COURSE NUMBER AND TITLE: ECHD 4301 Math & Science for Young ChildrenTERM AND DATES: VC 01 May 24, 2010 – August 7, 2010 (Holidays: May 31, 2010 and July 5, 2010)INSTRUCTOR’S NAME: Suzanne ReedOFFICE ADDRESS: 829 West Bitters Road #1002, San Antonio, Texas 78216PHONE (806) 729-9259E-MAIL ADDRESS: [email protected] HOURS: Response via email within 24 hoursCATALOG COURSE DESCRIPTION: This course focuses on the integration of math and science with the other important elements of child development for young children. Both math and science are presented from a common conceptual framework, and problem solving is emphasized as the major means of constructing the basic concepts.EVALUATION: University Grading System:EVALUATION: University GradingSystem (see Catalog)IP In ProgressDISABLED PERSONS: It is University policy that no otherwise qualified person with disabilities be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the University. It is the responsibility of the student to disclose and to provide documentation pertaining to the disability so that appropriate modifications may be made.SCHOOL OF EDUCATIONVIRTUAL CAMPUS Mission: Wayland Baptist University exists to educate students in an academically challenging, learning focused and distinctively Christian environment for professional success, lifelong learning and service to God and humankind.COURSE NUMBER AND TITLE: ECHD 4301 Math & Science for Young ChildrenTERM AND DATES: VC 01 May 24, 2010 – August 7, 2010 (Holidays: May 31, 2010 and July 5, 2010)INSTRUCTOR’S NAME: Suzanne ReedOFFICE ADDRESS: 829 West Bitters Road #1002, San Antonio, Texas 78216 PHONE (806) 729-9259 E-MAIL ADDRESS: [email protected] HOURS: Response via email within 24 hoursCATALOG COURSE DESCRIPTION: This course focuses on the integration of math and science with the other important elements of child development for young children. Both math and science are presented from a common conceptual framework, and problem solving is emphasized as the major means of constructing the basic concepts. REQUIRED RESOURCE MATERIALS: A. Student Textbook(s) - Charlesworth, R., & Lind, K. (2007). Math & science for young children (6th ed.).Florence, KY: Cengage Learning.B. Access to WBU Learning Resources www.wbu.edu/lrcCOURSE OUTLINE: Unit 1: How Concepts DevelopUnit 2: How Concepts are AcquiredUnit 3: Promoting Young Children’s Concept Development through Problem-SolvingUnit 4: Assessing the Child’s Developmental LevelUnit 5: The Basics of ScienceUnit 6: How Young Scientists Use ConceptsUnit 7: Planning for ScienceUnit 8: One-to-One CorrespondenceUnit 9: Number Sense and CountingUnit 10: Logic and ClassifyingUnit 11: ComparingUnit 12: ShapeUnit 13: Spatial SenseUnit 14: Parts and WholesUnit 15: Language and Concept FormationUnit 16: Fundamental; Concepts in ScienceUnit 17: Ordering, Seriation, and PatterningUnit 18: Measurement: Volume, Weight, Length, and TemperatureUnit 19: Measurement: TimeUnit 20: Interpreting Data Using GraphsUnit 21: Applications of Fundamental Concepts in Preprimary ScienceUnit 22: Integrating the Curriculum through Dramatic Play and Thematic Units and ProjectsUnit 23: SymbolsUnit 24: Sets and SymbolsUnit 25: Higher-Level Activities and ConceptsUnit 26: Higher-Level Activities Used in Science Units and ActivitiesUnit 27: Operations with Whole NumbersUnit 28: PatternsUnit 29: FractionsUnit 30: Numbers above 10 and Place ValueUnit 31: Geometry, Data Collection, and AlgebraicThinkingUnit 32: Measurement with Standard UnitsUnit 33: Overview of Primary Science1Unit 34: Life ScienceUnit 35: Physical ScienceUnit 36: Earth and Space ScienceUnit 37: Environmental AwarenessUnit 38: Health and NutritionUnit 39: Materials and Resources for Math and ScienceUnit 40: Math and Science in ActionUnit 41: Math and Science in the HomeCOURSE REQUIREMENTS: 1. The student will attend class, read all assigned materials, participate in class activities, field experiences, and assignments, and will behave in a professional manner. Students will complete all assignments at the appropriate time; due dates are important.2. All assigned work must be word-processed.3. The student will complete a midterm and a final exam. 4. Written Assignments5. Reading Assignments6. Projects and Other Assignments (observations, field trips, performances)COMPETENCIES FOR THIS COURSE:Students will understand and apply the following six principles, or “themes” of mathematics instruction as outlined by NCTM.- Equity: high expectations and support for all children- Curriculum: more than a collection of activities: coherent, focused on important mathematics and well integrated across … developmental levels.- Teaching: understanding what children already know and used to learn, and challenging and supporting them to learn it well- Learning: children must learn with understanding, building new mathematical knowledge from experience and prior knowledge- Assessment: should support the learning important mathematics and give useful information to teachers and children- Technology: is essential in teaching and learning mathematics; a tool to enhance learningStudents are able to articulate priorities for high-quality; meaningful science experiences in early childhood, across a developmental continuum. Depending on children’s ages and other characteristics, those experiences should help children to, for example:- Raise questions about objects and events around them- Explore materials, objects, and events by acting upon them and noticing what happens- Make careful observations of objects, organisms and events using all their senses- Describe, compare, sort, classify and order in terms of observable characteristics and properties- Use a variety of simple tools to extend their observations (e.g., hand lens, measuring tools, eye dropper)- Engage in simple investigations including making predictions, gathering and interpreting data, recognizing simple patters, and drawing conclusions- Record observations, explanations, and ideas through multiple forms of representation- Work collaboratively with others, share and discuss ideas, and listen to new perspectivesSTUDENT LEARNING OUTCOMES: 2Upon successful completion of this course, the student will be able to:- Identify and discuss the discovery approach to teaching/ learning science and