The UMBC Department of Education

The UMBC Department of Education

Spring 2006

The UMBC Department of Education mission is to research teaching and learning and to prepare caring, thoughtful, knowledgeable, and skilled teachers who are responsive to children, families and the community. We expect our graduates to be leaders in their schools as well as advocates for democracy and social justice.

EDUC 330 - Teaching Science in the Elementary School (3)

EDUC 623 - Instructional Strategies for Teaching Elementary School Science (3)

Course Meeting Day, Time and Room: Tuesday - 4:30-700pm /Room 208 ACIV

Course Website: http://userpages.umbc.edu/~blunck/umbc7/ScienceEd/ - Please note that the “S” in Science and “E” in Ed need to be uppercase.

Instructors:

Susan M. Blunck, Ph.D.

Clinical Associate Professor Science Education

Director of Graduate Programs and Teacher Education Curriculum

Department of Education

Room 433 ACIV

University of Maryland Baltimore County (UMBC)

Phone: 410-455-2869/ FAX: 410-455-3986/email: blunck@umbc.edu

Flavio Mendez, M.A.

Adjunct Lecturer

Program Manager National Science Teachers Association (NSTA)

Baltimore, MD

Phone: 410-545-5995/email: mendez@mdsci.org

Office Hours (Blunck):

Monday 10:00-12:00am

Phone: 410-455-2869

Always by Appointment - This method is preferred - e-mail - GOTOBUTTON BM_2_ blunck@umbc.edu

Course Description:

This course is designed to help teachers acquire holistic, interdisciplinary understandings of science and to develop a variety of developmentally appropriate rationales/strategies for teaching and assessing science in the elementary school. The course is unique in that it designed with a three workshop experiences embedded in the course. Special workshop training is included in the courses for teacher candidates to become certified as a GLOBE teacher - Global Learning Observations to Benefit the Environment. Teacher candidates also participate in a special Solar System Educator workshop training as well as a Tom Hunter Workshop and Concert. Students will gain the knowledge, skills, and dispositions needed to design, implement, and evaluate developmentally appropriate science experiences for all elementary students. The course is taught using a variety of active learning strategies/tools, including: inquiries, demonstrations, constructions, observations, field trips, teaching trials, and instructional technologies. The course is focused on helping teacher candidates move toward deeper understandings of science and science teaching thus allowing them to become more responsive and reflective science teachers. Teacher candidates are required to participate in a service learning, community-based field experience at the Maryland Science Center.

Course Outcomes:

The following 10 outcomes are based on the National Science Teachers Association (NSTA) and Association for Childhood Education International (ACEI) SPA guidelines and are aligned with INTASC Core Standards (see attached INTASC Core Standards) for excellence in elementary school teacher preparation. Upon completion of the course, teacher candidates will be able to:

- Meaning is personally constructed; - Exemplary science teaching demands a strong understanding of science content and pedagogy as well as a positive and professional attitude;

- Personal and professional integrity is expected at all times and is a value that endures.

Required Textbooks and Materials/Tools:

Note: A set of the required texts is on reserve in the curriculum library.

*National Science Education Standards (NSES). National Research Council (NRC). Washington, DC.

*Supplemental Readings ( to be distributed in class)

*Global Learning Observations to Benefit the Environment (GLOBE) - Teacher Resource Notebook (provided free as part of GLOBE training component) - www.globe.gov

*All students must have a student computer/e-mail account by end of first week of class.

Reserved Books:

Note: These resources along with copies of the required texts are on reserve in the curriculum library.

*Benchmarks for Science Literacy. American Association for the Advancement of Science (AAAS). Oxford University Press. New York, NY: 1993.

*A Different Kind of Classroom: Teaching with the Dimensions of Learning. Robert J. Marzano. Association for Supervision and Curriculum Development (ASCD). Alexandria, VA: 1992.

* In Search of Understanding: The Case for Constructivist Classrooms. Jacqueline Grennon Brooks & Martin G. Brooks. Association for Supervision and Curriculum Development. Alexandria, VA: 1993.

*Learning in Science: Implications of Children's Science. Roger Osborne and Peter Freyburg. Heinnemann Publishing. Portmouth, NH:1988.

*Resources for Teaching Elementary School Science. National Science Resource Center, National Academy of Sciences, and The Smithsonian Institution. National Academy Press. Washington, DO.

*Science for All Americans. American Association for the Advancement of Science (AAAS). Oxford University Press. New York, NY: 1990.

*Science/Technology/Society as Reform in Science Education. R.E. Yager ed. State University of New York Press. Albany, NY: 1996.

*Science Workshop: A Whole Language Approach. W. Saul, J. Reardon, A Schimdt, C. Pearce, D. Blackwood, & M. Bird. Heinnemann Publishing. Portsmouth, NH:1993.

*Teaching Science for All Children (TSAC). Ralph Martin, Colleen Sexton, Kayo Wagner, and Jack Gerlovich. Allyn & Bacon. Boston, MA: 1997.

*The Young Child As A Scientist. Christine Chaille and Lorie Britain. Harpers Collin Publishers. New York, NY: 1991.

Assignments, Activities and Major Projects:

Note: All assignments must be turned in on time – late work automatically drops by one letter grade and then it is graded by the instructor.

The goals and tenets of the course are operationally defined using the National Science Education Standards (NSES) and the most current research/literature related to science teaching and learning. Students in the course are taught using many strategies that can be used in their own classrooms. Students are provided many opportunities to learn science through an inquiry process. The class sessions are divided to provide time to design and teach activities, reflect on the activities, and have discussions related to the activities. Students explore and discuss a variety of issues related to elementary science education (see attached Course Calendar). A variety of instructional technologies are used by the students in the course. Students are expected to come to all classes, complete all individual/group assignments and participate in class activities and discussions. All students are required to get a computer E-mail account. Graduate students are responsible for doing an additional case study project. This graduate project will be described in class. The course projects are centered on two key ideas - professional inquiry and professional service. The major projects for the course are outlined below and will be defined in more detail within the context of the course - please note the percentages assigned to each component used to factor overall grade for the course.

I. Professional Inquiry Components:

1. Integrated/Inquiry Teaching Module Project – (450 points) Become an “expert” on science issue/question/topic that has personal interest and develop a 2 week integrated instructional plan with the following components- (ACEI 1, 2, 3, 4, 5)

a. document the science learned through your research on a driving question by creating two concept maps that reflect how your understandings changed with a 3 page analysis of changes.

1) pre concept map - done before investigating the question;

2) post concept map - done after the question is investigated;

b. create a two week, long-range,” block plan” of activities/experiments related to the inquiry topic. The plan will include the following:

*Overview/Summary of the plan;

*Outcomes and Indicators for the plan keyed to National Science Education Content Facets and Maryland Voluntary State Curriculum (VSC);

*list of considerations/strategies for adapting lessons to needs of all students;

*one page explanation of how instructional technology will be used to enhance instruction in the plan;

*assessments for each day;

*list (printout) of science tradebooks (use SearchIt program in library) and minimum of three of the most valuable teacher resources;

*an expanded lesson plan for one of the ten days (student’s choice on day) - format for this plan will be discussed in class.

c. write an analysis of how the teaching module demonstrates INTASC Standards an electronic poster display.

II. Professional Service Practicum and Workshop Components:

1. Maryland Science Center Community Field Experience (400 points) - All students will be involved in a service learning, community-based field experience at the Maryland Science Center (participate in 4, three hour guide experiences across the semester) and complete 5 papers related to the field experience.

2. GLOBE Training Component(200 points) - Students will be trained in Global Learning Observations to Benefit the Environment (GLOBE) teaching strategies and earn certification as a GLOBE teacher on completion of the course. Students will complete all assignments connected with the training and will have a final examination on content and procedures learned as part of the training.

3. Solar System Educator Training Component (150 points)- Students receive training in the latest knowledge of related to earth/space systems and earn certification upon completion of the course. This training consists of three class sessions.

III. Ongoing Course Participation and E-Portfolio Development - 500 points

1. Attendance (100 points) - Students are expected to be actively involved in discussions and activities. Since this is a highly interactive class with many activities it is critical that students be in class.

2. Weekly Assignments/Readings (300 points) - Students will complete a variety of weekly assignments related to class session topics and demonstrate understandings related to the assignments.

3. E-Portfolio Artifacts (100 points) - Students are required to choose and write interpretive statements for 3 e-portfolio artifacts selected from the work that they have completed across the semester in the class. The artifacts should represent areas where the teacher candidate feels significant growth has occurred.

IV. Reflective Logs - 300 points - 100 points/log

Three reflective logs are required. One at the end of each instructional block - refer to the course calendar. Teacher candidates will be expected to reflect on the experiences they have throughout the course and are required to write three logs that document what they have done and what has been learned. Students will be evaluated on their ability to critically analyze and connect ideas, concepts, and experiences they encounter across the semester. Specific information/requirements for each log will be given in class. These written learning logs (required to be typed using a computer) provide students with an opportunity to describe how they are changing and what they are learning across the semester. The learning logs will be collected at the end of each instructional block.

V. Exit Interviews: will be held with each student during finals week. During the interviews, students will present and discuss their two-week unit, overall performance in the course and accomplishments.

VI. Academic Integrity:

“By enrolling in this course, each student assumes the responsibility of an active participant in UMBC’s scholarly community in which everyone’s academic work and behavior are held to the highest standards of honesty. Cheating, fabrication, plagiarism, and helping others commit these acts are all forms of academic dishonesty and they are wrong. Academic misconduct could result in disciplinary action that may include suspension or dismissal.”

VII. Accommodations for Students with Disabilities:

If you are a student with a documented disability who requires an academic adjustment, auxiliary aids, or similar accommodations , please contact the Office of Student Support Services at 410-455-3250

VIII. Course Resources:

Curriculum Library (First floor ACIV): There are many other science teaching and curriculum resources to review in the curriculum library. Sample curriculum guides, textbook series, and professional magazines are located in the library on the first floor of ACIV. Science and Children (elementary level) magazine is a valuable resource for elementary science teachers as well as Science Scope (middle level).

UMBC Kuhn Library (Fourth floor Kahn Library) - Special Collection of Children's Science Trade Books: This collection of children's science trade books is one of the finest in the country. Books in this collection may not be checked but are placed on the fourth floor of the library where you can browse for hours. The special Search It Science computer program located near the collection allows students to find the science books at “lightening speed”.

UMBC Computer Laboratories: Students in this course will be using e-mail and the Internet to communicate and access information. There are both PC and Mac computer labs on the UMBC campus for students to use. All students must register for an e-mail account before the second class.

IX. Grading

Point Breakdown by Assignment

Two-week Integrated/Inquiry-based Teaching Unit 450 points

The Maryland Science Center Community Practica 400 points

GLOBE Training Component 200 points

Solar System Educator Training 150 points

Attendance 100 points

Weekly Assignments/Readings (~ 20) 300 points

E-Portfolio Artifacts (2 artifacts) 100 points

Reflective Logs 300 points - 100 points/log

Total Possible Points 2000 points

Grades will be assigned using the following breakdown and rubric.

A =90-100% 1800 – 2000 points

B =80-89% 1600 – 1799 points

C =70-79% 1400 – 1599 points

D =60-69% 1200 – 1399 points

F = <60% 1000 – 1199 points

The following criteria will be used with specific assignment requirements to assess projects done in this class. See Point Breakdown for Assignments described above.

Distinguished Abilities

90-100%

Above Average Abilities

89-80%

Average

Abilities

79-70%

Below Average

Abilities

69-60%

Inadequate Abilities

<60%

Teacher candidate completes all task requirements.

Teacher candidate excels in all task requirements. Teacher candidate demonstrates exceptional effort, outstanding professional enthusiasm, and deep understandings.

Teacher candidate completes all task requirements. Teacher candidate excels in majority of the task requirements and performs adequately on other requirements. Teacher candidate demonstrates more than adequate effort, some professional enthusiasm, and some deep understandings.

Teacher candidate completes all task requirements. Teacher candidate adequately completes the majority of the task and performs less than adequately on other requirements. Teacher candidate demonstrates moderate effort, some professional enthusiasm, and some understandings.

Teacher candidate fails to complete all task requirements. Teacher candidate performs less than adequately on the majority of the task requirements. Teacher candidate demonstrates minimal effort, minimal professional enthusiasm, and few understandings.

Teacher candidate fails to complete all requirements of the task. Teacher candidate fails to demonstrate effort, professional enthusiasm, and knowledge.

Course Calendar/Topics

Instructional Block II – Examples of Science Teaching That Help Learners Construct Meaning –Workshop Components

Instructional Block III - Boosting Content and Pedagogical Understandings through Lived Experiences