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Park University School for Education Conceptual Framework
EDE 378 Science for ECE & Elem Tchrs
S2T 2013 DL
Secor, Patricia A.
Masters Degree in Teaching and Teacher Ed., University of ArizonaBachelors Degree in Education and Spanish, University of Albany
Online through course email or by phone appt.
S1T 2013 March 18-May 12
EDE 359A and admission to the school of Education
Echapter download Chapter 3: The Processes of Science, Elementary Science Methods:A Constructivist Approach, 6th edition- Author David Jerner Martin (to purchase echapter please go to http://www.cengagebrain.com/shop/isbn/9781111305437 )
E-Chapter download Chapter 8:Explorations of Density, Science Stories, 5th edition- Author: Janice Koch(to purchase echapter, please go to http://www.cengagebrain.com/shop/isbn/9781111833435 )
Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), must purchaseFoliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.
Per Student (Prepaid)
Per Student, Per Year
2. Send an email to Carol Williams (firstname.lastname@example.org) with the following information:
a. Your Name
b. The Contract Period you wish to purchase
c. Your student identification number
d. Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).
3. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotekcontract.
4. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (email@example.com), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step.
Textbooks can be purchased through the Parkville Bookstore
Additional Resources: See additional required PDF readings which will be accessible/downloadable on E-companion in Doc Sharing.
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.Online Classroom Technical Support - For technical assistance with the Online classroom, email email@example.com or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.FAQ's for Online Students - You might find the answer to your questions here.
The instructor and the students will work together to establish a foundation for effective standards based inquiry science instruction. This course will include experiences that engage the students through active learning. Active learning is developed by acquiring knowledge, understanding thoughtful discussion, interactive examples of effective teaching, collaborative groups, portfolio development, and reflective practice.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment:
1. Discussion Postings: Each week there will be a discussion board with 6-8 discussion questions for you to reflect on and post your thoughts. You are required to post a reflective response to two of the discussion questions.You are also required to respond with a peer response to two OTHER discussion questions. See Discussion Posting and Peer Posting Grading Rubric for more information.
5. Literature Based Lesson Plan-I will have a list of children’s books that you can choose from to tie in to a science lesson (or you may choose your own).The lesson plan should follow the Science Lesson Plan format discussed in class, and be inquiry based 5E Learning Cycle Plan. See the Literature Based Lesson Plan Grading Rubric.
6. Webliography Entry-During our study of technology in the elementary science classroom, you will be asked to find and reflect upon two websites that you feel would be a helpful resource to any elementary science teacher.
7. Demonstration Reflections- During the course you will be asked to perform basic science demonstrations using easy to obtain materials. Directions will be given for you to follow and then you are to reflect upon these demonstrations. How could you envision yourself using this in an elementary classroom? What topics of study could you tie this into? How could you adapt the demonstration so that the students could be more involved in constructing their knowledge? Do you have any questions about the science behind the demonstration? Do you have any questions about the application of this demonstration? These issues and anything else you feel is pertinent should be included in your Reflection. I will read and comment on your entries. A photograph of your demonstration set up must be included.
8. Mid Term Case Study Analysis- You will receive a case study detailing an actual classroom science lesson. It will be your job to analyze the case applying the concepts we have discussed up to that point. The case analysis has four main parts. The four parts are not to be separated out, but rather incorporated into one flowing paper that connects the four parts cohesively.
üThe first part is a summary of the situation-the teacher, his or her background, the student make-up, type of district, type of lesson and any other important information that needs to be mentioned.
9. The Science Fair Investigation-The student will design and conduct an experiment of his/her choosing. The experiment conducted should highlight the science process skills studied in the course. Experimental design and detailed lab report will be required. The investigation topic chosen must be approved by the Professor prior to conducting any experiments. Please see The Science Fair Investigation Grading Rubric for more detailed requirements.
10. Lesson Plan Critique-This is a reflective piece where you read through a textbook lesson plan (Choose any from Part Two of our textbook), and evaluate the following:
üDoes the plan meet the learning objectives of the Missouri Grade Level Expectations for the age level in which you hope to teach. If so, which Strand?
üDoes the plan have some way to assess what students already know on the topic? If not, what would you add?
üDoes the plan build upon student’s prior knowledge and scaffold their new knowledge? How? If not, what could you do to construct meaning for the students?
üIs the plan simple enough for you to reproduce with readily available materials
üWhich Depth Of Knowledge levels are evaluated?
üIs the assessment suggested for the lesson adequate in your opinion?
üWould you use actually use this?
üHow could you expand this lesson even further?
üCan you think of a way to tie in literature to this lesson (or another discipline)?
*note- this critique should be a flowing essay with a clear beginning, middle and end.
All assignments are given a point value and are calculated as a percentage of the total possible points for an assignment. Point values are as follows:
Science Experiences Journal Entry
Discussion Board Postings for 8 weeks
2 per week@5 points each
Peer Response Postings for 8 weeks
2 per week@3 point each
5E Lesson Plan on Topic of your choosing
Lesson Plan Critique
Literature Based Lesson Plan
Quiz Week 4
Case Study Analysis Mid Term
Science Fair Experiment
Demonstration Reflection entries
5@15 points each
Quiz Week 7
Proctored Final Exam
90 - 100%
80 - 89%
70 - 79%
60 - 69%
0 - 59%
Late Submission of Course Materials:
Late assignments will lose 20% credit per day late 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:
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 that 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 USB, hard drive AND print out paper copies for back up purposes. Technology malfunctions do not excuse late assignments.
EDE378 Online Spring I, 2013
** This syllabus is subject to change at the discretion of the Professor.
Reading List to be Covered during the week of class
By midnight on Sunday (*unless otherwise noted)in DROPBOX
-The Nature of Science
-Constructivist Science Teaching
Teaching Science for all Children, pg. 1-61
“Seasons Change and Conceptions Shift- But Not Always as Expected” by John Settlage, Learning From Cases: Unraveling the Complexities of Elementary Science, pg. 103-112; (PDF)
“Skin of Water”, Pg. 76-84, Science Stories by Janice Koch (PDF)
Introductory Posting (as soon as possible)
Science Background Journal Entry
Begin thinking about Science Fair Investigation topic
Weekly Demonstration Reflection- Penny Predictions
Week # 2
-5E Learning Cycle
-Lesson Plan template
Teaching Science for all Children, pg. 124-191;
E-chapter 8, pgs 178-201 Science Stories, 5th ed by Janice Koch (purchase at www.cengagebrain.com)
“How Full is Full”, by Denise S. Mewborne; Learning From Cases: Unraveling the Complexities of Elementary Science, pg. 25-30; (PDF)
Tell Professor your Science Fair Investigation Topic and receive approval before moving forward
Lesson Plan Critique-
Weekly Demonstration Reflection- Density Punch
-Bonnie Bradley Case Study
-How to Write a Case Study Analysis
Bonnie Bradley Case Study, By Rita Silverman- Center for Case Studies in Education, Pace University, NY (PDF)
Teaching Science for all Children, pg. 100-123 and 192-225
“Never too Young for a Concept Map” by Nancy Gallenstein, Science and Children, September 2005, pg 44-47 (PDF)
“Using Concept Maps in the Science Classroom”, by Vanides, Yin, Tomita & Ruiz-Primo, Science Scope, Summer 2005, pg 27-31 (PDF)
“ ‘A’ is for Assessment” by Shannon McNair, Science and Children, September 2004, pgs 24-27 (PDF)
“Formative Assessment Probes:How Far did it Go?” by Page Keely, Science and Children, January 2011, pg. 24-26. (PDF)
Weekly Demonstration Reflection-Bubbleology
5E Science Lesson Plan (topic of your choice)
Basic and Integrated Science Process Skills
Writing up a formal Lab Report
Utilizing Science Notebooks
E-chapter 3:The Processes of Science , pgs 61-158 in Elementary Science Methods, David J. Martin, purchase from www.cengagebrain.com
Science Stories, Janice Koch, pg. 87-97, (PDF)
“Process Skills Practice and Standardized Tests” by Ryan Capp, Science and Children, pg 28-30 (PDF)
“Science 101: What is the best way to represent data?”, by Bill Robertson, Science and Children, pg 66-68 (PDF)
Weekly Demonstration Reflection- Newton’s Laws of Motion
Week 4 Quiz
-Cooperative Learning Groups
Science Stories, Janice Koch, pg. 329-334, (PDF)
Teaching Science for all Children, pg. 270-313
Tracy Lewis Case Study, By Rita Silverman- Center for Case Studies in Education, Pace University, NY (PDF)
“The Strongest Mountain” by Colleen Monnes, Science and Children, October 2004, pg. 35-37 (PDF)
To Group or Not to Group, by Melissa A. Warden, Learning From Cases, by Tippins, Koballa, & Payne, pg. 39-42 (PDF)
Tracy Lewis Mid-Term Case Analysis Due
Technology in the Classroom
Teaching Science for all Children, pg 226-247
“Twenty Ways to Assess Student Using Technology” by Sara Aronin and Michael O’Neal, Science Scope, Summer 2011, pg. 25-31 (PDF)
“Clash of the Titans” by Karthigeyan Subramamaniam, Science and Children, pg. 38-43 (PDF)
“Batteries, Bulbs and Wire” by Janice Koch, Science Stories, pg 237-249 (PDF)
Webliography Journal Entry
Science Fair Experiment Lab report due
-Literacy in Science
-Picture Perfect Science Lesson Practice
Teaching Science for all Children, pg. 248-269
“What is the Shape of a Star?”, by Molly Weinburgh, Learning from Cases, pg. 113-116 (PDF)
“No Bones About it!”, by Stacey Neuhath-Pritchett and Jennifer Bellnap, Learning from Cases, Tippins et al., pg. 116-120(PDF
“Perspectives: Children’s Literature in the Science Classroom”, by Sandra Abell, Science and Children, November 2004, pg. 54-55.(PDF)
“The Tree of Life” by Plummer, MacShara and Brown, Science and Children, March 2003, pg. 18-21 (PDF)
Literature Based 5E Lesson Plan
Weekly Demonstration Reflection- Topic Chemical changes.
Week # 8
-Gardner’s Multiple Intelligences
-Being a Reflective Teacher
-Pursuing Professional Development
Teaching Science for all Children, pg. 62-99, and 314-344.
“Searching for Professional Development” by Peggy Ashbrook, Science and Children, Summer 2010, pg 44-46 (PDF)
“Who’s Teaching Whom?”by Bradford Lewis and Nancy Wagner, Learning From Cases, by Tippins, Koballa, & Payne, pg. 34-38. (PDF)
“El Secreto De las Ninas” by Cynthia, Jessica, and Angela Calabrese Barton, Learning From Cases, by Tippins, Koballa, & Payne, pg. 147-151 (PDF)
Prepare for Final Exam
Personal Science Philosophy Paper.
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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2012-2013 Undergraduate Catalog Page 97
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. from Park University 2012-2013 Undergraduate Catalog Page 95
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2012-2013 Undergraduate Catalog Page 98
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:2/20/2013 7:55:43 PM