Syllabus    Science Links

[Purpose]   [Objectives]   [Methods]   [Attendance]   [Assignments]   [Field Experience]  [Evaluation Components]   [Required Readings]   [Course Outline]

Instructor: Dr. Sam Hausfather 

PURPOSE OF COURSE:

Science is often ignored in the elementary school curriculum, and by eighth grade, American children consistently score lower than many of their counterparts across the world. The purpose of this course is to assist you in acquiring the skills, knowledge, and attitudes necessary in developing your pupils' wonder and enjoyment of investigating science. The course will provide a basis for doing science in classrooms through knowledge of historical and philosophical underpinnings of science education and broad science content studies, developing "the head". You will experience various models of teaching, including inquiry learning, cooperative learning, conceptual change instruction, using textbooks as resources, and integrated instruction, developing "the hands". The values underlying science education will be explored, building on your ability to enhance the social awareness of diverse learners, developing "the heart". (see Berry College Model of Teacher Education)

COURSE OBJECTIVES & EXPECTED OUTCOMES: 

(Goals from Berry College Model of T.E. follow in parenthesis). Upon completion of this course, students will be able to:

1. explain processes, values, and goals of science education both historically and currently (BC1,12);

2. plan and implement inquiry learning lessons and units, with and without textbooks (BC8,9,10);

3. demonstrate knowledge of constructivist teaching strategies and their relationship to children's conceptions of science (BC2,3,9,10);

4. develop critical thinking and decision-making skills of young children (BC2,12);

5. understand implications of teaching in a multicultural society, and the import of creating an inclusive environment for minority, special need, second-language, and female students in the science classroom (BC11,13,16);

6. plan instruction to include both the processes and the content of science based on national and state standards (including QCC) (BC1,2,9);

7. align instructional practices with pupils' developmental levels (BC4,9,11);

8. demonstrate instructional competency in managing and organizing science experiences, including questioning, cooperative learning strategies, planning investigations, and safety techniques (BC2,8,9,14);

9. plan a teaching unit which integrates science lessons with other content areas (BC7);

10. write alternative assessment plans and questions (BC3);

11. locate and use science resources and materials, including internet, computer-based, and innovative science programs (BC10);

12. demonstrate knowledge of some major concepts of science content in physical, life, and earth sciences (BC1);

13. appreciate and apply the connections between science and technology (BC1,10); and

14. enjoy doing science! (BC5,15)

This course will provide a hands-on experience with science. Students will participate in multiple experiences with the processes and materials of science, including simulations, experiments, cooperative group decision-making, and outdoor activities. The instructor will also provide background lectures, demonstrations, and classroom discussions. Students will peer-teach two lessons in class and attend a practicum experience in an area school. Reflection assignments and journals will be used for the student to analyze the teaching they observe others doing as well as their own teaching. Students will carefully analyze curricular materials, interview a student, and develop an integrated unit. Tests will require factual recall of content knowledge as well as interpretive applications of pedagogical techniques.

Students are expected to attend all classes. More than two unexcused absences will cause reductions in the participation aspect of the class grade. Excessive excused absences will also effect participation grades negatively.

1. Science Autobiography: Write a short autobiography highlighting your experiences with science.

2. Child Interview: Interview a child to reveal their own ideas about a concept in science. Video or audio-tape and write reflections describing the interview and what you learned.

3. Text Analysis: Analyze a science textbook and a science project/kit, describing the lessons, approaches, and usefulness of each.

4. 2 science lessons: Write 2 lesson plans using the Berry format and teach each one to a group of your peers in class. Analyze and reflect on your effectiveness in teaching a particular concept.

5. Unit plan: Research and write an integrated unit plan covering 5-10 science lessons with accompanying ideas for interdisciplinary linkages.

6. Field Experience: Participate in a field experience in a local elementary school. Teach at least one science-related lesson in the field experience classroom. Provide weekly reflections on your experiences.

7. Lab Experiences: Participate in science experiences and create experiments in and out of class. Record findings and reflect on your understanding of content and methods.

8. Tests: Demonstrate your understanding of selected science content and teaching methods.

PORTFOLIO COMPONENTS

The following assignments from EDU 407/607 may become artifacts in your teaching portfolio which will be completed during your student teaching semester. Although there are many goals these might fulfill, I recommend specific goals they appear to align with especially well. Retain these with your notes about why they may fulfill these particular goals. Goals are listed by number from the Berry College Teacher Education Unit Program Goals.

1. Science Autobiography: Goal 5

2. Child Interview/Tape: Goal 3, Goal 4

3. Text Analysis: Goal 9, Goal 10

4. 2 science lessons: Goal 1, Goal 2, Goal 8, Goal 9, Goal 5

5. Unit plan: Goal 1, Goal 2, Goal 7, Goal 8, Goal 9, Goal 10

6. Field Experience Journal: Goal 2, Goal 5, Goal 8, Goal 11, Goal 12

7. Lab Experiences: Goal 1

When you assemble your portfolio, you will be asked to answer the following questions about each artifact you include. Consider jotting some notes about each assignment so you can remember its role in your growth as a teacher.      1. This piece of evidence demonstrates the following progress about my learning and growth as a teacher (include statement of goals met).      2. The rationale for including this documentation of evidence in my portfolio.      3. Based on this evidence, I need to . . .

This course requires a field experience. You must submit a request for field experience to the Office of Field Experiences. You will be expected to fulfill certain assignments for this course in a classroom setting.

EVALUATION COMPONENTS:  

Date	Topics	Objectives	Read	Assignments
Aug 29	Oobleck Investigation/Introduction	1,14
Aug 31	Scientific Convention/Methods                            Science experience	1,5,6,11	R:1	Design
Sep 5	What is science? (PowerPoint Presentation) Where is school science?	1,4	M:1         (p.2-14)	Science Autobiography
Sep 7	Science processes: Basic Rocks & Charts	1,4,6,11	M:1 (p. 14-31)   R: Processes
Sep 12	Science processes: Integrated Pendulums	1,2,4,6,11	R: Processes
Sep 14	Science processes: Integrated	1,2,4,6,8	R: Processes
Sep 19	Children’s beliefs in science                        Interviewing children  (PowerPoint Presentation)	3,4,7	M:2 (p.34-45) R:2
Sep 21	Theories of how children learn                     Constructivism in science  (PowerPoint)	3,4,7	M:2 (p.45-64)
Sep 26	Goals and standards of science education      Experimenting:  Ice Cubes	1,6,13	M:4
Sep 28	Reflections/ TEST 1
Oct 3	Concept mapping                                                    Heat & conceptual change	8,11,12	M:5(p.143-153) R:3
Oct 5	Constructivist lesson planning                     Electricity    (PowerPoint)	2,3,4,6,7	M:5(p. 153-164) R:4	Child Interview
Oct 10	Assessment                                                      Magnetism     (PowerPoint)	6,7,10	M:5(p. 164-189) R:5
Oct 12	Critical view of textbooks, Nat'l Science Projects,    QCC     (PowerPoint)	2,3,4,6,8	M:11(p.388-401)  M:7
Oct 19	Minds of Our Own: Directions for science ed	1,2,3	M:9(p.298-327)
Oct 24	Cooperative learning,  Inquiry                               Chemistry: Mystery powders	4,8,12	M:9(p. 327-335) R:6
Oct 26	Reflections/  TEST 2			Practicum 1
Oct 31	Creating interdisciplinary units                        Integrated instruction	8,9,11,12	R: Integ. Instr. , Phy.Sci.	Peer Teach
Nov 2	Demonstrations/Direct Instruction   Fire	4,7,8,12	M:11               (p. 372-388)	Peer Teach
Nov 7	Life science intro/ mealworms	2,4,11,12	R: Life Sci.      R: 7	Text Analysis
Nov 9	Questioning/Human Body                                   Share text analysis	2,8,10,12	M:10	Peer Teach
Nov 14	Multi-cultural issues                                           Plant dissection	5,7,8	M:3 (p. 66-87)
Nov 16	Learning differences/Spec. Ed.                Photosynthesis	5,8,12	M:3(p.87-111) R:8	Peer Teach
Nov 21	Earth Science Intro                               Seasons/Private Universe	3,8,11,12	R: Earth Sci.
Nov 28	Technology                                                       Where is the moon; Phases	11,12,13	M:8	Peer Teach
Nov 30	Safety & Management The Cosmos	8,11,12	M:6	Peer Teach  Unit Plan
Dec 5	Simulations/Science research          Tectonics/Earthquakes & Volcanoes	3,8,12,13		Peer Teach
Dec 7	Review & Reflections                                Professionalism			Practicum  Lesson Plans
Dec 15	TEST 3 (Friday 8-10)