Required :
From UD Bookstore: 

Krajcik, J.S., Czerniak, C.M., & Berger, C. (1999). Teaching Children Science: A Project- Based Approach. Boston: McGraw-Hill. ]

This is a comprehensive, research based guide to teaching science.

Reddy, M., Jacobs, P. McCrohon, C, & Herrenkohl, L.R. (1998) Creating Scientific Communities in the Elementary Classroom. Portsmouth, NH.
In this book, teachers and researchers have collaborated to look at the social context of the elementary classroom and its impact on science teaching and learning.

From the Copy Maven:

Reading Packet for EDUC 341-12

The packet contains articles on issues relevant to our classwork

From the UD Bookstore

The Field Experience Handbook

The handbook provides specific information for your Block II field experience.

COURSE GOALS

The primary goals of this course are to help you learn to develop and teach effectively science lessons for elementary and middle grades. You will do this within the context of the UD teacher education framework, learning to become a reflective practitioner serving diverse learners as a scholar, problem solver, and partner. In this course, we will focus on the following dimensions: the big ideas (content standards) of science, how children learn science, how to teach science effectively, and how to assess students' understanding of content and process. Within these dimensions, we will study the following:

A. The Big Ideas of Science: Science Content Standards

What is science? How is it related to our lives? What are the "big ideas of science"-- the science content standards? Where can they be found? At what developmental level should they be taught? How can they be addressed in elementary science lessons?What resources can we use to find out about science content and teaching?

B. Teaching and Learning Science

How do children learn science? What does research say about their ideas about science and how they learn best?

and

What are effective ways to teach science? We will look a variety of methods and issues. You should be able to apply these methods in your own lesson plans as well as demonstrate your own understanding of science concepts and ability to attend to issues and explain the various approaches in other forms of our course assessments. The methods and issues are:

oselecting concepts appropriate for the developmental level of children

ouse of constructivist approaches

oawareness of children's prior knowledge and conceptualizations

oinquiry based lessons for actively involved children

orelating science to children's lives

oappropriate use of cooperative learning

oconducting scientific investigations

ointegration of instruction across the curriculum

ouse of tradebooks

oappropriate use of technology

oawareness of diversity and developing opportunities for ALL children to learn

ouse of effective classroom management techniques to establish a safe environment for learning science

ouse of appropriate community and professional resources

oimproving instruction through reflective practice

C. Assessment of Science Understanding

When and how should children's understanding of science content and process be assessed? What are the purposes of assessment of children's understandings?

**********************************
Assessing Your Learning:

The majority of the learning experiences in class will take place in peer groups -- just as they should in the elementary/middle school classes you teach. Within your groups you will work on science activities (including investigations and problem based learning projects) and share your understandings about readings, videos, and experiences in classrooms. Groups will submit reports or give presentations of their work which will be reviewed for group accountability. Group members will evaluate each other for individual accountability.

The teaching plans (lesson plans), including the preassessment report,  you develop for the field experience will provide an opportunity for you demonstrate that you can apply what you have learned about best practice in teaching and learning science (the big ideas/standards, appropriate teaching methods based on how students learn, suitable and ongoing assessment). Your own understanding of scientific concepts should also be evident in your lesson plans.

On course assessments/exams you may be asked to evaluate lessons or develop your own inquiry activities in terms of best practice in teaching. Your knowledge of science concepts addressed class activities will also be assessed.

Opportunities to develop your skill as a reflective practitioner occur in your group discussions, sharing opinions and ideas via e-mail, reporting on observations in classrooms and, in the final course assessment, reflecting on your own teaching.

**************

UD Teacher Education Framework and EDUC 341

The UD-prepared educator should be a reflective practitioner serving diverse communities of learners as a scholar, problem solver, and partner. EDUC 341 will include aspects of this framework throughout the course, in class content, assignments, and evaluation of your work. For example:

Reflective practice: In this methods course you will not only learn how to teach elementary and middle grades science, but also how to question whether certain approaches are effective or not. You will analyze science activities and lessons developed by others and reflect on the implementation of lessons you developed.

Diverse communities of learners: We will study how a variety of learners -- different in culture, gender, status -- participate in science by reading articles, observing in classrooms, and reflecting on our own learning experiences. You will endeavor to develop lessons and a management system that will invite all students to participate and understand the science concepts in your field experience setting.

Scholar: In order to be a good teacher, it is essential to become a lifelong learner. You cannot possibly know everything right now you need to know to be an expert science teacher.  As a teacher, every time you develop a new unit of instruction for your class, you will be challenged to learn the science concepts. In this course, we will work with this process so that you will become comfortable with it.

As a scholar, you will also read articles that will introduce you to issues in teaching science. You will search for and summarize findings about children's thinking about the science topic you will teach as well as conduct your own research on your students' ideas.

Problem solver: In class and in your field experience, you will have opportunities to develop your problem solving skills. In class you will work as teams to solve problems in elementary/middles grade activities as well as to carry out problem based learning projects. In the field experiences you will determine students' ideas about the certain science concepts and decide on the best approaches to use to help students understand science concepts and processes.

Greetings Preservice Teachers!

Some of you may be looking forward to teaching science to elementary and middle school students while others may be somewhat reluctant because science has been less than your favorite subject or you do not feel you have the background and skills. I hope our work in this course will bolster your confidence and your enthusiasm about teaching science. Children have a wonderful curiosity about things of science and one of our jobs as teachers is to encourage and extend their interest in the natural world.

We will study the dimensions described above through readings, videotapes of classrooms, experience in classrooms, and through actual participation in lessons and activities in the physical, life, earth, and environmental sciences. It is the tendency of some students to feel as though they are being treated as elementary students when working on elementary science activities. I hope that you will understand that actually working on elementary activities is the most effective way of presenting the activities so that you understand them, think about how students may react to them, and what teachers must do to make them effective. Please, do not feel that you are thought of as children -- you are thought of as a teachers of children, some of the most important people in the community!

We have a big job this semester exploring science teaching and curriculum from grades K-8, looking at how earth, life, physical, and environmental sciences might be taught. Since most of you will have be trying out your science teaching skills in grades 5-8 during your field experience, we will begin the semester by looking at science instruction in middle level grades. You will also have an opportunity to visit a primary classroom to observe (and help with) a science lesson. As the semester progresses, we will examine science instruction approaches for younger grades. In addition, for many topics we study, we will think about how they could be adapted for a range of grades.

Welcome to the exciting world of elementary/middle grade science teaching and a busy but interesting semester!

Sincerely,

Betty Wier

ASSIGNMENTS

 

Assignment	%	Points
Participation (weekly) Group work (group participation in class activities, discussion, group reports)  Individual (includes written responses to reading, group member evaluation)	10 10	20 20
B. “I wonder” research assignment (individual or pair) Part I: Find resources to answer a question you wonder about. Part II: Write a grant proposal for resources to teach about that question.  Due: Part I Feb. 13; Part II Feb. 18	14	28
C. Primary observation report (individual) Observe and help with a primary grade science lesson at Marshall Elementary. (Sign up for observation in class.) Write a reflective report on your experiences. Due by: March 4	12	24
D. “Midterm” assessment (individual) CANCELLED March 6	13 REDISTRIBUTED	26
F. Teaching plan  Pre-assessment Report: With your teaching partner, research the content of your unit. Then develop questions to find out about your students’ conceptions in your teaching topic. (Develop the pre-assessment with partner. Each of you should analyze responses to one question using with a rubric. Collaborate with your partner to write your report.) Due: March 20 Lesson plans: With your partner, develop plans for a “mini-unit” of three related lessons. Due: April 10 (Revisions by April 22; to cooperating teacher by April 13)	preassessment report 12.5         lesson plans 24	25               48
G. Final assessment  (Includes reflections of teaching experience and report back) Take home due by May 20	17.5	35
Total	100%	200 pts.

A. PARTICIPATION

1.) Group Work (10% group accountability)

• discussion of readings
• work and report on activities and projects

2.) Individual Responses (10%)

• E-Mail

• Written Responses

Assessment of group and individual responses rubric:

 

S+ (check plus)= report unusually complete, usually with additional component (if you earn several "points plus"  there is the potential for points which bump grade up to next level)

S (check)=satisfactory/complete: all questions/issues covered; organized well (all "points")

S- (check minus)=responses incomplete or unclear (lose  "points")

Note: Reports/ presentations on “major” projects are "double weighted"

B.   "I WONDER" RESEARCH PROBLEM 
You will be asked to research something you have wondered about in the natural world by exploring many resources. You may work on this project with a partner, as long as each of you has really “wondered” about the same thing and puts forth equal effort. 

C. “MID TERM" Assessment 

D. OBSERVATION OF PRIMARY SCIENCE LESSON 

You will have the opportunity to observe and assist with a primary grade science lesson at Thurgood Marshall Elementary School. The schedule for observation times will be provided in class. The observations should take place before your regular field experience begins. Questions to guide you when reporting on the experience will be available when you schedule your observation.
 

E. LESSON PLANNING

    1. Preassessment Planning Report (You are to collaborate with your teaching partner on report; however, components of the report will be each individual responsibility.)
This assignment will give you experience in gathering background information to prepare for developing your lesson plans. The report is also very important because it gives the instructor an opportunity to give feedback on your plans before you develop them in detail. Refer to the sample report (lessons on magnets) distributed in class for help on how to complete your planning report. Report includes:

• The lesson plan class information sheet (provided in class)

• Research on Children's Thinking: A summary (one or two paragraphs) of the research on children's thinking about the science concept(s) that might be taught (see course readings and resources in the ERC, e.g. "Leeds Support Materials" and ERIC 
• Profile Report: Analysis of children's responses to all pre-assessment questions (in the "Shapiro format" provided with the sample lesson distributed in class). Each methods student should analyze and develop a profile for one open-ended question.

• Resource materials: Attach at least three resource materials on science content for your unit. One should be a good reference from the Internet. If your lessons are based on material from a textbook, please include the section of that text. Highlight the parts of the resource you are using to help you with the background on your unit. Make sure you cite the references on the report.

• Outline of the three lesson mini-unit you propose to develop: The lessons should develop one or two major concepts in your topic [include: major concepts to be covered, learning goals, and brief description of activity]; lesson three should include an authentic assessment of the learning goals. Be sure to keep in mind the following while you are thinking about your lessons (these will be included on your lessons plans):

• Scientific Concepts: The concepts you propose to cover written in enough detail so that it is clear you understand the concept.
• Rationale for lessons you will develop based on research done on children's thinking, that is, how research informed your planning. (research = your preassessment and articles on children's thinking)
• Relevance of topic to students
• Standards: The content standards from the state in which you are teaching. (Delaware Science Content Standards   are on reserve in the ERC and available in 109 WHL or http://www.dataservice.org/DelaWISE/home.asp)

Methods Block II will be using a common lesson plan format that will be available on the web. In 341, we will review the components of the lesson plan and how they should be developed for your science lessons. (See http://www.udel.edu/educ/jfahnoe/edtech3/  for format). 

A final draft must be submitted to your cooperating teacher in time for approval before you implement the lessons during teaching week. The three lessons should be taught on at least two different days. Be sure to keep notes on the implementation of your lessons so that you can use them for your reflections.

F. FINAL ASSESSMENT
A component of this take home assessment is the report on your teaching experience.This report provides an opportunity to reflect on your teaching experience within the context of the UD teacher preparation framework.

Attendance, punctuality, and active and thoughtful participation are characteristics of professional responsibility expected for this course, including the field experience component. Written assignments should be submitted on time and in a professional manner. That is, they should be completed thoughtfully and typed or written neatly and legibly. Points may be deducted for assignments submitted late.

Attendance policies: Regular and punctual attendance is especially important for a laboratory based course such as this. Missing more than two classes (for any reason) and/or a regular pattern of lateness may result in lowering your grade by one letter. Missing more than three classes, may result in lowering your grade by two letters. Lateness and absences will also affect your group work grades. Exemptions from these penalties are serious illness, death in the family, or other events that fall under the University guidelines for an excused absence. These may require written documentation. If possible, please inform your instructor in writing or by voice mail or e-mail if you are going to be absent or late.

Policy on Professionalism for Field Experience
The field experience in this Block provides an opportunity for you to apply what you are learning in your courses in middle school classrooms -- or in elementary classrooms for students who early childhood majors. You will want to make the most of this opportunity by participating in your field experience classrooms as fully as possible.

Excessive absences, non completion of assignments, inadequate lesson plans, unprofessional behavior, field experience lateness or absence, or other indicators of poor performance will result in withdrawal of permission to conduct lessons during teaching week. Under such circumstances, you will be unable to receive a passing grade in the course.

Date	Day	Topic	Assignments Due
Feb 6	W	Introduction: EDUC 341 -- what is this course about?  The Big Ideas of Science: What are they? Where do we find them?  What’s the Nature of Science? What do scientists do?  Science processes: observations Sign up for primary classroom observation
Feb. 11	M	More The Big Ideas of Science and The Nature of Science "The nature of science" -- what does that mean? What are big ideas...the content standards? What are some resources to help us address them. How can we find more resources?  Science processes: observations to investigations Begin Research/research problem Sign up for primary science observation	+ Review syllabus + Science Autobiography and "I  Wonder" + Read for this class:    - Krajcik et. al., Ch. 1    - Reddy et. al. Intro. and Ch. 1, 2    - Slavin "Cooperative learning and student achievement"
Feb. 13	W	The Big Ideas/standards and Teaching and Learning Science What are the most effective ways to teach science? What is inquiry-based science? How are investigations developed? What resources might teachers use? Delaware Standards: (http://www.dataservice.org/DelaWISE/home.asp) National Science Education Standards: (http://www.nap.edu/readingroom/books/nses/) How are investigations developed? Kit based science: Measuring Time Assign: How can teachers obtain materials for teaching activity-based science? (grant proposals, possibly)	+ "I wonder" research problem assignment –  check in on Part I + Read    - Krajcik,  Ch. 2,    - Reddy, Ch. 3
Feb.  18	M	Big Ideas/standards, Teaching and Learning Science What is a controlled investigation? more:  Measuring Time	+ "I Wonder" Research problem Part I and Part II + Read: - Krajcik, ch. 3, 4
Feb. 20	W	Big Ideas/standards, Teaching and Learning Science Continued Assign: find your “special rock”	+ Read    - Krajcik, Ch. 3    - Reddy, Ch. 4
Feb. 25	M	Assessing and Teaching Why should we assess students’ ideas about science? How can we address standards, attend to children's ideas and plan effective lessons? Assessing and addressing children’s ideas in earth science  [hopefully, we will have guest teachers from Thurgood Marshall Elementary: B.J. Cain, Karen Fredricks, and Cheryl Waldon	+ Special Rock + Read -Krajcik, Ch. 7  -Reddy, Ch. 7
Feb. 27	W	Assessing, Planning, Teaching, Assessing Topic: magnets	+ Read - Krajcik, Ch. 6
March 4	M	Assessing, Planning, Teaching, Assessing lesson planning	+ Primary classroom observation report
March 6	W	“Mid-term” cancelled
March 7	R	FIELD EXPERIENCE	Determine topic for teaching week lessons and set up time for preassessment on 3/12 or 3/15
March 11	M	Assessing Students' Understandings in Science Developing preassessments (Part of this class session will be devoted to helping you develop an assessment to determine your elementary/middle school students' preconceptions about the topic you will teach. You need to talk with me about your questions before you leave class today) (Set up soil bags, too.)	+ For preassessment: 1. Appropriate readings for your field experience topic on  ·children's thinking [e.g., check ERC (Leeds materials) and ERIC] content background (e.g. science texts, Gega & Peters, WWW) 2. two-four pre-asssessment questions on your topic (include one open ended question per methods student)
March 12	T	FIELD EXPERIENCE	Conduct preassessment
March 13	W	Teaching and Learning Science: Teaching a concept (possible topic: electric circuits)	+ Read -Krajcik, Ch. 6  -Reddy, Ch. 5
March 15	F	FIELD EXPERIENCE	Conduct preassessment
March  18	M	Teaching a concept, writing in science  continued (possible topic: electric circuits)	+ Read Rowe: Science Silence and Sanctions
March 20	W	More teaching a concept	+ Due: Preassessment report
March  25	M	Planning lessons Set up lesson planning conferences partner and instructor
March 26	T	FIELD EXPERIENCE	Observe instruction and students’ responses.
March 27	W	Planning and Teaching Managing to teach science for  oFor all students oIn a safe environment Activities, demonstrations…and more	+ Read Readings on equity issues:  Baker Cohen, et.al, Gallard   - Krajcik, Ch. 5,8    - Reddy, Ch. 8
March 28	R	FIELD EXPERIENCE	Observe instruction and students’ responses.
April 1-5	M-F	SPRING BREAK
April 8	M	Selecting Science Curricula: Kits How about science kit curricula? What are the benefits? Are there disadvantages?	+ Read Saul and Reardon Ch. I and 2
April 10	W	More kit curricula	+ Due: Lesson plans/”mini unit”
April 11	R	FIELD EXPERIENCE
April 15	M	Selecting Curricula: Multimedia and Multidisciplinary Programs Problem: Finding the tree in the rain forest which may have a cancer cure (Rain Forest Researchers) (Other possible programs to review: Voyage of Mimi, Kids' Network) Set up lesson Plan conferences	+ Due: “ Wait time “observation report
April 17	W	More multimedia and multidisciplinary programs
April 22	M	More selecting curricula	Lesson plan revisions
April 29	M	More multidisciplinary programs: environmental studies Address: Needs for teaching week	+ Read Reddy, Ch. 6
April 30	T	FIELD EXPERIENCE	Lesson plans to cooperating teacher for approval
May 1	W	Teaching about environmental issues: what about solid waste?
May 2	R	FIELD EXPERIENCE
May 6-10.	M-F	FIELD EXPERIENCE Teaching Week	Teach three science lessons – “mini-unit”
May 13	M	Reporting back from field experience Catching up Looking ahead		+ Read    Krajcik,  ch. 9,10
May 15	W	Reporting back  Catching up Looking ahead
May 20			Due: Take home final assessment