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EDE 378 Science for Early Childhood and Elementary Teachers
Blythe, Mary


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EDE 378 Science for Early Childhood and Elementary Teachers

Semester

SP 2006 HO

Faculty

Blythe, Mary

Title

adjunct faculty

Office Location

HO

Office Hours

By appointment only

Daytime Phone

913) 248-0252, before 8:00PM

E-Mail

: mary.blythe@park.edu

:maryholly@everestkc.net

Semester Dates

January 9 – May- 2 - 2006

Class Days

--T----

Class Time

1:00 - 2:40 PM

Prerequisites

ED 359A and admission to the School of Education

Credit Hours

2


Textbook:
Teaching Science for All Children An Inquiry Approach
ISBN 0-205-46471-8

Textbooks can be purchased though the Parkville Bookstore


Course Description:
A course designed to explore how children develop an interest in scientific  exploration. Students will observe, design, implement and evaluate activities  appropriate for early childhood programs and elementary classrooms.  Prerequisites: EDE359 and admission to the School for Education.  To be  taken simultaneously with Practicum 3:0:3

Educational Philosophy:
The instructor and the students will work together to establish a foundation for effective standards based science instruction.  This course will include experiences that engage the students through active learning.  Active learning is developed by acquiring knowledge, understanding through discussion, interactive examples of effective teaching, collaborative groups, portfolio development, and reflective practice.

  Instructor Learning Outcomes

  1. ·Demonstrate confidence and understanding in the methods for teaching science (MoSTEP Standards 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.2.8, 1.2.9, 1.2.11)
  2. ·Develop a research-based personal philosophy and approach to teaching science (MoSTEP Standards 1.2.1, 1.2.2, 1.2.3, 1.2.9)
  3. ·Successfully construct, instruct, and evaluate diverse science lessons and/or units and include appropriate assessments (MoSTEP Standards 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.8, 1.2.11)
  4. ·Understand and demonstrate the science inquiry process (MoSTEP Elementary Science Competencies Standard 1.2.1.1(1.2.1, 1.2.2, 1.2.3, 1.2.4 1.2.5 1.2.6 1.2.7, 1.2.8, 1.2.11)
  5. ·Understand and teach the unifying concepts and process that are used in each of the science disciplines. MoSTEP Standards 1.2.1.1(1.1.1, 1.1.2,1.1.3, 1.1.4, 1.1.5)
  6. ·Examine and evaluate resources available to assist the classroom teacher in science instruction (MoSTEP Standards 1.2.9, 1.2.10, 1.2.11)
  7. ·Investigate resources available in the community that can be used as support to the classroom curriculum and develop a standard-specific lesson utilizing those resources (MoSTEP Standards 1.2.10)
Class Assessment:
· Exams over reading assignments, MoSTEP Standards and MoSTEP Elementary Science Competencies.
· Mini-science lesson presented to the group with the written plan submitted for peer and instructor evaluation.
· Experimental design project presented both in a notebook and displayed as a for evaluation by the instructor and peers.
· Participation in various standards based science activities conducted in class and out of class.
· Unit Plan that includes: resources used, standards addressed, activities appropriate for the age intended, integration with other disciplines, appropriate children's literature suggestions and a method of evaluation.
· Field trip plan that includes: Goals for the trip addressed standards, materials needed, and how the trip will be evaluated.
· Philosophy of Teaching Science paper. This will include your initial philosophy written at the start of the semester and your revised philosophy at the close of the semester.
· Science and Education Journal presentation with a reaction paper.

Grading:
GRADING PLAN: Assignments                                Point Value
Class Explorations, labs, and discussions (16 x 10 pts)                      160          
Chapter Reflection Questions   30
Mini Lesson                                                                       30
Experimental Design Abstract   10
Journal article and presentation                                 15
Science Web Resources (5 sources x 5pts each)                 25
Science Unit Plan Total                                                       80
Field Trip Plan                                                                   30
Experimental Design and Presentation                           50
Preliminary Philosophy of Teaching Science Paper                             10
Revised Philosophy of Teaching Science Paper                             30
Written Examinations    2  @ 50pts.                                            100
                                                                 Total                                   570

Late Submission of Course Materials:
LATE SUBMISSION OF COURSE MATERIALS: Late assignments will not be accepted for credit unless arrangements have been made in advance with the instructor. Full or partial credit may be awarded at the discretion of the instructor depending on the circumstances that resulted in the assignment being turned in late.

Classroom Rules of Conduct:
CLASSROOM RULES OF CONDUCT:
1. Please be respectful to your peers,  the instructor, the material covered, and any visitors to the classroom. Respect includes listening when the instructor, guest or peer is speaking or has the floor.  Remember that respect is something you earn.
2. Students must recognize that technology can also cause problems such as printers that run out of ink and hard drives crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to a disk, hard drive, and print out paper copies for backup purposes. Technology malfunctions do not excuse late assignments.
4. When absences do occur, please inform your instructor through email and remember it is your responsibility to obtain and turn in the work missed.
5. One or more written examinations will be given during the semester.  No makeup exams will be given unless the student provides a written excuse signed by a doctor (with the doctor's registration number) in case of illness, or a tow bill from a tow company in case of car problems.  A written excuse from the campus nurse is acceptable. The same requirement applies to illness of children.

Course Topic/Dates/Assignments:


COURSE TOPICS/DATES/ASSIGNMENTS: Note: Some Topics and Dates Listed are Subject to Change

See Table below in additional information

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Undergraduate Catalog Page 85-87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2005-2006 Undergraduate Catalog Page 89

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:














































































Date


Topics


Assignments








1/9


Syllabus


Active Engagement-Class Builder “Find Some One Who                     


Introduction to 4 E - Learning Cycle 4 E


·   Using Science Processes


·   “The Orange”


·   The Senses


Write your Philosophy of Teaching Science


Read Chapter 1 Pg. 3 - 30  “What is Science”


·   Chapter 1 Reflection Questions


 








1/17


How do we "learn" science?  Inquiry


Activities: Physical Science & Earth Science



  • Red Drop Green Drop

  • Air & Water

The Science Standards


Planning a Field Trip Lesson Plan


Prior to class read Chapter 2 “Learning Science”


·   Chapter 2 Reflection Questions


 








1/24


 


 


 


“Planning Inquiry Lessons” and the Science Standards; “How can you assess student performance?”



  • The Unit Plan Requirements

Activities: Physical Science



  • Black boxes

  • Magnets and Electricity

  • Generating Questions for Inquiry

 


Prior to Class Read:


 Chapter 4 “Planning Inquiry Lessons”


Chapter 5 “Assessing Student Performance”


·   Chapters 4 & 5 Reflection Questions


·    Select a science mini  - lesson topic








1/31


Planning a Field Trip


What is Science Literacy?


Peer discussion of Unit Plan Measurable objectives.



  • Mini - science lesson presentation     ( 3 students)

  • Earth Science -Rocks and Charts

 


Prior to class read Chapter 6 “Inquiry for Science Literacy”


·   Chapter 6 Reflection Questions


·   Unit Plan - Choose grade level and use standards to write Measurable Learner Course Objectives for unit (due 2/7))








2/7


Questioning & Inquiry Discussion


 



  • Mini - science lesson presentation     (3 students)

 


Experimental Design Project:


Power Point Presentation; Q & A


 Physical Science Activities



  • Color Chromatography

  • Generating Questions for Inquiry

 


Prior to class read Chapter 7 “Questioning and Inquiry”


·   Chapter 7 Reflection Questions


Field Trip Plan Due


·   Begin searching for a project idea for your experimental design project 


·   Revised Unit plan measurable course objectives due








2/14


“What is Integration?”



  • Mini - science lesson presentation     (2 students)

  • AIMS Activity “Valentine Candy” Count

Discussion: Experimental design project --


predictions or hypothesis


Prior to class read Chapter 8 “Integration –How Can I Do It All?”


·   Chapter 8 Reflection Questions


 








2/21


Safety –“How Do You Plan for Safety?” 


Discussion



  • Mini - science lesson presentation   (3 students)

 Select an Educational Journal Article to review from Science and Children, Ed Leadership, Kappan, or other Educational Journal.  Write a reflection paper and be prepared to present in class


 Prior to Class Read Chapter 9 “Creating a Safe, Efficient, Inquiry –Based Science Classroom”


·   Chapter 9 Reflection Questions


Unit Plan - Use measurable learner course objectives to create your unit concept map (Due 2/28)


·   Journal Topic Elementary Science trends, insights, innovations etc. (Due 2/28)








2/28


“Using Educational Technology. “


Student Presentations (2)


Journal article presentations


 


Selection of your experimental design project topic



  • Finger Prints

Prior to Class Read Chapter 10  “Using Technology”


·   Chapter Reflection Questions


·   Unit Plan - Unit outline


·   Journal Article Reaction Paper and Presentation due


 








3/7


Spring Break


Unit Plan - Work on lesson plans


Prepare abstract of your experimental design.








3/14


“Diversity & Exceptional Children” 



  • Mini - science lesson presentation     ( 2 students)

                                  


 Science Inquiry Activity -Communicating your procedure of investigation



  • Earth Science Activities

Prior to Class Read Chapter 3


“Inquiry For All Students”


·   Chapter Reflection Questions


·   Unit Plan - Work on lesson plans


·   Experimental Design








3/21


Identifying and choosing resources for best practices


Life science activities - seeds


Analyzing data and conclusions


Prior to Class Read Chapter 11


“Resources for Best Practices”


·   Chapter Reflection Questions


·   Unit Plan - Work on lesson plans


·   Experimental design abstract due








3/28


Exam Review


Life science activities


Meal worms –life cycles


·   Unit Plan - Work on lesson plans


·   Written Exam (4/4)


·   Work on experimental design








4/4


 


Written Exam


·   Have Unit Plans ready for peer evaluation 


·   Work on revised  “Philosophy of Teaching Science”








4/11


Life science and Earth science activities


 


·   Revise and complete unit  (due 4-18)


·   Experimental Designs Due 4/25


·   Experimental design presentations and evaluation 4/25 and 5/2








4/18


Discuss Exam


Peer evaluation of Units


·   Revised “Philosophy of Teaching Science Paper”


·   Turn in Science Teaching Unit








4/25


Experimental Design Presentations and Peer Evaluation


 


·   Turn in Revised Philosophy of Teaching Science


·   All Experimental Design papers due presentations








5/2


Experimental Design Presentations and Peer Evaluation


Turn in papers                                 


Course Evaluation


·   Last Day for Experimental Design presentations

Copyright:

This material is copyright and can not be reused without author permission.