TEACHING SCIENCE FOR EARLY CHILDHOOD and ELEMENTARY EDUCATION
BERRY COLLEGE COURSE SYLLABUS
Instructor: Dr. Sam Hausfather Fall 2000
Processes, values, and goals of science in early childhood education (P-5). Methods, materials, and content needed for teaching and integrating hands-on science for diverse students. Laboratory work required. PR: Admittance to teacher-education program.
PURPOSE OF COURSE:
Science is often ignored in the elementary school curriculum, and by eighth grade, American children consistently score lower than many of their counterparts across the world. The purpose of this course is to assist you in acquiring the skills, knowledge, and attitudes necessary in developing your pupils’ wonder and enjoyment of investigating science. The course will provide a basis for doing science in classrooms through knowledge of historical and philosophical underpinnings of science education and broad science content studies, developing “the head”. You will experience various models of teaching, including inquiry learning, cooperative learning, conceptual change instruction, using textbooks as resources, and integrated instruction, developing “the hands”. The values underlying science education will be explored, building on your ability to enhance the social awareness of diverse learners, developing “the heart”.
COURSE OBJECTIVES & EXPECTED OUTCOMES: (Goals from Berry College Model of T.E. follow in parenthesis). Upon completion of this course, students will be able to:
1. explain processes, values, and goals of science education both historically and currently (BC1,12);
2. plan and implement inquiry learning lessons and units, with and without textbooks (BC8,9,10);
3. demonstrate knowledge of constructivist teaching strategies and their relationship to children’s conceptions of science (BC2,3,9,10);
4. develop critical thinking and decision-making skills of young children (BC2,12);
5. understand implications of teaching in a multicultural society, and the import of creating an inclusive environment for minority, special need, second-language, and female students in the science classroom (BC11,13,16);
6. plan instruction to include both the processes and the content of science based on national and state standards (including QCC) (BC1,2,9);
7. align instructional practices with pupils’ developmental levels (BC4,9,11);
8. demonstrate instructional competency in managing and organizing science experiences, including questioning, cooperative learning strategies, planning investigations, and safety techniques (BC2,8,9,14);
9. plan a teaching unit which integrates science lessons with other content areas (BC7);
10. write alternative assessment plans and questions (BC3);
11. locate and use science resources and materials, including internet, computer-based, and innovative science programs (BC10);
12. demonstrate knowledge of some major concepts of science content in physical, life, and earth sciences (BC1);
13. appreciate and apply the connections between science and technology (BC1,10); and
14. enjoy doing science! (BC5,15)
This course will provide a hands-on experience with science. Students will participate in multiple experiences with the processes and materials of science, including simulations, experiments, cooperative group decision-making, and outdoor activities. The instructor will also provide background lectures, demonstrations, and classroom discussions. Students will peer-teach two lessons in class and attend a practicum experience in an area school. Reflection assignments and journals will be used for the student to analyze the teaching they observe others doing as well as their own teaching. Students will carefully analyze curricular materials, interview a student, and develop an integrated unit. Tests will require factual recall of content knowledge as well as interpretive applications of pedagogical techniques.
Students are expected to attend all classes. More than two unexcused absences will cause reductions in the participation aspect of the class grade. Excessive excused absences will also effect participation grades negatively.
COURSE ASSIGNMENTS / PERFORMANCE-BASED ASSESSMENTS:
1. Science Autobiography: Write a short autobiography highlighting your experiences with science.
2. Child Interview: Interview a child to reveal their own ideas about a concept in science. Video or audio-tape and write reflections describing the interview and what you learned.
3. Text Analysis: Analyze a science textbook and a science project/kit, describing the lessons, approaches, and usefulness of each.
4. 2 science lessons: Write 2 lesson plans using the Berry format and teach each one to a group of your peers in class. Analyze and reflect on your effectiveness in teaching a particular concept.
5. Unit plan: Research and write an integrated unit plan covering 5-10 science lessons with accompanying ideas for interdisciplinary linkages.
6. Field Experience: Participate in a field experience in a local elementary school. Teach at least one science-related lesson in the field experience classroom. Provide weekly reflections on your experiences.
7. Lab Experiences: Participate in science experiences and create experiments in and out of class. Record findings and reflect on your understanding of content and methods.
8. Tests: Demonstrate your understanding of selected science content and teaching methods.
The following assignments from EDU 407/607 may become artifacts in your teaching portfolio which will be completed during your student teaching semester. Although there are many goals these might fulfill, I recommend specific goals they appear to align with especially well. Retain these with your notes about why they may fulfill these particular goals. Goals are listed by number from the Berry College Teacher Education Unit Program Goals.
1. Science Autobiography: Goal 5
2. Child Interview/Tape: Goal 3, Goal 4
3. Text Analysis: Goal 9, Goal 10
4. 2 science lessons: Goal 1, Goal 2, Goal 8, Goal 9, Goal 5
5. Unit plan: Goal 1, Goal 2, Goal 7, Goal 8, Goal 9, Goal 10
6. Field Experience Journal: Goal 2, Goal 5, Goal 8, Goal 11, Goal 12
7. Lab Experiences: Goal 1
When you assemble your portfolio, you will be asked to answer the following questions about each artifact you include. Consider jotting some notes about each assignment so you can remember its role in your growth as a teacher.
1. This piece of evidence demonstrates the following progress about my learning and growth as a teacher (include statement of goals met).
2. The rationale for including this documentation of evidence in my portfolio.
3. Based on this evidence, I need to . . .
This course requires a field experience. You must submit a request for field experience to the Office of Field Experiences. You will be expected to fulfill certain assignments for this course in a classroom setting.
EVALUATION COMPONENTS: Objectives
Lesson Plans/Peer Teaching/Analysis (2) 10% 2, 3, 4, 6, 8, 11
Unit Plan 20% 2, 3, 4, 6, 7, 9, 10, 11
Practicum: Analysis & reflections 10% 1, 3, 4, 5, 8
Tests and quizzes 30% Test 1: 1, 4, 5, 6, 13
Test 2: 2, 3, 4, 6, 7, 8, 12
Test 3: 2, 5, 8, 9, 10, 11, 12, 13
Text analysis 10% 1, 2, 5, 11
Sci autobio 5% 1, 5, 14
Child Interview 10% 3, 4, 7
Short responses/ Participation in class 5% 14
GRADING SCALE: �
A 90-100% �
F Below 65%
REQUIRED STUDENT READINGS:
(M) Martin, Sexton, Wagner, & Gerlovich (1997). Teaching Science for All Children. Allyn and Bacon.
(R) Reprints to be handed out (others will be added):
1. “Why my kids hate science”, R. Hazen (Newsweek, 2/25/91).
2. “Children’s own concepts,”R. Osborne (Harlen Ch.7, 1985).
3. “Teaching for conceptual change: Confronting children’s experience”, Watson & Konicek (Kappan, 5/90).
4. “Teaching strategies for developing understanding in science”, R. Needham (1987).
5. “Performance assessment: 5 Practical approaches” (S&C, 10/94).
6. from Cooperation in the Classroom, Johnson, Johnson, & Holubec (1988).
7. “Development of theme-based, interdisciplinary, integrated curriculum: A theoretical model”. Lonning, DeFranco,, & Weinland. School Science and Mathematics (1998)
8 from Behavior of mealworms, ESS (1966).
9. “When Students Don’t Know, They Don’t Know,” Eaton, Anderson, & Smith (S&C, 4/83).
10. “Spring defeats Winter,” from Keepers of the Earth, Caduto & Bruchac (1989).
Elementary science textbooks and resource materials manuals as needed
Date Topics Objectives Read Assignments
Aug 29 Oobleck Investigation/Introduction 1,14
Aug 31 Scientific Convention/Methods 1,5,6,11 R:1 Design Science experience
Sep 5 What is science? 1,4 M:1 SciAutobio
Where is school science? (p.2-14)
Sep 7 Science processes: Basic 1,4,6,11 M:1 (p. 14-31)
Rocks & Charts R: Processes
Sep 12 Science processes: Integrated 1,2,4,6,11 R: Processes
Sep 14 Science processes: Experimenting 1,2,4,6,8 R: Processes
Ice Cubes Investigation
Sep 19 Children’s beliefs in science 3,4,7 M:2 (p.34-45)
Interviewing children R:2
Sep 21 Theories of how children learn 3,4,7 M:2 (p.45-64)
Constructivism in science
Sep 26 Goals and standards of sci. ed. 1,6,13 M:4
Sep 28 Reflections/ TEST 1
Oct 3 Concept mapping 8,11,12 M:5(p.143-153)�
Heat & conceptual change R:3
Oct 5 Constructivist lesson planning 2,3,4,6,7 M:5(p. 153-164) Child Interview
Oct 10 Assessment 6,7,10 M:5(p. 164-189) �
Oct 12 History of Science Education 2,6,7,11 M:7
National Science Projects
Oct 19 Critical view of textbooks 2,3,4,6,8 M:9(p.298-327) Practicum 1
Inquiry Lesson Planning, QCC M:11(p. 388-401)
Oct 24 Cooperative learning 4,8,12 M:9(p. 327-335)
Chemistry: Mystery powders R:6, Phy.Sci.
Oct 26 Reflections/ TEST 2
Oct 31 Creating interdisciplinary units 8,9,11,12 R: 7 Peer Teach �
Nov 2 Demonstrations/Direct Instruction 4,7,8,12 M:11 Peer Teach
Fire (p. 372-388)
Nov 7 Life science intro/ mealworms 2,4,11,12 R: Life Sci. Text Analysis
Nov 9 Questioning/Human Body 2,8,10,12 M:10 Peer Teach
Share text analysis
Nov 14 Multi-cultural issues 5,7,8 M:3 Peer Teach
Plant dissection (p. 66-87)
Nov 16 Learning differences/Spec. Ed. 5,8,12 M:3(p.87-111) Peer Teach
Nov 21 Earth Science Intro 3,8,11,12 R: Earth Sci.
Seasons/Private Universe R: 10
Nov 28 Technology 11,12,13 M:8 Peer Teach
Where is the moon; Phases
Nov 30 Safety & Management 8,11,12 M:6 Peer Teach
The Cosmos Unit Plan
Dec 5 Simulations/Science research 3,8,12,13 Peer Teach
Tectonics/Earthquakes & Volcanoes
Dec 7 Review & Reflections Practicum
Professionalism Lesson Plans
Dec 15 TEST 3 (Friday 8-10)
OPTIONAL READINGS: Resource and reference readings available at the media center in Evans (“Media Center”) or in Memorial library (“Library”).
Abruscato, Joseph. The Whole Cosmos Catalog of Sci. Activities. Media Center, Q164 .A26 1991
Ahouse. Fingerprinting. Media Center, HV6074 .A46 1987
Baines, John D. Acid Rain. Media Center, TD195.44 .B35 1990
Barber, Jacqueline. Bubble Festival: Presenting Bubble Activities in a Learning Station Format, Media Center, QC138 .B37 1992
Barber, Jacqueline. Chemical Reactions, Media Center, QD455.5 .B37 1993
Butzow, Carol. Science Through Children’s Lit: An Integrated Approach, Media Center, LB1585 .B85 1989
Bybee, Rodger W. Reforming Science Education: Social Perspectives and Personal Reflections. Library, Q183.3 .A1 B93 1993
Caduto, Michael. Keepers of the Earth: Native Amer. Stories…, Media Center, E98 .F6 C12 1988
DeVito, Alfred. Creative Sciencing: Ideas & Activities for Teachers & Children. Media Center, LB1585 .D433 1991
Echols, Jean. Buzzing a Hive. Media Center, QL568 .A6 E34 1989
Echols, Jean. Hide a Butterfly. Media Center, QL767 .E64 1991
Freedman, Robin. Connections: Science by Writing. Library, LB1585 .F73 1990
Gates, Julie. Consider the Earth: Evnironmental Activities for Grades 4-8. Media Center, QH541.24 .G38 1989
Genishi, Celia. Ways of Assessing Children and Curriculum: Stories of Early Childhood Practice. Library, LB1115 .W439 1992
Gold, Carol. Science Express: 50 Scientific Stunts from the Ontario Science Center. Media Center, Q164 .S294 1991
Grier, Katherine. Discover: Investigate the Mysteries of History with 40 Practical Projects Probing our Past. Media Center, Q164 .G75 1990
Hassard, Jack. Science Experiences: Cooperative Learning and the Teaching of Science. Library, LB1585.3 .H38 1990
Hein, Ed. The Assessment of Hands‑On Elem. Sci. Program
Hocking, Colin. Global Warming & the Greenhouse Effect. Media Center, QC981.8 .G56 G5 1990
Kopp. Frog Math
Levenson, Elaine. Teaching Children About Science: Ideas and Activities Every Teacher & Parent can use. Media Center, LB1585 .L395 1985
Lind, Karen. Water, Stones, and Fossil Bones: Earth Science Activities for Elem. & Middle Level Grades. Media Center, QE441 .W37 1991
Lounsbury, John N. Connecting the Curriculum Through Interdisciplinary Instruction. Library, LB1628.5 .C66 1992
Ostlund, Karen. Science Process Skills: Assessing Hands-On Student Performance. Media Center, Q180.55 .M4 085
Project 2061. Benchmarks for Science Literacy. Library, Q183.3 .A1 B46 1993
Rowe, Mary Budd. Process of Knowing, (Vol. 6.) Library, LB 1585 .P76 1990
Rutherford, Floyd James. Science for All Americans. Library, Q158.5 .R87 1990
Schafer. Taking Charge: An Intro. to Electricity
Sharan, Yael. Expanding Cooperative Learning Through Group Investigation. Library, LB1032 .S456 1992
Sierra, Judy. Cinderella. Media Center, PZ8 .S3456 OR 1992
Smith, Sean. Project Earth Science: Astronomy. Media Center, QB61 .S553 1992
Sneider,Cary. Earth, Moon, and Stars. Media Center, QB62 .S63 1993
Sneider Cary. More Than Magnifiers. Media Center, QC385.5 .S64 1991
Sneider, Cary. Ooobleck: What Do Scientists Do?. Media Center, LB1585 .S64 1991
Sneider, Cary. Paper Towel Testing. Media Center, TX335 .S64 1990
Sneider,Cary. To Build a House
Stevenson, Chris. Integrated Studies in the Middle Grades: Dancing through Walls. Library, LB623.5 .I58 1993
Flack, Jerry. Inventing, Inventions, and Inventors. Media Center, T65.3 .F57 1989
Kaner, Etta. Sound Science. Media Center
Kneidel, Sally. Creepy Crawlies and the Scientific Method. Media Center, QL52.6 .K58 1993
Fleer, Marilyn. They Don;t Tell The Truth About The Wind: Hands-On Exploration in K-3 Science. Library, LB1139.5 >S35 T44 1996
Butzow, Carol. Intermediate Science Through Children’s Literature. Library LB1585 .B84 1994
Cuomo, Celia. In All Probability. Media Center, QA273.2 .C86 1993
Gallas, Karen. Talking Their Way Into Science. Library, Q173 .632 1995
Levenson, Elaine. Teaching Children About Physical Science. Media Center
McCormack, Alan J. Inventors Workshop. Media Center, T212 .M37 1981
Munsart, Craig. Investigating Science With Dinosaurs. Media Center, LB1585.3 .M86 1993
Shapiro, Bonnie L. What Children Bring to Light. Library, LB1585.3 .553 1994
Smith, P. Sean. Project Earth Science. Media Center, QC869.3 .565 1994
Smith, Karlene. Investigating Science Through Bears. Media Center, LB1585 .558 1994
St. Andre, Ralph. Simple Machines Made Simple. Media Center, TS147 .S72 1993
Strongin, Herb. Science on a Shoestring. Media Center, LB1585 .S761 1991
Tolley, Kimberley. The Art and Science Connection. Media Center, LB1585 .T65 1994
Marek, Edmund. The Learning Cycle: Elementary School Science and Beyond. Library, LB1585.3 .R395 1997
Cerullo, Mary. Reading the Environment: Children’s Literature in the Science Classroom. Library, LB1585.3 .C47 1997
Echols, Jean. Eggs Eggs Everywhere: Teacher’s Guide
Barrett, Katharine. Investigating Artifacts: Making Masks, Creating Myths, Exploring Middens: Teacher’s Guide. Library, CC83 .I5 1992
Strang, Craig. On Sandy Shores: Teacher’s Guide. Library, GB454 .B3 S72 1996
Tilley, Rebecca. Secret Formulas: GEMS Teacher’s Guide. Library, LB1585 .T74 1996
Lowell, Laura. Sifting Through Science: Teacher’s Guide. Library, LB1585 .L68 1997
Kopp, Jaine. Treasure Boxes: Teacher’s Guide. Library, QA135.5 .K665 1997
Barber, Jacqueline. Vitamin C Testing: Teacher’s Guide. Library, TX553 .V5 B37 1988
Heizer, Karen. Wonder Wise. Library, LB1585 .H366 W845 1994
Taylor, Beverley. Teaching Physics With Toys: Activities for Grades K-9. Library, QC39.5 .T39 1995
Sarquis, Jerry L. Investigating Solids, Liquids, and Gases with TOYS: States of Matter and Changes of State. Library, QC173.3 .I59 1997
Tolman, Marvin. Hands-On Earth Science Activities; for Grades K-8. Library, QE40 .T62 1995
Tolman, Marvin. Hands-On Life Science Activities for Grades K-8. Library, QH315 .T598 1996
Tolman, Marvin. Hands-On Physical Science Activities: for Grades K-8. Library, QC30 .T57 1995
Aldridge, Bill. What is Light and How Do We Explain It? Library, QC357 .A54 1996
Beisenherz, Paul C. Using the Learning Cycle. Library, Q181 .B438 1996
Layman, John W. Inquiry and Learning: Realizing Science Standards in the Classroom. Q183.3 .A1 L39 1996
Hartman, William. Craters! A Multi-Science Approach to Cratering and Impacts. Library, QB755 .H257 1995
Reddy, Maureen. Creating Scientific Communities in the Elementary Classroom. Library, LB1585.3 .C74 1998
Driver, Rosalind. Young People’s Images of Science. Library, Q181 .D69 1996
Harlen, Wynne. The Teaching of Science in Primary Schools. LB1585.5 .G7 H38 1996
Science Workshop. Library,LB1585.3 .536 1993
Once Upon a GEMS Guide. Media Center, QA135.5 .063 1993