Christina Siry

 

 

EDU 3108 / 3109 

Childhood Science Methods and Drug Education

                     The Edison School, Port Chester, New York

                       (Undergraduate)

                  3 credits

 

 

COURSE DESCRIPTION:

 

This course provides the methodology and content necessary to teach elementary school science.  Emphasis is placed on the nature of science, inquiry techniques, and objectives of elementary school science programs.  Through class discussions, assignments, group activities and student presentations, the process skills required to learn science are investigated.  In each session we will be working towards creating a science unit that serves as the basis for the demonstration of student growth and understanding.  Trade books and hands-on activities will also be incorporated to demonstrate the many possibilities when facilitating the learning of science. 

 

This course consists of direct interaction with fourth grade students and follow-up discussions and reflections.  Elementary science experiences will allow for an exploration of a variety of teaching techniques and individual learning and teaching styles will be discovered.  Class discourse will focus on methods of science instruction, issues of science education reform and content inquiry.  Methods, content and practice will be refined as students participate in and develop their own inquiry-based lessons and activities.  The NYS Standards for Teaching Science and the National Science Education Standards serve as the basis for this content component of the course.  This course also includes an analysis of drug abuse prevention programs for elementary school students.   The course culminates in student presentations of lessons from the units.

Required text:

 

Sunal, D. and C. Sunal, (2003).  Science in the Elementary and Middle School.  NJ: Pearson Education.

 

RECOMMENDED TEXTS:

 

Ebenezer, J.V. and Lau, E. (2003).  Science on the Internet. NJ: Prentice Hall.

 

Lowery, L.F. (2000). NSTA Pathways to the Science Standards. VA: NSTA Press.

 

National Research Council. (2001). Classroom Assessment and the National Science Education Standards. J.M. Atkin, P. Black, and J. Coffey, (Eds.) Committee on Classroom Assessment and the National Science Education Standards. Washington, DC: National Academy Press.

 

 

COURSE OBJECTIVES:

 

Candidates will:

 

·        develop and implement effective lesson and unit plans,

·        develop a variety of instructional strategies and integrate technology to support effective science instruction,

·        integrate reading, writing and mathematics into science instruction,

·        develop effective classroom management techniques,

·        develop an understanding of National and New York State Standards in science and their impact on local curriculum development and instruction,

·        develop an understanding of commonly abused drugs and investigate drug prevention programs in elementary schools,

·        observe, record and analyze field observations in elementary schools.

 

Manhattanville Conceptual Framework standards are identified in individual assignments as indicated below.

 

COURSE REQUIREMENTS

 

Students are expected to attend every class, complete weekly assignments, and be prepared to participate fully in class discussions and lessons with fourth grade students.  Course assignments include reading responses, a midterm exam, a unit plan, a demonstration lesson, and field experience assignments.  All work will be graded on content, organization, writing skills and innovation. All work must be handed in on the due date.  Grades for late work will be adjusted to take lateness into consideration. Follow the guidelines for each project. Use APA format for all work and 12 pt font double-spaced.

 

Class participation                                   10%                                                   

Reading responses                                  15%

      Midterm                                                  20%

      Unit plan                                                 30%

Lesson demonstration                              10%                                                     

Field experience assignments                   15%                                                                

     

 

Class Participation / Attendance:  Attendance, punctuality and participation determine 10% of your grade.  This is based on expectations that students will come to class on time and be prepared to participate.  Lateness is not acceptable and being late more than twice may result in a lowering of your grade.   Preparation includes bringing required materials and completing weekly reading assignments.  These readings are the basis of course discussions and must be read before class begins.  “Science in the News” presentations are included in class participation.  Each student will present one example of science in the news.  Choose a reputable current events news source (for example, the Science News section of the New York Times), and find an article that interests you.  Copy the article for all students and be prepared to summarize the article in an oral presentation.

 

 

Reading responses: Every week you will have readings assigned to facilitate your learning of course materials.   Three of the readings are identified on the syllabus with an asterisk (*).  In one to two pages,  briefly summarize, respond to the information presented, and reflect on the reading.

 

 

Midterm exam: There will be a midterm exam that will assess your understanding of the concepts in teaching science.  This exam will provide the opportunity for you to demonstrate your ability to take the content of the course and apply it to teaching situations.   

 

 

Unit Plan: Develop a unit plan consisting of at least 7 grade appropriate lessons following the Manhattanville College Unit Plan format. The format and rubric is in the assignments packet.  The unit plan can be for any science topic applicable for teaching grades 1-6, and can focus on a grade level that interests you.

 

A draft summary is to be submitted during session 5.  In this summary, briefly state the goal of the unit and answer three questions:

What topic and grade level are you interested in focusing on?

Where will you get lesson ideas and content information?

What ideas for lesson activities do you have already?

 

 

Lesson teaching experience: Choose one of the lesson plans from the unit and teach it to the class.  In your 30-45 minute demonstration of the lesson, present the overall unit briefly as well as the objectives of the lesson.  Teach the lesson, or a portion of it, to the class.  Have sufficient supplies and make copies of handouts for the whole class.  If you need science specific supplies (magnifying lenses, etc) please let me know.  The lesson plan format and demonstration rubric is in the assignments packet.  Dates will be chosen on the first day of class.

 

Field experience assignments: You are required to complete 12 hours of field-work related to course objectives. Each assignment provides an opportunity to relate theory to practice as well as help clarify your thinking about instructional practices.  This course is a field-based course, and field assignments will include direct interactions with students as well as observation-based activities. 

 

For nine weeks we will be working in teams with fourth graders teaching them science activities in small groups.  I will provide you with a lesson plan format, and we will do much of the planning in class.  However, it is your responsibility to learn the content information necessary to teach the lessons.  Topics will be seeds and seed growth, insects and insect life cycles, and rocks and the rock cycle.  Each week, one student will be responsible for leading the lesson, facilitating a brief introduction to the children, and reading a book to the class.  Each of you will work with Edison schools students directly for six sessions.  The remaining three sessions will require you to conduct a classroom environment observation and a case study of a student.  The requirements for written assignments that correlate with field experience activities and are to be submitted on the last day of class.

 

We will discuss each assignment in further detail during class sessions.

ACCOMMODATION POLICY:

 

If you have a disability that will impact your work in this class please speak to me early in the semester so that appropriate accommodations can be made.

 

SUMMARY OF COURSE INSTRUCTIONAL FOCUS AND ASSESSMENT

 

Objective (Standard #)	Learning Activities/Assignments	Performance Assessment
	In class teacher candidates will:	Instructor will assess through:
1 (1, 2a,2c,2i,3a,-e, 4, 5a-d)	Field/lab work: lesson demonstration  CF standard 3b	Rubric, class participation, demonstration of lessons product
2 (1, 2a, 3a, 5a, 5d)	Class discussion, group work, class readings	Participation
3 (1, 2a,2c,2i, 3a-, 3d, 4)	Unit plan	Rubric, and product
4 (1,2a,2c,2i,3a,3c,4)	Midterm, final	Exam grades
5 (2c,2i,3a,3b,3c)	Journal readings and critique	rubric, discussion, and product

 

ACEI Standards

 

MANHATTANVILLE  CONCEPTUAL FRAMEWORK (CF) STANDARDS
Manhattanville  CF	Manhattanville  Conceptual Framework Indicators
1a. Learning and Teaching	Combines a depth of knowledge of academic disciplines with understanding of pedagogical theory and research
1b. Learning and Teaching	Demonstrates knowledge and use of multiple assessments and appropriate diagnostic techniques
1c. Learning and Teaching	Demonstrates teaching driven by reflective practice within the context of a community of learners
1d. Learning and Teaching	Develops developmentally appropriate strategies based on structure and method of the discipline
1e. Learning and Teaching	Applies educational theory to classroom pactice
2a. Diverse Learners	Demonstrates respect for and values all children
2b. Diverse Learners	Demonstrates knowledge of child development
2c. Diverse Learners	Demonstrates understanding of how to foster self-esteem, motivation, character and civic responsibility
2d. Diverse Learners	Considers the challenges likely to be encountered by diverse learners and strategies to help diverse learners meet those challenges.
2e. Diverse Learners	Demonstrates a belief that all children can learn.  Provides a supportive environment for diverse learners and treats all students equitably
3a. Liberal Arts	Models a strong speaking, writing, reading and listening  skills
3b. Liberal Arts	Demonstrates sound knowledge of educational technology in planning, designing, delivering, and evaluating effective learning experiences
3c. Liberal Arts	Demonstrates a broad knowledge of the liberal arts
3d. Liberal Arts	Demonstrates a deep understanding of the content appropriate to the teaching specialty and relevant applications of that content.
3e. Liberal Arts	Demonstrates a commitment to motivate and enable all students to attain high standards of academic achievement
4a. Family, School and Community	Understand that the involvement of the home enhances the work of the school
4b. Family, School and Community	Promotes child-focused collaboration with parents, staff and community organizations
5a. Professionalism	Is committed to a life-long pursuit of learning and professional growth
5b. Professionalism	Utilizes reflection as a tool for self-growth, program assessment, and instructional effectiveness
5c. Professionalism	Assumes a professional role within the organizational system of the school
5d. Professionalism	Is responsive to research and best professional practices
5e. Professionalism	Interprets and implements regulatory, professional, and ethical standards.
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