EDUC 410 - SCIENCE/HEALTH IN K-8 EDUCATION
FALL 2000

Instructor: Ralph G. Vedros, Ph.D.
Office: Administration Rm 121A
Phone: 253-535-7148
Fax: 253-549-2045
E-mail: vedrosr@plu.edu or vedrosr@sttl.uswest.net
Web Page: http://www.plu.edu/~vedrosr
Office hours: By appointment
Class Time: Tuesday and Thursday: Section 1, 11:50 AM - 1:35 PM; Section 2, 1:45 PM - 3:30 PM

                  

Texts Course Description Course to Goals Relationship Course Objectives/Evaluation

Course Requirements Grading Policy Class Schedule

Texts

Required

Gega, Peter C. and Joseph M. Peters, Concepts and Experiences in Elementary School Science, 3rd Edition, Merrill 1998.

Recommended Texts on reserve in the library:

Gega, Peter C. and Joseph M. Peters, How to Teach Elementary School Science, 3rd Edition, Merrill, 1998
Howe, Ann C. and Linda Jones, Engaging Children in Science, Second Edition, Prentice Hall, 1998
Sherman, Sharon J., Science and Science Teaching, Houghton Mifflin Co. 2000
Selected copies of Activities Integrating Math and Science (AIMS)
Selected copies of Great Explorations in Math and Science (GEMS)
Copies of StudentIntegrated Unit Plans

EDUC 410 is a hands-on, minds-on course designed to help prospective elementary teachers learn to teach science and health to children in ways that are consistent with what is known about science and the physical, emotional and cognitive development of children in contemporary society. The course will focus on the Washington State Science and Health Essential Academic Learning Requirements (EALRs) that serve to guide curriculum and instructional development in the state of Washington.

In the course, students will identify major science concepts and experience a comprehensive coverage of teaching strategies, including teaching science through direct instruction, inquiry, discovery and the use of discrepant events. Students will learn how to promote safety in the science classroom, coordinate science projects, conduct field experiences, ask effective questions and manage hands-on science classrooms. Students will design and implement classroom lesson plans with their peers and in actual classrooms. A culminating project in the course will include the development of an integrated, interdisciplinary unit.

By the conclusion of EDUC 410, students will be able to:

1. Know, understand and use the National and Washington State science standards (EALRs) in designing science and health instruction appropriate for the mental and physical abilities of young children. (Core Value COMPETENCE)
2. Know, understand and use the fundamental concepts of the biological, physical, earth sciences and health to integrate instruction within the science disciplines and with other discipline areas. (Core Value COMPETENCE)
3. Know, understand and use research-based teaching strategies, including direct and inquiry, to develop and implement hands-on, minds-on instruction to build a base for scientific literacy. (Core Value COMPETENCE)
4. Know, understand and use appropriate classroom management and safety skills as young students are encouraged to use inquiry and creativity in investigating their environment. (Core Value COMPETENCE)
5. Know, understand and use appropriate assessment strategies in science and health instruction. (Core Value COMPETENCE)
6. Choose strategies to develop lessons to promote the learning of young children based on their developmental needs and to promote the caring for and humane treatment of animals. (Core Value CARE)
7. Know, understand and use current research and educational reform in the design of and promotion of effective science instruction and curricula. (Core Value LEADERSHIP)
8. Choose to apply the necessary motivation and effort to give their very best in promoting the science literacy of young children. (Core Value SERVICE)

Course Evaluation:

EDUC 410 is a performance based course with learner outcomes that require students to demonstrate the knowledge and skills identified in the course. The evaluation specified in the course, is, therefore, directly related to the learner outcomes. Evidence of attainment of the Course Learner Outcomes will be generated through papers, projects, lessons and unit plan, lesson presentations, and class participation. The evaluation is directly associated with the Learner Outcomes in the following manner:

• Learner Outcome #1: Assssment includes EALR projects; lesson plans, observation of minilessons.
• Learner Outcome #2: Assessment includes unit plan project.
• Learner Outcome #3: Assessment includes lesson and unit plan,minilessons.
• Learner Outcome #4: Assessment includes minilessons, Journals.
• Learner Outcome #5: Assessmet includes lesson and unit plan, Journals.
• Learner Outcome #6: Assessment includes lesson and unit plan, Journals.
• Learner Outcome #7: Assessment includes lesson and unit plan, Journals, class projects.
• Learner Outcome #8: Assessment includes lesson and unit plan, Journals.
• Learner Outcome #9: Assessment includes lesson and unit plan, attendance, class participation.

Teaching methods in the course will attempt to model strategies appropriate for the elementary school classroom. These will include inquiry, discovery, direct instruction, lecture/discussion, small groups, student presentations, journals and student products. Students will be encouraged to integrate previous learning from other content areas into the teaching of science. Requirements include:

• The teacher will be responsible for providing a quality classroom environment and students will be responsible for producing quality work for which they can be proud. One important element of quality work is the student's self-evaluation and continued improvement in the quality of assignments. A good indication of the use of self evaluation is that the product results in accurate and understandable content and correct spelling and grammar.



• Attendance and active participation in all classes are expected because so much of this course is based on in-class, hands-on activities and discussion. The benefits of this type of course can only come from regular attendance and participation in the activities and assignments that take place during class time. It is often impossible to make up work missed in class. If you must miss class, out of courtesy, please notify the instructor in advance. Prior notification of absence will not result in an unexcused absence.



• Four Journals are required. They will not be graded, but must be turned in on time to receive full credit. The Journal is the place where students can express their opinions in a candid and honest manner. They can respond to the subject matter by agreeing or disagreeing with a particular point of view; they can raise questions concerning the subject matter; or they can respond to any issue that touches or disturbs them on a personal level. What is expected in the journals is an active engagement with the content and issues raised through the class activites, discussions or readings and an integration of the student's reflections with current and/or past professional training and experiences. Students should try to interrelate the issues they are discussing with other things they have read or are reading, both in and outside of the classroom.
  
  In addition, as often as they like, students can bring in their own personal experiences, either as they are happening or in recollection. Experience includes thoughts, ideas, concepts, as well as events. The journals should not be merely a diary of events that occurred in class during the journal period. They can be typed (preferred) or legibly handwritten and should average no more than two to three pages. The journals should address at least the following three elements:

  1. Your reflections about what you learned from the activities and content covered in class during the journal period and how you might incorporate them into your future teaching.
  
  
  2. Your unanswered questions, if any, about the activities or content; and
  
  
  3. A special topic to be assigned for each particular journal.

  The last journal for the semester should contain responses to the following questions:

  1. On the first day of the course you did an activity called How you see yourself as a science teacher. In this last journal describe what changed for you, if anything, in the way you now see yourself as a science teacher. Please explain.
  2. Have your attitudes or feelings about science and science teaching changed? Please explain.
  3. How do you feel that you have performed in this course? Do you think that you put out your best effort? Please explain.
  4. What would you do differently, if you had to take this course over again? Please explain.
  5. Do you have any suggestions for improving the course and the class? Please explain.
  6. What else would you like to add?
  
  
• Various types of PAPERS and PROJECTS are assigned. One type will involve critiquing science resources, such as science programs, magazines, or periodicals. Each paper should consist of no more than two or three typed pages. Most of the resources can be found in the Curriculum Collection on the second floor of the library.



• Students are required to design and present three (3) approximately 30 minute lessons. One minilesson will be taught to the members of the EDUC 410 class and two (2) lessons will be taught in the Practicum class. The two lessons for the Practicum must be different and must contain a short (one or two page) reflection on how the lesson went (its strengths and weaknesses and how you might revise it for future use) and a videotape of ONE of the lessons taught in the Practicum classroom. All of the minilessons may be done individually (preferred) or with another member of the class. The format for the written lesson plans must follow the format explained in class.

Students are assigned grades based on their performance - how well they have attained the expected outcomes of the assignments. Besides attainment of course outcomes, as measured by papers, projects, journals and a unit plan, performance also includes attandance and participation in class discussions. The nature of this type of course requires that students learn from in-class experiences. Attendance and discussion, therefore, are critical expectations of all students. If a student requires an emergency absence, a courtesy phone call should be made to the instructor and upon return to class a conversation with the instructor should be had concerning the missed assignments. If not, the absence may be construed as unexcused. It is the reponsibility of the student to seek and request missed or comparable assignments.

Students will be allowed to improve their grades by revising and re-submitting assignments and by solving Discrepant Event problems provided by the instructor during the semester.

The FINAL COURSE GRADE will be determined from a total of points from the attendance record, assignments, and solutions to Discrepant Event problems.

• ATTENDANCE: 30 pt. (5 pt. deducted for every unexcused absence).



• UNIT PLAN: 100 pt. (Graded by both EDUC 410 and EDUC 412 Instructors. See Rubric in Unit Plan instructions).



• MINILESSONS (3): 50 pt. Each (Points deducted for lack of Practicum video [50%] and late [50%]).



• PROJECTS: 30 pt. Each (Projects should display understanding, critical thinking and effort. Points are deducted for late submissions [10%]).



• PAPERS: 20 pt. Each (Papers should be grammatically and syntactically correct and display insightful thought and cohesiveness of ideas. Points are deducted for late submissions [10%]).



• JOURNALS (4): 10 pt. Each (Points are deducted for late submissions [10%]).

Percent of Total Points

A+=100+ Outstanding Performance

A =95-100 Excellent Performance

A-=90-94.9

B+=86-89.9

B =80-85.9 Good Performance

B-=76-79.9

C+=72-75.9

C =70-71.9 Fair Performance

C-=66-69.9

D =60-65.9 Poor Performance

F =Below 60

ADAPTATIONS: Students should please notify the instructor if they have special needs that may require adaptations in classroom and/or assignments. Consideration will also be given to parents who must miss class because of small children's illness.

HOW TO TEACH

UNIT 1 - Science Teaching and Learning

9/12 Session 1

Introductions

Course Description and Requirements

Course Schedule

Looking at Science Teaching from a Different Angle

Assignment: Project 1-How you see yourself as a science teacher. Complete this self assessment based on knowledge of yourself and your present skills. DUE: Sept 19

9/14 Session 2

How Children Learn Science

Activity: Light a light bulb with a wire and a battery.

Video: Minds of Their Own, Can We Believe Our Eyes?-Part I, Batteries and Bulbs.

Assignment: Paper 1-Review the science resource Activities Integrating Math and Science (AIMS) (on reserve) and write a two-page paper discussing the philosophy of the program, one of the modules, and the pros and cons of using these materials in your science class. Be sure to react with the materials. DUE: Sept 21

9/19 Session 3

What is Science?

Activity: Science and NonScience

Activity: Picturing the Scientist

Assignment: Paper 2-Review the science resource Great Explorations in Math and Science (GEMS) (on reserve) and write a two-page paper discussing the philosophy of the program, one of the modules, and the pros and cons of using these materials in your science classroom. Be sure to react with the materials.DUE: Sept 26

9/21 Session 4

Models of Science Teaching: Model I: Direct Instruction

Models of Science Teaching: Model II: Inquiry Instruction

Internet Resources

Activity: Design and make a student journal and tab book

Assignment 1: Read Chapter 3 for discussion, Sound Energy, Gega and Peters. DUE: Sept 26

Assignment 2: Project 2--Individually, or in groups of two or three, develop a lesson plan using the Direct Instruction Model. Include only the Procedures part of the Lesson. DUE: Sept 28

9/26 Session 5

Student Learning Objectives

Science Stations and Centers

DISCREPANT EVENT - The Drinking Bird (5 pt.)

Activity: Using Science Stations to experience Sound.

Assignment: Project 3--Individually, or in groups of two or three, develop a lesson plan using the Inquiry Instruction Model. Include only the Procedures part of the Lesson. DUE: Oct 3

Journal 1: Reflect on the advantages and disadvantages of using stations and centers to teach science. DUE: Oct 3

WHAT TO TEACH

UNIT 2 - Essential Learning Requirement EALR No. 1: The student understands and uses scientific concepts and principles.

9/28 Session 6

Direction and Goals of Science Education

Scientific Literacy National Science Standards

Washington State Essential Learnings in Science (EALRs)

Scientific Concepts and Principles - EALR No. 1

Read and Discuss Chapter 4 - Magnetic Interactions, Gega and Peters. DUE: Oct 3

Assignment: Project 4 : Individually or in groups of two or three, analyze components of EALR No. 1 (Physical Science, Earth/Space, Life). Plan two lessons (one Direct and the other Inquiry) using EALR 1 Benchmarks 1 or Benchmarks 2. For the Lesson Plan provide only the instructional objective(s) and the procedures.DUE: Oct 5

10/3 Session 7

Unit Plan Discussion

Video: Teacher to Teacher Series No. 2, Finding Out

Health EALRs - Essential Learnings for Health

Assignment 1: Read and Discuss Chapter 9 - Human Body and Nutrition, Gega and Peters.DUE: Oct 5

Assignment 2: Project 5: Individually or in groups of two or three, plan two lessons (one Direct and the other Inquiry) using any of the Health Benchmarks. For the Lesson Plans provide only the instructional objective(s) and the procedures.DUE: Oct 10

10/5 Session 8

DISCREPANT EVENT - Center of Gravity (3 pt)

Activity: Food Groups, Gregory, the Terrible Eater, Sharmat

Assignment: Project 6: Using a Tab or other type of booklet cut out and glue pictures of food arranging them into the various food groups according to the food pyramid. DUE: Oct 12

UNIT 3 - Essential Learning Requirement EALR No. 2: The student knows and applies the skills and processes of science and technology

10/10 Session 9

Process Skills

Review EALR No. 2

Assignment 1: Read and discuss Chapter 10 - The Earth's Changing Surface, Gega and Peters. DUE: Oct 12

Assignment 2: Project 7: Individually, or in groups of two or three, analyze components of EALR No. 2. Plan two lessons (one Direct and the other Inquiry) using EALR No. 2 Benchmarks 1 and Benchmarks 2. For the Lesson Plan provide only the student learning objective(s) and the procedures.DUE: Oct 17

10/12 Session 10

20 Questions

Questioning Skills

Assignment 1: Read and discuss Chapter 7 - Plant Life and Environment, Gega and Peters.DUE: Oct 17

Assignment 2: Project 8: Design an investigation using the scientific method to observe how bean seeds change over 10 days. Perform your investigation and use a tab book to record the data and present the conclusions. INCLUDE ALL THE STEPS. DUE: Oct 24

PRACTICE TEACHING SCIENCE

10/17 Session 11

Unit Plan Discussion

Microteaching

Assignment: Project 9 - Develop Web, Unit Goals and Objectives for the Unit Plan (10 pt.) DUE: Oct 24

10/19 Session 12

Unit Plan Discussion

Assessment

Assignment 1:Read and iscuss Chapter 6 - Simple Machines and How They Work, Gega and Peters.DUE: Oct 24

Activity-Mike Mulligan and his Steam Shovel

DISCREPANT EVENT: Saving Mike Mulligan (3 pt)

Assignment 2: Project 10 - Design and Develop Essential Questions and a culminating activity for your Unit (10 pt.). DUE: Oct 31

Journal 2: Reflect on the different types of classroom assessment and how you plan to use these assessments in your classroom. DUE: Oct 31

10/24 Session 13

Cooperative Learning Model: Think, Pair, Share

Unit Plan Discussion

Microteaching

Assignment: Read and discuss Chapter 5 - Electrical Energy, Gega and Peters.DUE: Oct 31

10/31 Session 14

Science Kits

Activity: Changing electricity into light

Assignment 1: Read Chapter 8 - Animal Life and Environment, Gega and Peters.DUE: Nov 2

Assignment 2: Project 11-Design and use an electronic puzzle. DUE: Nov 9

11/2 Session 15

Activity: Making Friends with Slugs - Slugs

Assignment: Paper 3-Reflect on and express your sentiments about slugs and their niche in the environment by writing a SLUG POEM. DUE: Nov 9

11/7 Session 16

DISCREPANT EVENT: Why does the cup stay on the balloon? (3pt)

Safety Rules for the Science classroom

Adaptations for Special Needs Children

Unit Plan Discussion

Microteaching

11/9 Session 17

Electronic Puzzle Presentations - Self Evaluations

Activity: Science Jeopardy

11/14 Session 18

NO CLASS

Assignment:Read and discuss Chapter 11 - Water, Air, and Weather, Gega and Peters. Due: Nov 16

UNIT 4 - Essential Learning Requirement EALR No. 3: The student understands the nature and contexts of science and technology.

11/16 Session 19

Managing Science classrooms

Activity: Teacher to Teacher Video on science classroom management.

Review and discuss EALR No. 3

Assignment 1:Read and discuss Chapter 2 - Heat Energy, Gega and Peters.DUE: Nov 21

Assignment 2: Project 12- Individually, or in groups of two or three, analyze components of EALR No. 3. Plan two lessons (one Direct and the other Inquiry) using EALR 3 Benchmarks 1 and Benchmarks 2. For the Lesson Plans provide the student learning objective(s), procedures and assessment. DUE: Nov 28

Journal 3: Reflect on what you consider to be the biggest obstacle remaining for you to become a good science teacher. DUE: Nov 28

11/21 Session 20

DISCREPANT EVENT: Lift an ice cube with a thread? (3 pt)

Activity: Heat and Temperature - Daniel Gabriel Fahrenheit

The Ice Cream King, McEvoy

11/23 HAPPY THANKSGIVING