Course Syllabus for EDUC 4301
Teaching Science in the Elementary & Middle School
Instructor: Keri
L. James, Ed.D.
Office: WBU – Room 163
Office Hours: Tuesdays
10:00 a.m. until 1:00 p.m. & 5:10 p.m. until 6:00 p.m.; Wednesdays from
1:00 p.m. until 6:00 p.m.; Saturdays from 7:30 a.m. until 8:00 a.m. and 12:15
p.m. until 12:45 p.m. at Lackland
Office Phone: 210/826-7595, ext. 242
Fax: 210/826-5699
E-Mail: kjamesedd@sbcglobal.net
or keri.james@wbusa.wbu.edu
Home Phone: 210/364-8748
Required Resource Materials
Text:Bass, J.E., Carin, A.A.
& Contant, T.L. (2009). Teaching science as inquiry.
(11th ed.)
Internet Resources:
http://www.tea.state.tx.us/teks/index.html
http://www.courttv.com/forensics_curriculum/index_registered.html
http://www.buildingrainbows.com/CA/ca.home.php
http://www.lessontutor.com/belm14.html
http://rubistar.4teachers.org/index.php
Course Description:
Emphasizes the content of
elementary science, materials for teaching science, and methods for teaching
science. Field-based component is an
integral part of the course.
Prerequisite: EDUC 3302 or consent of instructor.
Required Field Experience Hours: 6 Hours of Direct Field
Experience is required.
Successful completion of field
experience is required for course credit.
Course Outline :
I.
COURSE OUTLINE:
Children, Science, and Inquiry
a.
Nature of Science
b.
Past, Present,
and Future
II.
Processes of
Science and Scientific Inquiry
a.
Process skills
b.
Forms of
investigation
III.
Learning Science
with Understanding
a.
Piaget and
Vygotsky
b.
Developmentally
appropriate science
IV.
Teaching Science
Through Inquiry
a.
Discovery
b.
5-E Model
V.
Questioning
Strategies for Inquiry Teaching
a.
Question Stems
& Taxonomies
b.
Accepting,
Extending, Probing
VI.
Preparing for
Inquiry Instruction
a.
Designing lessons
b.
Finding Prepared
Curriculum
VII. Science for all Learners
Course
Requirements:
A. Field Experience – Further
instructions will be given during the first class meeting.
B. Reading Assignments.
C. Given a topic
and a date for the presentation each student will prepare lesson plans (a
minimum of three) that include a science content outline, instructional
objectives, learning activities, and an assessment plan including rubrics. The student will select the grade level of
the lessons and using the TEKS/TAKS - make sure that all activities fit the
grade-level standards. The lesson presented
should integrate science with social studies, language arts, and/or
mathematics. A rubric will be provided
to evaluate the lesson. Each student
will also receive feedback (non-graded) from the students in the class. The
length of the lesson should not exceed 30 minutes. A copy of the lesson plans should
be submitted via e-mail by the due date stated in the tentative schedule.
D. Completion of
questions from Video Case Studies.
E. Participation
in class activities.
F. Completion
of Practice Test
G. Completion of the Midterm and Final.
Student Learning Outcomes:
1.
Students will
exhibit continuing growth in the development of their educational
professionalism.
2.
Students will
employ a hands-on, minds-on inquiry model of teaching and learning science
which will lead to creative thinking and problem solving.
3.
Students will
create and utilize content specific, developmentally appropriate experiences
which will serve to engage students in active science investigations and direct
them to logical, cause/effect thinking and understanding.
4.
Students will
incorporate a variety of instructional tools and materials in the preparation
of organized, complete, lesson and unit plans.
5.
Students will
prepare and organize materials useful to their future endeavors in science
education.
6.
Students will
recognize and understand the unique challenges within the science classroom and
prepare to modify and accommodate to meet the needs of all students.
MEANS FOR ASSESSING STUDENT ACHIEVEMENT OF THE OUTCOME COMPETENCIES.
1. Lesson Plans/Presentations
2. Standards Based- TEXES Practice Test for EC-4
/Generalist (Science Portion)
3. Field Experience Log
4. Case Study Questions
5. Class Activities
6. Midterm Exam
7. Final Exam
Academic
Honesty:
ACADEMIC HONESTY:
Wayland students are expected
to conduct themselves according to the highest standards of academic
honesty. Academic misconduct for which a
student is subject to penalty includes all forms of cheating, such as
possession of examinations or examination materials, forgery, or
plagiarism. Disciplinary action for
academic misconduct is the responsibility of the faculty member assigned to the
course. The faculty member is charged
with assessing the gravity of any case of academic dishonesty and with giving
sanctions to any student involved. The faculty
member involved will file a record of the offense and the punishment imposed
with the dean of the division, campus dean, and the provost/academic vice
president. Any student who has been
penalized for academic dishonesty has the right to appeal the judgment or the
penalty assessed.
Plagiarism
“Plagiarism — The attempt to
represent the work of another, as it may relate to written or oral works,
computer-based work, mode of creative expression (i.e. music, media or the
visual arts), as the product of one's own thought, whether the other's work is
published or unpublished, or simply the work of a fellow student.
Source:
http://www.spjc.cc.fl.us/webcentral/admit/honesty.htm#plag
Attendance Policy:
CY:
1. Campus Attendance Policy
The University expects students to make class
attendance a priority. All absences must
be explained to the instructor who will determine whether omitted work may be
made up. When a student reaches the
number of absences considered by the instructor to be excessive, the instructor
will so advise the student and file an unsatisfactory progress report with the
dean at the campus where the course is offered.
Any student who misses 25% or more of the regularly scheduled class
meetings may receive a grade of “F” in the course. Additional attendance policies for each
course, as defined by the instructor in the course syllabus, are considered a
part of the university’s attendance policy.
A student may petition the Academic Council for exceptions to the above
stated policies by filing a written request for an appeal to the
provost/academic vice president.
Grading System:
A 90-100 Cr for Credit
B 80-89 NCR No Credit
C 70-79 I Incomplete*
D 60-69 W for withdrawal
F below 60 WP Withdrawal Passing
WF Withdrawal Failing X No
grade given
A grade of “CR” indicates that credit in semester hours was granted but no grade or grade points were recorded.
*A grade of incomplete is
changed if the work required is completed prior to the date indicated in the
official University calendar of the next long term, unless the instructor
designates an earlier date for completion.
If the work is not completed by the appropriate date, the I
is converted to the grade of F.
An incomplete notation cannot remain on the student’s permanent record
and must be replaced by the qualitative grade (A-F) by the date specified in
the official University calendar of the next regular term.
Course grading
criteria:
(The grading criteria provided are a
suggestion. Your own format may be
utilized, but you MUST provide the criteria within the syllabus.)
|
|
Point value |
Points
Earned |
|
Lesson
Plans/Presentation |
20 |
|
|
Field
Experience Log |
10 |
|
|
Case
Study Questions |
10 |
|
|
Class
Activities/Participation |
15 |
|
|
Practice
Test |
5 |
|
|
Midterm |
20 |
|
|
Final |
20 |
|
|
Total Points
Possible for Course |
100 |
|
Academic
Honesty:
ACADEMIC HONESTY:
Wayland students are expected
to conduct themselves according to the highest standards of academic
honesty. Academic misconduct for which a
student is subject to penalty includes all forms of cheating, such as
possession of examinations or examination materials, forgery, or
plagiarism. Disciplinary action for
academic misconduct is the responsibility of the faculty member assigned to the
course. The faculty member is charged
with assessing the gravity of any case of academic dishonesty and with giving
sanctions to any student involved. The
faculty member involved will file a record of the offense and the punishment
imposed with the dean of the division, campus dean, and the provost/academic vice
president. Any student who has been
penalized for academic dishonesty has the right to appeal the judgment or the
penalty assessed.
Plagiarism
“Plagiarism — The attempt to
represent the work of another, as it may relate to written or oral works, computer-based
work, mode of creative expression (i.e. music, media or the visual arts), as
the product of one's own thought, whether the other's work is published or
unpublished, or simply the work of a fellow student.
Source:
http://www.spjc.cc.fl.us/webcentral/admit/honesty.htm#plag
It is University policy that no otherwise qualified
person with disabilities be excluded from participation in, be denied the
benefits of, or be subject to discrimination under any educational program or
activity in the University. Students
should inform the instructor of existing disabilities the first class meet
COURSE
SCHEDULE:
Class will be
held on (Wednesdays from 6:00 p.m. until 10:10 p.m.) in (Room 107) unless
otherwise noted
|
Date |
Topics/ Activities/Assignments |
|
WEEK 1/ Aug. 19 |
Review
Course Requirements; Chapter One; Video Case Study |
|
WEEK 2/ Aug. 26 |
Class
Activity; Chapters 2 & 3; Video Case Study |
|
WEEK 3/ Sept. 2 |
Chapter
4; Video Case Study; Practice E-4 ( Science Portion) |
|
WEEK 4/ Sept. 9 |
Chapter
5; Video Case Study; Class Activity |
|
WEEK 5/ Sept. 16 |
Midterm
Exam |
|
WEEK 6/ Sept. 23 |
Student
Presentations; Chapter 6; Video Case Study |
|
WEEK 7/ Sept. 30 |
Student
Presentations; Chapter 7; Video Case Study |
|
WEEK 8/ Oct. 7 |
Student
Presentations; Chapter 8; Video Case Study |
|
WEEK 9/ Oct. 14 |
Student
Presentations; Chapter 9; Video Case Study; Field Experience Log Due |
|
WEEK 10/ Oct. 21 |
Student
Presentations; Chapter 10; Video Case Study; Lesson Plans Due |
|
WEEK 11/ Oct. 28 |
Final Exam |
Class Policies:
All class meetings will
contain lectures and class discussions.
Student discussions and presentations are encouraged throughout the
course. Academic honesty and integrity,
both within the classroom and in the performance of assignments are assumed.
As a minimum students will
read assigned chapter(s) before class and be prepared to discuss their content
with the class. Unexcused/uncoordinated
late assignments will result in a loss of points.
Two examinations and two
presentations will be used to evaluate student progress. Missed examinations
can be made up within one week of the scheduled date. However, the make-up
exams will be more complex and in-depth.
Students are expected to
attend all scheduled classes. If
circumstances beyond the student’s control results in an absence, the matter
should be discussed with the instructor beforehand. Students are encouraged to assist each other
with access to class notes for missed classes.
Any student with a disabling
condition who may require some special arrangement in order to meet course
requirements should contact the instructor on the first day of class to make
the necessary accommodations.
:
TExES
Competencies
#100: Pedagogy and Professional Responsibilities EC-4
Preparation Manual:
The beginning teacher:
Domain
1: Designing Instruction and assessment to promote student learning
Competency001: The teacher understands
human development processes and applies this knowledge to plan instruction and
ongoing assessment that motivate students and are responsive to their developmental
characteristics and needs.
(1.3 refers to Competency
001, bullet 3. Points not listed appear in other
courses.)
1.3 Recognizes the wide range
of individual developmental differences that characterizes students in early
childhood through grade 4 and the implications of this developmental variation for
instructional planning.
1.7 Demonstrates
knowledge of developmental changes in children’s thinking (i.e., from primarily
concrete thinking to the ability to reason and think logically, to understand
cause and effect, and to organize information systematically).
1.10 Uses knowledge of
the developmental characteristics and needs of students in early childhood
through grade 4 to plan meaningful, integrated, and active learning and play experiences
that promote the development of the whole child.
Competency 002: The teacher understands student diversity and
knows how to plan learning experiences and design assessments that are
responsive to differences among students and that promote all students’ learning.
2.5 Knows how to plan and adapt lessons to
address students’ varied backgrounds, skills, interests, and learning needs,
including the needs of English Language Learners and students with
disabilities.
2.6 Understands cultural and socioeconomic differences
(including differential access to technology) and knows how to plan instruction
that is responsive to cultural and socioeconomic differences among students.
Competency 003: The teacher understands procedures for designing
effective and coherent instruction and assessment based on appropriate learning
goals and objectives.
3.1 Understands the significance of the
3.2 Uses appropriate criteria to evaluate the
appropriateness of learning goals and objectives (e.g., clarity;
relevance; significance; age appropriateness; ability to be
assessed; responsiveness to students’ current skills and knowledge,
background, needs and interests; alignment with campus and district
goals).
3.3 Uses assessment to analyze students’
strengths and needs, evaluate teacher effectiveness, and guide instructional
planning for individuals and groups.
3.5 Demonstrates knowledge of various types
of materials and resources (including technological resources and resources
outside the school) that may be used to enhance student learning and
engagement, and evaluates the appropriateness of specific materials and
resources for use in particular situations, to address specific purposes and to
meet varied student needs.
3.6 Plans lessons and structures units so
that activities progress in a logical sequence and support stated instructional
goals.
3.7 Plans learning experiences that provide
students with opportunities to explore content from integrated and varied
perspectives (e.g., by presenting thematic units that incorporate different
disciplines, grouping students in study teams, providing multicultural learning
experiences, prompting students to consider ideas from multiple viewpoints).
3.8 Plans lessons and structures units so
that activities progress in a logical sequence and support stated instructional
goals.
Competency
004: The teacher understands learning processes and factors that impact student
learning and demonstrates this knowledge by planning effective, engaging
instruction and appropriate assessments.
4.8 Recognizes how social and emotional
characteristics of middle-level students (e.g., interacting with peers,
searching for identity, questioning principles and expectations) impact
teaching and learning.
4.9 Analyzes ways in which teacher behaviors
(e.g., teacher expectations, student grouping practices, teacher-student
interactions) impact student learning and plans instruction and assessment that
minimize the effects of negative factors and enhance all students’ learning.
4.10 Analyzes ways in which factors in the home
and community (e.g., parent expectations, availability of community resources,
community problems) impact student learning, and plans instruction and
assessment with awareness of social and cultural factors to enhance all
students’ learning.
Domain II: Creating a
positive, productive classroom environment
Competency
006: The teacher understands strategies for creating an organized and
productive learning environment and for managing student behavior.
6.2.1
Applies procedures for
organizing and managing groups to ensure that students work together
cooperatively and productively in various settings (e.g., problem-solving
teams, group projects, research groups, skits, student-centered multimedia
presentations.
Domain III: Implementing
effective, responsive instruction and assessment
Competency
007: The teacher understands and applies principles and strategies for communicating
effectively to varied teaching and learning contexts.
7.2 Engages in skilled questioning and leads
effective student discussions, including using questioning and discussion to
engage all students in exploring content; extends students’ knowledge;
and fosters active student inquiry, higher-order thinking, problem solving, and
productive, supportive interactions, including appropriate wait time.
7.3 Communicates directions, explanations and
procedures effectively and uses strategies for adjusting communication to
enhance student understanding (e.g., by providing examples, simplifying complex
ideas, using appropriate communication tools).
Competency
008: The teacher provides appropriate instruction that actively engages
students in the learning process.
8.1 Employs various instructional techniques
(e.g., discussion, inquiry) and varies teacher and student roles in the
instructional process, and provides instruction that promotes intellectual
involvement and active student engagement and learning.
8.2 Applies various strategies to promote
student engagement and learning (e.g., by structuring lessons effectively,
using flexible instructional groupings, pacing lessons flexibly in response to
student needs, including wait time).
8.3 Presents content to students in ways that
are relevant and meaningful and that link with students’ prior knowledge and
experience.
8.4 Applies criteria for evaluating the
appropriateness of instructional activities, materials, resources, and
technologies for students with varied characteristics and needs.
8.5 Engages in
continuous monitoring of instructional effectiveness.
8.6 Applies knowledge of different types of
motivation (i.e., internal, external) and factors affecting student motivation.
8.7 Employs effective motivational strategies
and encourages students’ self-motivation.
Competency 010: The teacher monitors student performance and
achievement; provides students with timely, high quality feedback;
and responds flexibly to promote learning for all students.
10.1 Demonstrates knowledge of the
characteristics, uses, advantages, and limitation of various assessment methods
and strategies, including technological methods and methods that reflect
real-world applications.
TExES #101: Generalist EC4
Preparation Manual:
The beginning teacher:
Domain
1: English Language Arts and
Competency 008: Research and comprehension skills in the content
areas
The teacher understands the importance of research and
comprehension skills to children’s academic success and provides children with
instruction that promotes their acquisition and effective use of these skills
in the content areas.
8.3 Selects and uses instructional
strategies, materials, and activities to help children use graphics (e.g.,
tables, charts, maps, diagrams, timelines) and other sources of information and
technologies to acquire information.
8.5 Selects and uses instructional
strategies, materials, and activities to help children use multiple sources
(e.g., by taking notes, outlining, creating graphic organizers).
8.6 Understands how to foster collaboration
with families and with other professionals to promote all children’s ability to
develop effective research and comprehension skills in the content areas.
Domain IV: Science
Competency 020 Science instruction:
The teacher uses knowledge of science content and methods to plan effective,
engaging, and safe instruction and to assess learning.
20.1 Designs and adapts
curricula and selected science content to address the interests, knowledge,
abilities, experiences, and needs of all children.
20.2 Plans and implements
instruction that prompts children’s engagement in processes of scientific
inquiry (e.g., asking a scientific question; formulating a testable
hypothesis; selecting appropriate equipment and technology to gather
information related to the hypothesis; making observations and collecting
data; organizing, analyzing, and evaluating data to find data trends and
patterns and make inferences; communicating and defending a valid
conclusion).
20.3 Uses situations
from children’s daily lives to develop instruction that investigates how
science can be used to make informed decisions.
20.4 Creates,
implements, and enforces rules and safety procedures to promote and maintain a safe
learning environment during laboratory and field activities.
20.5 Provides laboratory
space and equipment for all students, including those with special needs.
20.6 Designs science
instruction that includes the contributions of individuals from a variety of cultures.
20.7 Promotes children’s
understanding that scientific ideas and explanations must be consistent with
observational and experimental evidence.
20.8 Uses a variety of
formal and informal assessments and knowledge of the
20.9 Develops procedures
for assessing child participation in and understanding of the inquiry process.
20.10 Understands the
implications of stages of child growth and development for designing and implement
in effective learning experiences in science and selects effective,
developmentally appropriate instructional practices, activities, technologies,
and materials to promote children’s scientific knowledge
and skills.