Teaching Science in Elementary School

Students in this course will meet the following objectives, which are supported by NCATE guidelines and the science teacher competencies.  The preservice teacher will . . .

• Become familiar with local, state, and nationally developed standards and tools that describe and enhance the teaching of science.
• Establish practical methods of managing science instruction.
• Experience and develop hands-on/minds-on science lessons.
• Become familiar with basic laboratory and instructional materials, equipment, and technology used in life, earth, and physical sciences and know how to use these resources effectively and appropriately.
• Understand safety issues and procedures related to classroom science materials, equipment, and activities.
• Understand process skills used to gather and organize data in science and apply this knowledge to explore and describe objects, organisms, and events in the environment.
• Use technology to locate science-teaching resources, communicate ideas, and enhance student learning.

During the weekly classes (including lab), students will be involved in lecture or narrative presentations, small group discussions, virtual classroom visits through videotaped case studies, hands-on science activities (individual, paired, cooperative groups), inquiry activities, peer teaching, review of instructional resources, reflective journalizing, lesson planning, and supplemental professional development opportunities, etc.

 The EC-6 elementary science teacher and the 4-8 middle school science specialist should:

• manage classroom, field, and laboratory activities to ensure the safety of all students and the ethical care and treatment of organisms and specimens,
• understand the process of scientific inquiry and its role in science instruction,
• have theoretical and practical knowledge about teaching science and about how students learn,
• know the varied and appropriate assessments and assessment practices to monitor science learning,
• understand the history and nature of science,
• know how science affects the daily lives of students and how science interacts with and influences personal and societal decisions,
• know and understand the science content appropriate to teach the statewide science framework (TEKS) in physical, life, earth, and space science; and,
• know the unifying concepts and processes common to all sciences – nature of science, constancy and change, systems, and properties, patterns, & models.

Assessment

You will receive an assessment rubric when each assignment is given. This rubric is to be turned in with the completed assignment.  Your score for the assignment will be posted on the rubric and returned to you.

• Complete assigned reading prior to discussion of topics in class.
• Actively participate in all class activities, labs, and discussions.
• Turn in assignments and be prepared for presentations on the due date.
• Access the Internet and possess skills to use it.
• Check your e-mail daily.
• Use a word processor to complete written assignments unless instructed otherwise. Use an easy to read font, no smaller than 12 point. Remember to use spell-check and grammar-check features and proofread your work.
• Ask questions if you are confused.
• Talk to your instructor if something is bothering you.
• Learn as much as you can.
• Have fun.

 Assignments need to be turned in on the due date. If for some reason you are unable to bring in an assignment, have a friend bring it in when it is due. Ten percent will be deducted each class period it is late.

1. All papers, projects, products, and presentations must be in a professional-looking format!
2. Penalties will be given for spelling, punctuation, capitalization, and grammatical errors.
3. Sentence structure, subject/verb agreement, and paragraph development must be correct.
4. Know when to use “me” and when to use “I.” Check your homophones (homonyms) such as too, to, or two and they’re, their, and there. Spell check doesn’t do a good job regarding this.
5. All papers handed in should be stapled or fastened if there are multiple sheets.
6. COVER SHEETS are a must. Information to include: Name, Course, Title of Assignment, University Name, and Semester.
7. Number your pages—starting with the first page after the cover page—and put your name on each page. This can be done using a “header.”
8. Turn in a “hard” copy of assignments. Do not send assignments as email attachments unless you have cleared it with me.

If you are having difficulty in any of the above areas, check with student services at MSU for tutoring and such that might be available to assist you in your writing efforts.

Conceptual Framework Overview

The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:

• Learning Environment – Graduates of West College of Education (GWCOE) create challenging, supportive, and learner-centered environments in diverse settings
• Individual Development - GWCOE demonstrate knowledge of individual differences in growth and development
• Diverse Learners - GWCOE recognize the value and challenges of individual differences:
• Reflection - GWCOE engage in individual and group reflection to improve practice.
• Collaboration, Ethics, Relationships - GWCOE develop positive relationships, use collaborative processes, and behave ethically.
• Communication - GWCOE communicate effectively both verbally and nonverbally through listening, speaking, reading, and writing.
• Professional Development - GWCOE actively engage in continuous learning and professional development.
• Strategies and Methods - GWCOE use a variety of instructional strategies aligned with content to actively engage diverse learners.
• Content Knowledge - GWCOE demonstrate mastery of the content area(s) and remain current in their teaching fields.
• Planning Process - GWCOE demonstrate effective planning as part of the instructional cycle.
• Assessment - GWCOE demonstrate formative and summative techniques to plan, modify, and evaluate instruction.

Course grades will be affected by each absence Daily grades are given for class participation and in-class assignments. Daily work cannot be made up. Iwill only take responsibility for having handouts and materials at class on the day initially provided. If you have to be absent, be sure you have arranged for a peer to obtain materials for you. Call me or email me if you are going to be late or absent. Three tardies or early departures (or any combination of the two) will be counted as an absence. Absences will cost you 20 points per day (lab or lecture).

Assignments need to be turned in on the due date. If for some reason you are unable to bring in an assignment, have a friend bring it in when it is due. Ten percent will be deducted each class period it is late.

If you are having difficulty in any of the above areas, check with student services at MSU for tutoring and such that might be available to assist you in your writing efforts.

 Course grades will be affected by each absence Daily grades are given for class participation and in-class assignments. Daily work cannot be made up. Iwill only take responsibility for having handouts and materials at class on the day initially provided. If you have to be absent, be sure you have arranged for a peer to obtain materials for you. Call me or email me if you are going to be late or absent. Three tardies or early departures (or any combination of the two) will be counted as an absence

 Absences will cost you 20 points per class (lab or lecture).

 Attendance will be documented each class. This information will be used to decide borderline grades and to write letters of recommendation. Students should discuss each absence with me. Candidates will be dropped on the third absence.

Dispositions

The faculty of the West College of Education expects students to be reflective, culturally sensitive practitioners and leaders in the profession of education who promote and maintain a high level of competenceand integrity in practicing their profession.

Disability Support

As the faculty of the West College of Education, we are dedicated to helping meet the needs of our students with disabilities and are eager to provide the accommodations to which such students are entitled.  If you have a documented disability and are registered with the Office of Disability, please let your instructor know to expect a letter from that office describing the accommodations to which you are entitled.  If you have a documented disability but are not registered with the Office of Disability, please contact that office immediately to register.

Academic Honesty

 MSU students demand of themselves the highest level of academic honesty as delineated in their honor creed. Academic honesty involves the submission of work that is wholly the student’s own work, except in the case of assigned group work. Additionally, academic honesty involves the proper citation of other authors’ works.

Plagiarism Statement

“By enrolling in this course, the student expressly grants MSU a ‘limited right’ in all intellectual property created by the student for the purpose of this course. The ‘limited right’ shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality, authenticity, and educational purposes.” from Student Handbook

Recommended Textbooks and Resources

American Association for the Advancement of Science. (1993).  Benchmarks for science literacy. New York.  Oxford University Press. ISBN #0-19-58986.

 Project Learning Tree(11^th edition) America Forest Foundation. Must attend training to receive teacher resources..

Dinah Zike’s Foldables. Visit www.dinah.com

Ostlund, K., & Mercier, S. (1996).  Rising to the challenge of the National Science Education Standards:  The processes of science inquiry.  Primary  or Elementary Edition. S&K Associates.[1]

 http://www.sciencesbookreview.com/Rising_to_the_Challenge_of_the_National_Science_Education_Standards_The_Processes_of_Science_Inquiry_0965876802.html

 National Research Council. (1996). National science education standards.  NSTA. http://www.nap.edu/readingroom/books/nses/html/

 National Science Teachers Association. (1997).  Pathways to the standards: Elementary school edition. Lowery, L. (Ed.) NSTA. ISBN #0-87355-161.

 Recommended Web sites

Texas Council of Elementary Science                http://statweb.org/TCES/

National Science Foundation                               http://stis.nsf.gov/start.htm

National Science Teachers Association             www.nsta.org

Science Framework Toolkit                                   http://tenet.edu/teks/science

Texas Education Agency                                       http://tea.state.tx