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Meeting Times: M/W/F 1:00 p.m. – 3:50 p.m.

Meeting Place: Kresge 215

Instructor: Dr. Young

POWERPOINT INTRODUCTION to Science Content and Skills (Audio version)

Course Description (Catalog)

The learner studies instructional procedures, materials, and evaluation in teaching biological and physical sciences in the elementary school.

 Course Objectives

1. Students will be able to

2.  

3. articulate a Christian perspective on science education
4. plan a science unit of study
5. design a science lesson that addresses the needs and abilities of a diverse group of students
6. design and present a science experiment
7. research journal articles on elementary science
8. use technology (internet, multimedia, software) to research and promote meaningful science learning
9. recognize and access organizations that promote the development of elementary science teachers
10. understand some major themes and content in elementary science education
11. organize an elementary classroom to promote hands-on science activities
12. integrate science with history, literature, mathematics, the arts, etc.
13. organize and participate in a science fair

 Text

Friedl, Alfred E. & Koontz, Trish Yourst. 2005. Teaching science to children: An inquiry approach. Sixth Edition. Boston: McGrawHill.

Websites to check out:

http://www.stemworks.org

http://www.nsta.org

http://school.discovery.com/students

http://www.nsdl.org

http://www.exploratorium.edu/

Assignments & Grade Values

(1)   Create a science resource book (due at the end of the course) organized according to the following categories (25%):

a.       Annotated list of early childhood grades web sites falling into the following categories (minimum of 3 sites per category):

·        science lesson plans

·        WebQuests

·        science activities

·        information & resources for the teacher

·        information & resources for the student.

b.      Copies of two journal articles on the topic of science education in the elementary grades with a brief annotative note (not to exceed 1 of a page) regarding each article’s value to your understanding of elementary science education.

c.       Annotated list of books (minimum of 3) and journals (minimum of 2)

that provide helpful information or resources for the ECE science teacher. The annotation should not exceed ½ a page.

d.      Class handouts (handwritten notes on handouts are OK)

e.       Evaluation of a quality (as defined in class) elementary science software program.

(2)   Design an instructional map for a 5-10 lesson science unit for a grade and topic of your interest. (10%)

(3)   Construct a complete lesson plan appropriate for a diverse group of students for one of the lessons from the science unit (10%).

(4)   Prepare a science experiment from the course textbook to demonstrate to the class. Provide copies of the procedures for each class member (10%).

(5)   Interview a child regarding science misconceptions (5%).

(6)   Think Papers on topics assigned in class (10%).

(7)   Tests on science content. (20%)

(8)   Attendance and participation. (10%)

 Guidelines for Written Assignments

All written work must conform to professional standards.  It should be on time, word processed, spellchecked, and free of grammatical and other errors.  Normally (lesson plans, for example, are an exception to the spacing guideline), you should use 12-point Times Roman font, one-inch margins, and double spacing. Follow the writing guidelines of the Publication manual of the American Psychological Association (5^th ed.).  This text is available in the bookstore and in the library, and the following website provides an overview of APA style: http://owl.english.purdue.edu/handouts/print/research/r_apa.html

 Unsatisfactory work must be revised and re-submitted in order to pass the course.  Late work (when a reasonable explanation is provided for lateness) and re-submitted work will be considered for partial credit.  When in doubt, ask questions – well before the due date.

Course Calendar (tentative)

Date	Topic/Activity	Assignment Due
January 10	Overview of course Our first experiment! A cup of water
12	Biblical Perspective on science education	Ch. 1; handouts from 1st class
17	National Science Standards/ Bubbleology activity	Ch. 2
19	Technology/ WebQuest activity	Ch. 3
24	Matter	Ch. 4
26	Heat	Ch. 5
31	Content Test #1 (chs. 1-5)
February 2	Magnetism/ Experiments/ Science centers	Ch. 6
7	Electricity/ Experiments	Ch. 7
9	Sound/ Experiments	Ch. 8
14	Light/ Experiments	Ch. 9
16	Simple Machines/ Experiment	Ch. 10
21
23	Content Test #2 (chs. 6-10)
28	Air & Flight	Ch. 11
March 2	Weather	Ch. 12
7	SPRING BREAK
16	Space Science	Ch. 13
21	Sun, Earth, Moon & Stars/ Phases of the Moon Activity	Ch. 14
23	Geology	Ch. 15
28	EASTER HOLIDAY
30
April 4	Content Test #3 (chs. 11-15)
6	Oceans	Ch. 16
11	Energy	Ch. 17
13	Plants and Fungi/ Classification Activity	Ch. 18
18	Animal Kingdom	Ch. 19
20	Health & the Body	Ch. 20 & 21
25
May 4	Content Test #4 (chs. 16-21) (During Final Exam Time- 8:00 – 10:00 a.m.)

Attendance

You are as responsible for attending class, being on time, and completing assignments.

Each absence will reduce your final grade for this class by 3%.  If you miss more than 15% of the class sessions, you may be required to retake the course. Unavoidable absences (for example, for family emergencies or college functions or illness) may be counted as half-absences if you e-mail an explanation before your absence (if foreseeable) or as soon after as feasible (if unforeseeable).  Absences immediately before or after a holiday will count double. Tardies to class count as partial absences.

Instructional Methods

·        Lecture

·        Discussion

·        Investigation

·        Experimentation

·        Collaboration

·        Multimedia presentations

·        Peer teaching

·        Research

 Technology

Visit and evaluate web sites. Learn how to use multimedia as a science teaching tool.