EDEL475 Elementary Science Methods Fall 2002

EDEL475 Elementary Science Methods Spring 2003
ITEP linked with SCED401

Tentative Schedule

Please note: smaller assignments will be given for homework in class. The assignments listed here are the major ones which need to be worked on for extended periods of time.

Date Topic/Activity Assignments/Readings (due at the start of class)

Week 1
1/28 & 1/30
Introduction & Overview Buy books & readings (books at Border's on Bellflower, readings at One Stop Business on 7^th/PCH/Bellflower)
Read for Thursday:
Hare, D. (1987, October). "Phantom Johnny, real science." Science and Children: 34-36.
Crow, L.W. (1987, October). "Science saves Johnny." Science and Children 37.
Hazen, R.M. (1991). "Why my kids hate science", Newsweek, Feb. 25: 7.
Leyden,M.B. (1984). "You graduate more criminals that scientists," The Science Teacher, March: 27-30.
3 bullets per article (summary, implications, specific strategies to try...)

Week 2
2/4 & 6
What is science? (and what isn't it!)
Why science?
Which science?
The science standards
BEGIN CURRIC REVIEWS
Ed Thoughts, 20-21
California State Board of Education (1998). Science Content Standards for California Public Schools: Kindergarten through grade twelve. Also available on the Web at http://www.cde.ca.gov/board/
EdThoughts pp 46-51, 82-83
Wynn, Wiggins & Harris (1997). The Five Biggest Ideas in Science. New York: John Wiley & Sons, 1-12.
DUE Thursday- PAPER: Why Teach Science/Science Autobiography

Week 3
2/11 & 13
Science as a process
Science as inquiry
Nature of Science
SELECT TOPIC/STANDARDS FOR UNIT --(based on grade level for last 8 week rotation of student teaching) FOLKS CAN WORK IN TEAMS
computer lab requested for 2/11 --ERIC, CA Dept Ed site
Abell, S.K., Anderson, A., Ruth, D. & Sattler, N. (1996). What's the matter? Studying the concept of matter in middle school. Science Scope 20 (1), 18-21.
EdThoughts pp 14-15
Colburn, A. (2000, March). An inquiry primer. Science Scope: 42-44.
Kepler, L. (1996, March). How to make hands-on science work for you. Instructor: 46-48, 52-55.
Pearce intro-page 21

DO ERIC search for activities related to their topic.
DO CDE lit search for lit connections to their topic.
Do Curric reviews based on topic

Week 4
2/18 & 20
Begin discovery boxes with batteries & bulbs and magnets (use template from Pearce book)
Thurs: discrepant events to demo in front of class (VT for future anaylsis?)
Pearce intro - page 21 for Tues 2/18
For THURSDAY
Shrigley, R.L. (1987, May). "Discrepant events: Why they fascinate students," Science and Children: 24-25
Pearce chap 3
Practice discrepant events and demos in class - they will do this at a station in their school (stations or centers)

Shiland, T.W. (1997, Nov/Dec). "Decookbook It!" Science and Children, 14-18.
Beck, T. & Leishman, E. (1997). "Will plants drink green water?" Educational Leadership 54(4): 56-59.
Vermont Elementary Science Project (1995). Inquiry based science: What does it look like? Connect Magazine, 13.
EdThoughts, pp 84-85

Wk 5
2/25 & 27
Constructivism
Conceptual change
Discrepant Events
Questions in the Science Classroom - ours & theirs

They will have done Piaget Interviews by 2/25 so we can discuss developmentally appropriate activities with them any time after 2/25.
Watson, B. and Konicek, R. (1990, May). "Teaching for conceptual change: Confronting children's experience." Phi Delta Kappan: 680-685.
Brooks, J. G. & Brooks, M. G., (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development..
Yager, R.E. (1991). "The constructivist learning model," The Science Teacher 58(6): 52-57.

Wk 6
3/4 & 6
Questions in the Science Classroom - ours & theirs

Integrating Science
Selected assigned readings from the "questions" articles (different people will have different articles) Beck, T. & Leishman, E. (1997). "Will plants drink green water?" Educational Leadership 54(4): 56-59.
Blosser, P. (1991). How to Ask the Right Questions. Washington, DC: National Science Teachers Association.
Martens, M.L. (1999, May). Productive questions: Tools for supporting constructivist learning. Science and Children: 24-27, 53.
Penick, J.E., Crow, L.W. and Bonnstetter, R.J. (1996, January). "Questions are the answers," The Science Teacher: 27-29.
Rowe, M.B. (1996, September). "Science, silence and sanctions" Science and Children 35-37. Originally published in Science & Children, March 1969.
Sternberg, R.J. (1994, October). "Answering questions and questioning answers: Guiding children to intellectual excellence," Phi Delta Kappan: 136-138.
Yager, R.E. (1987, September). "Wanted: More questions, fewer answers,"Science and Children: 22. Edthoughts 18-19
Continue to collect resources for resource pack
EdThoughts pp 50-53, 56-59, 62-63
Pearce chapter 6 & 7
Huber, R.A. & Walker, B.L.(1996, September). "Science Reading Dos and Don'ts" Science Scope: 22-23.
Janulaw, A. (2000). Matrix Teaching. CSTA Journal Winter 2000: 8-11.

Wk 7
3/11 & 13 Curriculum evaluation: adopting vs. adapting
Integrating Science - science & literacy
DO SCIENCE STATIONS/ DEMOs IN SCHOOLS
10/14 - computer lab
Pearce, chapters 3 & 4
Dickinson, V.L. & Young, T.A. (1998, October). Elementary science and language arts: Should we blur the boundaries? School Science and Mathematics, 98(6): 334-339.
Akerson, V. L. (2001, April). Teaching science when your principal says "teach language arts." Science and Children: 42-47.
Association for Supervision and Curriculum Development, (1994). "Teaching across disciplines: Interest remains high despite concerns over coverage." ASCD Update: 36(10): 1,3-4.
Shepardson, D.P. & Britsch, S.J. (1997, Feb). "Children's Science Journals: Tools for Teaching, Learning, and Assessing" Science and Children, 13-17, 46-47.

Wk 8
3/18 & 20
Management - materials, people, time
DO SCIENCE STATIONS/ DEMOs IN SCHOOLS
Association for Supervision and Curriculum Development, (1996). "Managing Today's Classrooms", Education Update 38(6): 1, 3-7.
How to recognize disruption caused by students looking for attention & power
What do effective classroom managers do?
Freiberg, H.J. (1996). "From tourists to citizens in the classroom" Educational Leadership 54(1): 32-36
Armstrong, T. (1996). A holistic approach to attention deficit disorder. Educational Leadership, 53 (5), 34-36.
EdThoughts, pp54-55

Wk 9
3/25 & 27
Cooperative Learning
Learning Cycle
Concept mapping & other graphical organizers
UNITS SHOULD BE DONE AROUND HERE (so they can get feedback from us and teach them)
Kagan, S.(1992). Cooperative learning, Resources for Teachers, Inc.: 1:1-1:6, 3:1-3:6, 59-64.
Schulte, P.L. (1999, April). "Lessons in cooperative learning." Science and Children: 44-49.
Barman, C.R. and Kotar, M. (1989, April). "The learning cycle," Science and Children 30-32.
Colburn, A. (1997). How to make lab activities more open ended. CSTA Journal (Fall): 4-6. -55.
Roth, W. (1992-1993). "Concept Mapping in Primary Science" Prime Areas (35) 3: 35-39.hey will have done Hyerle, D. (1996). "Thinking maps: Seeing is understanding." Educational Leadership 53(4): 85-88.

Wk 10
4/1 & 3
4/3 computer lab requested EXCEL - do budget for their unit (using catalogs)

Wk 11
4/8 & 10
Science for ALL - multiculturalism, gender issues, disabled students in the science classroom, second language learners JIGSAW ASSIGNED READINGS FROM: Dagher, Z.R. (1995). Materials speak louder than words. Science Scope, 19 (1), 49 50.
Gerstein, R. (1996). The double demands of teaching English language learners. Educational Leadership, 53 (5), 18-22.
Schifini, A. "Sheltered Instruction: The Basics" - unpublished manuscript.
Overview - Sheltering the Content Area (hand-out)
Spurlin, Q. (1995). "Making science comprehensible for language minority students" Journal of Science Teacher Education 6(2): 71-78.
Szymkowski, B. (Oct. 16, 1994). "Science a key to bilingual education," The Sun, B1-2.
Tamura, L. (1996). No longer strangers. Educational Leadership, 53 (5), 23-25. Duckworth, E. (1987). The having of wonderful ideas, New York, NY: Teacher's College Press: 64-69.
Hampton, E. & Gallegos, C. (1994). Science for all students. Science Scope, 17 (6), 5-7.
Matthews, C.E., Binkley, W., Crisp, A., & Gregg, K. (1997/1998, Dec/Jan). "Challenging Gender Bias in Fifth Grade" Educational Leadership: 54-57.
Osborne, R. and Freyberg, P. (1985). Learning in science, Portsmouth, NH: Heinemann: 91-99.
Sinclair, A. & Coates, L. (1999). Teaching multiple intelligences. Science Scope, 22 (5), 17-19.
Weld, J.D. (1990, November). "Making science accessible." The Science Teacher: 34-38.

Wk 12
4/22 & 24
Assessment Bergman, A.B. (1993). Performance assessment for early childhood: What could be more natural? Science and Children, 30 (5), 20-22.
Goodrich, H. (1997). "Understanding rubrics" Educational Leadership 54(4): 14-17.
Jones, M.G. (1994, October). "Assessment potpourri." Science and Children: 14-17.

Wk13
4/29 & 5/1
Technology & the Science Classroom

WEBQUEST - done in class. Perhaps have students use rubistar to create a better rubric to evaluate student work.
Association for Supervision and Curriculum Development, (1993). Using technology to support "authentic" learning. ASCD Update: 35(8): 1,4-5.
Devitt, T. (1997). Reasons to infuse science with technology. Electronic Learning, 16(5), 40-44, 46, 61.
Frost, R. (1997). Computer software for science teaching-choosing and using. School Science Review, 79(287), 19-24.
McGrath, B. (1998, April). Partners in learning: Twelve ways technology changes the teacher-student relationship. T.H.E. Journal: 60-61.
Means, B. & Olson, K. (1994). The link between technology and authentic learning. Educational Leadership, 51(7), 15-18.
WEBQUEST ASSIGNMENT DUE on Wednesday

Wk 14
5/6 & 8
Parental Involvement
Science beyond the classroom

Reflections on unit (field work)

Bjorklund, G. & Burger, C. (1987, January). Making conferences work for parents, teachers, and children. Young Children: 26-31.
Daisey, P. & Shroyer, M.G. (1995). Parents speak up. Science and Children, 33 (3), 24-26.
Epstein, J.L. (1987, January). What principals should know about parent involvement. Principal: 6-9.
Gardener, H (1999, September). Teaching parents to nurture children's natural gifts for learning. Bottom Line: 11-12.

Rennie, L.J. & McClafferty, T. (1995). "Using visits to interactive science and technology centers, museums, aquaria, and zoos to promote learning in science." Journal of Science Teacher Education, 6(4): 175-185.
Pearce chapter 5
Melber, L. (2000). "Tap into informal science learning." Science Scope: 28-30.
FIELD TRIP ASSIGNMENT DUE

Wk 15
5/13 & 15
Being a Professional
Putting it All Together

California Commission on Teacher Credentialing, (1997). California Standards for the Teaching Profession. Sacramento, CA. Also available on the Web at http:www.cde.ca.gov/board/
Goodenough, K. (2000, March). Humble advice for new science teachers. Science Scope: 20-22, 24.
Weir, S. and Barclay, T. (1994, Spring). Reflecting on practice: A tool for teacher change. HANDS ON!: 14-17.
Wolf, K. (1996, March). "Developing an effective teaching portfolio." Educational Leadership: 34-37.
Zubizarreta, J. (1994, Dec.) "Teaching Portfolios and the Beginning Teacher." Educational Leadership, 323-326.
Powerpoint presentations from professional science teaching organizations

Wk 16 FINAL EXAM TPA #3 completed

Date	Topic/Activity	Assignments/Readings (due at the start of class)
Week 1 1/28 & 1/30	Introduction & Overview	Buy books & readings (books at Border's on Bellflower, readings at One Stop Business on 7^th/PCH/Bellflower) Read for Thursday: Hare, D. (1987, October). "Phantom Johnny, real science." Science and Children: 34-36. Crow, L.W. (1987, October). "Science saves Johnny." Science and Children 37. Hazen, R.M. (1991). "Why my kids hate science", Newsweek, Feb. 25: 7. Leyden,M.B. (1984). "You graduate more criminals that scientists," The Science Teacher, March: 27-30. 3 bullets per article (summary, implications, specific strategies to try...)
Week 2 2/4 & 6	What is science? (and what isn't it!) Why science? Which science? The science standards BEGIN CURRIC REVIEWS	Ed Thoughts, 20-21 California State Board of Education (1998). Science Content Standards for California Public Schools: Kindergarten through grade twelve. Also available on the Web at http://www.cde.ca.gov/board/ EdThoughts pp 46-51, 82-83 Wynn, Wiggins & Harris (1997). The Five Biggest Ideas in Science. New York: John Wiley & Sons, 1-12. DUE Thursday- PAPER: Why Teach Science/Science Autobiography
Week 3 2/11 & 13	Science as a process Science as inquiry Nature of Science SELECT TOPIC/STANDARDS FOR UNIT --(based on grade level for last 8 week rotation of student teaching) FOLKS CAN WORK IN TEAMS computer lab requested for 2/11 --ERIC, CA Dept Ed site	Abell, S.K., Anderson, A., Ruth, D. & Sattler, N. (1996). What's the matter? Studying the concept of matter in middle school. Science Scope 20 (1), 18-21. EdThoughts pp 14-15 Colburn, A. (2000, March). An inquiry primer. Science Scope: 42-44. Kepler, L. (1996, March). How to make hands-on science work for you. Instructor: 46-48, 52-55. Pearce intro-page 21 DO ERIC search for activities related to their topic. DO CDE lit search for lit connections to their topic. Do Curric reviews based on topic
Week 4 2/18 & 20	Begin discovery boxes with batteries & bulbs and magnets (use template from Pearce book) Thurs: discrepant events to demo in front of class (VT for future anaylsis?)	Pearce intro - page 21 for Tues 2/18 For THURSDAY Shrigley, R.L. (1987, May). "Discrepant events: Why they fascinate students," Science and Children: 24-25 Pearce chap 3 Practice discrepant events and demos in class - they will do this at a station in their school (stations or centers) Shiland, T.W. (1997, Nov/Dec). "Decookbook It!" Science and Children, 14-18. Beck, T. & Leishman, E. (1997). "Will plants drink green water?" Educational Leadership 54(4): 56-59. Vermont Elementary Science Project (1995). Inquiry based science: What does it look like? Connect Magazine, 13. EdThoughts, pp 84-85
Wk 5 2/25 & 27	Constructivism Conceptual change Discrepant Events Questions in the Science Classroom - ours & theirs They will have done Piaget Interviews by 2/25 so we can discuss developmentally appropriate activities with them any time after 2/25.	Watson, B. and Konicek, R. (1990, May). "Teaching for conceptual change: Confronting children's experience." Phi Delta Kappan: 680-685. Brooks, J. G. & Brooks, M. G., (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.. Yager, R.E. (1991). "The constructivist learning model," The Science Teacher 58(6): 52-57.
Wk 6 3/4 & 6	Questions in the Science Classroom - ours & theirs Integrating Science	Selected assigned readings from the "questions" articles (different people will have different articles) Beck, T. & Leishman, E. (1997). "Will plants drink green water?" Educational Leadership 54(4): 56-59. Blosser, P. (1991). How to Ask the Right Questions. Washington, DC: National Science Teachers Association. Martens, M.L. (1999, May). Productive questions: Tools for supporting constructivist learning. Science and Children: 24-27, 53. Penick, J.E., Crow, L.W. and Bonnstetter, R.J. (1996, January). "Questions are the answers," The Science Teacher: 27-29. Rowe, M.B. (1996, September). "Science, silence and sanctions" Science and Children 35-37. Originally published in Science & Children, March 1969. Sternberg, R.J. (1994, October). "Answering questions and questioning answers: Guiding children to intellectual excellence," Phi Delta Kappan: 136-138. Yager, R.E. (1987, September). "Wanted: More questions, fewer answers,"Science and Children: 22. Edthoughts 18-19 *Continue to collect resources for resource pack* EdThoughts pp 50-53, 56-59, 62-63 Pearce chapter 6 & 7 Huber, R.A. & Walker, B.L.(1996, September). "Science Reading Dos and Don'ts" Science Scope: 22-23. Janulaw, A. (2000). Matrix Teaching. CSTA Journal Winter 2000: 8-11.
Wk 7 3/11 & 13	Curriculum evaluation: adopting vs. adapting Integrating Science - science & literacy DO SCIENCE STATIONS/ DEMOs IN SCHOOLS	10/14 - computer lab Pearce, chapters 3 & 4 Dickinson, V.L. & Young, T.A. (1998, October). Elementary science and language arts: Should we blur the boundaries? School Science and Mathematics, 98(6): 334-339. Akerson, V. L. (2001, April). Teaching science when your principal says "teach language arts." Science and Children: 42-47. Association for Supervision and Curriculum Development, (1994). "Teaching across disciplines: Interest remains high despite concerns over coverage." ASCD Update: 36(10): 1,3-4. Shepardson, D.P. & Britsch, S.J. (1997, Feb). "Children's Science Journals: Tools for Teaching, Learning, and Assessing" Science and Children, 13-17, 46-47.
Wk 8 3/18 & 20	Management - materials, people, time DO SCIENCE STATIONS/ DEMOs IN SCHOOLS	Association for Supervision and Curriculum Development, (1996). "Managing Today's Classrooms", Education Update 38(6): 1, 3-7. How to recognize disruption caused by students looking for attention & power What do effective classroom managers do? Freiberg, H.J. (1996). "From tourists to citizens in the classroom" Educational Leadership 54(1): 32-36 Armstrong, T. (1996). A holistic approach to attention deficit disorder. Educational Leadership, 53 (5), 34-36. EdThoughts, pp54-55
Wk 9 3/25 & 27	Cooperative Learning Learning Cycle Concept mapping & other graphical organizers UNITS SHOULD BE DONE AROUND HERE (so they can get feedback from us and teach them)	Kagan, S.(1992). Cooperative learning, Resources for Teachers, Inc.: 1:1-1:6, 3:1-3:6, 59-64. Schulte, P.L. (1999, April). "Lessons in cooperative learning." Science and Children: 44-49. Barman, C.R. and Kotar, M. (1989, April). "The learning cycle," Science and Children 30-32. Colburn, A. (1997). How to make lab activities more open ended. CSTA Journal (Fall): 4-6. -55. Roth, W. (1992-1993). "Concept Mapping in Primary Science" Prime Areas (35) 3: 35-39.hey will have done Hyerle, D. (1996). "Thinking maps: Seeing is understanding." Educational Leadership 53(4): 85-88.
Wk 10 4/1 & 3	4/3 computer lab requested EXCEL - do budget for their unit (using catalogs)
Wk 11 4/8 & 10	Science for ALL - multiculturalism, gender issues, disabled students in the science classroom, second language learners	JIGSAW ASSIGNED READINGS FROM: Dagher, Z.R. (1995). Materials speak louder than words. Science Scope, 19 (1), 49 50. Gerstein, R. (1996). The double demands of teaching English language learners. Educational Leadership, 53 (5), 18-22. Schifini, A. "Sheltered Instruction: The Basics" - unpublished manuscript. Overview - Sheltering the Content Area (hand-out) Spurlin, Q. (1995). "Making science comprehensible for language minority students" Journal of Science Teacher Education 6(2): 71-78. Szymkowski, B. (Oct. 16, 1994). "Science a key to bilingual education," The Sun, B1-2. Tamura, L. (1996). No longer strangers. Educational Leadership, 53 (5), 23-25. Duckworth, E. (1987). The having of wonderful ideas, New York, NY: Teacher's College Press: 64-69. Hampton, E. & Gallegos, C. (1994). Science for all students. Science Scope, 17 (6), 5-7. Matthews, C.E., Binkley, W., Crisp, A., & Gregg, K. (1997/1998, Dec/Jan). "Challenging Gender Bias in Fifth Grade" Educational Leadership: 54-57. Osborne, R. and Freyberg, P. (1985). Learning in science, Portsmouth, NH: Heinemann: 91-99. Sinclair, A. & Coates, L. (1999). Teaching multiple intelligences. Science Scope, 22 (5), 17-19. Weld, J.D. (1990, November). "Making science accessible." The Science Teacher: 34-38.
Wk 12 4/22 & 24	Assessment	Bergman, A.B. (1993). Performance assessment for early childhood: What could be more natural? Science and Children, 30 (5), 20-22. Goodrich, H. (1997). "Understanding rubrics" Educational Leadership 54(4): 14-17. Jones, M.G. (1994, October). "Assessment potpourri." Science and Children: 14-17.
Wk13 4/29 & 5/1	Technology & the Science Classroom WEBQUEST - done in class. Perhaps have students use rubistar to create a better rubric to evaluate student work.	Association for Supervision and Curriculum Development, (1993). Using technology to support "authentic" learning. ASCD Update: 35(8): 1,4-5. Devitt, T. (1997). Reasons to infuse science with technology. Electronic Learning, 16(5), 40-44, 46, 61. Frost, R. (1997). Computer software for science teaching-choosing and using. School Science Review, 79(287), 19-24. McGrath, B. (1998, April). Partners in learning: Twelve ways technology changes the teacher-student relationship. T.H.E. Journal: 60-61. Means, B. & Olson, K. (1994). The link between technology and authentic learning. Educational Leadership, 51(7), 15-18. WEBQUEST ASSIGNMENT DUE on Wednesday
Wk 14 5/6 & 8	Parental Involvement Science beyond the classroom Reflections on unit (field work)	Bjorklund, G. & Burger, C. (1987, January). Making conferences work for parents, teachers, and children. Young Children: 26-31. Daisey, P. & Shroyer, M.G. (1995). Parents speak up. Science and Children, 33 (3), 24-26. Epstein, J.L. (1987, January). What principals should know about parent involvement. Principal: 6-9. Gardener, H (1999, September). Teaching parents to nurture children's natural gifts for learning. Bottom Line: 11-12. Rennie, L.J. & McClafferty, T. (1995). "Using visits to interactive science and technology centers, museums, aquaria, and zoos to promote learning in science." Journal of Science Teacher Education, 6(4): 175-185. Pearce chapter 5 Melber, L. (2000). "Tap into informal science learning." Science Scope: 28-30. FIELD TRIP ASSIGNMENT DUE
Wk 15 5/13 & 15	Being a Professional Putting it All Together	California Commission on Teacher Credentialing, (1997). California Standards for the Teaching Profession. Sacramento, CA. Also available on the Web at http:www.cde.ca.gov/board/ Goodenough, K. (2000, March). Humble advice for new science teachers. Science Scope: 20-22, 24. Weir, S. and Barclay, T. (1994, Spring). Reflecting on practice: A tool for teacher change. HANDS ON!: 14-17. Wolf, K. (1996, March). "Developing an effective teaching portfolio." Educational Leadership: 34-37. Zubizarreta, J. (1994, Dec.) "Teaching Portfolios and the Beginning Teacher." Educational Leadership, 323-326. Powerpoint presentations from professional science teaching organizations
Wk 16	FINAL EXAM	TPA #3 completed