TECHNIQUES IN THE ELEMENTARY SCHOOL:
SCIENCE
Section 3: Mondays
and Wednesdays 8:00 - 9:15 AM Room
CPS 206
Instructor: Perry
A. Cook, Ph.D.
Office:
Room 454 CPS - 346-3263
Office Hours: Tuesdays
1:30 - 3:00 pm
or by appointment
Welcome to an
exciting semester of learning how to teach science in an early childhood
education setting! Throughout this
semester you will be involved in cooperative and independent activities, both on
campus and in an early childhood education setting, that will enable you to
become a confident, competent, and motivating teacher of science.
Tell me and I forget;
Teach me and I may remember;
Involve me and I learn!
Ben Franklin
Required:
Text
Rental -
Martin, Sexton, Wagner,
Gerlovich (1998). Science For All
Children: Methods For Constructing
Understanding. Allyn & Bacon,
Needham Heights, MA
Additional readings on reserve
in the LRC or Resource Room TBA
One journal notebook
identified with your name and course number.
Suggested:
Develop and increase confidence in teaching science.
Investigate basic science concepts which are appropriate for ECE students.
Become familiar with and implement DPI guidelines for science instruction.
Explore and practice strategies to use in the science classroom including: cooperative learning, conceptual change, problem solving, critical thinking, learning cycles and classroom management.
Plan and teach a hands-on science lesson in an ECE setting.
Develop a deeper understanding of the nature of science: it's attitudes, processes, and products.
Begin to develop a philosophy of teaching ECE science (learner's role, teacher's role, and learning environment).
Design a science discovery learning center.
Become more knowledgeable about science resources to enhance classroom teaching.
Gain experience in evaluating student conceptual development and performance in ECE science
Become aware of and learn strategies to provide for equity and safety in the science classroom.
Become familiar with national and state standards in science.
Become familiar with the INTASC principles.
This course will focus on the following WTS:
WTS #4 Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Knowledge
The teacher can identify multiple approaches of instruction to encourage student learning with respect to a wide variety of content concepts. The teacher matches appropriate instructional strategies to specific content learning goals.
Skills
The teacher designs lesson plans that reflect their understanding of appropriate instructional strategies. The teacher can model the selection of appropriate instructional strategies to specific content learning goals.
Dispositions
The teacher recognizes there are multiple valid instructional strategies that encourage and foster student learning in science. The teacher values the creative use of demonstration and laboratory instruction when teaching various science concepts.
WTS #6 Inquiry, Collaboration. The teacher uses knowledge of effective verbal, nonverbal and medial communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (part of Black Box, Nature of Science, Unit Plan, Q&A, LAMP lecture)
Knowledge
The teacher applies collaborative learning strategies to problem solve in the Black Box and Three P's (Problem Posing, Problem Solving, Peer Persuasion) activities. The teacher is able to critically evaluate the advantages and disadvantages of various communication techniques within the context of the classroom setting. The teacher is able to apply current understandings of inquiry discussion techniques to specific lessons based upon conceptual cognitive demand.
Skills
The teacher is able to demonstrate pedagogical savvy within microteaching and lesson planning contexts by carefully creating discussions that appropriately foster conceptual learning. The teacher is able to effectively conduct discussions on specific science concepts. The teacher is able to encourage collaboration within laboratory team settings.
Dispositions
The teacher is able to value and model appropriate science attitudes such as open mindedness, curiosity, tenacity in problem solving and creativity in thinking.
WTS #7 Methodology. The teacher plans and delivers instruction based upon knowledge of subject matter, students, the community, and curriculum goals. (Microteaching)
Knowledge
The teacher is able to identify the major components within the body of an effective lesson plan format. The teacher is able to distinguish between levels of quality within the evaluation of rationales, objectives, procedures and other lesson components. Teacher is able to construct and evaluate practical lesson plans.
Skills
The teacher is able to effectively instruct using a lesson plan they constructed. The teacher is able to appraise their knowledge of subject matter, students, the community, and curriculum goals while teaching (planning and instruction).
Dispositions
The teacher values the implementation of multiple instructional strategies based on knowledge of subject matter, students, the community, and curriculum goals.
WTS #8 Assessment. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. (Unit Plan III)
Knowledge
The teacher recognizes the advantages and disadvantages to using various current assessment tools and strategies in science. The teacher is able to compare and contrast formal and informal assessment measures. The teacher is able to judge the validity of types and quality of construction of various assessment questions and instruments.
Skills
The teacher is able to construct valid assessment instruments in both a content rich (lecture material) and performance-based (laboratory) context. The teacher is able to construct both quiz and test level assessment instruments. The teacher is able to create and utilize effective informal assessment strategies within the body of their instruction.
Dispositions
The teacher is able to clearly communicate to parents the strengths and weaknesses as well as justify the use of their chosen assessment strategies. The teacher will value the use of both personally and professionally developed assessment tools.
Course Framework and Evaluation
Points
Assignment
15
Plan, construct and display an interactive discovery learning center
focusing on an appropriate science topic and early childhood level of your
choice. Centers must include: visual
concept development; concept exploration; hands-on activities that encourage
inquiry; questions for students; any support materials.
Centers must be completed by March 2nd and will be presented
during the Wisconsin Elementary Science Teachers� special conference
Super Science Extravaganza Day at the
SPASH building from
You must turn in a self-evaluation with the Planning Folder.
The 15 points for the SDLC will focus only on the SDLC itself.
15/10
Science Activities Resource
File/Microteaching
Working in pairs, students
must find 50 and TRY at least 5 different science
experiments/demonstrations/activities that illustrate specific early
childhood/elementary science concepts.
The science disciplines that may be selected from include Biology (plant
and/or animal but not EE), Chemistry,
Physics, Earth Science (geology, climatology, etc.), Astronomy and General
Science. Although all five must be
completed prior to the end of the first eight weeks of the class only
one or two must be
presented to the class itself during the MICROTEACHING portion of the course.
Please use the self-assessment sheet to document and describe the
activities you chose to conduct and present.
Additional handouts will describe what you must hand in with the
self-assessment.
30
Integrated Hands On / Minds
On Unit Plan
Specific criteria for this assignment will be forthcoming.
10/10
Student Choice � Professional Development
Students must select two of the following activities to complete.
These must be completed prior
to the student teaching practicum experience.
When deciding what to do, keep in mind what will truly be of most benefit
to you!
A. Professional Development.
Attend a professional science conference or series of
science related workshops.
Dates and times of some possible events will be announced in class.
Submit a two-page summary of your experience including the title of the
conference, sponsoring organization, workshops attended, presenter's name and a
rough outline of the presentation.
Attach copies of any handouts received in the sessions.
Professional journals and newsletters often list scheduled conferences.
PRIOR APPROVAL REQUIRED for this option.
Attending the WEST Super Science Extravaganza Day conference on
B. Field Trip Plan.
Develop a plan for a class field trip to the CenterPoint Mall�s Central
Wisconsin Children�s Museum, (Tiffany Wilhelm the current museum director will
visit our class to give details of their needs) the UWSP Museum of Natural
History or any other appropriate location for teaching and learning science.
Think of unique opportunities to learn science concepts while utilizing
process skills being learned in class.
Include objectives, relevance to classroom work, grade level, logistical
considerations, parental permission forms, at least three student activities,
and follow-up. Follow general field
trip lesson plan (pre/during/post) formats.
C. Interview on Science Ideas.
You will interview a child of your choice on his/her ideas about an
everyday science experience: rain, plants, stars, magnets, animals, light,
electricity, etc. Plan to have
props/hands-on materials for your interview so the child has something to touch
or look at. Your purpose will be to
probe their thinking in a non-threatening way by continuing to ask them what
they know and why they think the way they do.
Prepare a written summary and analysis of the child's thoughts, your
reflections on the child's responses in terms of implications for classroom
instruction and a brief presentation of your findings to be given to this class.
Your written summary should include a list of materials used in the
interview, a list of possible questions prepared prior to the interview, an
analysis of the child's scientific understandings and your personal reflections
on how this analysis would drive your instruction and curricular decision
making.
D. Set up and maintain a terrarium
or freshwater aquarium in this classroom or set up a chick incubator and hatch
chicks in class. You should:
1.
Collect information on how to prepare and maintain the center, where and
how to collect specimens, as well as safety and ethical concerns related to
having plants and animals in the classroom
(I'll provide you with sources to use).
Plan for what you will do with terrarium, aquarium or chicks when task is
completed.
2. Construct at least one
activity you would have children participate in (two pages
each). Each activity should
include learning objectives, science concepts and/or
processes being explored, materials list and description of the activity
itself.
PARTNERS are strongly encouraged for this student choice.
E. Personal Science Research Project
Develop a specific research question/problem, design a scientific experiment to
answer the question or solve the problem, form a hypothesis, do the
experiment/observations, collect data, organize and analyze the data, form a
conclusion. This project gives you a
unique opportunity to refresh your memory as to what doing science in the
elementary classroom was like and the problems you are most likely to encounter
as a teacher of elementary science.
The write up should be in a research paper format.
F. If you have other ideas or
activities you feel would be more beneficial to your development as a science
educator please make an appointment with me to discuss your idea with me.
For example, gathering of elementary science activities and writing brief
plans for their use might be extremely pragmatic!
However, please don�t assume an alternative activity will be accepted
without prior approval.
10
Participation
Your active participation is a crucial aspect of this course.
If you do not regularly attend class or visit your Early Childhood
school, you will be unable to share in the many activities and experiences that
will be undertaken during this semester.
Remember that school administrators are seldom understanding of unexcused
absences or chronic lateness. Now is
the time in your professional development to work on your attendance and
promptness. Participation and class
activities CANNOT be made up and NO extra credit/supplementary work will be
provided. In case of an emergency,
which will require you to be absent from class, call me at my office or leave a
voice mail. One excused absence will
be allowed with no point deduction IF arranged prior to absence.
Each additional lack of attendance and therefore, participation will
result in a five (5) point reduction in the participation grade.
No late work will be accepted.
NOTE:
Attendance requirements for the practicum experience at a local
field site must be met. Students who
meet the on campus expectations for this class yet exhibit excessive tardiness,
unexcused absences, poor or unsatisfactory performance in their practicum field
experience with respect to the Wisconsin Teacher Standards will receive one of
the following:
A.
a failing grade in this class with or without the option of
repeating the entire experience,
B.
an incomplete grade earned in this class, the disqualification
of student teaching the following semester and the requirement of successfully
completing an additional practicum experience prior to additional student
teaching. The field experiences
office will coordinate this placement.
Course
Format
This
course is divided into two distinct sections.
The first eight weeks will include an introduction to elementary science
methods topics such as The Nature of Science, Science Learning, Science
Resources, Field Trips, Assessment and Science Teaching.
The second eight weeks will consist primarily of student led science
activities (microteaching) that provide an overview of a variety of elementary
science concepts. Attendance and participation in the Wisconsin Elementary
Science Teachers conference WESTfest 2001 on Friday and Saturday February 9th
and 10th, 2001 at the Stevens Point Holiday Inn is required.
Students will present exploratoriums made in Education 325 and attend
various workshop sessions.
Points Grade
| 100-95 A |
84-83
C+ |
| 94-93 A- |
82-78
C |
| 92-91 B+ |
77-76
C- |
| 90-87
B |
75-68
D |
| 86-85
B- |
Below
68 F |
Important
Dates for Assignments
__________
15
Bulletin Board or Science Discovery Learning Center
__________
15/10
Science Activities Resource File/Microteaching
__________
30
Integrated Hands On / Minds
On Unit Plan
__________
10/10
Student Choice
__________
10
Participation
Education
325 Dr. Cook
Science Discovery Learning Center Planning Sheet
Description
You
(and your partner) must plan, construct and display an interactive Science
Discovery Learning Center that depicts a specific scientific topic.
The scientific topic may be as narrow as a single concept or as broad as
a bridging theme (i.e. primary colors to the visible spectrum of energy).
Keep in mind these are different from bulletin boards
- they do generally involve
manipulatives beyond a visually, aesthetically pleasing bulletin board.
The central objective of a Science Discovery Learning Center is to engage
students in learning about a topic. They
should be informative and interactive in nature.
Evaluation Criteria
Your
Science Discovery Learning Center will be evaluated on several criteria.
Prior to constructing your center you should develop a Science Discovery
Learning Center Planning Blueprint that shows a drawing of what you want the
layout of the finished product to look like.
This simple blueprint, a list of materials, sources of information and
any additional insights (i.e. the grade levels the center is appropriate for,
etc.) should be included in the Science Discovery Learning Center Folder you and
your partner hand in on the completion date.
No more than $20 should be spent on the entire project.
Boards must be permanent but portable.
Preprinted, professional posters and materials will not be accepted.
Each of the submitting students will receive the same point grade for
this project so please work together and assign the work equitably.
Grades for the Science Discovery Learning Center project will be based on
the following:
Folder
information
Informative,
Accurate Content
Fun
Visually
stimulating
Interactivity
Creativity
Originality
Neatness/format
Appropriate
level
Each
Science Discovery Learning Center Project will be carefully assessed.
An evaluation sheet will be completed by the instructor and placed in
each folder to be returned to you. The
instructor may ask you to permanently donate your Science Discovery Learning
Center to the science education resource room.
Education 325
- Science Discovery Learning
Center Project Evaluation Sheet
Student Self-Assessment Rubric
Names:
___________________________________
___________________________________
___________________________________
Issue/item
Points
Folder information (2) _____
Informative,
Accurate Content (3) _____
Interactivity
(3) _____
Visually
stimulating / Fun (2)
_____
Creativity
/ Originality (2)
_____
Neatness
/ format (2)
_____
Appropriate
level (1)
_____
Total: _____
SDLC
Title:____________________________________________________
Your
Comments (please include strengths and weaknesses):
Dr.
Cook's assessment:
Issue/item
Points
Folder
information (2)
_____
Informative,
Accurate Content (3) _____
Interactivity
(3)
_____
Visually
stimulating / Fun (2)
_____
Creativity
/ Originality (2)
_____
Neatness
/ format (2)
_____
Appropriate
level (1)
_____
Total: _____