TEACHING ELEMENTARY SCIENCE
TEACHING ELEMENTARY SCIENCE
Edu 316
Fall, 2009
Instructor: Dr. Arlys E. Peterson
Office: Glidden 311; 605-331-6779
Classroom: Glidden 212
Meeting Time: Wednesdays/Fridays 12:30 - 2:30 PM
Mission Statement-University of Sioux Falls
The University of Sioux Falls, a Christian University in the liberal arts tradition, educates students in the humanities, sciences, and professions. The traditional motto of the University if Culture for Service; that is, we seek to foster academic excellence and the development of mature Christian persons for service to God and humankind in the world.
Course Description:
National and State Science Standards that focus on K-8 students' needs and specific learning environments will be addressed through practical applications of research in the classroom. Students will be encouraged to read and think about science and how to teach it through group interaction and activities. Problem solving, science in everyday life, integrating technology, inquiry –based learning, assessment, scientific methods, curricular materials, instructional strategies, and science issues are topics that will be studied. K-8 Health Standards will also be discussed. Field experience in a K-8 classroom will be completed in a local K-8 school. Prerequisite: Acceptance into the Teacher Education Program.
Textbook:
Internet Sites and Educational Journals
Peterson Home Page:
Portaportal: -
WIKI:
Prerequisite: Students are required to be admitted to the teacher education program before taking the class.
Instructional Methods: lecture, discussion groups, group work, videos, student presentations, computer work
Knowledge Base
The knowledge base for candidates in all teacher education programs at University of Sioux Falls is based on the conceptual framework, “Teacher as Developing Professional.” Coursework may emphasize some or all of the components of the framework: cognitive mediator, manager, researcher, communicator, evaluator, and servant-leader.
As cognitive mediator, the teacher helps students to become independent learners who construct meaning by combining new information with their own background knowledge.
As researcher, the teacher seeks to improve educational practices within the school setting, using an inquiry approach to serve students more effectively.
As servant leader, the teacher is able to integrate research on the development of moral reasoning, values, and ethical sensitivity into the classroom while following the model of empathetic personal interaction provided by Jesus Christ.
As evaluator, the teacher maximizes students’ learning by using a full range of formal and informal information-gathering processes in order to respond appropriately to student individual differences.
As communicator, the teacher is skill in modes of communication that will enable effective communication and collaboration with other educators, parents, and families.
As manager, the teacher plans and organizes the learning environment, established and maintains a positive learning climate, and implements effective intervention strategies.
INTASC Principles included in EDU 316 – K-8 Science Methods:
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Principle 1 The students understand the central concepts, tools of inquiry, and structure of the disciplines he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful to the students.
• Lesson plans that correlate with state curriculum and show state and/or district curriculum goals and objectives;
• Inquiry lesson plans: lessons built around a central question
Principle 3 The students understand how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
• Differentiated lesson plans showing how assignments and strategies are changed or extended to meet needs of all learners.
Principle 4 The students understand and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills.
• Lesson plans that show a variety of strategies including Multiple Intelligences, technology, and inquiry-based learning.
Principle 7 The students plan instruction based on knowledge of subject matter, students, the community, and curriculum goals.
• Lesson plans: a series of lessons around a state standard concept
Principle 9 Each student is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally
• The students complete an 10-week practicum experience in a elementary of middle school classroom and they each keep a reflective journal on what they learned and experienced in the classroom.
ELEMENTARY SCIENCE METHODS OBJECTIVES
1. Students will research and demonstrate understanding of the National and State K-8 Science Standards and the State K-8 Health Standards.
2. Students will research and demonstrate understanding of Inquiry-based learning in K-8 science lessons.
3. Students will research and demonstrate understanding of several different teaching strategies that produce effective learning environments in K-8 science classrooms.
4. Students will design science lessons that are developmentally appropriate and sensitive to the needs, values, and interests of a diverse group of students.
5. Students will research and demonstrate ways to use the Multiple Intelligences in science lessons.
6. Students will use multimedia technologies and trade books to support meaningful learning.
7. Students will research and demonstrate ways to integrate other content areas into science lessons.
8. Students will research and construct assessment plans that are compatible with the teaching goals that allow for multiple ways of representing knowledge.
9. Students will complete an online Science Portfolio for their Student Teacher Portfolio.
10. Students will complete a practicum experience in a K-8 science classroom.
Course Requirements:
1. Attendance/Completion of assignments as assigned in class
*After two absences you will be asked to drop the class.
2. Participation in class discussions
3. School Observations/Classroom Journal
4. Science/Health Portfolio
5. Class Presentation
6. Journal article critiques
7. Test
Grading – go to myUSF
Accommodations:
The University of Sioux Falls is committed to providing reasonable accommodation for students with physical, learning, and/or other types of disabilities. Accommodations for students with disabilities are made only in consultation with the Director of Career & Disability Services. Go to for more information.
.
University Policy on Academic Misconduct:
USF holds firmly to the conviction that personal and intellectual integrity should be fundamental at a Christian university. Full information about USF’s policy on academic misconduct can be found at:
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SCIENCE METHODS CLASS
Fall - 2009
SCIENCE - Sept. 9 and 11 - Wed./Fri. - 12:30-2:30
"Tell Me"
Class Wiki
Create a Wiki for class assignments
SD Science Standards
SD Technology Standards
"Science Education in the Spotlight"
Multiple Intelligences
show video
|Multiple Intelligences |Multiple Intelligence Video |Assessment: |Create a poster on a Multiple |
|Slide Show |or "Rainbow of Intelligences" |Find Your Strengths |Intelligence assigned to you - |
| |checkout from USF Library |Complete the online survey and |use 1/2 of a poster sheet, post |
|Lesson Plan Ideas | |bring the results to class on Sept.|on bulletin board in RM212 |
| | |16 | |
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INTERESTING SITES
|Tools for Teachers Blog |Pete's PowerPoint Station |Bing |Thinkfinity |All My Favs |
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PRESENTATION INFORMATION
|Teaching Strategy Presentations |Science Standards Lesson |
|Sign up for Teaching Strategy Presentation on Class Wiki. |Presentation - Checklist |
| |Sign up for Standards Presentation on Class Wiki. |
Assignment: Science Journal Critique #1 – Trends in teaching science in a K-8 science classroom. – find the article in the Science and Children journal in the USF library. Write a 2-page critique and attach it to your Wiki. DUE: Sept. 16
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FRIDAY
SMARTBOARD WORKSHOP - Glidden Lab
Science SmartBoard Slideshow
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SCIENCE - Sept. 16 and 18 - Wed./Fri. - 12:30-2:30
|A Science Self-Assessment | Discuss National and |Present: Inquiry | "Inquiry Learning" Video |*Discuss Journal article |
|go over in class |State Science Standards |Learning | |critique |
| | | | |*Discuss Online Multiple |
| | | | |Intelligences Assessment from |
| | | | |Sept. 9 |
|What is inquiry-Based Learning? |
|Inquiry and Problem-Based Learning - video |
|Inquiry Learning |
| |
|Inquiry is an approach to learning that involves a |
|process of exploring the natural or material world, and |
|that leads to asking questions, making discoveries, and |
|rigorously testing those discoveries in the search for |
|new understanding. Inquiry, as it relates to science |
|education, should mirror as closely as possible the |
|enterprise of doing real science. |
|Inquiry Learning - video |
|Case Studies in Science - videos |
|Inquiry-based Science |
|Inquiry-based Learning |
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BLOOM'S TAXONOMY
New Bloom's Taxonomy- PowerPt
Bloom's Taxonomy
Science Worksheet - complete this activity
|New Bloom's Taxonomy- PowerPt |New Bloom's Taxonomy |
|Bloom's New vs Old |Bloom's Revised Taxonomy - PowerPt |
|Bloom's Taxonomy |Question Stems and Activities |
|Bloom's Taxonomy |Bloom's Taxonomy Breakdown |
|Teaching Using Bloom's Taxonomy |Critical and Creative Thinking - |
| |Bloom's Taxonomy - |
Assignment: Science Journal Critique #2 – Trends in teaching science in a K-8 science classroom. – find the article in the Science and Children journal in the USF library. Write a 2-page critique and attach it to your Wiki. DUE: Sept. 23
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FRIDAY
SMARTBOARD WORKSHOP - Glidden Lab
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SCIENCE - Sept. 23 - Wed. - 12:30-2:30/ Sept. 25 - School Practicum - 12:30-2:30
|21st Century Skills | Learning Theories and |Case Studies in Science |Discuss Journal article|Review |
|Presentation |the Net Generation - PPT |Education - videos |critique |Multiple Intelligences |
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SCIENCE - Sept. 30 - Wed. - 12:30-2:30/ Oct. 2 - School Practicum - 12:30-2:30
|Differentiated Instruction|Scientific Method |Process Skills |*"Students Walk on |*Our Galaxy -|Textbook Evaluation – |
|Presentation | |Activities Hands |Water" - video |The Milky Way|MacMillan/McGraw-Hill |
| | |on in class | cornstarch |*Apple Demo |textbooks are in USF Library |
| | |Handouts | | |classroom |
| | | |*Making Outrageous Ooze| | |
Differentiated Instruction
What is it?
On a simple level, differentiated instruction is teaching with student variance in mind. It means starting where the kids are rather than adopting a standardized approach to teaching that seems to presume that all learners of a given age or grade are essentially alike. Thus differentiated instruction is “responsive” teaching rather than “one-size-fits-all” teaching.
A fuller definition of differentiated instruction is that a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible. (Tomlinson, 2003, p. 151)
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SCIENCE - Oct. 7 - Wed. - 12:30-2:30/Oct. 9 - School Practicum - 12:30-2:30
|Cooperative Learning |Create online Science |Google Sites |Portaportal |Science WebQuests – |Online Stories |
|Presentation |Portfolio in Glidden |web page creator |Find 5 sites for each |Print off an online | |
| |Computer Lab | |State Standard topic |WebQuest and evaluate it | |
| |Sample | | |using the WebQuest Form | |
|K-8 Science Portfolio Sample |Example |Portaportal Requirements |Science Checklist |
Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.
Teaching Strategy: Cooperative Learning
-Cooperative Learning
-Cooperative Learning Slideshow
-Cooperative Learning Video
-Why use Cooperative Learning?
-Jigsaw Classroom
-Class Activities
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SCIENCE - Oct. 14 - Wed. - 12:30-2:30/Oct. 16 - School Practicum - 12:30-2:30
|Project-based Learning |Graphic Organizer |Assessment |Assessment Ideas for the |Case Studies in Science |
|Presentatiaon |Presentation | |Elementary Science |Education - videos |
| |My Webspiration | |Classroom | |
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PRESENTATION - CHECKLIST
SCIENCE - Oct. 21 - Wed. - 12:30-2:30/Oct. 23 - School Practicum - 12:30-2:30
|Teaching Diverse Learners |Using Children's Literature in the Science Classroom Presentation |
|Presentation | |
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SCIENCE - Oct. 28 - Wed. - 12:30-2:30 - Presentations 50-60 minutes/Oct. 30 - School Practicum - 12:30-2:30
|TEACHING CHILDREN SCIENCE |
|K - 8 Nature of Science Presentation |
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SCIENCE - Nov. 4 - Wed. - 12:30-2:30 - Presentations 50-60 minutes/Nov. 6 - School Practicum - 12:30-2:30
|TEACHING CHILDREN SCIENCE |
|K- 4 Earth/Space Science Presentation |
|5-8 Earth/Space Science Presentation |
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SCIENCE - Nov. 10- 11- Tues./Wed. - 12:30-2:30 - Nov. 13 - School Practicum - 12:30-2:30
NASA
Washington Pavilion
8:00-3:30
|NASA 50 Years |NASA for Educators |NASA's Photo Journal |
"A Walk Through Space"
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SCIENCE - Nov. 18 - Wed. - 12:30-2:30 - Presentations 50-60 minutes/Nov.20 - School Practicum - 12:30-2:30
|TEACHING CHILDREN SCIENCE |
|K- 4 Science Technology, Environment, Society Presentation |
|5- 8 Science Technology, Environment, Society Presentation |
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NOVEMBER 25 AND 27 - THANKSGIVING BREAK
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SCIENCE - Dec. 2 - Wed. - 12:30-2:30 - Presentations 50-60 minutes/Dec.. 4 - School Practicum - 12:30-2:30
|TEACHING CHILDREN SCIENCE |
| |
|K-4 Life Science Presentation |
|5-8 Life Science Presentation |
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SCIENCE - Dec. 9 - Wed. - 12:30-2:30 - Presentations 50-60 minutes
|TEACHING CHILDREN SCIENCE |
| K- 4 Physical Science Presentation |
|5-8 Physical Science Presentation |
SCIENCE - Dec. 11 - Fri. - 12:30-2:30 - Presentations 50-60 minutes
SF SCIENCE/ HEALTH STANDARDS
|Kindergarten |
Arlys Peterson's Web Site
Updated [pic]
Comments to Arlys Peterson email at
arlys.peterson@usiouxfalls.edu
Peterson Methods WebPage
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JOURNALS
Creative Classroom Learning
Education Leadership Phi Delta Kappan
Educational Technology Science and Children
Electronic Learning Science Scope
Elementary School Journal Teaching Pre K-8
INTERNET SITES
Science K-8 methods
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SOUTH DAKOTA SCIENCE STANDARDS
5 THEMES
NATURE OF SCIENCE
PHYSICAL SCIENCE
LIFE SCIENCE
EARTH/SPACE SCIENCE
TECH, ENVIRONMENT & SOCIETY
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TEACHING CHILDREN SCIENCE – A DISCOVERY APPROACH
PRESENTATION – 50-60 minutes – 100 points
PRESENTATIONS FOR STANDARDS LESSON PLAN
____________Created a PowerPoint– 15 pts.
____________Presented a lesson from the Macmillian/MacGraw-Hill textbook to the class. – 50 pts.
_______ Used a children’s literature book in the lesson 10 pts
________Used the SmartBoard in the lesson 10 pts
________Used an online video in the lesson 10 pts
________Developed a written lesson plan 10 pts
________Lesson flowed from activity to activity 10 pts
Health Standards Presentations K-2; 3-5; 6-8
____________Created a PowerPoint to present SD Health Standards – 45 pts.
____________Presented a Health lesson to the class – 50 pts.
_______ Used a children’s literature book in the lesson 10 pts
________Used the SmartBoard in the lesson 10 pts
________Used an online video in the lesson 10 pts
________Developed a written lesson plan 10 pts
________Lesson flowed from activity to activity 10 pts
ALL PRESENTERS
____________50 minutes – 10 pts.
____________ Presentation – 25 pts.
___________ Hands-on 5 pts
___________ Good student Involvement 5 pts
___________ Prepared/Organized 5 pts
___________ Interesting lesson and activities 5 pts
___________ Good voice 5 pts
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SCIENCE BIBLIOGRAPHY
Akerson, V. (2001). Teaching science when your principal says “teach language arts.”
Science and Children, 38 (7), 42-27.
Aram, R. (2001). How do children know what they know? Science and Children, 39 (2), 28-33.
Colburn, A. (2000). An inquiry primer. Science Scope, 23 (6), 42-44.
Demers, C. (2002). Analyzing the Standards. Science and Children, 37 (4), 22-25.
Ferrell, K. (2001). Keeping the joy in teaching. Science Scope, 24 (6), 50-52.
Irwin, L., et al. (2003). Science centers for all. Science and Children, 40 (5), 35-37.
Levitt, K E. (2002). An analysis of elementary teachers' beliefs regarding the teaching and learning of science. Science Education, 86 (1), 1-22
Los Alamos National Library (2001). Science and math initiatives. Retrieved February 4, 2002 from
Lucking, R.A., & Christmann, E. P. (2003). Tech trek: Technology in the classroom. Science
Scope, 26 (4), 54-57.
Miller, R.G., & Calfee. R.C. (2004). Making thinking visible. Science and Children,
Retrieved October 29, 2004 from
Molledo, M. (2001). The resourceful teacher. Science Scope, 24 (6), 46-48.
Robertson, W.C. (2008). Science 101: Why do we classify things in science? Children and
Science, 45(5), 30-32.
Starr, L/ (2005). Barbara Morgan: Always a teacher! Education World. Retrieved August 15,
2005 from
Terrell, A. G. (2001, August 30). Leaders, readers, & science. Science and Children.
Retrieved February 4, 2002 from
science_and_children.php?news_story_ID=45587
Timmerman, B. (2002). Keeping science current. Science Scope, 25 (6), 12-15.
WPS39 (2001). Science resources. [Online]. Available:
Wyatt, V. (2003). Choosing and using good science books. Teaching K-8, 33 (5), 52-53.
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