EDE 378 Science for Early Childhood and Elementary Teachers
SP 2007 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 through the Parkville Bookstore
Additional Resources: Bibliography:Science and Children Magazine publications 66 ssues (2000 - 2006) (ISSN 0036-8148); National Science Teachers Association 1840 Wilson Blvd. Arlington VA 22201-3000;http://www.nsta.org/pubs/scActivities Integrating Math and Science: "Fall IntoMath and Science"; "Glide into Winter With Math and Science"; "Budding Botanist";" Primarily Plants"; "Mostly Magnets"; "Electrical Connections"; "Jaw Breakers and Heart Thumpers"; AIMS Education Foundation; P.O. Box 8120. Fresno, Ca 93747-8120Kagan, Laura & Spencer : Cooperative Learning Structures for Success; Kagan Publishing.1(800)WEE CO-OP.www.KaganOnline.comHuman Body; FOSS; Full Option Science Systems. Developed by Lawrence Hall of Science, Berkeley :Ca 94720.Publisher Delta EducationMartin, David Jerner Elementary Science Methods A Constructivist Approach . Fourth edition. Thompson Wadsworth. United StatesMartin, Ralph et al. Teaching Science for All Children. Fourth edition. Boston, MA: Allyn and Bacon, 2005.MoSTEP Elementary Science Competencies; Show Me Standards; Revised February 2006Missouri Grade Level Equivalents GLE; Missouri Department of Educational StandardsNational Science Education Standards NSESRanger Rick's NatureScope; Amazing Mammals Part 1 and 2; Birds!Birds!Birds!; Let Hear It for the Herps!; Incredible Insects:; Science for All Children:: A Guide for Improving Elementary Science Education in Your School District . Smithsonian/The National Science Resources Center Produced by WGBH Educational foundationStrongin, Herb; Science on a Shoestring. Addison Wesley Innovative Division ISBN 0-201-07329-3
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
COURSE DESCRIPTION: Science for Early Childhood and Elementary Teachers
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: EDE 359 and admission to the School for Education. To be taken simultaneously with Practicum 3:0:3
FACULTY’S 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.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment:
COURSE ASSESSMENT: The following assessments meet
the requirements of the course learning Outcomes in this syllabus.
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. *
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.
Assessment product is the Science Unit 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 cited, Missouri Science Standards (GLE’s), Early
Childhood Standards, activities appropriate for the age you plan to teach,
integration with other disciplines, vocabulary, appropriate children’s
literature suggestions, methods of evaluation, and other appropriate artifacts
and attachments. *
Education Journal presentation with a reaction paper.
participation in class discussion and various standards based science
activities conducted in class and out of class.
Assignments (Tentative) Point
Class Explorations, labs, and
discussions (16 x 10 pts) 160
Chapter Reflection Questions 36
*Mini-lesson plan & presentation (component of
Experimental design and presentation 65
Journal article and presentation 15
*Science Unit Plan (all elements in
unit description) *80
(40 + 20 + 10 + 10 = 80 pts)
Mid-term essay 50
(total points may change)
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 CONDUCT:
COURSE TOPICS/DATES/ASSIGNMENTS: Note Some Topics and Dates Listed are Subject to Change
Syllabus –discussion of requirements
Read Chapter 1 Pg. “What is Science” and Chapter 2 “Learning Science”
1 - 23-07
How do we "learn" science? Inquiry
The Science Standards
Hands on activity
Standards; “How can you assess student performance?”
Turn in Chapters 4 & 5 Reflection Questions
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 your classmates using hands on materials to participate in the lesson.)
Prior to class on 2 –06 – 07 Chapter 6 “Inquiry for Science Literacy”
Chapter 6 Reflection Questions
2 - 06 - 07
“Planning Inquiry Lessons” Discussion
Turn in Chapter 6 Reflection Questions
Science lesson - (5 Students) Your presentation should be no longer than 15 minutes Q &A 1 Minute Questioning & Inquiry Discussion
Power Point Presentation; Q & A
Begin searching for a project idea for your experimental design project.
“What is Integration?”
Science lesson presentation (5 students) Your presentation should be no longer than 15 minutes Q &A 1 Minute
Prior to class read Chapter 8 “Integration –How Can I Do It All?”
Chapter 8 Reflection Questions
Safety –“How Do You Plan for Safety?”
Mid - term essay will be completed outside of class. Your essay should include a detailed description of your science classroom. You will need to describe the type of activities that would be given based on GLE standards, Early Childhood standards, MoStep and the NSES standards. Includes brain-based research and Piaget in your discussion. Describe what an observer would see students doing and what you as the teacher will be doing. You should include safety, lesson integration and accommodations for students with disabilities.
3 - 06 – 07
· Journal Article Reaction Paper and Presentations 3 –27 -07
3 - 13 – 07
· Unit Plan - Work on your Unit
Journal Article Reaction Paper and Presentation due 3 - 27 - 07
3 – 20 - 07
Unit Final Q and A
Select your Experimental Design –start your project now so that you have valid data and avoid the last minute stress.
3 - 27 -07
Journal presentations hand in a short reflections summary of the article you reviewed.
Prior to Class Read Chapter 11
Develop your Experimental Design - Question and Hypothesis—due 4 – 03-07.
4 - 03 - 07
Discussion of chapter 11 --“Resources for Best Practices”
Sharing our Experimental Design Questions and Predictions/Hypothesis
4 - 10 - 07
Hands on activities
· Revise and complete unit (due - 4 –17 - 07)
Experimental design presentations and evaluation 5 - 0 1- 07 and 5 – 08 -07
4 -17 - 07
Science Teaching Unit Due Today
Final discussion and assistance with experimental design projects.
5 - 0 1 - 07
Hands - on science activities
Initial evaluation of Experimental Design Projects
· All Experimental Design projects due today
Experimental Design Presentations
5 - 08 - 07
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.
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 87-89
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 2006-2007 Undergraduate Catalog Page 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 89-90
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 .
Last Updated:5/7/2007 1:35:39 PM