EDE 378 Science for Early Childhood and Elementary Teachers
FA 2006 HO
Master of Science Curriculum and Instruction - Elementary Science,Emporia State UniversityBachelor of Science in Education, Kansas State Teachers College
By appointment only
913) 248-0252, before 8:00PM
August 22 - December 12-2006
1:00 - 2:40 PM
ED 359A and admission to the School of Education
Martin, Ralph et al. Teaching Science for All Children.
Fourth edition. Boston, MA: Allyn and Bacon, 2005.
Textbooks can be purchased though the Parkville Bookstore
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COURSE DESCRIPTION: Science for Early Childhood and Elementary
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
Prerequisites: EDE 359 and admission to the
School for Education. To be taken simultaneously with Practicum 3:0:3
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.
Learning Outcomes: Core Learning Outcomes
COURSE ASSESSMENT: The following Assessments will
meet the requirements of the course learning Outcomes provided in this
Science lesson from your unit presented to the group with two
written copies of the lesson. One copy will be submitted to the instructor at
the beginning of the lesson. This lesson must be “hands - on” with enough
materials for your peers to participate in the activity. This lesson will be one of the required
lessons in your unit. *
Experimental design project presented both in a notebook
and displayed for evaluation by the instructor and peers. One written
copy of the project will be given to the instructor.
Unit Plan that includes: Cover page, a concept map, Five
lesson plans one being a field trip plan that supports the unit, Lesson plans
demonstrate “Constructivist Teaching Methods” resources synthesized in the unit
Science Standards (GLE's) activities appropriate for the
age, integration with other disciplines, vocabulary, appropriate children's
literature suggestions and a method of evaluation, and other appropriate
artifacts and attachments.*
Science Education Journal presentation with a reaction paper.
Active participation in class discussion and various standards
based science activities conducted in class and out of class.
Assignments (Tentative) Point
Explorations, labs, and discussions (16 x 10 pts) 160
Chapters Reflection Questions 24
*Mini-lesson plan & presentation 20
Experimental design and presentation
Journal article and presentation 15
*Science Unit Plan remaining
elements of the
unit 50 (20 + 40 +20 =80 pts)
*Field trip included in the unit 20
Mid-term essay 50
Grading will be based on your total points.
Scale 100% - 90%= A, 89% - 80%=B, 79% - 70% = C, 69% - 60% =D, 59% and
below = F
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
Note Some Topics and Dates Listed are Subject to Change
–discussion of requirements
Engagement-Class Builder “Find Some One Who
to 4 E - Learning Cycle
Using Science Processes - “The Orange”
Chapter 1 Pg. “What is Science” and Chapter 2 “Learning Science”
Chapter 1& 2 Reflection Questions
do we "learn" science?
Hands on activities
· Turn in Chapters 1 & 2
· Read chapters 4 “Planning
Chapter 5 “Assessing Student Performance”
Chapter 4 & 5
Part II starting on page 397 and sources in the Park University children's
section of the library to assist in selecting your unit topic.
Standards; “How can you assess student performance?”
Turn in Chapters 4 & 5
· Select a Unit topic and prepare a lesson
from your unit that you will teach to the class. (This must be a
constructivist lesson with you classmates using the materials to participate
in the lesson.)
Chapter 6 “Inquiry for Science Literacy”
6 Reflection Questions
- 12 - 06
“Planning Inquiry Lessons” and the Science
· Concept Mapping Activity
is Science Literacy?
Turn in Chapter Reflection Questions
lesson – begins 9 - 19 (4 students)
This lesson will be one that you fully develop for your
unit. It will follow the 4 - E lesson plan format. Another format must
contain 4 –e learning cycle and be approved by the instructor.
- 19 - 06
& Inquiry Discussion
Point Presentation; Q & A
lesson - (4 Students)
· Begin searching for a
project idea for your experimental design project
- 26 -06
lesson presentation (4 students)
Prior to class read Chapter 8 “Integration –How Can I
Do It All?”
Chapter 8 Reflection Questions
- 03 - 06
–“How Do You Plan for Safety?”
Science lesson presentation (4 students)
presentation should be no longer than 15 minutes Q &A 1 Minute
Prior to Class Read Chapter 9 “Creating a
Safe, Efficient, Inquiry –Based Science Classroom”
- 10 – 06
- term essay will focus on a detailed description of your science classroom.
You will need to describe the type of activities that would be given based on
GLE standards, brain-based research and Piaget. Describe what an observer
would see students doing, what you as the teacher will be doing.
should include, safety, lesson integration and accommodations for students
-- Selection of educational journal article Presentation -- Due 10-31-06 (See
description in the syllabus).
· Journal Article Reaction
Paper and Presentation due 10-24-06
10 - 17 – 06
Prior to Class on 10-24-06 Read Chapter 10 “Using Technology”
· Unit Plan - Work on your
· Select your experimental
· Journal Article Reaction
Paper and Presentation due 10-24-06
10 – 24 -06
& Exceptional Children”
lesson presentations 4-students
Inquiry Activity: Stating a question and hypothesis/prediction
Selecting your experimental
to Class Read Chapter 3 “Inquiry For All Students”
will discuss key concepts in the chapter
Unit Plan - Work on lesson plans, concept map, outline etc
Select your Experimental Design –start your
project now so that you have valid data and avoid the last minute stress.
10 - 31 - 06
are kit - based programs?
Reflex action from Foss
presentations and a short reflections summary
to Class Read Chapter 11
for Best Practices”
Unit Plan - Work on lesson plans
Experimental Design - Question and Hypothesis due.
11 - 07 - 06
Hands on activities
· Unit Plan - Work on lesson
· Experimental Design –start
your project so that you have valid data.
11 - 14 - 06
Revise and complete unit
Experimental design presentations and evaluation 12- 05- and 12/12
11 - 21
Teaching Unit Due Today
11 – 28 - 06
Final discussion and
assistance with experimental design projects.
· Complete your experimental projects make sure your
have the components required for the project.
12 – 05 - 06
Hands - on science
Initial evaluation of
Experimental Design Projects
All Experimental Design papers due today
Experimental Design Presentations
12 – 12 - 06
Design Presentations and Peer Evaluation
· Last Day for Experimental
Design Presentations and peer evaluation
All assignments must be typed, have proper sentence
structure, grammar, and correct spelling. Make sure you proofread your
work before you submit it. Points may
be subtracted because of excessive errors.
Some of the reading assignments will have two or more
questions for the student to answer prior to class. These questions need to be placed in your file folder at the
beginning of class. We will spend some
class time discussing these questions in collaborative groups structures. The questions will be given to you the week
before they are due.
One exam will be given. The
exam will focus on a detailed description of your future science classroom. You
will need to describe the type of activities that would be presented based on
MOSTEP standards, brain-based research and Piaget. Describe what an observer
would see students doing, what you would be doing as the teacher. You will also need include, safety, lesson
integration and accommodations for students with disabilities
Students will choose an article about science education from
an educational journal such as Science and Children, Ed Leadership, Kappan,
Instructor, Teaching Children Mathematics etc. that is dated from 2000 to
present. A written reflection paper
will be handed in and a short presentation about the main ideas in the article
will be presented to the class. Class
members will have the opportunity to ask questions about the article.
UNIT PLAN Description
Students will use the Missouri Grade Level Expectations and
Curriculum Frameworks to develop a Unit Plan for the grade level they plan or
will be teaching. Some parts of this plan will be due throughout the
semester. Each student is required to turn in a folder containing all
unit plan artifacts and any feedback/grade sheets from the instructor. Make
sure that you correct any errors and follow suggestions for improvement with
your final submission.
MEASURABLE UNIT OBJECTIVES: (15pts.) Students
will use information associated with MSIP Standard 6.1.1 to construct
measurable learner objectives. In class we will discuss how to construct
objectives from the Science Grade Level Expectations and view examples of
appropriate objectives. Be sure to reference the Measurable Learner
Course Objectives from the Unit Plan Rubric.
CONCEPT MAP:(10pts.) Students will use the
Missouri Department of Education Grade Level Expectations to create a concept
map of the science topics they focused on in their unit. These concepts must be
appropriate for the grade level they will teach. Be sure to include the Concept
Map in the unit plan.
LESSON PLANS The unit must have a minimum of *five lessons plans
that are appropriate for the grade level selected. Each plan must include the Missouri Grade Level Expectation (GLE)
and Measurable Learner Objectives.
Students will construct effective lesson plans that incorporate the NSES
Science Standards and MoSTEP Science Standards from examples in science
textbooks, curriculum kits, unit strands in part II of your text, examples
presented in class, other resources and information associated with MSIP
Standard 6.1.1. Make sure that you
examine the lesson plan template and rubric. (Note this template is based on
the 4-e lesson plan in your text.). *This unit will have one lesson plan
that you will teach to your classmates as a mini-lesson. This lesson will
be due early in the semester. A
second required lesson will be a Field Trip Plan that enhances the unit you
are developing. This plan will also be presented in class and will be due
early. (See descriptions below).
MINI SCIENCE LESSON (20 points) each student is responsible for using the Missouri Grade
Level Expectations and Curriculum Frameworks to create a short (no more than 15
minutes) mini-science lesson that will be presented to the class. The
lesson must use the learning cycle format for inquiry, have suggested
literature that could be used as a read aloud, and have suggestions of how to
extend the lesson. This lesson will be one of the five lessons included in your
UNIT plan. Students will sign up for a presentation date and list the unit
theme and title of a lesson to be presented. Please have enough
materials for each student in the class to complete the activity. Use
the 4 – e lesson plan template to develop your lesson. You will
turn in two copies of the lesson plan at the beginning of your presentation.
Your lesson will be anonymously peer reviewed. You will receive the peer
reviews the following week after the lesson is presented.
FIELDTRIP LESSON PLAN (20 points).
Students will develop a field trip that will be the fifth lesson in their
unit. The purpose of this lesson plan
is to enrich the curriculum of the grade level they plan to teach. The
field trip lesson will be presented to the class so that everyone will have an
opportunity to learn about this site. The greater Kansas City area has abundant
resources for the classroom teacher. This field trip lesson plan must:
demonstrate a connection to the Missouri Grade Level Expectations, be written
so that it could be presented to a Principal for approval, include
justification for why this trip would be beneficial to your students, and how
it supports the curriculum.
The plan needs to include transportation costs and
entrance fees that may be assessed. You will need an agenda that outlines the
trip activities that you would include in an information letter to send home to
parents/guardians. The 4 – e lesson plan template will be used for this
lesson. The goal of this assignment is to provide an opportunity for
pre-service teachers to discover the vast resources that are available in the
community and provide a list of community resources for the beginning teacher.
Students will experience science inquiry methods by
designing, presenting, and evaluating an experimental project. MoStep Elementary Science Competency
will select a topic and write an abstract describing the question to be
investigated prediction/hypothesis and proposed method of investigation. The
abstract will be submitted for approval of the project
completed project must include a question or problem statement.
literature review focused on the question being investigated with a
minimum of three resources referenced using APA format.
prediction or a hypothesis formed from the literature review or
observations from previous testing.
detailed procedure of investigation that includes materials, controls
and variables, number of samples or tests to be conducted and how the
tests/samples will be measured. The procedure should be clear enough so that
anyone reading it could replicate the experiment with similar results
data should be averaged and observations carefully documented and
displayed in charts, graphs and logs.
results of the data will be analyzed and communicated in sentence form.
will write a conclusion that explains whether their prediction or
hypothesis was supported or refuted based on the data. An explanation of any problems encountered
during the investigation and how the project might be extended or improved if
repeated in the future.
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 2006-2007 Undergraduate Catalog Page 87-89ACADEMIC 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 87PLAGIARISM: “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.
Park University 2006-2007 Undergraduate Catalog Page 89-90ATTENDANCE 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.
NOTE: An attendance report of “P” (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.
Park University 2006-2007 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. 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 .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 .
Last Updated:7/21/2006 11:37:31 AM