Shaw University Department of Education
EDU 461-01:
Teaching Science in the Elementary School
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Instructor: Dr. Judy M. Pounds Office: Telephone: (919)
546-8537 |
Office Hours:
Monday Tuesday: Wednesday Thursday: |
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E-mail: jpounds@shawu.edu |
Class Time: Wednesday |
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Conceptual
Framework Theme
The theme/purpose of the
conceptual framework undergirding the Department of
Education’s programs is: to produce graduates who are
critical thinking problem solvers with the knowledge, pedagogical, and
technological skills, and professional dispositions needed to function as
effective teachers in a diverse world.
Department of Education
The Shaw University
Department of Education builds on the knowledge, skills, and values that
students acquire through their liberal arts and science foundations. Candidates graduating from the department
will have the specialty area knowledge, professional
skills, and experiences that will enable them to function as competent and
effective teachers who think critically and demonstrate effective
problem-solving skills.
Departmental
majors may choose a specific concentration from four different specialty
areas. Each student is encouraged to
choose one of the specialty areas listed below by the end of his/her sophomore
year.
Birth through Kindergarten
Education (B-K)
Elementary Education (K-6)
Graduate
students may pursue a Master of Science in Curriculum and Instruction with a
concentration in Early Childhood Education.
[The
Secondary English Education (9-12) and Secondary Mathematics Education (9-12)
programs are housed in the content areas.
The University suspended the Special Education: General Curriculum
(K-12) Program, effective in fall 2006.]
Department
of Education/Program Goals
The goals of the Department
of Education are:
1. to align the
institutional mission and goals with state, regional, national, and
departmental standards and
requirements;
2. to prepare candidates to work in schools as teachers who
know and can demonstrate the content,
pedagogical,
and professional knowledge, skills, and dispositions necessary to help all P-12
students learn;
3. to implement an
assessment system that collects and analyzes data on applicant qualifications,
candidate and graduate performance, and unit operations to
evaluate and improve the unit and its programs;
4.
to collaborate
with school partners to design, implement, and evaluate field experiences and
clinical
practice so
that teacher candidates develop and demonstrate the knowledge, skills, and
dispositions necessary to help all students learn;
5.
to design,
implement, and evaluate curriculum and experiences for candidates to acquire
and apply the
knowledge,
skills, and dispositions necessary to help all students learn;
6.
to maintain a
qualified faculty that models best professional practices in scholarship,
service, and teaching; and
7.
to maintain the leadership, authority, budget,
personnel, facilities, and resources for the preparation of candidates to meet
professional, state, and institutional standards.
NOTE: The mission statement and goals of the
Department of Education are aligned with the mission statement and goals of
each of its programs.
Required Text(s)
Benbow, Ann and Mably, Colin. Science Education for Elementary Teachers:
An Investigation-based Approach.
Wadsworth Group, 2002.
Technical
Support: Blackboard/LiveText
General Course Description
This course
provides instruction in the concepts, methods, and materials that are important
to the science curriculum at the elementary level. Emphasis is given to diagnosis, exploration
of alternate ways of solving problems, “hands-on” experience, research findings
on teaching effectiveness, keeping students’ achievement high, and the
integration of science across the curriculum.
This course provides the candidate the opportunity to demonstrate
professional dispositions necessary to become an effective teacher.
Student Learning Outcomes
After
successful completion of this course, students will be able to:
1. Demonstrate critical thinking, problem
solving, and use of education and information technology
when preparing and
presenting instructional strategies for diverse learners.
2. Teach and demonstrate knowledge of the major
concepts of social studies for diverse learners.
3. Demonstrate a balanced approach to teaching
social studies for diverse learners.
4. Conduct computer-assisted searches of library
resources such as NC Live and other on-line resources
for
use in the implementation of instructional strategies.
5. Demonstrate an understanding and use of the
principles of social studies for the design, implementation,
and
evaluation of students’ academic and social performance in the classroom in
work products.
6. Discuss ethical and professional issues
surrounding the use of applied social studies
techniques.
Core
Standard 1: Teachers know the content they teach.
Core
Standard 2: Teachers know how to teach students.
Core Standard 3: Teachers are successful in teaching a
diverse population of students
Core
Standard 5: Teachers are reflective about their practice.
.
Diversity
Standards and Indicators
Standard 1: Teachers understand
the central concepts, tools of inquiry, and structures of the discipline(s)
they teach and can create classroom environments and learning experiences that
make these aspects of subject matter accessible, meaningful and culturally
relevant for diverse learners.
Standard 2: Teachers understand how students’ cognitive, physical,
socio-cultural, linguistic, emotional, and moral development influences
learning and address these factors when making instructional decisions.
Standard 6: Teachers of diverse
students are reflective practitioners who are committed to educational equity.
Technology Standards
Standard 1: Teachers demonstrate a
sound understanding of technology operations and concepts.
Standard 2: Teachers plan and design effective learning
environments and experiences supported by
technology.
Standard
3: Teachers implement curriculum plans
that include methods and strategies for applying technology to maximize student
learning.
Standard
4: Teachers apply technology to
facilitate a variety of effective assessment and evaluation strategies.
Standard 5: Teachers use technology to enhance their
productivity and professional practice.
Elementary Education
Standards
Standard
2: Elementary teachers have a broad
knowledge and understanding of the major concepts in science.
Standard 4: Elementary teachers have knowledge of and
appreciation for multicultural children’s literature. Teachers select appropriate literature that
is free from racist and sexist bias.
Standard 7: Elementary teachers
use developmentally appropriate strategies to design and deliver instruction in
all areas of the elementary curriculum.
Standard
9: Elementary teachers understand and
use the processes of problem solving, reasoning and proof, communication,
connection, and representation as the foundation for the teaching and learning
of science.
Course Procedures
A variety of methods will be adopted, including
lectures, discussions, role-playing resolution of problem-solving scenarios,
and peer demonstration teaching.
Note: All assignments must be saved to LiveText.
Assignments
1. Library Component.
The
librarian (Mrs. Mair) from the
·
How to write,
using the
·
How to search
databases to locate sources
·
How to locate
sources in the
·
Tips on how to
use Microsoft Word
To
provide feedback on this library component, students will be asked to complete
an evaluation form.
Core 1.1;
Technology 1.1, 1.5; Science 4.6
2. Evaluating Professional Dispositions
You are to read the syllabus and write a reflection
paper on your thoughts about the Professional Disposition and the Course
Expectations. After reading
Core 1.1; Diversity 6.0; technology 1.1,
1.5; English Education 1.0, 2.0,.2.2.6.4, 8.0; Special
Education 1.2; Elementary Education 1.6; 1.8
3. Unit Plans
One unit plans must be developed. The unit plan should consist of a science
unit plan. The unit plans must be
aligned with the NCDPI/NCATE Standards and Indicators for a particular K-6
grade level. The unit plan must contain
at least 5 lesson plans each. Unit plan must contain
lists of concepts to show scope and sequence, behavioral objectives, science
and math content for the teacher, ideas for beginning units and lessons, lists
of related children’s books and websites, list of materials needed, lesson
enrichment ideas, bulletin board ideas, field trip ideas, use of instructional
technology, strategies necessary for working with diverse populations, critical
thinking, problem solving, computer software and audiovisual aids, and lesson
plans.
*A demonstration lesson
will be done from the unit.
Be sure to document all
sources used (at least 10 library references).
Core Standards 1, 2, 3,
4, 5; Diversity Standards 1, 2, 6; Technology Standards1,2,3,5; Elementary Standards 2,7,9
4. Science Autobiography
Write
2-3 pages (typewritten) describing your background in science. You should include high
school,
junior high school
courses and elementary school science units or science experiences that
you recall from way back when. Don’t just list courses or give
titles. Tell what you learned (or didn’t learn) and discuss your attitudes and interest in
science topics and activities.
Identify
your areas of strength and weakness as you prepare to teach science in the
elementary
classroom. Don’t be afraid to
talk about your weak areas.
Describe
how you think science should be taught in elementary school.
Your
paper will be read for content and to assess your writing
ability. Please pay careful
attention to spelling and grammar. As a college student, your work
should be error-free! You must be a
model of excellent for your pupils. Do
your best!
Core Standards 1, 3, 5;
Diversity Standards 2, 6; Technology Standards1,2,5; Elementary Standards 2,7,9
5. Science in the News
In a
300-400 word mini research assignment that
investigates the latest discoveries and findings in science. Newspapers or online news are
a source of science current events that are written for the layperson. These articles are of general interest and
can be easily read and/or understood by upper elementary students. For this mini project, you will read a
science article published this semester in a newspaper or general online
news source. After
reading the article, (1) compile a complete citation (author, date, title,
source, page numbers), (2) summarize the major issues/findings of the
article in 1-3 sentences, (3) write one paragraph about what aspects of the
news item could be used to teach students
about the nature of science, (4) write one paragraph about how you
would use the article in class, and (5) attach the article or a
photocopy of the article.
Core Standards 1,3,5;
Technology Standards 1,3, 5; Diversity 1,2,6; Elementary Standards 2,4,7;
6. Female and Minority
Scientist Report
This
is a one-page mini research assignment.
You will investigate a female and/or minority scientist, in encyclopedia
type resources or in biographies. For
your scientist, create a one-page report that includes a
drawing/picture/chart/diagram that shows something significant about the
scientist and a short descriptive written summary about each scientist. This information will be shared in
class. Also a
copy will be put on LiveText. Be prepared to talk with your classmates
about scientist and what their life stories show us about the nature of
science.
Core Standards 1, 2, 3,
5; Diversity Standards 2, 6; Technology Standards1,2,5; Elementary Standards 2,7,9
7. Science Rationale
Your
personal statement of who you are/will be as a
teacher, based upon the information you have read in this class and other
education classes. It is a statement of
your synthesis of the practical and the theoretical. The picture must include you and your
students. What will you be doing in and outside of your classroom as a teacher? If I visit you in three years in your
classroom, what will I see your students doing, hear them saying, etc? What will you be doing, saying, etc.? Your discussion should be rich in examples
from the literature and from your own experience that demonstrate you have solid
reasons, both practical and theoretical, for teaching as you do. By expressing your personal synthesis of the
ideas from this class and other classes, you strengthen your foundation as an
elementary teacher of science.
Core Standards 1, 2, 3,
5; Diversity Standards 2, 6; Technology Standards1,2,5; Elementary Standards 2,7,9
All papers
should contain correct grammar and spelling. Be sure
you have complete sentences, and
demonstrate a
logic flow in your thoughts.
Homework/Projects:
Homework and semester projects are due at the
beginning of the class period on the day the assignment is due. Assignments not turned in on time will result
in a recorded grade of zero, unless your instructor has agreed in advance to a
late submission.
Course Evaluation
Grading
Scale:
A: 90-100 (Target)
B: 80-89 (Acceptable)
C: 70-79 (Acceptable)
D: 61-69 (Unacceptable)
F: below 60 (Unacceptable)
Final Grade Composition: for purpose of determining your final grade
Science
Autobiography 10%
Science
in the News 10%
Unit
Plan 10%
Demonstration
Lesson 10%
Quizzes
& Exams 20%
Female
and Minority Report 10%
Science
Rationale 10%
Attendance and
Participation 20%
Professional
Dispositions
Standards of Professional Conduct
1. Generally recognized
professional standards
Respect the dignity and worth of each individual; help
students reflect on their learning and apply learning to their experiences
through observations, field experiences, and oral presentations; foster
development through all students by nurturing and providing feedback; creating
a challenging learning environment by allowing group discussions and solving
problems related to child development issues; committed to contributing
learning by allowing students to present oral reports; discussions of the
Conceptual Framework and classroom dispositions are ongoing
2. Personal Conduct
Reflected through attendance and punctuality,
preparedness, attitude towards the university policies, dress code, respect and
caring for students, leadership skills, implementing policies that reflects
excellence, the ability to design and deliver instructions that will help the
students to develop the skills in order to think critically and solve problems,
upgrading by attending workshops, meeting timelines, avoid stereotyping by
race, gender, age, religion, ethnicity, disability, physical appearance or
social status, invite dialogue, research to increase knowledge, open
mindedness, shows empathy
3. Honesty
Advisement of student, daily operation of the program,
student conferences, plagiarism, coursework evaluation and accountability. The educator
shall not engage in conduct involving misrepresentation in the performance of professional
duties.
COURSE REQUIREMENTS
· For all assignments involving children
the Code of Ethics developed by the National Association for
the Education of Young Children and the state of
·
All written
assignments must be typed, double-spaced using a 12 font. Assignments should include a cover page with
the student’s name, date, assignment title, course number, and semester. Each
assignment should be proofread and free of grammatical errors.
·
Live Text will be
used to assess all assignments. Common
rubrics will be used for each assignment.
COURSE
EXPECTATIONS
1. Course
2. Class Attendance Policy/Excuses from Class:
The
class attendance policy of the University is as follows:
Class attendance is required for all
unexcused absences per semester
as the class meets per week. For
example, in a three-credit
hour course, which meets three
times per week, the student is allowed three unexcused
absences per semester. Students are allowed two unexcused absences
per semester for classes
that meet twice per week. For classes that meet once per week, students
are allowed only one
unexcused absence.
Student Responsibility:
Students are responsible for attending class on time and
adhering to the University’s Class
Attendance Policy. Students are expected to attend all classes
and not be absent without
adequate cause. It is the responsibility of students to
make-up, in a timely fashion, scheduled
class work missed because of a
class absence(s). Absence from
unannounced quizzes, tests
and other assignments may be
made up at the discretion of the faculty member. Students
who exceed the maximum number of
absences may receive a failing grade for the course.
It
is your responsibility to provide an explanation and a university excuse to the
instructor.
3. Tardiness. You are expected to be on time.
4. Written assignments and Projects. All projects
are expected to be completed and
turned in by
the assigned due date. Assignments
turned in late will be accepted
only if
your instructor has been notified and agrees to the late submission.
5. Tests. If you miss a
test, you must produce a university excuse.
A day at the end of the semester will be scheduled for make-up tests.
6. Cheating/Plagiarism. Cheating is the practice of fraudulent and
deceptive acts for
the
purpose of improving a grade or obtaining course credit. Plagiarism is a
specific
form of cheating that consists of the misuse of the published and/or
unpublished
works of another by representing the material so used as one’s own
work. The acts of Cheating and/or plagiarism will
lead to receiving an “F” on the
assignment
and the filing of a report with the Dean.
7.
Classroom Decorum Expectations. To enhance the
learning atmosphere of the classroom, students are expected to dress and behave
in a fashion conducive to learning in the classroom. More specifically,
students will refrain from disruptive classroom behavior (i.e., talking to
classmates, disrespectful responses to teacher instructions; swearing; wearing
clothes that impede academic learning such as but not limited to, wearing
body-revealing clothing and excessively baggy pants; hats/caps, and/or
headdress. Students will turn off telephones prior to entering the classroom.
Students who exhibit the behaviors described above, or
similar behaviors will immediately dismissed from class at the third documented
offense. The student will be readmitted to class only following a decision by
the department chair. The student may appeal the decision of the department
chair to the Dean of the College offering the course, and, subsequently, to the
Office of the Vice President for Academic Affairs, and then to the President of
Shaw University. The decision of the President will be final. Failure to follow
the procedures herein outlined will result in termination of the appeal, and
revert to the decision of the department chair.
Supplementary Materials: The class textbooks will be
supplemented with materials from other sources, including books and
journals. Students are encouraged to
consult professional journals including the following:
American
Psychologist
American
Educational Research Journal
Black
Issues in Higher Education
Bulletin
of the National Association of Secondary School
Principals
(NASSP)
Encyclopedia
of Educational Research
Educational
Leadership
Journal
of Educational Psychology
Journal
of Educational Research
Journal
of Experimental Educational Training Program
Journal
of School Psychology
Phi
Delta Kappan
Psychological
Review
Review
of Educational Research
School
Board Journal
Multicultural
Review
Relevant
internet sources (e.g. www.schoolreport.com)
Department
of Public Instruction (www.ncpublicschools.gov)
U. S. Department of
Education Home Page (http://www.ed.gov/)
Bibliography of Suggested
Benbow, Ann and Mably, Colin. Science Education for Elementary Teachers: AnInvestigation-based Approach.
Wadsworth Group, 2000.
TENTATIVE COURSE OUTLINE
|
Date |
Topic |
Readings/Assignment Due |
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Introduction to Class Conceptual Framework/
Course Syllabus/Attendance and Participation/Code of Ethics |
Discussion on Conceptual
Framework/ Course Syllabus/Attendance and Participation/Code of Ethics |
|
|
How Children Learn |
Read Chapter 13 Reflective Journal Due on
Professional Disposition and Course Expectations |
|
|
Using
Curriculum Standards as a Teaching Resource |
Read Chapter 18 Science Autobiography Due |
|
|
Planning a Science
Investigation |
Read Chapter 12 Science in the News Due |
|
|
Selecting a Science
Curriculum for Elementary Children |
Read Chapter 15 First Science Lesson Due in
Notebook |
|
|
The Nuts and Bolts of
Teaching Elementary Science |
Read Chapter 11 Female and Minority Report
Due |
|
|
Dealing with
Diversity |
Read Chapter 19 Second Science Lesson Due
in Notebook |
|
|
Mid-term |
Quiz |
|
|
The Role of
Assessment in Elementary Science Teaching |
Read Chapter 14 Third Science Lesson Due |