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EIU ELE 3290 - ELE 3290 Syllabus

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ELE 3290.005 Science in the Elementary School Spring 2007 Instructor: Daniel Carter Location: BB 2430 Time: M,W – 1:00-2:40 Office: BB 2210 Office Hours: M,W – 11:30-1:00 T,R – 11:40-1:30 Telephone: Office – 581-7892 Home – 549-4959 E-mail: [email protected] Theme: Educators As Creators of Effective Educational Environments Course Description: Science in the Elementary School (3-0-3) Exploration of the nature, processes, and products of science and their relationships to society, the world, and the school curriculum. Field-based experiences will be in conjunction with Elementary Education 4000. Prerequisites: Concurrent enrollment in Elementary Education 3340 and Elementary Education 4880, or permission of the department chair. Prerequisites: Six hours of science; Block I courses; and concurrent enrollment in Block II Purpose of the Course: To involve students in the process of learning about the nature of science; a sample of its content and the methods used to acquire the content. With knowledge of such processes, and an understanding of student abilities, pre-service teachers will be able to design lessons compatible with various grade levels. Outcomes for all ELE Classes: Demonstrate knowledge of facts and an understanding of fundamental principles, ideas and relationships among the various knowledge domains. • Manage the classroom to optimize academically engaged time. • Perform successfully within the social and political contexts of schools and community. • Design instruction to promote a healthy self-concept in students. • Demonstrate alternative methods of achieving similar learning outcomes. • Decide what will be learned and ways to achieve it. Outcomes specific to this course: This course aims to have you experience/demonstrate success in developing: • a positive attitude toward providing meaningful experience in science for your students. • an understanding of the nature of science, the learner and the learning environment. • a working knowledge of appropriate science learning and hands-on experiences for children. • the ability to effectively utilize various types of materials, resources and media to engage children in meaningful science experiences. • knowledge of evaluation procedures for science. • skills in relating and applying science lessons to daily events and other subject areas. • a comfortable understanding and appreciation of science teaching and learning. • a familiarity with a scientific view of the world. Learning Models: Ecological, Information-Processing and Development National Science Education Standards http://www.nap.edu/readingroom/books/nses/html/ Illinois Learning Standards http://www.isbe.net/ils/Default.htm National Science Teachers Association http://www.nsta.org The NSTA Learning Center http://learningcenter.nsta.org/ Illinois Science Teachers Association http://www.ista-il.org Course Text: Martin, R., Sexton, C., Franklin, T., & Gerlovich, J. (2005). Teaching science for all children (4th ed.). Boston: Pearson Education, Inc. Carin, A., Bass, J., & Contant, T. (2005). Activities for teaching science as inquiry (6th ed.). Upper Saddle River, NJ: Pearson, Merrill Prentice Hall.Topics: The following themes will be addressed: 1. NATURE OF SCIENCE (What is science? Am I scientifically literate?) Characteristics of science and Attitudes/Ethics of science Processes and Conceptual schemes of science 2. NATURE OF THE LEARNER (How do children develop? How do they learn?) Processes of development and Cognitive development theory Inquiry Learning and the Discovery Approach Learning Styles 3. NATURE OF THE LEARNING ENVIRONMENT (How should I teach? What is appropriate?) Instructional strategies Cooperative Learning and questioning techniques Integrating science Safety and Evaluation Planning and Management 4. NATURE OF THE LEARNINGS (What do I teach? What is important?) Major goals of science instruction Processes of science Conceptual strands of the Learning Cycle and the Domains of Science Concepts/Activities in Life, Physical, Earth and Environmental Sciences Science Kit Development Course Tasks and Outcomes: 1. Active Participation/Attendance: • Attendance at every class – 10 pts/session (210 pts) • Points for missed sessions can only be made up through presentation of an activity and news item that has been approved by the instructor. Up to two absences can be addressed in this fashion. • Consistent attendance is a basic expectation and extremely important to educational progress. You are expected to notify the instructor prior to any absence. Late arrival to class will result in the reduction of the class participation grade. 2. Development of a Science Kit/Thematic Unit: • Completion includes background information, literature search, teacher resources, web search, examples of student products and a minimum of five learning cycle model lessons (150 pts) 3. Presentation of an activity (group/individual): • Clear presentation of an activity that engages all students and has accurate science content (40 pts) 4. Exploration, Explanation, Expansion, Evaluation of Inquiry Questions: (20 pts each) 5. Analysis of science updates, articles, artifacts: (10 pts each) 6. Compilation of Course Binder / Lab Notebook: (25 pts) 7. Midterm/Final Exam: (50 pts) All information in this syllabus should be considered subject to change based upon professional discretion. If you need course adaptations or accommodations due to a disability, please make an appointment to see me as soon as possible or contact the Director of Disability Services (581-6583).Record of Completion Project Date Submitted Points Possible Points Earned Science Kit/Thematic Unit 150 /150Activity Presentation 40 /40Course/Lab Notebook 20 /20Inquiry Question Responses 20 each /100Analysis of Updates, Articles, Artifacts 10 each /30Participation / Attendance 10 each day /210 Midterm Exam 50 /50 Final Exam 50 /50 Total: /650 Performance/Grading Scale: >597=A 597-533=B 532-468=C


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