COURSE ELED : Teaching Science in the Elementary School. Professor: Dr. Kathleen Matthew. 312 Tate Page Hall. Phone: (270)

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1 COURSE ELED : Teaching Science in the Elementary School Professor: Dr. Kathleen Matthew 312 Tate Page Hall Phone: (270) FAX: (270) WKU Information (270) COURSE CREDITS: 3 hours PREREQUISITES: The General Education natural science sequence, the ELED three hundred level sequence, and be enrolled in corresponding methods courses in the professional block experience. The candidate must be admissible to Teacher Education. DESCRIPTION: Instruction will include materials, methods, and resources for instruction in early grades natural science with emphasis upon instructional procedures based on individual and group developmental needs. Field experience is required as part of the professional education block. Candidates must provide their own transportation to designated sites. RATIONALE: The primary aim (of modern natural science education) is to provide children with experiences that will help them become scientifically literate. Modern views of scientific literacy include mathematics as well as technology and the social sciences as well as natural science" (i.e., an integrated curriculum utilizing real-life experiences). - Ralph Martin The primary purpose of education is to prepare children to survive in the real world. ELED 406 is designed to provide the teacher candidate with knowledge, skills, and attitudes which will enable them to achieve the transmission of scientific literacy to their students and to assist their own achievement of the New Teacher Standards for Preparation and Certification. COURSE OBJECTIVES: (See Critical Issues in Appendices to the Syllabus)

2 1. The student will plan and assess inquiry/discovery-oriented lessons in the natural sciences. 2. The student will implement discovery-oriented lessons in the natural sciences 3. The student will provide supplemental materials to enhance learning in the natural sciences. 4. The student will locate and use materials related to the natural sciences to refresh, learn and teach content matter. These materials must include examples from the electronic media. CRITICAL PREFORMANCES (to be put on the electronic portfolio): 1.Lesson Plan and Reflection 2.Science Material (web-sites, children's literature, classroom materials, etc) COURSE TOPICS: In addition to contemporary content leading to scientific literacy in the natural sciences, candidates will be encouraged to consider as viable components of instruction; student diversity, authentic assessment, guided discovery, computer based technology, national and state standards, application of ethical scientific principles, and integration of the curriculum. INSTRUCTIONAL METHODS: * Traditional experiences: Approximately 1/2 of class time will be in the form of lecture/demonstration. Clinical experiences: Approximately 1/2 of class time will be devoted to guided discovery lessons and lab exercises. * Field experiences: Each candidate will participate in the ELED Professional Block Experience field activities. * Assigned readings: The participant will be expected to read all text assignments and other assigned readings. Questions from the assigned readings will be included in the tests. GRADING SCALE: % ( points) A 85-92% ( points) B 77-84% ( points) C 70-76% ( points) D

3 Below 69% (349 or less points) F PLAGARISM: Beware of participating in plagiarism. Avoid its occurrence and Consequences! ATTENDANCE: Registration in this course obligates the student to regular and punctual in class attendance. Students are expected to attend all class meetings. There is no such thing as an excused absence. If absence is unavoidable, it is the student s responsibility to contact the instructor and arrange to make up work missed. More than two absences reflect on your professionalism and may result in a reduced grade or being dropped from the course. ELECTRONIC PORTFOLIO REQUIREMENT: In order for the candidate to matriculate from ELED 406, completion of the critical performance(s) for ELED 406 must be evidenced by satisfactory up-loads in the candidate s electronic portfolio. Final grades for ELED 406 will not be forwarded to the Office of the Registrar until this requirement has been completed. KERA CONSIDERATIONS: Curriculum development Primary school program Assessment Professional development PARTIAL BLOCK ENROLLMENT: Any candidate participating in partial block enrollment or who audits will be expected to: 1. Is fully responsible for the requirements of the individual courses in which they are enrolled. (Those who audit will not be required to participate in examinations.) 2. participate fully in all BIG DAY experiences. 3. participate fully in the field experience. 4. prepare and submit the Professional Portfolio, the Professional Journal, the primary learning center(s), and the final writing prompt as described in the ELED Professional Block Handbook or provide evidence of proficiency in meeting these requirements. 5. are aware of changes to daily class schedules as the schedule is subject to alteration. BIBLIOGRAPHY: (NOTE: This is not an annotated bibliography)

4 Required Text: 1. Tolman, M.N. (2002). Discovering Elementary Science (Third Edition). Allyn and Bacon: Boston. AND 2. One of the "Hands-on Science Activities Books for grades K-8". By M.N. Tolman, West Nyack, NY: Parker Publishing Company. Contemporary References: Barba, Roberta H. (1998), Science in the multicultural classroom (Second edition). Needham Heights, MA: Allyn & Bacon Howe, A.C. & Jones, L. (1998). Engaging children in science. Columbus, OH: Merrill/Prentice Hall. Kentucky Department of Education (June 1996). Core content for assessment (Science), Vol Frankfort, KY. Kentucky Department of Education. Kentucky's learner goals and expectations Frankfort, KY. Kentucky Department of Education. Kentucky's new teacher standards. Frankfort, KY. Koch, J. (1999). Science stories. Boston: Houghton Mifflin. National Research Council (1996). National science education standards. National Academy Press; Washington, DC. Martin, D.J. (1997). Elementary science methods: A constructivist approach. Albany, NY: Delmar. Martin, R., et.al. (1998), Teaching science for all children. Boston: Allyn & Bacon. Tolman, M.N. & Hardy, G.R. (1999). Discovering elementary science. Boston: Allyn and Bacon Classic References: Am. Assn. for the Advancement of Science ( ). Benchmarks for science literacy. Washington, DC Am. Assn. for the Advancement of Science (2001). Atlas for scientific literacy. Washington, DC Am. Assn. for the Advancement of Science (1996). National science education standards. Washington, DC Am. Assn. for the Advancement of Science ( ). Project 2061: Science for all Americans. Washington, DC * Hawkins, D. (1965). Messing about in science. Science & Children. National Science Teachers Association. February Key Journals: School Science and Mathematics *Science & Children (primary grades) Science Scope (middle school) The Young Scientist

5 Early Childhood Today Mailbox (Primary Edition) Teaching Pre K-8 Science World Creative Classroom Learning Web-site Addresses: (This list is neither inclusive nor exclusive) ERIC: NSTA: gopher:// or: gopher://ericir.syr.edu NASA: Kentucky Department of Education: Dr. Matthew's web-page: Other content areas: Assignments: 1. Article review "Science and Children" 2. Discovery lessons #1 and #2 3. Annotated science sites 4. Power point presentation and handout 5. Single science concept kit 6. Video/audio taped lesson and refection/analysis 7. Occasional assignments 8. Quizzes and exams Tentative schedule (may be subject to change without notice): MW ( ) Week 1 Campus * Chapter 1 History and Goals Quiz-Chapter 9 Campus * Chapter 2 Principles of Learning Week 2 Campus * Power Point "DUE" Article review from Science and Children Campus * Power Point Discovery Lesson Plan #1 Quiz-Chapter 10

6 Week 3 Labor Day * No class First day in the field Week 4 Quiz-Chapter 11 Campus * Chapter 3 Problem Solving & Research Twenty (20) annotated science sites Week 5 Quiz-Chapter 14 Campus * Chapter 4 Questioning Skills Week 6 Mammoth Cave Field Trip All day Week 7 Mid-term exam Campus * Exam over Chapters 1-4 Power point and presentation Week 8 WC Spring Break Campus * Chapter 5 Diversity Quiz-Chapter 16 Campus * Single Science Concept Kit Week 9 Week 10

7 Week 11 Week 12 Quiz-Chapter 18 Campus * Chapter 6 Curriculum Materials Single Science Concept Kit Week 13 Quiz-Chapter 20 Campus * Chapter 7 Planning, Assessing, and Integrating Week 14 Quiz-Chapter 22 Campus * Chapter 8 Social Context of Science Discovery Lesson Plan #2 Week 15 Final exam Campus * Final Exam over Chapters 5-8 Thanksgiving Break Taped lesson and reflection Finals week Final Exam Week - Final Writing Prompt *Please DO NOT teach your taped lesson until after we have covered Chapter 4