Eastern Connecticut State University s1

EASTERN CONNECTICUT STATE UNIVERSITY EDUCATION DERPARTMENT COURSE SYLLABUS

EDU 413: Methods in Elementary Science Goddard 102

Dr. Jeanelle Day, Webb Hall Rm. 151 Office Phone: 465-4532 Email: [email protected] Office Hours: TBD

1. REQUIRED TEXT AND/OR REFERENCES:

 Roberts, P. L & Kellough, R. D. (2008). A guide for developing interdisciplinary thematic units (4th edition). Upper Saddle River, NJ: Pearson, Merrill Prentice Hall. ISBN: 978-0-13-175501-7.  Fritzer, P. & Bristor, V.J. (2004). Science content for elementary and middle school teachers. Boston, MA: Pearson. ISBN: 0-205-46453-X.  Project Learning Tree Training – will pay $35 for training and receive resource book.  National Research Council (1995). National Science Education Standards. (e-standards found at http://www.nsta.org under teacher resources or at http://www.nap.edu/books/0309053269/html/index.html)  State Frameworks in Science. May be downloaded from http://www.state.ct.us/sde/dtl/curriculum/index.htm . Look for the GLE pages and print those. Please bring to class each week.  Other articles as required by Dr.Day – will be posted on Vista.

II. REQUIRED TECHNOLOGY: An important part of this class will be the activities that involve work with technology. This includes submitting many assignments electronically and participating in blogs and threaded discussions. To enable this to occur, you must have an E-mail address & access to a computer with E-mail capability. You may arrange with the data center for a campus E-mail address, and use computers in the labs. Please note that as of August 2009, the only email that will be accessed and used by faculty and students is the campus email system (and the online Vista email).

III. COURSE PURPOSE: In this course you will have the opportunity to experience an integrated approach to the teaching of science (This course is also integrated with EDU 306, 411 and 412.). Both the theoretical and the practical aspects of teaching will be explored and curriculum materials developed based upon common concepts. Curricular materials, teaching strategies and classroom procedures will be examined and the skills required for teaching science will be developed. You will be engaging in a field experience for a three hour block each week and will be assigned a variety of lessons and experiences for each course component of Core II. The field experience will be in grades 4, 5, or 6, and while we will focus on these grades in class, much of what we do will also be adaptable to the primary grades.

EDU 413 – Fall 2009 pg. 1 IV. COURSE OBJECTIVES: By the end of the course, students will:

Alignment of Activities with Assessments in EDU 413

Course Objectives Performance Expectations (Conceptual Products Framework and Develop a knowledge base, which 1.1 Candidates/Graduates demonstrate in-depth Creation of includes current research in understanding of content knowledge including integrated unit, science education and practical central concepts, principles, skills, tools of inquiry, moon journal. classroom applications, including and structure of the discipline(s) by engaging the National Science Education students through meaningful questions and Standards. learning experiences. 2.1 Candidates/Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students, the community, curriculum goals (both state and national), and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment.

Demonstrate the ability to design 2.1 Candidates/Graduates are able to formulate Creation of and implement a plan for the developmentally appropriate learning goals and integrated unit. inquiry-based teaching of specific objectives for students based upon knowledge of science concepts based on subject matter, students, the community, learner’s developmental curriculum goals (both state and national), and characteristics. theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment. 2.2 Candidates/Graduates use methods, activities, and grouping arrangements appropriate for lesson goals and objectives in an environment that is conducive to learning. 2.3 Candidates/Graduates conduct learning activities in a logical sequence and respond to the developmental needs, interests, ability, and background of students to promote their development of critical thinking, independent problem-solving, and collaborative inquiry. 2.4 Candidates/Graduates use multiple forms of assessment to evaluate student learning and modify instruction as appropriate to ensure the continuous intellectual, social, ethical, and physical development of the learner. Demonstrate the ability to design 2.4 Candidates/Graduates use multiple forms of Creation of and implement a plan for assessment to evaluate student learning and integrated unit. alternative assessment of student modify instruction as appropriate to ensure the learning in an inquiry-based continuous intellectual, social, ethical, and classroom. physical development of the learner. Develop strategies for helping all Creation of students develop scientific 3.1. Candidates/Graduates demonstrate how integrated unit, concepts through the use of different concepts, themes, and principles are consumer science manipulatives, technology, and interconnected within and across the discipline(s) project, science

EDU 413 – Fall 2009 pg. 2 laboratory work. and promote connections between content literacy reflection. knowledge and pedagogical knowledge to help students learn concepts, principles, skills, tools of inquiry, and structure of the discipline(s) they teach. 3.2. Candidates/Graduates demonstrate an ability to integrate learning theories and other pedagogical knowledge in their clinical experiences and student teaching. 4.1. Candidates/Graduates integrate appropriate digital and non-digital technology throughout their courses and clinical experiences to support student learning. Develop strategies for increasing 5.1. Candidates/Graduates demonstrate their Assessment through awareness of historical and ability to support the diverse needs of students in integrated unit. current contributions made in the terms of exceptionalities, race, ethnicity, gender, field of science by diverse culture, and socioeconomic status. peoples. Apply theoretical knowledge and 3.2. Candidates/Graduates demonstrate an ability Assessment through skills in a practicum setting (Core to integrate learning theories and other clinical experience II placement). pedagogical knowledge in their clinical reflection papers. experiences and student teaching. Demonstrate appropriate 6.1. Candidates/Graduates collaborate with Written reflection dispositions in the EDU 413 cooperating teachers, other teachers, school paper, lesson classroom and in the field. administrators and other school professionals, critiques, classroom parents, families, and communities in a observations. professional and ethical manner to help students reach their maximum potential. Demonstrate an understanding of 3.1. Candidates/Graduates demonstrate how Scope and Sequence curricula in science that exist in different concepts, themes, and principles are paper. the schools. interconnected within and across the discipline(s) and promote connections between content knowledge and pedagogical knowledge to help students learn concepts, principles, skills, tools of inquiry, and structure of the discipline(s) they teach.

V. METHODS OF INSTRUCTION: Reading; writing; discussion; simulations; observations; kid watching; practice; practicum experiences; technology applications; lecture

VI. ACCESSABILITY STATEMENT: If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of AccessAbility Services at 465-0189. To avoid any delay in the receipt of accommodations, you should contact the Office of AccessAbility Services as soon as possible. Please note that we cannot provide accommodations based upon disability until we have received an accommodation letter from the Office of AccessAbility Services. Your cooperation is appreciated.

VII. METHODS OF EVALUATION:

Components Percent of Grading Total Grade A = 4.0 or 95% Class Attendance/Participation A- = 3.7 or 90-94% (Attendance/Participation includes participating in such 25% B+ = 3.3 or 87-89% activities as the following: class discussions, reading circles, B = 3.0 or 84-86% blogs/threaded discussion participation) B- = 2.7 or 80-83% Early Lesson Plan 5% C+ = 2.3 or 77-79%

EDU 413 – Fall 2009 pg. 3 Consumer Science Project 20% C = 2.0 or 74-76% C- = 1.7 or 70-73% Field Classroom projects: 15% D+ = 1.3 or 67-69% Science field paper D = 1.0 or 60-66% F = 0.0 or 59% Lesson Portfolio 20% and below Moon Journal 5% You must attain a Science Microteaching 10% 2.0 to remain in program

VIII. COURSE ASSIGNMENTS: Each of the required assignments is briefly described below. A more detailed description will be covered in class.

1. Attendance/Participation: The Core II faculty expects that you will attend and participate fully in all classes as well as demonstrate the dispositions that the Education Department has determined to be those appropriate for professionals in the field of teaching and learning. Please read the section below carefully so that you understand the faculty expectations and the evaluation of your attendance/participation behaviors.

One component of your final grade in the Core II courses is that of attendance & participation. The grade you earn in this category will be affected by a number of factors: the times you are absent, tardy, lacking in participation, or engaged in behaviors that detract from the class discussion and/or activities, as well as your dispositions within the core classes.

Because these classes are highly interactive, it is essential that you be in class, be on time and not leave early. Attendance, however, should not be confused with active participation. Active participation includes being prepared for class activities by reading assigned text materials, participating in class activities, such as book club discussions and professional reading groups and being prepared for and participating in presentations. Please see the appropriate faculty member to negotiate make up work for unavoidable absences.

2. Clinical Classroom Projects:

You will be expected to participate in the following observation/participation sessions in a 4 th, 5th, or 6th grade classroom. While this activity supports all four courses within Core II, you will be focusing on these observations for each of the core courses (EDU 306, EDU 411, EDU 412 and EDU 413). You will be given specific directions for each of these observations and will be responsible for observation papers and field related threaded discussions/blogs. The schedule and criteria for scoring these is listed on the Vista course site.

In addition, you will complete a Science Field Journal Paper. This assignment will be based on your observation of a science classroom when you go into your school to do your clinical experience. For this assignment, you need to investigate student’s understanding of science. You will not receive any credit in if you do not observe a science lesson in an elementary school. There are three steps you need to follow to complete this assignment. i) Observe a science classroom and take careful notes related to the following questions: What was the science content and what national and state standards did this fit into? What kinds of manipulatives/lab materials or other teaching resources were used by the teacher and students? What kinds of teaching/learning strategies were used? Who was more engaged; students or the teacher? How frequently did the students ask questions? Was this primarily a traditional/behaviorist or a progressive/constructivist classroom? ii) Interview two students (one at a higher level and one at a lower level) about a science concept (related to lesson objectives) to solve. You may want to pick these students before

EDU 413 – Fall 2009 pg. 4 the initial topic is taught (please coordinate this with your teacher.). Collect their work and also interview them to investigate their scientific understanding. Make sure to take good interview notes. If it is hard to take notes during the interview you can tape record the interviews and transcribe them later in your convenience. iii) Analyze the student work and determine their understanding of science. Do you think that these students achieved the lesson objectives? If so, what is the evidence? If not, what went wrong?

This paper should be 4-6 pages in length (double-spaced). In your journal you must cite the text and both the Connecticut and NSES standards. You also need to provide a reference page using the APA formatting. Your journal must include the following: i) Describe the context and level of understanding of scientific concepts of students that you observed. Describe the lesson (content and standards). ii) Discuss the problem and interview questions that you asked the two students. iii) Analyze student work and interviews and report your findings. Discuss with evidence whether or not the lesson objectives were met. iv) Finally provide your reflection on how you would change the lesson to better suit the students’ needs.

3. Lesson Portfolio. By the end of the semester, each student will be expected to produce a lesson portfolio containing 9 complete lesson plans for grades 4-6. You will produce three lessons for each of the three grade levels-- one in math, one in science, and one in social studies-- with language arts being the common element in all lessons. You should begin thinking about common themes that could be used to make planning easier. For a complete assignment description and the rubrics,of this project, please see the Vista course website.

4. Consumer Science Project: This assignment is intended to assist you in experiencing the excitement and power associated with asking questions about the physical world and seeking answers to the questions. The two parts of this task are described below. Part 1: Written Proposal Five parts should be included in your proposal. They are: 1. A copy or description of the advertisement that you wish to question. If it is a TV or radio advertisement, a description of the ad will do. 2. The question you have about the ad. 3. The possible effects or answers you may get to your question in 2. 4. Using a T diagram (as shown below), identify the causes that could contribute to the effects in 3. 5. Sketch a graph that shows how you will present your data concerning the causes (independent variable) and the effect (dependent variable).

Experimental T Example: Question: Which Peanut Butter is Best? Jif or Peter Pan

Causes | Effect Personal choice | either like it or they don’t Texture | runny/dry smooth/grainy Spreadability | tears bread vs. no tears

Part 2: Report and Poster/Power Point: Here you will need to prepare a report that answers the questions below and construct a poster (OR A PROFESSIONAL ALTERNATIVE) that presents the

EDU 413 – Fall 2009 pg. 5 same information. The report should be word-processed and be no more than two pages in length. The components listed below should appear in your report and on your poster.

Your report should be a detailed explanation of your experiment; the poster is a way to show what you did and it should highlight the important aspects of your experiment and serve as a guide for your presentation.

. Question Asked: What you wanted to know about the ad. . Hypotheses: Statements about your question that can be tested for rejection or acceptance. . Variables: Independent variable: The variable you select to test which may cause a difference in the results. Dependent variable: The variable that is influenced by the change in the independent variable . Control variable: Those variables that you attempt to keep the same or constant. . Procedure: What you did such that the experiment can be replicated. Remember to operationalize, or completely describe/define pertinent terms. . Results: Data collected and graphed. . Conclusions: The explanation or answer you have for your question. Should include the acceptance or rejection of the hypothesis/hypotheses. . Evaluation: Any problems or improvements that should be addressed in your design if done again.

6. Moon Journal and Measurement Activity: The purpose of the moon journal is to make observations and determine how much you really know about the earth/sun/moon spatial relationship. This activity will be given a pass or fail which will be used in your participation grade. On the Vista site are files of block calendars on which you may record observations of the moon that you make during four weeks of the semester.

On as many days as you can, make two observations of the moon. Try to make the two observations at the same time each day! In each square you should record at least five things for each observation:  On each circle in the square make a careful sketch of how the moon looks when you make your observation. Pay special attention to the shape of the moon. Also note whether it is tilted at all (its orientation with respect to the horizon). Record this on the circle.  For each observation write down the date and the time (a.m. or p.m.) at which you made your observation.  Write down the direction in which you looked in order to see the moon.  Write down the weather conditions (in case it’s cloudy—you’ll have a record).  Make a special effort to make a couple of observations around noon EDT or EST.  If there are other things that you notice about the moon that you think are interesting or relevant, record those also. Continue filling in squares every day (that you can see the moon). If the moon is not visible when you look for it, indicate that (and the time of day you looked) in your square.

7. Science Microteaching Experience: Because many of you have limited experiences in science courses, you will be paired with one other person and be expected to find ONE activity appropriate for grades 4-6 that you will teach to the EDU 413 class. Your classmates will participate in the activity and offer suggestions about how to improve your delivery/teaching of the lesson. Content here is important, and your classmates will ask questions about the content related to the lesson since everyone will know the content to be covered each week. You should have a one page handout about your activity for everyone in the class. This activity will count toward your participation grade in the science portion of the course. The standard you will address and who you will work with will be assigned on the first day of class.

IX. TENTATIVE CLASS SCHEDULE: Week General Topics Student Assignments Due 1 (Mon) Introduction by all instructors. Aug. 31 Meet in Webb 113 from 9:00-10:00

EDU 413 – Fall 2009 pg. 6 Moon journal assignment.

1 (Wed) Introduction to Lesson Portfolio in EDU Sept. 2 411/413 2 Standards-based mathematics and science SS Packets Due to Dr. Day for Dr. Ricklin Sept. 9 instruction. NSES and CT Standards SCIENCE: NSTA and CT Standards, LearningChapter 1in Interdisciplinary Thematic Units book Cycle Chapter 1 in Science Content 3 SCIENCE: Scientific Process Skills, NSES and CT Standards Sept. 16 Classifications, Shapes, Measurement (Non- Read Chapter 3 of Science Content standard & Standard), Plants/Life Cycles. Microteaching –4.2, 5.2 Astrolabe 4 SCIENCE: Rocks/Minerals, Stories in Stone, BRING ASTROLABE TO CLASS! Density, Astrolabe Problem Chapter 2 in Thematic Interdisciplinary Units book Sept. 23 Chapter 5 in Science Content Microteaching –3.3, 6.1 5 SCIENCE: Space Science I: Seasons, BRING ASTROLABE TO CLASS! Calendars Moon Journal due. Early Lesson plans due. Sept. 30 NSES and CT Standards Chapter 6 in Science Content Chapter 3 in Thematic Interdisciplinary Units book Microteaching – 4.1, 5.3 6 SCIENCE: Space Science II: Solar System, NSES and CT Standards Oct. 7 Visit to ERC Microteaching –6.3, 5.4

7 SCIENCE: Consumer Science presentations Consumer Science Presentations Oct. 14

8 SCIENCE: Assessment in Science and Chapter 2 in Science Content Oct. 21 Mathematics, History and Nature of Science Chapter 4 in Thematic Interdisciplinary Units book Microteaching – 4.4 9 SCIENCE: Material and Properties NSES and CT Standards Oct. 28 Chapter 5 in Thematic Interdisciplinary Units book Microteaching – 5.1

10 SCIENCE: States of Matter, Cabbages and NSES and CT Standards Nov. 4 Chemistry Chapter 7 in Science Content Field Assignment for Dr. Day due. 11 SCIENCE: Ecosystems NSES and CT Standards Nov. 11 Chapter 4 in Science Content Microteaching – 6.2 13 (Mon) Lesson Portfolios Due in EDU 412 class @ 9:00 am Nov. 16 12 SCIENCE: Weather, Oceans, Water Cycle NSES and CT Standards Nov. 18 Microteaching – 6.4 13 Nov. 25 Thanksgiving Holiday 14 SCIENCE: Literacy Strategies/Cool Books NSES and CT Standards Dec. 2 Microteaching – 4.3 15 Debriefing, Unit Feedback (10:00-12:00) Team Dec. 9

EDU 413 – Fall 2009 pg. 7 Participation/Professionalism Reflection Rubric

Target Acceptable Unacceptable

Attended every class or Missed two or three classes, Missed more than 3 classes, missed one, always came on almost always came on often came late, and/or was time, submitted all time, submitted all inactive or distracted in Class participation in assignments by their due assignments by their due group/whole class activities. class and on-line dates, was not distracted, dates, was not distracted, and was actively engaged in and was actively engaged in group and whole class group and whole class activities. activities. 7 or 8 points 6 points 5 or fewer points Read professional and Read professional and Did not read professional and research journal(s) in their research journal(s) in their research journal(s) in their discipline(s) to improve discipline(s) and discipline(s) and/or did not their own personal and demonstrated some passion demonstrate passion and professional growth, sought and enthusiasm for their enthusiasm for their Professionalism membership of professional discipline(s) and methods of discipline(s) and methods of organization(s) to become teaching. teaching. involved in the professional community of educators, and demonstrated passion and enthusiasm for their discipline(s) and methods of teaching. 5 or 6 points 4 points 3 or fewer points Displayed professional and Displayed professional and Did not display professional ethical behavior in the class, ethical behavior in the class, and ethical behavior in the Respect always paid attention and and always paid attention class and/or did not pay listened to peers and the and listened to peers and the attention to the ideas of peers instructor of the class with instructor of the class with and the instructor of the class. respect, and often responded respect. thoughtfully and appropriately to the ideas of peers and the instructor. 5 or 6 points 4 points 3 or fewer points

EDU 413 – Fall 2009 pg. 8

Rubric for Science Clinical Paper Target (4) Acceptable (3) Unacceptable (2-0) The classroom context, The classroom context, The classroom context, Context and Student levels of students, and levels of students, and levels of students, and the Background the lesson (content and the lesson (content and lesson (content and standards) are clear and standards) are generally standards) are provided in thorough. clear. the report, parts of which may be unclear. Scientific Content and The problem is clearly The problem is The problem is described Student Interviews described and described and interview and interview questions interview questions and questions and notes (or and notes (or transcripts) notes (or transcripts) transcripts) are are provided into the are well integrated into integrated into the paper. At times they may the paper. paper. be unclear. Analysis and Findings The student interviews The student interviews The analysis of student and their work are and their work are interviews and their work thoroughly analyzed analyzed and findings may be unclear or findings and findings are clearly are reported. may be missing or unclear. reported. Reflection Reflection is focused Reflection is focused Reflection is not focused on lesson objectives on lesson objectives on lesson objectives, does and it clearly and it provides future not provide future articulates future directions on how the directions, or is not directions on how the lesson should be compared with the course lesson should be changed. The reflection text. Sometimes these changed. The reflection is compared with the elements may be unclear. is compared with the course text. course text and the standard documents. Professional Report is free of Report has few editing Report has many editing appearance editing errors and errors and generally errors or does not follow consistently follows the follows the APA the APA formatting. APA formatting. formatting.

EDU 413 – Fall 2009 pg. 9 Consumer Science Project – Experimental Design Rubric

Each category worth 2.5 points.

Check if completed successfully Problem or Question Clearly stated Complete and appropriate Creative, unique or innovative Hypotheses Stated in such a way that it is testable Multiple hypotheses identified Appropriate and clear Variables: Identified Independent Dependent Controls Operational definitions Clearly identified All must be identified Appropriate Measurable Procedures Stated clearly, succinctly and in appropriate sequence Show a depth and rational of strategies needed to conduct a fair test Shows creative or unique strategies Can be followed and repeated Appropriate for the question and hypotheses Results Data is organized in charts, graphs, or other suitable forms Data collected is appropriate for the operationalized definitions & the question Explanations & interpretations are accurate and complete Explanations make exceptional connections Trial number is adequate Appropriate sampling Conclusions Clear statement of acceptance/rejection of hypotheses Explanation of acceptance/rejection No extraneous statements or information Show deeper understanding of how the results could be skewed Self Reflective Check Discusses critical flaws in the design (operational definitions, or procedures etc,) Makes thoughtful science concept connections to findings Provides suggestions for improvement in the design and further experimentation Generates thought provoking questions Presentation-Organization Prepared and well-organized Uses appropriate language All components are presented and explained Presentation-Oral Power point is well thought out and addresses the main elements of the design Visual materials used are easy for all to view If partners: show shared roles Voice, tone, and pace appropriate Knowledgably responds to questions from audience

EDU 413 – Fall 2009 pg. 10 Rubric for Microteaching Presentation

Target (5) Acceptable (3-4) Unacceptable (0-2)

The description of context, The description of context, There is some description of lesson, and student lesson, and student context, lesson, and student background is thorough and background is clear. The background, a part of which Context and meaningful. The question question asked to the class is may be unclear. A question is Question asked to the class is well related to the lesson asked to the class, which may related to the lesson objectives. be general or unclear. objectives and inviting to the class. Activity and Appropriate grade level Manipulatives or other Appropriate grade level Engagement manipulatives or other audio-visual aids are used manipulatives or other audio- audio-visual aids are used and the college audience is visual aids are not used or the and the college audience is engaged in the presentation college audience is not actively engaged in the engaged in the presentation. presentation.

EDU 413 – Fall 2009 pg. 11