WAYLAND BAPTIST UNIVERSITY
DIVISION OF EDUCATION
University Mission: Wayland Baptist University exists to educate students in an
academically challenging, learning-focused and distinctly Christian environment
for professional success, lifelong learning, and service to God and humankind.
Course Number and Title:
EDUC 4301 Teaching Science in the Elementary School and Middle
School
EDUC 5322 Teaching Science in the Elementary School and Middle
School
Class Time: March 1, 2 and April 26, 27 (Fridays, 5:30-9:40 PM,
Saturdays 8:00 AM to 4:00 PM)
Blackboard instruction
Observations in schools
Term and Date: Spring 2013
Catalogue Description: Emphasizes the content of elementary science,
materials for teaching science, and methods for teaching science. Field-based
component is an integral part of the course.
Prerequisite: See your advisor
Required Resource Material:
Carin, A., Bass, J. & Contant, T. (2005). Teaching Science as Inquiry (10th ed.).
Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Arizona Academic Standards for Science
Common Core State Standards
Local District Curricular Documents as assigned
www.prenhall.com/carin
Instructor: Dr. Paul Tighe
paul.tighe@wayland.wbu.edu; pmtighe@yahoo.com
Phone: 623-640-1887
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Attendance Policy: The University expects students to make class attendance a
priority. All absences are to be explained to the instructor who will determine
whether omitted work may be made up. When a student reaches the number of
absences considered by the instructor to be excessive, the instructor will so
advise the student and file an unsatisfactory progress report with the dean at the
campus where the course is offered. Any student who misses 25% or more of the
regularly scheduled class meetings will receive a grade of “F” in the course.
Student appeals may be addressed, in writing, to the campus dean. Three times
arriving late will equal one absence, and three times leaving class early will equal
one absence. (Arrival more than five minutes late or departure more than five
minutes early is deemed a late arrival/leave early.)
Provisions for Special Needs: It is University policy that no otherwise qualified
disabled person be excluded from participation in, be denied the benefits of, or
be subject to discrimination under any educational program or activity in the
University.
Plagiarism Policy: Intellectual integrity and truthfulness are fundamental to
scholarship. Plagiarism is a form of cheating. Plagiarism occurs when a student
fails to give proper credit when information is either quoted or paraphrased or
when a student takes credit for another person’s work. Plagiarism may result in
an “F” in the course or expulsion from the class or the university.
Course Outcome Competencies: See Arizona Teacher Standards.
Course Requirements: It is very important for teachers to effectively
communicate ideas to colleagues, parents, and administrators. Writing clear and
error free English is a priority at Wayland’s Division of Education. Therefore, your
ability to express your knowledge of educational concepts and theories within the
conventions of academic discourse is assessed through both oral presentations
and written assignments. Criteria for evaluation will be based on both content
and mechanics. Integration of information from lectures, readings, discussions,
and field experiences will be taken into consideration, as will correct and
appropriate format and organization. Written work in this course must be
prepared according to APA style.
1. The student will attend class, read all assigned materials, and participate in
class activities/assignments (100 points).
2. The student will also be expected to participate in online Blackboard
discussions (100 points). Students need to post substantial responses to each of
seven weekly discussion questions. Each student will be required to read the
responses posted by other students and post a substantive response to at least
two other postings per week. A substantive response should be at least 200-300
words and reflect critical thoughts related to the original response posted.
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Students are encouraged to also respond to the responses of other students, as
an online discussion.
3. The student will visit during a Science lesson at an elementary/middle school.
The visit should last at least two hours. A two to three page reflective summary
of the experience will be expected (100 points). The summary should include
information about the observation, interactions with students, as well as personal
reactions to the visit. The student should reflect on things he/she would and
would not incorporate in his/her classroom – and why.
4. The student will develop, prepare, present, and reflect on two Science lessons
(100 points each). These lessons should each incorporate strategies from the
text. At least one will incorporate a hands-on, inquiry-based strategy from the
text. A two-page reflective summary of each experience will be expected. Each
lesson will encompass a minimum of two hours of field experiences in the
classroom. A total of eight hours of field experiences are required for the course.
5. The student will create a Science Unit (200 points). It should be a three-week
unit plan for a grade level and a Science theme of the student’s choice.
Separate guidelines and a planning template will be provided.
6. The student will electronically submit weekly online self-assessments to the
instructor, based on assigned readings (100 points). Details will be provided in
class.
7. The student will write a final reflection paper, approximately three pages in
length, reflecting on course activities and learning experiences (100 points).
Details will be provided in class during the second weekend.
Grading:
Assignment
Class Attendance & Participation
Blackboard Discussions
Science Lesson Visit (field experience)
Science Lesson Plan & Presentation 1 (field
experience)
Science Lesson Plan & Presentation 2 (field
experience)
Science Unit Plan & Presentation to Class
Weekly Self-Assessments
Final Reflection Paper
Total
Due Date
4 classes
See calendar
3/23/13
4/6/13
Points
200 points
100 points
100 points
100 points
4/20/13
100 points
4/26/13
See calendar
4/27/13
200 points
100 points
100 points
1000 points
Earned
All assignments are due, as noted on course outline, unless otherwise
announced in class or on Blackboard.
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All assigned work must be word-processed.
Assignments not completed on time will reflect a lowered grade of 10%
deduction per day minimum. Late work will not be accepted after
7 days. If a student misses class the day an assignment is due, he or she
must still turn in the assignment no later than the regular class meeting
time to receive possible full credit for the assignment.
University Grading Policy
A = 90 – 100%
B = 80 – 89%
C = 70 – 79%
D = 60 – 69%
F = 0 – 59%
Course Calendar
Week 1: (2/25/13) Meeting 3/1/13 & 3/2/13 at Luke Campus
Readings:
Syllabus
Text Appendix K
Week 2: (3/4/13)
Readings:
Chapter 1: Children, Science, and Inquiry
Chapter 2: Processes of Science and Scientific Inquiry
Due:
AZ Science Standards (select a grade level and download from www.ade.az.gov )
Discussion Question (DQ) 1 (due 3/6/13)
Contact a school/teacher for field experiences (confirm by 3/8/13)
Week 3: (3/11/13)
Readings:
Chapter 3: Learning Science with Understanding
Chapter 4: Teaching Science Through Inquiry
Due:
DQ 2 (due 3/13/13)
Self-Assessments (SA) Ch-1, 2 (due 3/16/13)
Week 4: (3/18/13)
Readings:
Chapter 5: Questioning Strategies for Inquiry Teaching
Chapter 6: Assessing Science Learning
Due:
DQ 3 (due 3/20/13)
SA Ch-3, 4 (due 3/23/13)
Classroom Visit Reflective Summary (due 3/23/13)
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Week 5: (3/25/13)
Readings:
Chapter 7: Preparing for Inquiry Instruction
Chapter 8: Connecting Science with Other Subjects
Due:
DQ 4 (due 3/27/13)
SA Ch-5, 6 (due 3/30/13)
Week 6: (4/1/13)
Readings:
Chapter 9: Science for All Learners
Chapter 10: Educational Technology and the Science Curriculum
Due:
DQ 5 (due 4/3/13)
SA Ch-7, 8 (due 4/6/13)
Science Lesson 1 Summary (due 4/6/13)
Week 7: (4/8/13)
Readings:
Text Activities Section I: Teaching Inquiry Science Activities
Text Activities Section II: Physical Science Activities
Due:
DQ 6 (due 4/10/13)
SA Ch-9, 10 (due 4/13/13)
Week 8: (4/15/13)
Readings:
Text Activities Section III: Life Science Activities
Text Activities Section IV: Earth and Space Science Activities
Due:
DQ 7 (due 4/17/13)
Science Lesson 2 Summary (due 4/20/13)
Week 9: (4/22/13) Meeting 4/26/13 & 4/27/13 at Luke Campus
Readings:
Text Activities Section IV: Earth and Space Science Activities
Due:
Science Unit and Presentation to Class (due 4/26/13)
Final Reflection Paper (due 4/27/13)
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Texas Examinations of Educator Standards (TExES) Alignment
#100: Pedagogy and Professional Responsibilities EC-4
Preparation Manual:
The beginning teacher:
Domain 1: Designing Instruction and assessment to promote student learning
Competency 001: The teacher understands human development processes and applies this knowledge to
plan instruction and ongoing assessment that motivate students and are responsive to their
developmental characteristics and needs. (1.3 refers to Competency 001, bullet 3. Point snot listed
appear in other courses.)
1.3
Recognizes the wide range of individual developmental differences that characterizes students in
early childhood through grade 4 and the implications of this developmental variation for
instructional planning.
1.7
Demonstrates knowledge of developmental changes in children’s thinking (i.e., from primarily
concrete thinking to the ability to reason and think logically, to understand cause and effect, and to
organize information systematically).
1.10
Uses knowledge of the developmental characteristics and needs of students in early childhood
through grade 4 to plan meaningful, integrated, and active learning and play experiences that
promote the development of the whole child.
Competency 002: The teacher understands student diversity and knows how to plan learning experiences
and design assessments that are responsive to differences among students and that promote all students’
learning.
2.5
Knows how to plan and adapt lessons to address students’ varied backgrounds, skills, interests,
and learning needs, including the needs of English Language Learners and students with
disabilities.
2.6
Understands cultural and socioeconomic differences (including differential access to technology)
and knows how to plan instruction that is responsive to cultural and socioeconomic differences
among students.
Competency 003: The teacher understands procedures for designing effective and coherent instruction and
assessment based on appropriate learning goals and objectives.
3.1
Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of
prerequisite knowledge and skills in determining instructional goals and objectives.
3.2
Uses appropriate criteria to evaluate the appropriateness of learning goals and objectives (e.g.,
clarity; relevance; significance; age-appropriateness; ability to be assessed; responsiveness to
students’ current skills and knowledge, background, needs and interests; alignment with campus
and district goals).
3.3
Uses assessment to analyze students’ strengths and needs, evaluate teacher effectiveness, and
guide instructional planning for individuals and groups.
3.5
Demonstrates knowledge of various types of materials and resources (including technological
resources and resources outside the school) that may be used to enhance student learning and
engagement, and evaluates the appropriateness
of specific materials and resources for use in particular situations, to address specific purposes and
to meet varied student needs.
3.6
3.7
3.8
Plans lessons and structures units so that activities progress in a logical sequence and support
stated instructional goals.
Plans learning experiences that provide students with opportunities to explore content from
integrated and varied perspectives (e.g., by presenting thematic units that incorporate different
disciplines, grouping students in study teams, providing multicultural learning experiences,
prompting students to consider ideas from multiple viewpoints).
Plans lessons and structures units so that activities progress in a logical sequence and support
stated instructional goals.
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Competency 004: The teacher understands learning processes and factors that impact student learning and
demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments.
4.8
Recognizes how social and emotional characteristics of middle-level students (e.g., interacting
with peers, searching for identity, questioning principles and expectations) impact teaching and
learning.
4.9
Analyzes ways in which teacher behaviors (e.g., teacher expectations, student grouping practices,
teacher-student interactions) impact student learning and plans instruction and assessment that
minimize the effects of negative factors and enhance all students’ learning.
4.10
Analyzes ways in which factors in the home and community (e.g., parent expectations, availability
of community resources, community problems) impact student learning, and plans instruction and
assessment with awareness of social and cultural factors to enhance all students’ learning.
Domain II: Creating a positive, productive classroom environment
Competency 006: The teacher understands strategies for creating an organized and productive learning
environment and for managing student behavior.
6.2
Applies procedures for organizing and managing groups to ensure that students work together
cooperatively and productively in various settings (e.g., problemsolving teams, group projects, research groups, skits, student-centered multimedia presentations.
Domain III: Implementing effective, responsive instruction and assessment
Competency 007: The teacher understands and applies principles and strategies for communicating
effectively to varied teaching and learning contexts.
7.2
Engages in skilled questioning and leads effective student discussions, including using questioning
and discussion to engage all students in exploring content; extends students’ knowledge; and
fosters active student inquiry, higher-order thinking, problem solving, and productive, supportive
interactions, including appropriate wait time.
7.3
Communicates directions, explanations and procedures effectively and uses strategies for
adjusting communication to enhance student understanding (e.g., by providing examples,
simplifying complex ideas, using appropriate communication tools).
Competency 008: The teacher provides appropriate instruction that actively engages students in the
learning process.
8.1
Employs various instructional techniques (e.g., discussion, inquiry) and varies teacher and student
roles in the instructional process, and provides instruction that promotes intellectual involvement
and active student engagement and learning.
8.2
Applies various strategies to promote student engagement and learning (e.g., by structuring
lessons effectively, using flexible instructional groupings, pacing lessons flexibly in response to
student needs, including wait time).
8.3
Presents content to students in ways that are relevant and meaningful and that link with students’
prior knowledge and experience.
8.4
Applies criteria for evaluating the appropriateness of instructional activities, materials, resources,
and technologies for students with varied characteristics and needs.
8.5
Engages in continuous monitoring of instructional effectiveness.
8.6
Applies knowledge of different types of motivation (i.e., internal, external) and factors affecting
student motivation.
8.7
Employs effective motivational strategies and encourages students’ self-motivation.
Competency 010: The teacher monitors student performance and achievement; provides students with
timely, high-quality feedback; and responds flexibly to promote learning for all students.
10.1
Demonstrates knowledge of the characteristics, uses, advantages, and limitation of various
assessment methods and strategies, including technological methods and methods that reflect realworld applications.
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TExES #101: Generalist EC-4
Preparation Manual:
The beginning teacher:
Domain 1: English Language Arts and Reading
Competency 008: Research and comprehension skills in the content areas:
The teacher understands the importance of research and comprehension skills to children’s academic
success and provides children with instruction that promotes their acquisition and effective use of these
skills in the content areas.
8.3
Selects and uses instructional strategies, materials, and activities to help children use graphics
(e.g., tables, charts, maps, diagrams, timelines) and other sources of information and technologies
to acquire information.
8.5
Selects and uses instructional strategies, materials, and activities to help children use multiple
sources (e.g., by taking notes, outlining, creating graphic organizers).
8.6
Understands how to foster collaboration with families and with other professionals to promote all
children’s ability to develop effective research and comprehension skills in the content areas.
Domain IV: Science
Competency 020 Science instruction: The teacher uses knowledge of science content and methods to
plan effective, engaging, and safe instruction and to assess learning.
20.1
Designs and adapts curricula and selected science content to address the interests, knowledge,
abilities, experiences, and needs of all children.
20.2
Plans and implements instruction that prompts children’s engagement in processes of scientific
inquiry (e.g., asking a scientific question; formulating a testable hypothesis; selecting appropriate
equipment and technology to gather information related to the hypothesis; making observations
and collecting data; organizing, analyzing, and evaluating data to find data trends and patterns and
make inferences; communicating and defending a valid conclusion).
20.3
Uses situations from children’s daily lives to develop instruction that investigates how science can
be used to make informed decisions.
20.4
Creates, implements, and enforces rules and safety procedures to promote and maintain a safe
learning environment during laboratory and field activities.
20.5
Provides laboratory space and equipment for all students, including those with special needs.
20.6
Designs science instruction that includes the contributions of individuals from a variety of
cultures.
20.7
Promotes children’s understanding that scientific ideas and explanations must be consistent with
observational and experimental evidence.
20.8
Uses a variety of formal and informal assessments and knowledge of the Texas Essential
Knowledge and Skills (TEKS) in science to determine children’s progress and needs and to help
plan instruction for individual children, including English Language Learners.
20.9
Develops procedures for assessing child participation in and understanding of the inquiry process.
20.10
Understands the implications of stages of child growth and development for designing and
implement in effective learning experiences in science and selects effective, developmentally
appropriate instructional practices, activities, technologies, and materials to promote children’s
scientific knowledge and skills.
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