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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 2007 HO

Faculty

Blythe, Mary

Title

Adjunct Faculty

Degrees/Certificates

Master of Science Curriculum and Instruction - Elementary Science,Emporia State University
Bachelor of Science in Education, Kansas State Teachers College

Office Location

CO 211

Office Hours

By appointment only

Daytime Phone

913) 248-0252, before 8:00PM

E-Mail

mary.blythe@park.edu

maryholly@everestkc.net

Semester Dates

August 22 - December 12-2006

Class Days

--T----

Class Time

1:00 - 2:40 PM

Prerequisites

ED 359A and admission to the School of Education

Credit Hours

2


Textbook:

Required

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/sc

Activities 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 93747-8120

Kagan, Laura & Spencer : Cooperative Learning Structures for Success; Kagan Publishing.1(800)WEE CO-OP.www.KaganOnline.com
Human Body;   FOSS;  Full Option Science Systems. Developed by Lawrence Hall of Science, Berkeley :Ca 94720.Publisher Delta Education

Martin, David Jerner Elementary Science Methods A Constructivist Approach . Fourth edition. Thompson Wadsworth. United States

Martin, 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 2006

Missouri Grade Level Equivalents GLE; Missouri Department of Educational Standards

National Science Education Standards NSES

Ranger 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 foundation


Strongin, 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 helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

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Course Description:

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

Educational Philosophy:

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

  1. Demonstrate confidence and understanding in the methods for teaching science
  2. Successfully construct, instruct, and evaluate diverse science lessons and/or units and include appropriate assessments
  3. Understand, demonstrate, and apply the science inquiry process in a variety of learning experiences.
  4. Creates vibrant and engaging learning environments when teaching and planning science instruction for the unifying concepts and process that are used in each of the science disciplines.
  5. Examine and evaluate resources available to assist the classroom teacher in science instruction
  6. 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


  Instructor Learning Outcomes
  1. 1. Demonstrate confidence and understanding in the methods •Missouri Elemefor teaching science• Relevant MOSTEP Standards 1.2.1 Performance Indicators (1.2.1.1; 1.2.1.2; 1.2.1.4; 1.2.1.5)•Missouri Elementary Science Competencies: 1.2.1.1;  1 Unifying Concepts (1.1; 1.2; 1.3; 1.4; 1.5)•School of Education Conceptual Framework:? ACEI  Standards: 2.2• NAEYC: 4b,4d•NSTA Standards:(2003) Elementary A1-A5 •NSES: UCP1-5Assessment Artifacts: Core Assessment Science Unit/Mini-lesson/Mid-Term Essay/Class Exercises and Discussion Experimental Design
  2. 2. Successfully construct, instruct, and evaluate diverse science lessons and/or units and include appropriate assessments•Relevant MOSTEP Standards: 1.2.1;1.2.2; 1.2.4; 1.2.5; 1.2.6; 1.2.8•Missouri Elementary Science Competencies: 1.2.1.1;  3: Physical Science (3.1; 3.2; 3.3); 4:Life Science (4.1; 4.2;   4.3; 4.4) 5: Earth and Space Science (5.1; 5.2; 5.3); 6 Science and Technology (6.1, 6.4, 6.6); 7 Science in Personal and Social Perspective (7.1; 7.2; 7.4)• School of Education Conceptual Framework:Knowledge: 2 B, 2.E, 2 G Skills: 1C Dispositions: 2B, 2C• ACEI  Standards: 2.2• NAEYC: 4b,4d• NSTA Standards:(2003) Elementary A1-A5 ,1, 2, 4, 5• NSES: E-B1 -3; EC1-3; D1 -3;Assessment Artifacts Core Assessment Science Unit/Mini-lesson
  3. 3. Understand, demonstrate, and apply the science inquiry process in a variety of learning experiences.• Relevant MOSTEP Standards: 1.2.1; Performance Indicator (1.2.1.4 ) • Missouri Elementary Science Competencies: 1.2.1.1;  2 Science As Inquiry (2.1-2.6) 6 Science and Technology (6.1,6.4, 6.6); 8 History and Nature of Science • School of Education Conceptual Framework:Skills: 1B• SSC (1.1, 1.4; 1.2; 1.5 - 6)• ACEI Standards 2.2• NAEYC: 4d• NSTA Standards:(2003) Elementary 2a & 2b; 3, 9• NSES: (E - 1,A 2; S 7)• ETS 0011: III.3- 4) Assessment Artifacts: Experimental Design/Class Explorations/Mid-Term Essay
  4. 4. Creates dynamic and engaging learning environments when• School of Education Conceptual Framework: teaching and planning science instruction for the unifying concepts and process that are used in each of the science disciplines. • Relevant MOSTEP Standards: 1.2.2; 1.2.5; 1.2.6 Performance indicators ( 1.2.2.2; 1.2.5.2; 1.2.6.2)• ACEI Standards: 2.2• NAEYC: 4b,4d• NSTA Standards:(2003) Elementary NSTA Standards: (2003) Elementary A1-A5•NSES: UCP1-5• SSC: (1.2)Assessment Artifacts: Unit/Mini-lesson/Class Explorations/Mid-Term Essay/Chapter/ Class Exercises and Discussions
  5. 5. Examine and evaluate a variety of resources available to assist the classroom teacher in science instruction• Relevant MOSTEP Standards: 1.2.9, 1.2.10, 1.2.11 (1.2.9.1)• School of Education Conceptual Framework:Knowledge: 2B Dispositions: 2B, 4E• ACEI  Standards: 2.2• NAEYC: 4bAssessment Artifacts: Science Unit/Mini-lesson/Class Explorations/Journal Article
  6. 6. 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 • Relevant MOSTEP Standards: 1.2.3 Performance Indicators (1.2.3.4)Knowledge: 2B, 2EDispositions: 1B, 1C• ACEI  Standards: 2.2• NAEYC: 4bAssessment Artifacts:  Core Assessment Science Unit -Field Trip Lesson
Core Assessment:
personal philosophy of teaching science

Link to Class Rubric

Class Assessment:

COURSE ASSESSMENT: The following assessments meet the requirements of the course learning Outcomes in this syllabus.

1.      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. *

2.      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.

3.      Core 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. *

4.      Mid-term essay

5.      Science Education Journal presentation with a reaction paper.

6.      Chapter Reflection Questions

7.      Active participation in class discussion and various standards based science activities conducted in class and out of class.

Grading:

GRADING PLAN: Assignments    (Tentative)                           Point Value

Class Explorations, labs, and discussions (16 x 10 pts)              160         

Chapter Reflection Questions                                                     36

*Mini-lesson plan & presentation (component of unit)              *20

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                     426 (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:

  1. Please demonstrate respect 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 create problems such as printers that run out of ink or 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 or travel drive, hard drive, and print out paper copies for backup purposes. Technology malfunctions do not excuse late assignments.
  3. When absences do occur, you must inform your instructor through email three days before the next class session in order to receive an excused absenceIt is your responsibility to obtain and turn in the work missed 

Course Topic/Dates/Assignments:

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

Date

Topics

Assignments

1-16-07

Syllabus –discussion of requirements

Active Engagement-Class Builder “Find Some One Who?"  

 

Introduction to 4 - E - Learning Cycle  

 

Activity that demonstrate the Science Processes
of observation, measurement, prediction, communication, inference

Read Chapter 1 Pg. “What is Science” and Chapter 2 “Learning Science”

· Chapter 1& 2 Reflection Questions  

 

1 - 23-07

How do we "learn" science? Inquiry

The Science Standards

Hands on activity

· Turn in Chapters 1 & 2 reflection questions. Prior to class on 1- 30, Assignments: Read: Chapter 4 “Planning Inquiry Lessons”; Chapter 5“Assessing Student Performance”
· Chapter 4 & 5 Reflection questions due 1 –30 -07 Selecting your unit topic --Use 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.

1 -30-07

Standards; “How can you assess student performance?”

  • The Unit Plan Requirements
  • Sign up for date to teach mini lesson to your peers.
  • Hands on activities

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

  • The NSES Science Standards
  • Hands - on activity
  • Concept Mapping Activity
What is Science Literacy?  

 

Turn in Chapter 6 Reflection Questions

· Science lesson – begins 2 - 13 -07
(5 students present)
This lesson will be one that you fully develop for your unit. It should follow the 4 - E lesson plan format.
Prior to class on 2 - 13 - 07 read,
Chapter 8 “Integration – How Can I Do It all?”
Chapter Reflection questions due 2 –13
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.
2 - 13 - 07

Science lesson - (5 Students) Your presentation should be no longer than 15 minutes Q &A 1 Minute Questioning & Inquiry Discussion

Experimental Design Project:  

 

Power Point Presentation; Q & A

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

2 - 20 -07

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

2 - 27 - 07

Safety –“How Do You Plan for Safety?”

·Science lesson presentation (5 students) Your presentation should be no longer than 15 minutes Q &A 1 Minute  

 

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.

Turn in chapter 9 Reflection Questions  

 

Read Chapter 3 “Inquiry For All Students” This chapter will provide information on accommodating special needs students for your Mid –Term Essay  

 

Mid-term Essay due 3– 06 –07 See the Syllabus for a description of the essay.  

 

3 - 06 – 07

Assignment -- Selection of Educational Journal Article Presentation -- Due 3-27- 07
Science lesson presentation (5 students) Your presentation should be no longer than 15 minutes Q &A 1 Minute

· Journal Article Reaction Paper and Presentations 3 –27 -07

 

 

 

 

3 - 13 – 07

 

 

Spring Break

· Unit Plan - Work on your Unit

· Select your experimental design project.  

 

Journal Article Reaction Paper and Presentation due 3 - 27 - 07

3 – 20 - 07

· Science Inquiry: Stating a question and hypothesis/prediction  

 

· Selecting your experimental design project.  

 

Unit Final Q and A

 

 

Ongoing assignments:

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.

Q and A  

 

Prior to Class Read Chapter 11

“Resources for Best Practices”  

 

Ongoing assignments:  

 

· Unit Plan - Work on lesson plans  

 

Develop your Experimental Design - Question and Hypothesis—due 4 – 03-07.

4 - 03 - 07

Discussion of chapter 11 --“Resources for Best Practices”

Hands on activities  

 

Sharing our Experimental Design Questions and Predictions/Hypothesis

· Unit Plan - Work on lesson plans · Experimental Design –start your project so that you have valid data.  

 

Experimental Design - Question and Hypothesis due today

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

Hands on activities

Science Teaching Unit Due Today

Ongoing assignments:

Experimental design presentations and evaluation 5 - 0 1- 07 and 5 – 08 -07
4 - 24 - 07

Hands on activities

Final discussion and assistance with experimental design projects.

  • Complete your experimental projects make sure your have the components required for the project

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

Final -- Experimental Design project and presentations and peer evaluation  

 

Last Day for Experimental Design Presentations and peer evaluation

ASSIGNMENTS

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.

CHAPTER REFLECTION QUESTIONS
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 group's structures. The questions will be given to you the week before they are due.
Mid –Term Essay  

 

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  

 

JOURNAL ARTICLE  

 

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 (Core Assessment) 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.  

 

1. MEASURABLE UNIT OBJECTIVES: 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.  

 

2. Missouri GLE's for the level selected.  

 

3. CONCEPT MAP : 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  

 

4. UNIT OUTLINE: must include the sequence of the lessons in the unit, associated MLO's, GLE's, or Early Childhood Standards, assessments, and all included artifacts (activity sheets, literature, background information for teaching, web resources, bibliography …)  

 

5. UNIT 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. Three additional lessons that demonstrate the progress of the unit towards reaching the MLO's described and the fifth lesson will be a Field Trip Plan that enhances the unit you are developing. (See descriptions below).  

 

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.

  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 "W".
  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 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 .

Additional Information:
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Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
MoStep Standards Knowledge Unit Assessment Selection and evaluation                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Science Unit Resources:

1. Effectively gathers and evaluates diverse resources and lessons and adapts these sources in the construction of a science unit.

2. Create appropriate assessment strategies and materials for evaluating the effectiveness of the lessons in the unit.

Unit Assessment Materials and Procedures:

3. Explain in detail how the selected assessments align with learning objectives and outcomes.

4. Clearly explain how the assessment strategies selected are appropriate and will help proficient and struggling learners meet each outcome.

5. Detail strategies for student self -evaluation and the accommodations for special needs students that are specific to the lessons objectives and outcomes

 
Science Unit Resources

1. Gathers and evaluates diverse resources and lessons in the development of a science unit.



2. Develop materials for evaluating the effectiveness of the lessons in the unit.

Unit Assessment Materials and Procedures:



3. Explained how the learning objectives and outcomes are aligned with assessments in four to three of the lessons.



4. The assessment strategies are adequate to evaluate the performance of proficient and struggling learners to meet each outcome.



5. Strategies for student self-evaluation and accommodations for special needs students are listed.

 
Science Unit Resources



1.  Gathered  some resources and lesson for the science unit.



2.  Some evaluation of lesson effectiveness suggested.



Unit Assessment Materials and Procedures

3.  Assessments vaguely aligned to objectives in two of the five required lessons.



4.  Some assessment strategies are suggested for performance but no strategies are included for struggling students who are not meeting the outcomes.



5.  Strategies for student self-evaluation and special needs students are implied in two of the lessons.

 
Science Unit Resources



1 and 2 No evidence of effective evaluation of resources or materials for use in the science unit.



Unit Assessment Materials and Procedures



3 - 5 Assessments strategies and or materials not included in the unit.

 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1,2,4,5  MoSTEP Performance Standards 1.1.1,1.1.2, 1.1.4, 4.4.1 Unit Development. sections                                                                                                                                                                                                                                                                                                                                                                                                                           
Incorporates the following criteria to create a meaningful science unit:



1.  The unit is an original synthesis with carefully documented resources in the appropriate format.



2.  The work demonstrates creativity and expansion throughout the lessons in the unit and appropriate for curriculum goals that are relevant to the learners.



a. The 17 or more elements listed in the unit requirements are developed thoroughly.



b. The teaching strategies are constructivist, original, demonstrate effective instruction, are well organized, and appropriate for the age or grade level intended.



c. The original author(s) of the lessons included in the unit are identified correctly referenced in APA format.  



d. Artifacts are included, labeled, and are excellent quality.

















 
1.  The unit is an original synthesis with documented resources in the appropriate format.



2.  Most of the lessons demonstrate creativity and expansion.



 a. At least 14 of the listed elements in the unit are well developed.



b. Most of the teaching strategies are original, and organized and appropriate for the age or grade level intended.



c. The original author(s) of the lessons included in the unit are referenced.  



d. Artifacts are included and labeled.





























 
1.  The unit lacks originality with limited synthesis, but resources are documented.



2.  The unit demonstrates a lack of creativity and expansion in the majority of the lessons.



 a. Ten of the seventeen or more listed elements required in the unit are somewhat developed.



 b. Most of the teaching strategies lack originality, but have some organization. Age or grade level appropriateness is questionable



 c. The original author(s) of the lessons included in the unit are referenced.  



  d.  Artifacts are included but are of poor quality. 
1.  Majority of the unit is copied directly from another author or source. The source or author is not referenced or credited with the work.



a. The unit has 5 or less listed elements.



b. Lacks teaching strategies are missing.



c. The unit is unorganized and not developmentally appropriate for the grade level intended.





 d. Artifacts are missing.







































 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2,4 Learning Goals/objectives MoStep Performance Standards 4.4.1, 4.4.2                                                                                                                                                                                                                                                                                                                                                                                                                                              
Selects and creates goals/outcomes for the science unit that are aligned with National and State Standards:



1.  Five or more lessons are aligned with National and State Standards.



2  .Five outcomes /goals for the unit are explained at the beginning of the unit and identified in each related lesson.



3.  The evaluation(s) have the appropriate outcome/goal cited.



4.  Two measurable behavior objectives that include various levels of Bloom's Taxonomy for identified for each lesson.



5.  Objectives are developmentally appropriate for the age group intended 
1.  Five or more lessons are aligned with National and State Standards.



2. Five outcomes /goals for the unit are explained at the beginning of the unit.



3.  One measurable objective that make use of Bloom's Taxonomy for each lesson...



4.  Objectives are developmentally appropriate for the age group intended













































 
1. Four to three of the lessons are aligned with National and State Standards



2.  Four to three outcomes /goals for the unit are listed, but not clearly connected to the specific lessons.



3.  One measurable behavior objective for each lesson.



4.  Some of the objectives are not developmentally appropriate for the age group intended.















































 
1. Two or less of the lessons are aligned with National and State Standards.



2. Two or less outcomes /goals for the unit are not listed at the beginning of each lesson.



3. Each lesson does not have a measurable behavior objective lesson.



4.  Objectives are inappropriate for the age group intended 
Concepts Application                                                                                                                                                                                                                                       
Outcomes
1,2,3,4,5,6 Unit lessons Effective Instruction MoSTEP PerformanceStandards 2.2.1,2.2.4,3.1.1,3.1.2, 3.1.3,5.1..1, 5.1.2,                                                                                                                                                                                                                                                                                                                                                                                             
Applies the required criteria to create a constructivist standards based science instructional unit:

1. Construct a neatly organized concept map(based on Missouri GLE's) with directional arrows that show the flow of the ideas and logical connections between concepts and terms.

2. Select a developmentally appropriate science strand to construct a science unit for the grade level intended.

3.  The learning goals/objectives are described, measurable, aligned with Missouri Science Grade Level Expectations.

4. Applies a variety of detailed and creative formative assessments strategies. Summative assessment products are appropriate for the intended grade level (experimental design, portfolio, performance assessment, learning logs…).  

5.  Four or more constructivist lessons that are creative, exciting, motivating and contain the required criteria describe in the syllabus

6.  The Field Trip Lesson Plan demonstrates the 4-e learning cycle, connects to the unit goals, utilizes the diverse community resources to enhance the instruction and contains:.

a. Parent and Principal letters

b. Trip agenda

c. Rationale for the trip. (objectives connection)

d. Trip location the GKC area.

e. Plan has all required elements in the syllabus.

 
1. Organized concept map(based on Missouri GLE's) with directional arrows adequately connect some ideas with concepts and terms.

2. The unit strand mostly developmentally appropriate for the grade level intended.

.

3.  The learning goals/objectives are described, measurable, aligned with Missouri Science Grade Level Expectations.



4. Adequate formative and summative assessments are included for the each lesson.



5.  Three of the lessons are constructivist lessons that are creative and contain the required criteria describe in the syllabus



6.  The Field Trip Lesson Plan connects to the curriculum goals in the unit by utilizing the diverse community resources to enhance the instruction. The plan contains most of the required elements described in the syllabus.

 
1. Concept map does not show the flow of the ideas or logical connections between words and terms.



2. The unit strand is not developmentally appropriate for the grade level intended. instruction procedures.



3.  Several of the learning goals/objectives are not measurable or aligned with Missouri Science Grade Level Expectations.



4. Assessments are not included with the lessons or are not appropriate.



5.  One lesson plan is  constructivist and  contains the required criteria describe in the syllabus.



6.  A Field Trip Lesson Plan is included but does not include most of the required elements listed in the syllabus.

 
Concept map missing.



Alignment with the with the Missouri GLE"S missing



Unit is not developmentally appropriate for the indicated grade level.



Lesson plans lack:

Standards



Required elements listed in the syllabus.



Clarity of procedures for instruction and are not constructivist.  



Lessons are copied directly from internet or other sources.



Proper format (4-E lesson components)



Formative and summative assessments.



Field trip plan not included.

 
Content of  Unit Communication                                                                                                                                                                                                                             
Outcomes
1, 2,3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
1. Concept map logical organized, with directional arrows, and error free.

2.  Scientific inquiry processes are presented so that children are discovering the concepts through exploration and experimentation.

3.  Required lessons (5) are communicated in the 4-e learning cycle format.

4.  All synthesized work referenced in APA format..

5. Written instructions and expectations are precisely communicated.

6.  Classroom safety described and logical.

7. Activity sheets and other assessment tools are high quality and error free.

 
1. Concept map organized and error free.

2.  Scientific inquiry processes are adequate for teaching concepts through exploration and experimentation.

3.  Required lessons (5) are communicated in the 4-e learning cycle format.

4.  All synthesized work referenced in APA format..

5. Written instructions and expectations are communicated.

6. Classroom safety discussed.

7. Activity sheets and other assessment tools are of adequate quality and error free.



 
1. Concept map un-organized contains some error.

2.  Scientific inquiry processes vaguely presented.  Very traditional approach with few hands on opportunities for children.

3.  Required lessons have elements of  the 4-e learning cycle missing.

4.  Synthesized work not correctly referenced.

5. Written instructions confusing and contains error.

6. Classroom safety ignored.

7. Activity sheets and other assessment tools poor with error.

 
1. Concept map poor quality or missing

2.  Scientific inquiry processes missing.

3.  Required lessons missing learning cycle.

4.  References missing

5. Written instructions poorly communicated.

6. Classroom safety ignored

7. Activity sheets and other assessment tools poor quality many errors.

 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1,2,3,5,6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Well written science unit, free of grammatical and typographic errors. All required components are included and clearly identified.

1. Cover page/references

2.MLO/GLE/outcomes/objectives

3.  Concept map

4.  Blooms Level

5.  Five constructivist lesson plans (4-e learning cycle).

6.  Assessment strategy

7.  Essential vocabulary

8.  Children's literature.

9. Integration with other disciplines.

10.  Science safety planned in unit.

 
There are a few minor grammatical or typographic errors.

All of the required components are included and identified.



 
Unit lacks proof reading.

Three of the required components are missing or not identified.



 
Poorly written with many grammatical errors.

Four or more of the required components are missing or not identified.

 
Science Literacy                                                                                                                                                                                                                                           
Outcomes
MoSTEP 1.2.1.1; 1.2.1.2 Unifying Concepts and Processes SSC: 1.2;CR Gen Ed; ACEI: Standard 2b.NSTA Standard 1NSES: UCP-1-5)(1.1 systems, order, and organization; 1.2 evidence, models, and explanation; 1.3 change constancy, and measurement; 1.4 evolution and equilibrium; 1.5 form and function.)                                                                                                                                                                                                               
1 .  High quality application of the unifying concepts and processes are easily identifiable in each required lessons in the unit.  

2. Science knowledge and processes are clearly described in each of the required lessons in the unit.  

3. Excellent strategies for teaching the major science concepts and principles are relevant to the theme and how students learn. The is scientific information included in the strategies accurate and developmentally appropriate for the intended grade level

 
1. The unifying concepts and processes are identified in each required lesson in the unit.  

2. Science knowledge and processes are described in most of the required lessons in the unit.  

3.  Strategies for teaching the major science concepts and principles related to the theme included. The information included in the strategies is scientifically accurate and developmentally appropriate

 
1. Some reference to the unifying concepts and processes with minimal application in the lessons.

2.  Science knowledge and processes are listed.

3.  Strategies for teaching the major science concepts and principles are not developed or are not grade level appropriate

 
1. Did not apply or reference the unifying concepts and processes in the unit.  



 
Science As Inquiry                                                                                                                                                                                                                                         
Outcomes
SSC: 1.1,1.4; CR SSC: 1.2;CR Gen Ed; ACEI: Standard 2b.NSTA Standard 3 NSES: e-A1, A2;S7; ETS 0011: 111. 3- 4)                                                                                                                                                                                                                                                                                                                                                                                                       
1.  Required lessons provided opportunities for students to participate in scientific inquiry as a result of the lessons and experiences designed in the unit.

2.  Planned expansion of the lessons lead to students (a) asking questions that lead to investigations; (b) use of appropriate tools to gather data appropriate to the investigation; (c) develop descriptions, explanations, predictions and models; (d) think critically /logically using the data to explain results of observations/experimental results, draw conclusions.

 
1. The required lessons provided some opportunities for students to participate in scientific inquiry as a result of the lessons and experiences designed in the unit 1. Opportunities for students to participate in scientific inquiry are vaguely alluded to but not described. 1. Opportunities were not developed the unit to involve children in scientific inquiry. 

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Last Updated:5/7/2007 1:35:39 PM