K-12 Science. NRC.

Victor, Edward, & Kellough, Richard D. (1999). Science for the Elementary and Middle School. (9th ed.). Upper Saddle