Description

Goals

Schedule

Projects and Evaluation

Resources

 

Instructor:

Jeff Goodman
Department of Curriculum and Instruction
Office: EDH 112-D
Office Hours: Monday 1:30-4:30; Tuesday 10-11; 1-5; 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

This course focuses on developing instructional strategies for teaching science content as a means for achieving scientific literacy. A broad range of science content will be explored in the context of the NCSCOS strands Nature of Science, Science as Inquiry, Science and Technology, and Science in Personal and Social Perspectives. Students will be exposed to a variety of science teaching models with an emphasis on social constructivism and integrated instruction in a community context. Throughout the course, class work will be connected to the field experience, as students will develop school-based projects, lessons, and assessments for implementation during their internship.
 
 

Course Goals

The student will:

• participate in and develop inquiry-based lessons that develop an understanding of broad topics in science (earth, space, life, and physical) [NC DPI Elementary Education Program Standard 3, indicators 1-3];
• develop science activities that are aligned to the NC Standard Course of Study, use an interdisciplinary approach, and use multiple methods of instruction [NC DPI Elementary Education Program Standard 7, indicators 1-7];
• develop science activities that use inquiry in teaching science and that focus on science process skills, using commonly available science materials [NC DPI Elementary Education Program Standard 10];
• make connections between science and social studies, including history and current events [NC DPI Elementary Education Program Standard 11, indicator 3];
• develop relevant and real-word applications of science that interest a diverse population [NC DPI Elementary Education Program Standard 15, indicator 1];
• develop a knowledge of controversial issues in science [NC DPI Elementary Education Program Standard 3, indicator 4];
• understand safety and liability issues related to science teaching in the elementary school [NC DPI Elementary Education Program Standard 17];
• understand how technology can be used as a tool in the science classroom [ISTE NETS-T Standard II-A];
• and understand how the NCSCOS for K-6 science reflects national science standards and connects to the entire elementary school curriculum.

Schedule
 

Date	Topic	NC Science Strands	Curriculum Integration	Relevant NC DPI Standards for Elementary Educators Standards	Related Readings
January 9	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: Sound	Science as Inquiry Nature of Science		Standard 3, Indicator 2
	Five-E Learning Cycle Overview
January 12	Notebooking in the Elementary Classroom		All Curricular Areas	Standard 7, Indicator 2 Standard 12	Fulton and Campbell, "Student-Centered Notebooks" in Science and Children, November/December 2004 electronic reserve
	Science Autobiography
	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	Ten Minute Field Trips
	The North Carolina Standard Course of Study in Science
	Moon Journal assigned		Art, Language Arts	Standard 3, Indicator 3 Standard 12
January 16 No Class
January 19	Tracks Activity
	Five E Learning Cycle revisited: Batteries and Bulbs 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 Circles Introduced		Language Arts	Standard 7, Indicator 2
January 23	Batteries and Bulbs continued
	Assessment: Question Shells Introduced
	Plants and Animals in the Classroom			Standard 3, Indicators 1 and 4	Koch, Chapter 7, "Sustained Inquiry: Exploration of Living Things"
	Our Classroom Aquarium	Science in Personal and Social Perspectives Science and Technology		Standard 3, Indicators 1 and 4 Standard 10	Pitts, "Aquariums in the Classroom: Microcosms of Planet Earth" in Connect, September/ October 1999
	Hissing Cockroach Exploration	Science as Inquiry		Standard 3, Indicators 1 and 4 Standard 10 Standard 12	Moline, "Simple Diagrams," in I See What You Mean: Children at Work with Visual Information  electronic reserve
	Strategies for Teaching About Evolution	Nature of Science Science in Personal and Social Perspectives	Social Studies	Standard 3, Indicator 4 Standard 14
	Literature Circles 1: Organisms		Language Arts, Social Studies	Standard 3, Indicators 1 and 4 Standard 7, Indicator 2
	SCIENCE AROUND US PHOTO ESSAY DUE
January 26	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 30	Process Circus (each pair brings a center)		Math, especially measuring and graphing	Standard 10
	Informal Assessment: Interviewing Techniques			Standard 7, Indicator 7	Osborne and Freyberg, Learning in Science, Chapter 1 "Interviewing" and Chapter 3 "Language" electronic reserve
February 2	Science Process Skills, Continued		Math, especially measuring and graphing	Standard 10
	Measurement		Math	Standard 10
	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	"Why Demonstrations Matter," in Science and Children, September/ October 2005 electronic reserve
	Discuss Demonstration Day: Choosing a Demo	Nature of Science Science as Inquiry		Standard 15, Indicator 1
February 6	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	Koch, Chapter 12, "Science and Technology: A Seamless Connection"
February 9	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	Moline, Chapter 9, "Tables," and Chapter 6, "Graphs"
February 13	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 Circles 2: Matter		Language Arts, Social Studies	Standard 3, Indicator 2 Standard 7, Indicator 2
February 16	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 20	Soils Inquiry	Nature of Science Science as Inquiry		Standard 3, Indicator 3 Standard 10
	Literature Circles 3: Earth Science		Language Arts, Social Studies	Standard 3, Indicator 3
	DESIGN TECHNOLOGY PHYSICAL SCIENCE PROJECT REPORT DUE
February 23	NO CLASS: Social Studies Conference
February 27	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
	Assessment			Standard 7, Indicator 7	Koch, Chapter 14, "What's the Big Idea? Assessing What Students Know and Are Able to Do" and National Science Education Standards for Elementary Educators, "Assessment" electronic reserve
March 2	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 Circles 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
March 6	Field Trip to the Landfill and Water Treatment Plant	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 9	Astronomy: the History of the Ideas	Nature of Science Science as Inquiry Science and Technology Science in Personal and Social Perspectives	Social Studies		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 Circle 5: Astronomy		Language Arts, Social Studies	Standard 3, Indicator 3
	LESSON PLAN DRAFT DUE
March 13-17 Spring Break
March 20	Reflection				Koch, Chapter 15, "Pulling it All Together: Reflection and Self-Assessment"
	Sharing Portrait of a Learner
March 23	Catch-up and portfolio day
	LAB SAFETY SURVEY DUE
March 27	Final Exam
March 28-April 27	Full Time Internships: Practice Teaching in the Field
April 20-21 During Elementary School Spring Break	Meet individually with your instructor to go over lessons
	LESSON PLAN and REFLECTION DUE 4/21
April 28	Final Gathering

 

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

Science in Our Lives Photo Essay (10%)
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 15, indicator 1][ISTE NETS-T Standard IIA]

Demonstration (10%)
Each student 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 15, indicator 1]

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 7, indicator 2]
[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 (10%)
Students 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. 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 (20%)

Process Circus Center
Each pair of students will develop one center dealing with a basic science process skill for the in-class Science Circus.

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.

Portrait of a Science Learner
Without disrupting the work of his or her cooperating teacher, each intern will choose a student to interview. Depending on the situation the intern is in, this interview may take place during recess, lunch, or flexible instructional time. Using a science process skills assessment we will develop in class and a set of content interview questions, interns will create a Portrait of a Science Learner.

Field Trip
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 and Social Studies classes. The Language Arts class will work on thank you notes after the trip.

Literature Circles
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 literature circle discussions throughout the semester. Roles to include: discussion director, content expert (including vocabulary), inquiry activity connector, history of science scholar, and connector/ graphic organizer. At the end of the semester, the student will submit materials for all five literature circles in a portfolio.

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.

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 frequently (even if you let me know) will lower your grade up to one letter grade per class missed; being late will count as half an absence.

Evaluation and Grading
 

Assignment	Percent	Due Date
Photo Essay	10%	January 23
Design Technology Physical Science Project Report	10%	February 16
Demonstration	10%	February 27
Lab Safety Survey	10%	March 9
Science Lesson Plan	20%	Draft: March 2 Final version: April 21
Teaching and Reflection	10%	April 21
Final Exam	10%	March 23
Community of Practice (Science Journal, Moon Journal, Participation, Homework, Portrait of a Science Learner, Literature Circles, Portfolio, Attendance)	20%	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.).