TEACHING ELEMENTARY SCIENCE Edu 316

Fall, 2009 Instructor: Dr. Arlys E. Peterson Office: Glidden 311; 605-331-6779 Classroom: Glidden 212 Meeting Time: Wednesdays/Fridays 12:30 - 2:30 PM

Mission Statement-University of Sioux Falls The University of Sioux Falls, a Christian University in the liberal arts tradition, educates students in the humanities, sciences, and professions. The traditional motto of the University if Culture for Service; that is, we seek to foster academic excellence and the development of mature Christian persons for service to God and humankind in the world.

Course Description: National and State Science Standards that focus on K-8 students' needs and specific learning environments will be addressed through practical applications of research in the classroom. Students will be encouraged to read and think about science and how to teach it through group interaction and activities. Problem solving, science in everyday life, integrating technology, inquiry –based learning, assessment, scientific methods, curricular materials, instructional strategies, and science issues are topics that will be studied. K-8 Health Standards will also be discussed. Field experience in a K-8 classroom will be completed in a local K-8 school. Prerequisite: Acceptance into the Teacher Education Program.

Textbook: Internet Sites and Educational Journals Peterson Home Page: http://faculty.usiouxfalls.edu/arpeterson/ Portaportal: http://my.portaportal.com/ - http://guest.portaportal.com/ scienceusf WIKI: http://usfmethods.wikispaces.com/

Prerequisite: Students are required to be admitted to the teacher education program before taking the class.

Instructional Methods: lecture, discussion groups, group work, videos, student presentations, computer work

Knowledge Base

The knowledge base for candidates in all teacher education programs at University of Sioux Falls is based on the conceptual framework, “Teacher as Developing Professional.” Coursework may emphasize some or all of the components of the framework: cognitive mediator, manager, researcher, communicator, evaluator, and servant- leader. 1 As cognitive mediator, the teacher helps students to become independent learners who construct meaning by combining new information with their own background knowledge. As researcher, the teacher seeks to improve educational practices within the school setting, using an inquiry approach to serve students more effectively. As servant leader, the teacher is able to integrate research on the development of moral reasoning, values, and ethical sensitivity into the classroom while following the model of empathetic personal interaction provided by Jesus Christ. As evaluator, the teacher maximizes students’ learning by using a full range of formal and informal information-gathering processes in order to respond appropriately to student individual differences. As communicator, the teacher is skill in modes of communication that will enable effective communication and collaboration with other educators, parents, and families. As manager, the teacher plans and organizes the learning environment, established and maintains a positive learning climate, and implements effective intervention strategies.

INTASC Principles included in EDU 316 – K-8 Science Methods:

Principle 1 The students understand the central concepts, tools of inquiry, and structure of the disciplines he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful to the students.  Lesson plans that correlate with state curriculum and show state and/or district curriculum goals and objectives;  Inquiry lesson plans: lessons built around a central question Principle 3 The students understand how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.  Differentiated lesson plans showing how assignments and strategies are changed or extended to meet needs of all learners. Principle 4 The students understand and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills.  Lesson plans that show a variety of strategies including Multiple Intelligences, technology, and inquiry-based learning. Principle 7 The students plan instruction based on knowledge of subject matter, students, the community, and curriculum goals.  Lesson plans: a series of lessons around a state standard concept Principle 9 Each student is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally  The students complete an 10-week practicum experience in a elementary of middle school classroom and they each keep a reflective journal on what they learned and experienced in the classroom.

ELEMENTARY SCIENCE METHODS OBJECTIVES

1. Students will research and demonstrate understanding of the National and State K-8 Science Standards and the State K-8 Health Standards.

2 2. Students will research and demonstrate understanding of Inquiry-based learning in K-8 science lessons. 3. Students will research and demonstrate understanding of several different teaching strategies that produce effective learning environments in K-8 science classrooms. 4. Students will design science lessons that are developmentally appropriate and sensitive to the needs, values, and interests of a diverse group of students. 5. Students will research and demonstrate ways to use the Multiple Intelligences in science lessons. 6. Students will use multimedia technologies and trade books to support meaningful learning. 7. Students will research and demonstrate ways to integrate other content areas into science lessons. 8. Students will research and construct assessment plans that are compatible with the teaching goals that allow for multiple ways of representing knowledge. 9. Students will complete an online Science Portfolio for their Student Teacher Portfolio. 10. Students will complete a practicum experience in a K-8 science classroom.

Course Requirements: 1. Attendance/Completion of assignments as assigned in class *After two absences you will be asked to drop the class. 2. Participation in class discussions 3. School Observations/Classroom Journal 4. Science/Health Portfolio 5. Class Presentation 6. Journal article critiques 7. Test

Grading – go to myUSF

Accommodations:

The University of Sioux Falls is committed to providing reasonable accommodation for students with physical, learning, and/or other types of disabilities. Accommodations for students with disabilities are made only in consultation with the Director of Career & Disability Services. Go to https://www.usiouxfalls.edu/index.php? option=com_content&task=view&id=1130&Itemid=142 for more information. . University Policy on Academic Misconduct: USF holds firmly to the conviction that personal and intellectual integrity should be fundamental at a Christian university. Full information about USF’s policy on academic misconduct can be found at: http://www.usiouxfalls.edu/index.php?option=com_content&task=view&id=1428&Itemid=310

SCIENCE METHODS CLASS Fall - 2009 3 SCIENCE - Sept. 9 and 11 - Wed./Fri. - 12:30-2:30

"Tell Me"

Class Wiki

Create a Wiki for class assignments

SD Science Standards SD Technology Standards

"Science Education in the Spotlight" Multiple Intelligences show video Assessment: Create a poster Multiple Multiple Find Your on a Multiple Intelligences Intelligence Video Strengths Intelligence Slide Show or "Rainbow of Complete the assigned to you - Intelligences" online survey and use 1/2 of a Lesson Plan checkout from bring the results poster sheet, Ideas USF Library to class on Sept. post on bulletin 16 board in RM212

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INTERESTING SITES

Pete's PowerPoint Tools for Teachers Blog Bing Thinkfinity All My Favs Station

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PRESENTATION INFORMATION

Science Standards Lesson Teaching Strategy Presentations Presentation - C hecklist Sign up for Teaching Strategy Sign up for Standards Presentation on Presentation on Class Wiki. Class Wiki.

4 Assignment: Science Journal Critique #1 – Trends in teaching science in a K-8 science classroom. – find the article in the Science and Children journal in the USF library. Write a 2-page critique and attach it to your Wiki. DUE: Sept. 16

FRIDAY

SMARTBOARD WORKSHOP - Glidden Lab

Science SmartBoard Slideshow

SCIENCE - Sept. 16 and 18 - Wed./Fri. - 12:30-2:30

*Discuss Journal article critique Discuss A Science Self- Present: *Discuss Online National and Assessment Inquiry Multiple State Science "Inquiry go over in class Learning Intelligences Standards Learning" Video Assessment from Sept. 9

5 What is inquiry-Based Learning? Inquiry and Problem-Based Learning - video Inquiry Learning

Inquiry is an approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding. Inquiry, as it relates to science education, should mirror as closely as possible the enterprise of doing real science.

Inquiry Learning - video Case Studies in Science - videos Inquiry-based Science Inquiry-based Learning

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New Bloom's Taxonomy- PowerPt

Bloom's T axonomy

Science Worksheet - complete this activity

New Bloom's Taxonomy- PowerPt New Bloom's Taxonomy Bloom's Revised Taxonomy - Bloom's New vs Old PowerPt Bloom's Taxonomy Question Stems and Activities Bloom's Taxonomy Bloom's Taxonomy Breakdown

6 Critical and Creative Thinking - Teaching Using Bloom's Taxonomy Bloom's Taxonomy -

Assignment: Science Journal Critique #2 – Trends in teaching science in a K-8 science classroom. – find the article in the Science and Children journal in the USF library. Write a 2-page critique and attach it to your Wiki. DUE: Sept. 23

FRIDAY

SMARTBOARD WORKSHOP - Glidden Lab

SCIENCE - Sept. 23 - Wed. - 12:30-2:30/ Sept. 25 - School Practicum - 12:30-2:30

Learning Case Studies Discuss 21st Century Theories and Review in Science Journal Skills the Net Multiple Education - article Presentation Generation - Intelligences videos critique PPT

SCIENCE - Sept. 30 - Wed. - 12:30-2:30/ Oct. 2 - School Practicum - 12:30-2:30

*"Students Walk on *Our Textbook Process Water" - Galaxy Evaluation – Skills Differentiated video - The MacMillan/McGraw- Scientific Activities Instruction cornstarch Milky Hill Method Hands on Presentation Way textbooks are in in class *Making *Apple USF Library Handouts Outrageous Demo classroom Ooze

Differentiated Instruction What is it?

7 On a simple level, differentiated instruction is teaching with student variance in mind. It means starting where the kids are rather than adopting a standardized approach to teaching that seems to presume that all learners of a given age or grade are essentially alike. Thus differentiated instruction is “responsive” teaching rather than “one-size-fits-all” teaching.

A fuller definition of differentiated instruction is that a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible. (Tomlinson, 2003, p. 151)

SCIENCE - Oct. 7 - Wed. - 12:30-2:30/Oct. 9 - School Practicum - 12:30- 2:30

Science Create WebQuests – online Portaportal Science Google Find 5 sites Cooperative Print off an Portfolio in Sites for each online Online Learning Glidden web page State WebQuest Stories Presentation Computer creator Standard and evaluate it Lab topic using the Sample WebQuest Form K-8 Science Portaportal Example Science Checklist Portfolio Sample Requirements

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.

Teaching Strategy: Cooperative Learning -Cooperative Learning -Cooperative Learning Slideshow -Cooperative Learning Video -Why use Cooperative Learning? -Jigsaw Classroom -Class Activities

SCIENCE - Oct. 14 - Wed. - 12:30-2:30/Oct. 16 - School Practicum - 12:30- 2:30

8 Graphic Assessment Case Project-based Organizer Ideas for the Studies in Learning Presentation Assessment Elementary Science Presentatiaon My Science Education - Webspiration Classroom videos

PRESENTATION - CHECKLIST

SCIENCE - Oct. 21 - Wed. - 12:30-2:30/Oct. 23 - School Practicum - 12:30- 2:30

Teaching Diverse Learners Using Children's Literature in the Presentation Science Classroom Presentation

SCIENCE - Oct. 28 - Wed. - 12:30-2:30 - Presentations 50-60 minutes/Oct. 30 - School Practicum - 12:30-2:30

TEACHING CHILDREN SCIENCE

K - 8 Nature of Science Presentation

SCIENCE - Nov. 4 - Wed. - 12:30-2:30 - Presentations 50-60 minutes/Nov. 6 - School Practicum - 12:30-2:30

TEACHING CHILDREN SCIENCE

K- 4 Earth/Space Science Presentation

5-8 Earth/Space Science Presentation

SCIENCE - Nov. 10- 11- Tues./Wed. - 12:30-2:30 - Nov. 13 - School Practicum - 12:30-2:30 NASA

9 Washington Pavilion 8:00-3:30

NASA 50 Years NASA for Educators NASA's Photo Journal

"A Walk Through Space"

SCIENCE - Nov. 18 - Wed. - 12:30-2:30 - Presentations 50-60 minutes/Nov.20 - School Practicum - 12:30-2:30

TEACHING CHILDREN SCIENCE

K- 4 Science Technology, Environment, Society Presentation

5- 8 Science Technology, Environment, Society Presentation

NOVEMBER 25 AND 27 - THANKSGIVING BREAK

SCIENCE - Dec. 2 - Wed. - 12:30-2:30 - Presentations 50-60 minutes/Dec.. 4 - School Practicum - 12:30-2:30

TEACHING CHILDREN SCIENCE

K-4 Life Science Presentation

5-8 Life Science Presentation

SCIENCE - Dec. 9 - Wed. - 12:30-2:30 - Presentations 50-60 minutes

TEACHING CHILDREN SCIENCE

K- 4 Physical Science

10 Presentation

5-8 Physical Science Presentation

SCIENCE - Dec. 11 - Fri. - 12:30-2:30 - Presentations 50-60 minutes

SF SCIENCE/ HEALTH STANDARDS

First Second Third Fourth Fifth Sixth Kindergarten Grade Grade Grade Grade Grade Grade TEACHING CHILDREN HEALTH

K-8 Health Standards - Presentation

Arlys Peterson's Web Site Updated Comments to Arlys Peterson email at [email protected]

Peterson Methods WebPage http://wps.ablongman.com/ab_abruscato_teachsci_6/15/3966/1015487.cw/index.html

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JOURNALS Creative Classroom Learning Education Leadership Phi Delta Kappan Educational Technology Science and Children Electronic Learning Science Scope Elementary School Journal Teaching Pre K-8

INTERNET SITES http://faculty.usiouxfalls.edu/arpeterson/ Science K-8 methods

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11 SOUTH DAKOTA SCIENCE STANDARDS 5 THEMES

NATURE OF SCIENCE PHYSICAL SCIENCE LIFE SCIENCE EARTH/SPACE SCIENCE TECH, ENVIRONMENT & SOCIETY

************************************************************************************* ************* TEACHING CHILDREN SCIENCE – A DISCOVERY APPROACH PRESENTATION – 50-60 minutes – 100 points

PRESENTATIONS FOR STANDARDS LESSON PLAN ______Created a PowerPoint– 15 pts.

______Presented a lesson from the Macmillian/MacGraw-Hill textbook to the class. – 50 pts. ______Used a children’s literature book in the lesson 10 pts ______Used the SmartBoard in the lesson 10 pts ______Used an online video in the lesson 10 pts ______Developed a written lesson plan 10 pts ______Lesson flowed from activity to activity 10 pts

Health Standards Presentations K-2; 3-5; 6-8

______Created a PowerPoint to present SD Health Standards – 45 pts.

______Presented a Health lesson to the class – 50 pts. ______Used a children’s literature book in the lesson 10 pts ______Used the SmartBoard in the lesson 10 pts ______Used an online video in the lesson 10 pts ______Developed a written lesson plan 10 pts ______Lesson flowed from activity to activity 10 pts

ALL PRESENTERS

______50 minutes – 10 pts.

______Presentation – 25 pts. ______Hands-on 5 pts ______Good student Involvement 5 pts ______Prepared/Organized 5 pts ______Interesting lesson and activities 5 pts ______Good voice 5 pts

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13 SCIENCE BIBLIOGRAPHY

Akerson, V. (2001). Teaching science when your principal says “teach language arts.” Science and Children, 38 (7), 42-27.

Aram, R. (2001). How do children know what they know? Science and Children, 39 (2), 28-33.

Colburn, A. (2000). An inquiry primer. Science Scope, 23 (6), 42-44.

Demers, C. (2002). Analyzing the Standards. Science and Children, 37 (4), 22-25.

Ferrell, K. (2001). Keeping the joy in teaching. Science Scope, 24 (6), 50-52.

Irwin, L., et al. (2003). Science centers for all. Science and Children, 40 (5), 35-37.

Levitt, K E. (2002). An analysis of elementary teachers' beliefs regarding the teaching and learning of science. Science Education, 86 (1), 1-22

Los Alamos National Library (2001). Science and math initiatives. Retrieved February 4, 2002 from http://sami.lanl.gov/

Lucking, R.A., & Christmann, E. P. (2003). Tech trek: Technology in the classroom. Science Scope, 26 (4), 54-57.

Miller, R.G., & Calfee. R.C. (2004). Making thinking visible. Science and Children, Retrieved October 29, 2004 from http://www.nsta.org/main/news/stories/science_and_children.php? news_story_ID=49933&print=yes

Molledo, M. (2001). The resourceful teacher. Science Scope, 24 (6), 46-48.

Robertson, W.C. (2008). Science 101: Why do we classify things in science? Children and Science, 45(5), 30-32.

Starr, L/ (2005). Barbara Morgan: Always a teacher! Education World. Retrieved August 15, 2005 from http://www.educationworld.com/a_issues/chat/chat014.shtml

Terrell, A. G. (2001, August 30). Leaders, readers, & science. Science and Children. Retrieved February 4, 2002 from http://www.nsta.org/main/news/stories/ science_and_children.php?news_story_ID=45587

Timmerman, B. (2002). Keeping science current. Science Scope, 25 (6), 12-15.

WPS39 (2001). Science resources. [Online]. Available: http://wilmette.nttc.org/wilmette/resourcepages/resource_index.html

Wyatt, V. (2003). Choosing and using good science books. Teaching K-8, 33 (5), 52-53.

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