Instructor: Pamela D. Wash, MA (Science Specialist, CSRA Hub)

Email: pamelaw@aiken.sc.edu

Telephone: Office: 641-3250 or 3594 Home: 803-275-4015 (Office Hours vary)

1. Descriptive Information:

• Course Description: 3 hrs. - Prerequisite: admission to Education Program

• Intended Audience: Elementary education majors or others seeking certification in elementary education.

1. General Goals: Each student will…

1. Develop an understanding of the components and nature of science and the inter-relatedness of the different sciences.
2. Acquire the abilities and develop the attitudes necessary to teach science effectively in grades one through eight.
3. Develop an understanding of the development characteristics of children in grades one through eight.
4. Develop skills in using a variety of methods and materials appropriate for teaching science in grades one through eight for children of varying backgrounds, abilities, and learning styles.

1. Instructional Objectives: After completing AEDL 432, the student will be able to…

1. Exhibit a more positive attitude toward science.
2. Demonstrate a better understanding of the nature of science and the inter-relatedness of the subject areas of science.
3. Demonstrate how the science process skills are used in investigating scientific phenomena and problems, interpreting findings and in communicating results in the various areas of science.
4. Describe how elementary teachers influence children's attitude toward science and their interest in science and science-related careers, particularly in the context of the under representation of women and people of color in these fields.
5. List and describe some of the significant social, economic, and political events in the history of science education that have influenced how science is taught today.
6. Describe the distinguishing characteristics of the major elementary science programs and how these programs have influenced current trends in teaching science.
7. Describe the expectations for classroom science teaching reflected in the South Carolina Science Standards.
8. Describe and demonstrate the use of criteria for selection of appropriate science texts.
9. Describe and demonstrate how the developmental characteristics, age, and exceptionalities of children impact the selection of content, activities, and methods of presentation, materials, equipment, and other resources in developing hands-on science lessons.
10. Describe how gender, ethnicity, race, culture and language play a role in how children learn science.
11. Describe and demonstrate how hands-on science teaching facilitates the learning of children with varied learning styles.
12. Demonstrate an understanding of the relationships among instructional objectives, the methods used in implementing instruction, and assessment in the teaching of science.
13. Use the Learning Cycle as a format in planning and presenting hands-on science lessons which result in meaningful learning.
14. Demonstrate effective questioning skills.
15. Analyze science teaching practice by critiquing tapes of their presentation of science lessons.
16. Demonstrate an understanding of how to organize learning in science around (STS) science/technology/society problems and issues.

1. Course Readings:

1. Required Text: Martin, R., Sexton, C., Wagner, K. and Gerlovich, J. (1997). Teaching Science for All Children (2^nd Edition), Boston, MA: Allyn and Bacon.

George, Jean Craighead. (1992). The Missing ‘Gator of Gumbo Limbo, New York, NY: HaperCollins.

2. Supplemental Readings:

1. Administrative Requirements:

• Attendance Policy: As a part of your professional development, class attendance is mandatory and punctuality is expected. If you miss a class, you are responsible for checking with classmates to see if there were any changes in scheduling or assignments. Missed in-class exercises may not be made up. Excessive absences may jeopardize your successful completion of this course.

• Late Assignments: Late assignments will be penalized 10% per day. No assignments will be accepted after one week. If you are absent the day an assignment is due, make arrangements to get it turned in so you may avoid late penalties.

• Honor Code: The following statement should appear on all assignments:

• Disabled Students: If you have a physical or learning disability which might affect your performance in this class, please contact Disabled Student Services as soon as possible. Once evaluation has been made, appropriate accommodations will be determined.

• Communication Skills: The development of good communication skills is an integral part of your professional development. Written work should be free of frequent errors in spelling, punctuation, and grammar. The writing room is available for assistance with writing skills and your attendance there will be required when deemed necessary. Grades on written assignments will be adjusted if problems in writing persist.

1. Discussion/Participation/Attendance

20 Lesson Evaluations

15 Required Reading (Articles)

1. Textbook Evaluation

1. Learning Cycle Lesson Plan

1. Writing Objectives

1. Writing Productive Questions

1. Midterm Exam

1. Assessment Items

1. Unit Plan

1. Peer Lesson/Peer Evaluation

1. Final Exam

1. Grading Scale:

100% - 94% = A

93% - 90% = B+

89% - 85% = B

84% - 82% = C+

81% - 78% = C

77% - 74% = D+

73% - 70% = D

Below 70% = F

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. Course Outline: Required Text Readings (T), other readings, and Assignment Dates

Aug. 21: Course Introduction

Aug. 23: T = What is Science (pp. 3 - 31)

Chapter One from novel (1^st journal entry)

Assignment: Unit Plan - Due Oct. 30

Aug. 28: T = How Do Children Learn Science/Piaget Development (pp. 34-62)

Aug. 30: Sink or Float?/Clayboats

Sept. 6: T = Use and Selection of Science Textbooks (pp.388 - 401)

Sept. 11: Velocity/Cooperative Learning

Sept. 13: T = Children's Conceptions/Misconceptions (reread pp. 38-44)

Chapter Four from novel — 4^th journal entry

Sept. 18: T = Learning Cycle (pp. 299-315)

Assignment: Learning Cycle Lesson Plan - Due Sept. 25

Sept. 20: Learning Cycle Lesson Plan modeled w/sample provided

Chapter Five from novel — 5^th journal entry

Sept. 25: T = Writing Instructional Objectives; Lesson planning for Hands-on Science (pp. 153-

Oct. 18: T = Alternative Methods for Teaching/Integrating Science (pp. 222-234, Ch. 8, and

pp. 373-381)

Assignment: Peer Lessons — Begin Nov. 1

Oct. 23: Implementing Problem solving strategies — integrating math and science

Chapter Seven from novel — 7^th journal entry

(Peer Lesson Planning Time)

Oct. 25: T = Problem Solving; Science Fairs (pp.312 - 316)

Chapter Eight from novel — 8^th journal entry

Oct. 30: T = Student Diversity and Stereotyping; Exceptionality (Chp 3 and pp.328-334)

UNITS ARE DUE TODAY!

Nov. 1: Peer lessons (Must bring video tape)

Chapter Nine from novel — 9^th and final journal entry (Journals are DUE!)

Nov. 6: Class will be held at the RPSEC for planetarium show and tour. Please be prompt.

Nov. 8: Peer Lessons

Nov. 13: Peer Lessons

Nov. 15: Peer Lessons

Nov. 20: Peer Lessons

Nov. 27: Peer Lessons

Nov. 29: Peer Lesson Evaluation — video-tape critiques to be completed in class and submitted.

Dec. 4: Final Review

Dec. 12: FINAL EXAM - 2:00 PM

Science Topics: Lessons, units and activities may be drawn from the following topic areas:

Heat, light, sound, the Earth, electricity, magnetism, air, water, animals, plants, climate, weather, life processes, ecology, the environment, the human body, states of matter, and chemistry