CALIFORNIA STATE UNIVERSITY SAN MARCOS
SCHOOL OF
EDUCATION
EDMS 545:
Elementary Science Education
Spring
2012
Tuesday:
8:30 AM – 3:00 PM – Bonsall Elementary School
3 Units
Instructor: Dr.
Ingrid M. Flores Office
Hours: Tuesday: 3:00 PM - 3:30 PM or by
appt.
Please
Office: Univ. Hall 305 email me to set up a
convenient time to meet.
COE MISSION STATEMENT
The mission of the College of
Education Community is to collaboratively transform public education by
preparing thoughtful educators and advancing professional practices. We are
committed to diversity, educational equity, and social justice, exemplified through
reflective teaching, life-long learning, innovative research, and on-going
service. Our practices demonstrate a commitment to student-centered education,
diversity, collaboration, professionalism and shared governance. (adopted by COE Governance Community,
October 1997)
Course Prerequisite: Admission
to the Multiple Subject Credential Program
COURSE DESCRIPTION
This course focuses on
developing an understanding of theory, methodology, and assessment of science
in integrated and inclusive elementary classrooms. This course is aligned with California’s SB 2042 Standards, and
it is designed to provide a comprehensive overview of the objectives,
skills, concepts, experiments, materials, and methods necessary to teach
science to elementary school children. A series of individual and team
activities will provide you with first-hand experiences in these areas. This
course focuses on instructional methods, techniques, materials, lesson
planning, curriculum development, organization and assessment in science. The
integration of curricular areas is addressed.
Methods of cross-cultural language and academic development will be
integrated into the course.
REQUIRED TEXT & MATERIALS
· Friedl, A.E. & Koontz, T.Y. (2005). Teaching Science to
Children: An Inquiry Approach, 6th Ed.
NY: McGraw-Hill.
ISBN: 0-07-256395-8
· Science Framework for California Public Schools
K-12.
(2004). Sacramento: California Dept. of Education.
· Health
Education Content Standards for California Public Schools K-12. (2008).Sacramento: California Dept. of Education. Also available
online
Other handouts and resources will be distributed in
class or through Moodle course site
Other Recommended
Resources
Great
Explorations in Math & Science (G.E.M.S.) Lawrence Hall of Science. http://www.lhs.berkeley.edu/GEMS/
Activities Integrating Math and Science. Aims
Education Foundation.
COURSE OBJECTIVES: By the end of this course, students should be able
to:
1. Demonstrate proficiency with inquiry
skills of observing, measuring, inferring, classifying, predicting, verifying predictions,
hypothesizing, isolating variables, interpreting data, and experimenting.
2. Identify exemplary materials (curriculum
kits, science programs, textbooks, equipment, technology, ancillary materials)
appropriate for elementary school children.
3. Demonstrate knowledge and understanding
of the California Science Framework, the California Science Content Standards,
and the National Science Education Standards.
4. Demonstrate an understanding of the
physical, earth and life science concepts included in the K-8 California
Science Content Standards and how to design lessons to teach the concepts.
5. Demonstrate an understanding of the Health
Education Standards for California Public Schools and their
connection/application to science content standards.
6. Use the Learning Cycle model of
instruction to teach science in a contemporary manner.
7. Demonstrate the use of technology in
elementary science teaching and learning.
8. Demonstrate confidence in leading and
performing investigations designed to teach science concepts, science process
skills, and scientific attitudes.
9. Use authentic methods of assessment to
evaluate learning of science concepts and processes.
10. Practice strategies to
include all students in science (linguistically and culturally diverse,
students with
disabilities and other
students with special needs).
INFUSED COMPETENCIES
Special
Education
Consistent
with the intent to offer a seamless teaching credential in the College of
Education, this course will demonstrate the collaborative infusion of special
education competencies that reflect inclusive educational practices.
Authorization
to Teach English Learners
This
credential program has been specifically designed to prepare teachers for the
diversity of languages often encountered in California public school
classrooms. The authorization to teach English learners is met through
the infusion of content and experiences within the credential program, as well
as additional coursework. Students successfully completing this program
receive a credential with authorization to teach English learners.
(Approved by
CCTC in SB 2042 Program Standards, August 2002)
Use of Technology
This course infuses
technology competencies to prepare candidates to use technologies, emphasizing
their use in both teaching practice and student learning. Students are expected to
demonstrate competency in the use of various forms of technology (i.e. word
processing, electronic mail, Moodle, use of the Internet, and/or multimedia
presentations). Specific requirements
for course assignments with regard to technology are at the discretion of the
instructor. Most assignments will be
submitted in hard copy to the instructor, and some specific assignments will
also be submitted/posted electronically on Moodle. Keep a digital copy of all
assignments for use in your teaching portfolio.
You must use your Moodle e-mail account for this
class. The best way to contact me is by Moodle e-mail.
STUDENT LEARNING OUTCOMES
Teacher Performance Expectation (TPE) Competencies
The course objectives, assignments, and
assessments have been aligned with the CTC standards for the Multiple Subject Credential. This course is designed to help teachers
seeking a California teaching credential to develop the skills, knowledge, and
attitudes necessary to assist schools and districts in implementing effective
programs for all students. The
successful candidate will be able to merge theory and practice in order to
realize a comprehensive and extensive educational program for all students. You
will required to formally address the following TPEs in this course:
TPE Primary Emphases
in EDMS 545:
· TPE 1a-Subject
Specific Pedagogical Skills for MS Teaching Assignments (Science)
· TPE 5-Student
Engagement
TPE Secondary Emphases in EDMS 545:
· TPE 4-Making Content
Accessible • TPE 7-Teaching English Learners
• TPE
9-Instructional Planning • TPE
14-Educational Technology in Teaching and Learning
California Teacher Performance Assessment (CalTPA)
Beginning July 1, 2008 all
California credential candidates must successfully complete a state-approved
system of teacher performance assessment (TPA), to be embedded in the
credential program of preparation. At
CSUSM this assessment system is called the CalTPA or the TPA for short.
To assist your successful
completion of the TPA, a series of informational seminars are offered over the
course of the program. TPA related questions and logistical concerns are to be
addressed during the seminars. Your
attendance of TPA seminars will greatly contribute to your success on the
assessment.
Additionally, COE classes
use common pedagogical language, lesson plans (lesson designs), and unit plans
(unit designs) in order to support and ensure your success on the TPA and more
importantly, in your credential program.
The CalTPA Candidate
Handbook, TPA seminar schedule, and other TPA support materials can be found on
the SoE website provided at the website provided:
COURSE
POLICIES AND REQUIREMENTS
Attendance Policy
Due
to the dynamic and interactive nature of courses in the School of Education,
all students are expected to attend all classes and participate actively. At a
minimum, students must attend more than 80% of class time, or s/he may not
receive a passing grade for the course at the discretion of the instructor. Individual
instructors may adopt more stringent attendance requirements. Should the
student have extenuating circumstances, s/he should contact the instructor as
soon as possible. Absences and late arrivals/early departures will affect the
final grade.
For
this class, if you are absent 1 class session, your highest
possible grade is a “B”. If you are absent 2 class sessions, your highest possible grade is a “C+”. Late arrivals and early departures will lower your course grade. For every two times that you
are late and/or leave early, your course grade will be lowered by one letter
grade. If you have an emergency, or very extenuating circumstances, please see
the instructor to make arrangements accordingly. Absences do not change
assignment due dates. If you find that you cannot attend class due to an
emergency or very extenuating circumstances, please email any due
assignments by the start of the class session it is due. NOTE: With few
exceptions, late assignments will not be accepted.
Writing Requirement
In keeping with the All-University
Writing Requirement, all courses must have a writing component of at least
2,500 words (approximately 10 pages), which can be administered in a variety of
ways in this course.
Computer Use During Class Sessions
You are welcome to use a laptop computer in class
when working on class assignments, for example. However, you will need to save
checking email or other personal computer use for time outside of class. Most
students find it disruptive when they are focusing on class activities or listening
to presentations and can hear keyboarding in the classroom. Please be
considerate of your instructor and peers in this regard. It is greatly
appreciated by all!
Cell Phones
Please
turn off your cell phone before the start of each class. In addition,
there will be no texting during class. It is unprofessional for teachers to use
their cell phone during meetings with peers or during professional development
activities (our class is considered professional development!). Your
consideration will be appreciated by peers.
Person-First
Language
Use “person-first” language
in all written and oral assignments and discussions (e.g., “student with
autism” rather
than “autistic student”).
Disabilities are not persons and they do not define persons, so do not replace
person-nouns with disability-nouns. Further, emphasize the person, not the
disability, by putting the person-noun first.
Students With Disabilities Requiring Reasonable
Accommodations
Students with disabilities who require reasonable
accommodations must be approved for services by providing appropriate and
recent documentation to the Office of Disable Student Services (DSS). This office is located in Craven Hall 4300,
and can be contacted by phone at (760) 750-4905, or TTY (760) 750-4909. Students authorized by DSS to receive
reasonable accommodations should meet with their instructor during office hours
or, in order to ensure confidentiality, in a more private setting.
CSUSM Academic Honesty Policy
“Students will be expected to adhere to
standards of academic honesty and integrity, as outlined in the Student
Academic Honesty Policy in the CSUSM University Catalog. All written work and
oral assignments must be original work. All ideas/materials that are borrowed
from other sources must have appropriate references to the original sources.
Any quoted material should give credit to the source and be punctuated with
quotation marks.
Students are responsible for honest
completion of their work including examinations. There will be no tolerance for
infractions. If you believe there has been an infraction by someone in the
class, please bring it to the instructor’s attention. The instructor reserves
the right to discipline any student for academic dishonesty in accordance with
the general rules and regulations of the university. Disciplinary action may
include the lowering of grades and/or the assignment of a failing grade for an
exam, assignment, or the class as a whole.” Incidents of Academic Dishonesty will be reported to the
Dean of Students. Sanctions at the University level may include suspension or
expulsion from the University.
Plagiarism
As an educator, it is expected that each student will do
his/her own work, and contribute equally to group projects and processes. Plagiarism or cheating is unacceptable under
any circumstances. If you are in doubt
about whether your work is paraphrased or plagiarized, see the Plagiarism
Prevention for Students website http://library.csusm.edu/plagiarism/index.html. If there are questions about academic
honesty, please consult the University catalog.
COURSE
TOPICS OUTLINE
? The Nature of
Science
? The Learning
Cycle Model of Teaching
? Learning
Cycle Science Lesson Demonstrations
? Writing Objectives
for Student Learning
? Developing
Essential Questions
? Writing Science
Concept Definitions
? CA Science
Content Standards Grades K-8
? California
Science Framework
? SDAIE
Strategies in Science: Teaching Science to English Learners
? Infusing
Writing Activities in Science Lessons
? Science
Curriculum Kits and State Approved Texts
? Science
Process Skills and Scientific Attitudes
? Current
Issues in Science Education
? Infusing
Technology into Science Teaching
? Authentic
Assessments in Science
? Science
Projects, Student Research, Science Fairs
? Safety in the
Science Class
? Inclusion and
Teaching Science to Students with Special Needs
? Concept
Mapping
? Benchmarks
and the National Science Education Standards
REQUIRED COURSE ASSIGNMENTS/LEARNING OUTCOMES
The following assignments contribute to the
final, overall course grade. A weighted percentage (percentage scale) is given
for each assignment. Each written assignment is expected to have a clear
organizational presentation and be free of grammar, punctuation and spelling
errors. There will be a reduction in
points for the above mentioned errors. Late assignments are not accepted.
Prepare carefully for class, and be ready to discuss readings and assignments
thoughtfully. Note Grading Standards and the Description of Exemplary
Students on page 17 of this syllabus.
1.
Active Participation and Collaboration (all or nothing credit
given)
10%
2.
Concept Maps (3) and Concept Paper (1) - Individual 15%
3.
California Science and Health Standards Tasks and Presentation - Indiv.
& Grp 10%
6. Science Fair Exploratorium Lesson and
Presentation – In pairs or small Group 15%
7.
Integration of Technology in Science
Teaching & Learning – In LD Group
15%
NOTE: Each
student is responsible for ensuring that assignments are submitted correctly
and on time.
Most assignments will be
submitted in hard copy at the start of class (per course schedule), and some
specific assignments will also be submitted electronically to Moodle as class
resources. Keep
a digital copy of all assignments for your
credential program electronic portfolio.
DESCRIPTIONS OF ASSIGNMENTS
1. Active Participation and Collaboration - 10% (all or nothing credit)
Teacher education is a professional
preparation program and students will be expected to adhere to standards of
dependability, professionalism, and academic honesty (refer to rubric attached
to this syllabus).
Grading will include a component of
“professional demeanor.” Students will conduct themselves in ways that are
generally expected of those who are entering the education profession,
including the following:
· On-time arrival to all class sessions and attendance for the entire
class period
· Advance preparation of readings and timely submission of assignments
· A POSITIVE attitude at ALL times
· Active participation in all class discussions and activities
· Respectful interactions and courteous language with the instructor and
other students in all settings
· Carefully considered, culturally aware approaches to solution-finding
Class Discussions
and Participation: Students will
engage in active learning each class session, and will be expected to actively
participate. You may loose points for lack of participation based on the
following criteria:
·
Do you participate in class discussions
productively, sharing your knowledge and understandings?
·
Do you interact
productively with your peers, taking on a variety of roles (leader, follower,
etc.)?
·
Do you
contribute appropriately to group work—do you “do your share”?
·
Are you able to
accept others’ opinions?
·
Are you
supportive of others’ ideas?
·
Do you support
your peers during their presentations?
·
Can you monitor
and adjust your participation to allow for others’ ideas as well as your own to
be heard?
2. Concept
Maps (Individual) - 15%
Each
class session, you will be required to complete the assigned readings according
to the Course Schedule located in this syllabus. You should read the chapters
to develop an indepth understanding of the science content.
The
assigned readings provide an important foundation for your increasing
understanding of both science content and how to effectively teach science. To further aid you in remembering the readings and
assist you with meaningful class participation, you are asked to respond to the
reading assignments with concept maps. You
will be required to complete three (3) Concept Maps during the course (based on
your choice of one of three weekly
chapters from the assigned readings listed in the Course Schedule). Concept
mapping skills and procedures will be taught in class (Session 2) and your
concept maps must follow the protocols taught in class. You should use a
concept mapping tool like Inspiration,
available through Cougar apps. A tutorial is available in the program.
Please save digital copies for your records and TPE notebooks.
Concept maps will be due at the beginning of class
time on the assigned dates. You will only receive credit points if concept
maps are completed by the start of class on date indicated in the course schedule.
You will be asked to share your concept maps with
your peers at each class session. You should be prepared to share in depth the
breadth of your concepts presented in the chapter you read. Individuals will be
called on randomly to share their concept maps in class or you will share in
small groups. You will automatically lose half the points on the day’s concept
map if you are unable to share the concepts with the class.
Concept
Maps should include ALL major concepts discussed in one chapter. Do not include information from the investigations,
only the science content. All concepts should be enclosed in an oval, with
linking verbs or prepositions between concepts in an hierarchical manner.
Each
concept map has a possible total of 10 points based on the following criteria:
a) Map shows clear hierarchy or relationship—most
general, inclusive Concept at top of map
b) All major
concepts are included in the concept map.
c) Maps cover the depth of the science content in the
assigned chapter.
d) Maps use 1-2 words (nouns) for Concepts (not sentences
or paragraphs).
e) Maps use 1-2 verbs or prepositions for linking words
between concepts.
NOTES:
1. For each Concept Map, indicate your
name and the Chapter number at the top of your map.
2. You should print out your concept
map and bring to class on the day it is due. Place in your folder after use in
class.
3. If you do not do a concept map on a
given date for Option 3, you will provide a concept paper.
Please consult the course schedule of topics on pages 15-16
of this syllabus for due dates of concept maps!
Purpose of the assignment: To read a portion of the California Science
Framework and the
Standards for an assigned grade level. You will write your individual
response to the readings.
Then you will work with your partner to prepare and do a presentation to
the class. It is essential
for you to do the reading and the write-ups BEFORE you meet with your
partner.
Task I:
Framework Summary Response: (Individual) – 5 pts
· Read the first part of
the California Science Framework, up to page 22. This includes Board
Policy, the Introduction and Chapters
One and Two.
· Think about the reading
holistically.
· Type about a page,
in your own words, that answers these questions: What were the most important
ideas addressed in the reading? How does science teaching differ from
instruction in other subjects? What are the most important elements of a strong
science instructional program?
Come to the next
class session (#2) prepared to discuss the questions and turn in your answers.
At least one full page of text is required. Provide a
hard copy of Task I in your folder on session 2.
Task II A:
Grade level Science Content Standards Response: (Individual) – 10 pts
Using
the standards for your chosen grade, pick a line item from physical science,
life science, and
Earth
science. For each one, come up with a brief description of an activity that
children in that grade
can do
that also addresses one of
the Investigation and Experimentation standards for the grade.
You should end up with three sections for
science, each of which includes a content line (physical,
life,
or earth science), an Investigation and Experimentation line, and a 2-3
sentence
description of an activity that combines the two. See example on page
8.
Task II B: Grade level Health Education Content
Standards Response (Individual) – 5 pts
The Health Education
Content Standards for California Public Schools are categorized into
8 Health
Content Standards: Essential Health Concepts;
Analyzing Health Influences; Assessing Valid
Health Info; Interpersonal Communication;
Decision Making; Goal Setting; Practicing Health
Enhancing Behaviors; and Health Promotion.
These 8 content standards are included in 6 Health Content
Areas: Nutrition and Physical Activity; Growth,
Development
& Sexual Health; Injury Prevention and Safety;
Alcohol, Tobacco, and Other Drugs; Mental,
Emotional, and Social Health; and Personal and
Community Health.
For the same grade level assigned to you
for Task II A, you will select one Health
Content Standard under one of the Health
Content Areas and write an activity that students
in that grade level can do.
You should end up with one section for Health
Education, which includes one Health Content area,
one Health Content Standard, and a 2-3
sentence description of an activity that reflects both.
Hard Copy due date: Class session
2. Upload your Task II A AND Task II B
(ONE document) to
Moodle session 2.
The complete write up for Tasks II A
and II B should be no more than two pages. See page 8.
Task II C: Health
Education Journal Article
You
and your grade level standards group mates will EACH be responsible for accessing a health-related
journal
article (accessed online or in hard copy) that would be of interest to your
cohort for the purposes of
promoting
healthy living and lifestyle choices in students. You will prepare a brief oral
presentation that discusses
the
content of the health-related article and will
tie the topic of the article to a health content area(s) and
a health education standard(s) in a
specific grade level. Each group
member will be responsible for
accessing
his/her own article and presenting to the cohort on the date given by the
course instructor in class.
This
is an individual task/assignment. Before your presentation, please write the
name of the article, the
health
content area(s) and heath content standard(s) on the board that your article is addressing.
Task III:
Team preparation and presentation – (in class with your team) – 10 pts
Get together with your team. Look at the activities that were
collectively written up for Task II A.
Choose one activity. Then…
Ø
As a team, word process a lesson sketch/description
for the activity (with a lesson title, science content and Investigation
and Experimentation standards, learning objectives, an assessment plan, and a
brief but detailed description of the activity). Make sure you quote the
standards on which your lesson plan is based. Add group lesson sketch to group
PPT below.
Ø As a team, come up with
a brief overview of the Science Standards for your grade. Don’t try to give us
every single line of the standard. Summarize it in such a way that we see
generally what students are supposed to learn in Physical, Earth, and Life Science
and in Investigation and Experimentation in that grade—the Big ideas. On a
PPT, list the competencies indicated in the Science Standards for your
grade. Upload your group PPT to Moodle
session 2.
Ø
In 10 minutes or less, present your lesson plan sketch
and science standards overview to the class. Be prepared to explain why your
lesson activity represents really good science for kids.
Ø
Each team member should also add to the group PPT
his/her Health Content Standard/Health Content Area idea (i.e., Task II B)
Your grade for this assignment will be based on the content and quality
of your presentation, and on
the level of collaboration with your team.
Hard
Copy of Lesson Sketch due date: Class session 2: Upload
the group lesson sketch done for
Task III and the group PPT to
Moodle session 2.
Sample
Response to Assignment Tasks II A and II B.
Grade Four
Physical Science
1b. Students know how to build a simple compass
and use it to detect magnetic effects, including the Earth’s magnetic field
Investigation and
Experimentation
6f. Follow a set of written instructions for a
scientific investigation.
Activity
Following directions
from the Internet, the students will work in partner pairs to build compasses,
using paper cups, thread, a needle and a magnet. They will observe and record
the action of the compass indoors and outdoors, and in proximity to various
objects.
Life Science
2c. Students know
decomposers; including many fungi, insects, and microorganisms, recycle matter
from dead plants and animals.
Investigation and
Experimentation
6c. Formulate and
justify predictions based on cause-and-effect relationships.
Activity
The students will
predict the growth of mold on bread that has no preservatives. They will
observe and record the progress of the mold in various circumstances (if the
bread is left in the open air, if the bread is in a closed sandwich bag, etc.)
Earth Science
5c. Students know
moving water erodes landforms, reshaping the land by taking it away from some
places and depositing it as pebbles, sand, silt, and mud in other places
(weathering, transport, and deposition).
Investigation and
Experimentation
6b. Measure and
estimate the weight, length, or volume of objects.
Activity
In groups of four,
students will create landforms (using common dirt) on cookie sheets. They will
add measured amounts of water to their landforms, and will collect and measure
the dirt that runs off.
Health Content Area:
Nutrition and Physical Activity
Health Content
Standard 1.8.N - Identify ways to increase and monitor physical activity.
Activity
In pairs, students will take
turns in a jump rope activity. Starting with 5 jumps and increasing the jumps
by 5, they will observe and record the maximum number of jumps that their
partner can comfortably complete.
Purpose:
To develop and teach a particular kind of a science inquiry lesson that teaches
both science
thought processes and science
content.
Students
will lead hands-on science lessons during class. The lessons should (a) model
inquiry teaching and
learning (b) be based on strong essential questions, (c) be
content-understandable, and (d) be based on the
CA Science Content Standards. Differentiated strategies for English
language learners, students with
special needs and GATE students as well as
technology integration are required components of this
assignment.
You
will work in groups of 2 or 3 (partners TBD in class) to lead a science lesson
based on the Learning Cycle
Model of Instruction. You will prepare and
teach this lesson to your classmates. Each team will be assigned a
specific science topic for which you will
plan and teach the lesson. This topic will determine the grade level
and California Science Standard your team
lesson design will cover. Use activities from the textbook, Internet
sites or other science resources. The
team should teach the lesson as you would to elementary school
students. Your classmates will not role-play elementary students, but will
learn the science content and how to
teach it. Treat your classmates as teachers,
not elementary students. Each team will be allocated a maximum
of 35 minutes of class time to teach
their lesson.
The lessons should follow the Learning Cycle Instructional Model
(make sure that you include and explain all
3 stages in sufficient detail
so that there is no doubt about how to plan and conduct your science lesson),
must include hands-on activities, and
should emphasize specific science concepts. The Exploration and
Application phases of the Learning Cycle
require different hands-on science activities using manipulatives.
Before the lesson, write the
essential questions about the lesson on the board (or project from your
required
PPT described below) for students to
consider during the lesson. These questions should be higher level
Begin
Exploration with students making predictions/answering questions or
accomplishing challenges.
Hands-on
activities are NOT reading or completing worksheets (though they may require
students to read
something or complete lab observation sheets). You should take the activities “off of paper”
and require
students to use the science process skills
with science manipulatives. You need to
know and demonstrate
the
stages of the Learning Cycle, or you will not be given credit for your lesson.
Be sure you understand the
concepts you are emphasizing, and that you can explain them. The lessons should
be developmentally appropriate for K-6, and
should follow the NSTA Safety Guidelines. Your
lesson plan
should also identify and explain strategies
for English language learners and adaptations for both students with
special needs and for GATE students.
Prepare a PowerPoint Presentation to use in your lesson that is a strong
overview of all your lesson design
components. Include: Lesson title, grade
level, content area and subject matter, state science standards,
objectives, definitions of
important science concepts in the lesson, essential questions, learning cycle
phases, a
briefly detailed
explanation of the science content, assessment plan and criteria,
accommodations/adaptations
for ELs, GATE, SPED, and 3
everyday applications. Additionally, include a list of at least 3 interactive
web sites
(with short descriptions)
that address the science topic and concepts through simulations, graphics and
movies.
You should have links to
these web sites and show examples during the lesson. Bring children’s literature
reflecting science concepts relating to
your lesson topic to showcase.
Science Lesson Plan Document
·
Prepare a
comprehensive document that includes the information under Lesson Design Format
(see
pages 10-12 of this syllabus),
making sure you include:
o
Your names at the top
o
All components in the Lesson Design Format
o
References and other required information at the end of the lesson
plan.
On the day of your
lesson presentation, please begin the lesson by turning in 1 hard copy of
your lesson plan and data sheets to me. NOTE: Please provide the
lesson plan and data sheets in stapled form—unstapled lesson plans will
not be accepted.
You should also
give me copies for each team member of the Lesson Plan Rubric available
in the “Science Assignments Rubrics” folder of the course Moodle site.
Lesson
Plan Elements
Lesson Title: What is the
title of your lesson?
Grade Level: What is the grade level of your lesson?
Content Area: Example: Life Science, Physical Science or
Earth Science
Subject Matter: Example:
Heat Transfer, Plant Reproduction, The Digestive System, etc
Time period for the learning experience: How long will the lesson be?
California Science Content Standards: Include at least 1 science area (life science,
physical science, or earth
science) standard AND 1
Investigation/Experimentation standard.
Lesson objective(s) based on the content standards: What do you want
students to be able to do?
Write in complete sentences. Use an action
verb and explain how students will demonstrate
their new knowledge and understanding. Example: “The student will
demonstrate
understanding of ___________.”
Or, “The student will be able to
___________”
Science Concept(s): What Big
Idea(s) are you trying to teach? Do NOT
say “The students will ____.”
(That is an
objective, not a concept.)
Example:
Electricity is a form of energy generated by the flow of electrons through
a conducting
substance.
Example: Water molecules are strongly
attracted to each other and are pulled in all
directions. Surface tension is the
attraction between water molecules on the surface.
Essential Questions: List at least two essential questions
specific to the concept that you want
students
to be able answer during the lesson. What
is it that students should be able to
answer
by having successfully participated in your lesson? These are based on the BIG
Ideas
(tied to the learning objectives) of your lesson to focus student learning and
should
Examples: How does sound
travel? (Also: Explain how sound travels.)
How is frequency related to the volume of a sound?
How can you prove that air is a real substance that occupies space?
Class Description - For the purpose of this assignment, the class description must include
English
Language Learners, Special Education Students
and GATE students
Type of
class (self contained, subject specific), time of year, general background of
students
learning in relationship to new learning (challenges and prior learning)
-
English Learners:
-
Special education:
-
GATE Students/Advanced Learners/Accelerated Learners
-
Remaining students:
Developmental needs of the students
at this age
Learning
needs and developmental, age-appropriate skills needed by your students based
on grade
level.
Student
Groupings: How will you group students
for instruction?
Materials/Resources/Technology: What does
the teacher need? What do the students need?
Assessment Plan
Note:
Goals/objectives that will be assessed are based on the content standards and are
tied to the
Big Ideas (concepts) in your lesson.
Types of assessment: Prior knowledge (pre assessment), Formative
(progress monitoring),
Summative (final product)
Description and
Purpose of each Assessment Category
Feedback strategies: How students
will be informed of specific successes and challenges?
.
Description and Purpose of
Differentiated/Adapted Assessment Methods for ALL the following:
·
English Learners
·
Learners with Special Needs
-
Learning Disability
-
Physical Disability
·
GATE Students/Advanced Learners/Accelerated Learners
How assessment results will be used
to inform instruction:
Criteria for Assessment
What criteria will you use to grade the
assessment? How will you know if a student has successfully completed the
assessment and accomplished the learning goals? What will they do to show you
they have succeeded? NOTE: Criteria are based on the science content
standards and the learning goals/objectives in your lesson plan.
Lesson Procedures/ Instructional Strategies
Explain the procedures
thoroughly for each phase of the Learning Cycle. Include what the teacher
will do and what the students will do.
Engagement: How will you
focus/motivate students during this anticipatory set?
The Learning Cycle:
a)
Exploration: (Begin with students making predictions; then
have a hands-on SCIENCE activity.)
b)
Concept Invention (Make sure students share and discuss data and ideas in the first
part of this stage):
1. Students share their ideas, data, knowledge and
questions gathered from Exploration phase.
2. Teacher introduces students
to new terms, new information and provides further explanations
of science concepts.
c)
Concept Application (Should be a 2nd hands-on SCIENCE activity that extends
students’ thinking and learning from the two previous phases.
Differentiation and/or accommodation of
instructional strategies and activities for EACH of these student populations
(one student per focus population) described in your lesson plan:
Instructional
Adaptations and/or Accommodations (3) for ELL students:
·
·
·
·
Instructional
Adaptations and/or Accommodations (3) for students with special needs (SPED):
·
·
·
·
Instructional
Adaptations and/or Accommodations (3) for GATE students
·
·
·
·
Also include at the end of the Lesson Plan document:
Science Content Background: 1-2 pgs minimum
summary of the science content
background that teachers
need to know to effectively teach the lesson (goes beyond lesson content
knowledge a teacher needs to know).
Web Sites: At least 3 interactive relevant (K-8) science web
sites with descriptions
Three (3) Applications to everyday life and
explanations
Two (2) examples of children’s
literature on your science topic- BRING
BOOKS TO CLASS IF POSSIBLE
References: Title, author, publisher, year of all
resources consulted for lesson plan concepts/ideas/activities.
For your lesson plan presentation:
In addition to presenting your lesson to your
cohorts, your group should be prepared to present a strong overview of your
lesson plan using PowerPoint (given after your lesson presentation). For an
exemplar of what elements your PPT should contain, a model will be provided on
the “Course Resources and Documents ” folder on the home page of Moodle (refer to page 9 of this syllabus for what
your PPT should contain).
5.
REFLECTIONS: All discussion points should relate to lesson
learning goal(s/objectives) and Big Ideas
Due
the Class Session after Your Lesson Presentation – 10% total (10 pts each)
A. Reflection on the Instructional
Strategies of the Hands-on Learning Cycle Lesson Plan: 5%
After teaching the lesson in
class to your cohorts, each team member should write an individual
reflection (and
turn it in at the next class session) addressing the following prompts:
Why were
the instructional strategies, student activities, and resources appropriate for
this class based on content and student development?
How did they
address the developmental needs of these students?
How did they
help the students make progress toward achieving the state adopted academic
content standards for students in
this content area?
How were students able to understand & make connections between
lesson content and the outside world?
What are strengths and weaknesses in your instructional strategies,
student activities and resources?
What are possible
recommendations for improvement?
B. Reflection on the Assessment Methods
of the Hands-on Learning Cycle Lesson Plan:
5%
After teaching the lesson in
class to your cohorts, each team member should write an individual
reflection (and turn it in at the next class session) addressing the following
prompts:
1. Strengths and weaknesses in your general
assessment methods: Prior knowledge (pre assessment)
Formative (progress monitoring), Summative
(final product)
2. Strengths and weaknesses in your
differentiated/adapted assessment methods: English Learners,
Special Needs, GATE Students/Advanced Learners/Accelerated Learners
.
3.
Describe an alternative assessment based on the potential gaps in the
students’ learning.
6. Science
Exploratorium Lesson Plan & Presentation (In pairs) – 15%
Develop
an inquiry activity that uses a discrepant event appropriate for elementary
students. You will work in groups as assigned in class.
You
will prepare a hands-on science lesson and poster about a discrepant event that
leads to a science concept. You will present the lesson at an Elementary School
Science Fair Exploratorium. The audience will be K-6 grade students at an
elementary school to be identified later in the semester. Be sure you understand the concept(s) you are
emphasizing, and that you can explain it. The activity should be
developmentally appropriate, and should follow the NSTA Safety Guidelines.
Prior to teaching the lesson, turn it in to your instructor for review. After
teaching the lesson, turn in a copy of your Reflection. The activity should
include hands-on tasks and should emphasize particular science concepts. The
activity should allow students to explore, and then you will explain the
concept behind the activity. Make sure you have a concept application
activity(different than that used in the exploration activity) in case there is
time available for students.
On
the day of the fair, you will do the activity repeatedly (about 10 times) to
teams of about 7 students.
Type up an abbreviated group Lesson Plan (due a week before the Science
Fair Exploratorium) with your names
at the top and REFERENCES at the end of the lesson plan.
1. Lesson title –
Create a “catchy” title that will attract and motivate students to engage in
your activities.
2. Grade level
3. Content Area & Subject Matter
4. Science Concept(s) you are teaching. Write
it out in a complete sentence(s). Do not say,
“The students will ____.” (That is an objective, not a science
concept.)
- Essential Questions
(ensure high order questions!)
- 1-3 Learning
(Behavioral) Objectives: The student will be able to __________ or, The
SWDUO_____
- California Science
Content Standards addressed (both science content and I/E standards)
- Materials and
Resources (what the teacher needs; what the students need)
- Exploration Activity
- Concept Invention
- Concept Application
Activity
7. Integration of Technology in Science
Teaching and Learning – 15%
Purpose of the Assignment: Technology
provides unique approaches and resources for teaching and
learning in science. In this assignment, you
will apply your understanding of educational technology to a
specific
science lesson. Based on the ISTE National Education Technology Standards for
Teachers
(NETS•T)
and National Education Technology Standards for Students (NETS•S), you will
work with a
social
network program that will allow you to create an interactive, multimedia online
science teaching
experience
for your students. Assignment guidelines and instructions will be posted on the
Moodle site for
this
course, and you will receive specific instruction on using the multimedia tool
for this project. Although
you
will create a project for this assignment, an overarching objective of the
assignment is for you to learn
how to
use the technology so that you can teach students how to use the technology to
ultimately create
their own
projects based on the technology that you will learn and use in relation to
science concepts and
topics. Please pay careful attention to the
guidelines and required criteria for both the written
description
component and the project components of the assignment that are stipulated
in the
guidelines.
RESOURCES LIST THAT CAN HELP IN YOUR LEARNING OF
SCIENCE CONTENT AND METHODS
JOURNALS
Science Science
Scope Physics
Teacher
Science and Children The
Science Teacher Journal
of Chemical Education
Science Education School
Science and Math Innovations in
Science & Technology Education
Science News American
Biology Teacher Journal of
Research in Science Teaching
EDMS 545 Tentative Course Schedule: Spring
2012 (Tuesday)
|
Date
|
Course Topics & Activities
|
Readings & Work Due
|
|
Session
1
1/24/12
|
~ Course
Overview/Syllabus Review
~ The
Nature of Science
~ CA Science Content Standards & Frameworks
~ Framework and Standards Task I, II, III
explained
Framework & Standards groups
formation
~ Hands-on Learning Cycle Science Lesson Plan
groups sign- ups
~ A Private Universe (tentative)
|
Bring course syllabus to class
Bring course text to class
- Read Chapters 1 and 2, 3 of Teaching Science to
Children as a framework
for course concepts &
Skills
classes.
- Read CA Science Framework:
pgs 1-22 for
Framework & Standards: Task I due next
week.
- Read
Learning Cycle Handout on Moodle
and bring a copy to
next class
|
|
Session
2
1/31/12
|
FOCUS: Sequencing Instruction to Support
Learning
Outcomes
~ Overarching themes students should learn in
Science: Big ideas in Science Teaching/Learning
~ Lesson Planning: Using The
Learning Cycle to
teach science as inquiry.
How do we make decisions about what
to teach
and the best strategies/processes to
teach it?
What teaching strategies ensure
participation of
ALL students?
Writing Essential Questions
Writing Learning Objectives to support
assessment
in science
~ Instructor-led learning cycle lesson
~ Hands-on
Learning Cycle Lesson Plan group
formation (if not done in session 1)
~ Concept
maps and science content
~ Complete work on Framework & Standards
Task III (with team) and Presentations
|
- Bring Science
Content Standards (K-8) to all
classes.
- Read Chapter 4, 5 or 6 of
Teaching Science
to Children
DUE: Framework and Standards Task I
(individual)
Due: Framework & Standards
Task II A & II B
(Individual). Post
to Moodle
Framework and Standards Task III &
presentations due (team). Post group Lesson Sketch and group PPT to
Moodle – (one group member posts for team)
|
|
Session
3
2/07/12
|
FOCUS on Assessment: What are the best indicators to assess that
students have learned and understood the intended outcomes?
Making
Science Content Accessible to ALL
students: Strategies
to ensure participation of
ALL students
~ Adapting science curriculum for children
with
special needs
~ Instructor-led learning cycle lesson:
Inquiry Processes in Science
Science process skills & scientific
attitudes
~ Safety guidelines for the science
classroom
Learning Cycle Lesson Plan--in class work
|
- Read Chapter 7, 8 or 9 of
Teaching Science
to Children
- **Concept Map #1 due on one of: Ch 7, 8 or 9:
EVERYONE
Health Education Standards-related
Journal Article presentation due according to grade-level standards group.
Grade level standard(s) is your choice for the article only.
|
|
Session 4
2/14/12
|
~ Teaching Science to English Learners
~ Developing Science WebQuests and Technology
Resources for Science Teaching and
Learning
~ Instructor-led learning cycle lesson
~ Science kits
Integration
of Technology demonstration for assignment due Session 8
|
- Read Chapter 10, 11, or 12 of Teaching Science
to Children
- **Concept
Map #2 due on one of: Ch. 10, 11,
or 12: EVERYONE
-
***Learning Cycle Lesson Presentations:
Teams 1, 2 & 3. Post
to Moodle—one
posting per team. Post data sheets as well.
Health Education Standards-related
Journal Article presentation due according to grade-level standards group.
Grade level stand = your choice
|
|
Session
5
2/21/12
|
~ Integrating writing into science activities
~ Instructor-led learning cycle lesson
~ Science Fairs/Exploratorium and the Inquiry
Model
|
- Read Chapter 14, 15, or 16 of Teaching Science
to Children
- **Concept Map due on one of: Ch. 14,
15, or
16: OPTION FOR CM #3
NOTE: If a concept map option is not chosen, you
will create a concept paper for class on one of Chap. 14, 15, or 16
***Learning Cycle Lesson Presentations:
Teams 4, 5, & 6. Post to
Moodle--one
posting per team. Post data
sheets as well.
Health Education Standards-related
Journal Article presentation due according to grade-level standards group.
Grade level stand = your choice
|
|
Session
6
2/28/12
|
~ Instructor-led learning cycle lesson
Work to complete Science Exploratorium LP
|
- Read Chapter 17, 18 or 19 of Teaching Science
to Children
**Concept
Map due on one of Ch. 17, 18, or
19:
OPTION FOR CM #3
NOTE: If a concept map option is not chosen, you
will create a concept paper for class on one of Chap. 17, 18, or 19
*** Learning Cycle Lesson Presentations:
Teams 7, 8, &
9. Post to Moodle—one
posting per team. Post data
sheets as well.
Health Education Standards-related
Journal Article presentation due according to grade-level standards group.
Grade level stand = your choice
|
|
Session
7
3/06/12
|
~ Science Fair Exploratorium Presentations at
Bonsall Elementary
School – Grade 5
(Time TBD)
|
Post Science Exploratorium LP to Moodle—one per team
Science Exploratorium LPs due in folders
Please ensure that your team lesson plan AND
data sheets are posted to the appropriate link in Moodle.
|
|
Session
8
3/13/12
|
Integration of Technology Plan
assignment due
Integration of Technology
presentations
~ Course Wrap-Up
|
Please ensure that your team Integration of Technology Plan is posted
to the appropriate link in Moodle
|
** Choose three Concept Maps to submit
according to the assigned dates for text readings chapters in course schedule.
For option 3, you will create a concept paper for an option 3 not chosen.
NOTE:
While this syllabus is carefully planned, it may be modified or adjusted
at any time in response to the learning needs of the class.
GRADING
STANDARDS
A = 93-100 B
= 83–86 C = 73-76 F
= 0-59
A– = 90-92 B-
= 80-82 C-
= 70-72
B+ = 87-89 C+
= 77-79 D
= 60-69
It is expected that students will proofread and
edit all their assignments prior to submission.
Students will ensure that the text is error-free (grammar, spelling),
and ideas are logically and concisely presented. The assignment’s grade will be
negatively affected as a result of this oversight. Each assignment will be
graded approximately 80% on content and context (detail, logic, synthesis of
information, depth of analysis, etc.), and 20% on mechanics. All
reference/resource citations should use appropriate citation form. Please
consult with the American Psychological Association (APA) format in the APA
Manual, 5th edition for
citation guidance.
NOTE: You must maintain a B average (3.0 GPA) in your
teacher education courses to receive a teaching credential from the State of
California. Courses are not accepted if final course grades are below a C+.
Exemplary “A” Students
1. Demonstrate
serious commitment to their learning, making full use of the learning
opportunities available and searching out the implications of their learning
for future use.
2. Complete
all assignments thoroughly, thoughtfully and timely.
3. Make
insightful connections between assignments and their developing overall
understanding of science concepts; continually questioning and examining
assumptions in a genuine spirit of inquiry.
4. Attends
every class, always timely, and shows high level achievement of course goals.
5. Display a “can do” attitude, give 100%, and
works to help others learn too.
6. Contributes
a great deal to class environment, showing respect and concern for all members.
“B” Students
1.
Completes
all assignments, all on time, and demonstrates the ability to summarize,
analyze, and/or reflect at fairly high levels, showing consistent improvement
over time.
2.
Completes
all of the reading assignments and develops thoughtful and fairly thorough
responses.
3.
Produces
work that is close to professional level in terms of both content and writing,
working to develop a strong command of writing, speaking, planning and
presenting.
4.
Develops
presentations demonstrating significant learning.
5.
Presents
confidently and intelligently, demonstrating effective teaching skills.
6.
Attends
every class meeting and is regularly engaged during class.
7.
Contributes
to the positive environment of the class by respecting all members.
It is expected that students will
proofread and edit all their assignments prior to submission. Students will ensure that the text is
error-free (grammar, spelling), and ideas are logically and concisely
presented. The assignment’s grade will be negatively affected as a result of
this oversight. Each assignment will be graded approximately 80% on content and
context (detail, logic, synthesis of information, depth of analysis, etc.), and
20% on mechanics. All reference/resource citations should use appropriate citation
form. Please consult with the American Psychological Association (APA) format
in the APA Manual, 6th edition for citation guidance.
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