Integrated Science and Mathematics for Elementary School Teachers
DESCRIPTION: This is a special topics course designed to demonstrate to the elementary teacher the inter-relationships between science and mathematics. Through the use of integrated experiences, activities, and examples, teacher participants will be exposed to mathematics manipulatives in the context of science, science kits, classroom unis and lesson plans, research, and exemplar websites. All lessons will be aligned to the SC Mathematics and Science Standards.
CREDIT: Three semester hours of graduate credit.
INSTRUCTOR: Ms. Gloria W. Allen
TELEPHONE: 803-641-3592 (work)
CLASS LOCATION: RPSEC 209
DATES: Tuesdays, January 14 - May 6, 2003
TIMES: 4:30 PM - 7:30 PM
COURSE FEE: $150
Catalog Descriptive Information:
SMED R705 Integrated Science and Mathematics for Teachers
Topics common to science and mathematics emphasize applications to elementary and middle schools: patterns, measurements, approximation and estimation; dimensional analysis; elementary probability and statistics; scientific notation; and data analysis.
Three (3) semester hours graduate credit available.
This course is designed to demonstrate to the elementary teacher the inter-relationships between science and mathematics. Teacher participants will be exposed to and become familiar in the mathematical manipulatives in context of science content. Emphasis will be placed on these science concepts and necessary mathematical skills most appropriate for instruction in the elementary grades. A breath of scientific principles and mathematics concepts are explored through hands-on activities. Cooperative learning strategies and alternative assessment strategies will be emphasized and modeled. Teacher participants will be required to develop a classroom unit, appropriate for their grade level, integrating mathematics and science.
This course is intended for elementary and middle school teachers of science and mathematics.
- 1. To inculcate or reinforce the idea that the teaching and learning of both science and mathematics can be enhanced through the use of integrated experiences, activities and examples.
- 2. To familiarize teachers with the recommendations of the South Carolina Mathematics and Science Curriculum Standards with respect to the use of technology in the classroom.
- 3. To familiarize teachers with technologies that can be used to enhance the teaching and learning of mathematics and science, including the Calculator Based Laboratory, and the Calculator Based Ranger.
- 4. To familiarize teachers with Internet web sites that contain data sets appropriate for mathematics and science classrooms.
- 5. To develop instructional strategies and techniques needed to effectively integrate the use of technology in the mathematics and science curriculum.
- 6. To encourage the use of interdisciplinary activities in the classroom and cooperative work among teachers from different disciplines
- By the end of this course, teacher participants will be able to:
- 1. identify mathematical patterns in a variety of scientific events and processes;
- 2. record and analyze data expressed in scientific notation;
- 3. recognize that variations in data are the result of measurement strategies and phenomenological variation;
- 4. manipulate and convert units of measurement;
- 5. use a variety of instruments to measure physical characteristics;
- 6. use appropriate estimation and approximation techniques;
- 7. describe the role of simulation in scientific inquiry;
- 8. generate simulated data sets;
- 9. collect, record, and analyze data sets from scientific experiments; and
- 10. use probability to make predictions.
Major Topics of the Course:
- 1. Patterns-relationships and functions
- 2. Measurement-approximation and estimation
- 3. Dimensional analysis and unit conversions
- 4. Geometry/Spatial sense-relationship of form and function
- 5. Probability and descriptive statistics using real and simulated data sets
- 6. Analysis of the quality of data
- 7. Decimals, powers of 10, and scientific notation
- 8. Scientific inquiry
- 9. Life science
- 10. Earth science
- 11. Physical science
Teaching strategies used to address course content include, but are not limited to: hands-on activities demonstrating the use of manipulatives in instruction; video presentations of assessment procedures and classroom practices with children, cooperative learning projects, use of overhead demonstrations with transparent manipulative and black line masters, investigations with the inquiry process based on a mathematics question, guest speakers, field experiences, questioning, discussion and textbook demonstrations and simulations.
II. Course Requirements
A. Administrative Requirements
"On my honor as a University of South Carolina Aiken student, I have neither given nor received any unauthorized aid on this assignment. To the best of my knowledge I am not in violation of academic honesty."
B. Required Activities
Tests on science and mathematical content and teaching methods
Instructional Unit/Presentation (20%)
Term Paper/Position Papers (20%)
Assignments and responsibilities are due on dates and times specified. The instructor must be notified at least 2 days in advance if a student will not meet an obligation on time. The grade for assignments may be dropped by one letter grade for each late day.
Required Text and Resources:
1. Eichinger, John. (2000). 40 Strategies for Integrating Mathematics and Science Instruction. New Jersey: Merril-Prentice Hall Publishing Company.
2. South Carolina Mathematics Curriculum Standards and the South Carolina Science Curriculum Standards (student will bring from his/her school)
3. PACT Mathematics Assessment, A Blueprint for Success (student will bring from his/her school) or sample Science PACT items (available from the SC Department of Education website)
4. Calculator Based Laboratory and Calculator Based Ranger Activities (provided by the instructor)
5. Student Activities (provided by the instructor)
Final grades will be determined on a point accumulation basis. Points will be awarded for:
1. Active class participation, and completion of in-class activities. (20%)
2. Instructional Unit (20%)
3. Short quizzes/exam, lab notebook or activity reports (20%) (Class participants are expected to keep a portfolio of lessons presented during the semester in an organized portfolio.)
4. Paper/Position Paper (20%) includes research on a class project
5. Final Exam (20%)
100% - 93% = A
92% - 90% = B+
89% - 87% = B
86% - 82% = C+
81% - 78% = C
77% - 74% = D+
73% - 70% = D
Below 70% = F
Special Supplies: There will be many handouts given in this course. You will need to keep these organized. I strongly recommend that you keep these handouts in a three-ring binder reserved for that purpose. There is a three-hole punch in the RPSEC, which you may use to prepare handouts for inclusion in a binder.
Expected student competencies to be acquired: In order to complete this course satisfactorily, the student must demonstrate the ability to produce well-written correct solutions for problems like those assigned for homework in this course. In many instances, this includes the ability to write problem solutions using clear and coherent arguments with correct Standard English and correct mathematical notation and terminology. Many of the problems we consider will require extended chains of reasoning, longer than you may have encountered before.
You will be graded on how your solutions are written as well as on the correctness of your final answers. You will, of course, be provided with detailed examples to follow as models for your own solutions. Your instructor values good writing in this course.
Study time: You should plan your weekly schedule to include at least two to three hours study time outside of class for each hour in class (refer to Student Handbook, page 78); this amounts to 6 to 9 hours of weekly studying of the textbook, going over class notes and handouts, and writing solutions for assigned exercises and take-home work in this course. This is of course a great deal of time, but this study time is critical for success in the course. If you are not willing and able to make this commitment, you should wait to take SMED R705 another semester when you are willing and able to do so.
Attendance: Students are expected to attend all classes. Less than 85 percent, (three absences of any type, excused or unexcused), will preclude credit for the course. All absences will be considered unexcused without promptly supplied documentation to the contrary. Please note that if you are not present, then you are absent; thus if you add the course late, you start with absences. The standard for what is excused will be that which is applied in the world of work; so for example, if your car is unreliable, you are expected to make another reliable arrangement. Each instance of lateness counts as one-half of one absence. Come to class on time and do not leave early. Anything else is rude and disruptive.
Instructional Unit: Each student will develop and write up a week long instructional unit composed of several lesson plans and/or modules. Lesson plans/modules will include activities that are aligned with the current SC Curriculum Standards, incorporate hands-on student involvement and an identified method of assessment. (Hands-on activities provide experiences such as collecting data; generating examples; manipulating materials; completion of writing exercises in which students summarize their findings and draw conclusions; and appropriate assessments.) Each student will present an oral presentation to the class that includes both content and teaching methods based on his/her instructional unit. See Instructional Unit handout.
Abstracts, projects, lesson presentations, software and textbook assessments, children's literature, position papers, instructional units, and assignments will be graded on your ability to follow directions and the completeness of the assignment as well as the quality of the content.