KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COE COURSE SYLLABUS TEMPLATE
DEPARTMENT OF ELEMENTARY EDUCATION
College of Education: Pre-K-4
EEU 205 Teaching Science in Early Childhood
I.
Course Description:
A. EEU 205 Teaching Science in Early Childhood is designed to prepare teacher
candidates with a background for teaching science in the primary level classrooms using
inquiry centered, hands-on, "minds-on" approach. The connection between inquiry and
science content is stressed throughout the course. The course is designed to build content
knowledge, pedagogical knowledge, assessment, and connections to other disciplines in
the classroom. The course utilizes exemplary science programs grounded in research.
Teacher candidates will utuilize science tools, materials, media, and technological
resources to engage students in the learning of science content. The course models
current research that focuses on student achievement and the role of the teacher in the
classroom. The course will focus on the planning of inquiry-based science programs,
actions taken to guide and facilitate student learning, the assessments made of teaching
and student learning, the development of environments that enable to learn science, the
creation of communities of science learners, and the planning and development of the
school science program. Prerequisites: Biological Science with a lab and Physical
Science with or without a lab 4 c.h 3 s.h
Course Rationale:
All students deserve and must have the opportunity to become scientifically
literate. Everyone needs to use scientific information to make choices that arise
every day and be able to engage intelligently in public discourse and debate about
important issues that involve science and technology. This vision is grounded the
NSES, AAAS Benchmarks, and the PA Content Standards. Science teaching is a
complex activity that requires content knowledge and being able to make
judgments within the science classroom. What students learn is significantly
influenced by how they are taught, and teacher candidates must have theoretical
and practical knowledge and abilities about science, learning, and science
teaching.
II.
Course Objectives/ Student Learning Outcomes:
1. Candidates will be able to develop, assess and modify curriculum (i.e. special
needs and ELL) and lessons as evidenced by their ability to apply the PA Content
Standards and the National Science Education Standards (NSES).
2.
Candidates will understand and be able to model the skills of scientific inquiry,
as well as the curiosity, openness to new ideas and data, and skepticism that
characterize science.
3. Candidates will know and understand the PA Science & Technology Standards
and the Environment and Ecology Standards with implications for the teaching
and learning of science.
4. Candidates will demonstrate an understanding of the nature of science as it
applies to life, earth, physical, and environmental sciences.
5. Candidates will utilize unifying themes in all science teaching.
6. Candidates will recognize and respond to student diversity to ensure all students
participate fully in science learning.
7. Candidates will be able to utilize multiple methods and systematically gather data
about student understanding and systematically gather data about student
understanding and ability.
8. Candidates will be able to guide and facilitate the teaching and learning of
science.
9. Candidates will be able to design and manage learning environments that provide
students with the time, space, and resources needed for learning science.
10. Candidates will be able to demonstrate the ability to incorporate Pennsylvania
Content Standards, National Science Education Standards, and AAAS
Benchmarks into instructional planning.
11. Candidates will be able to identify and be familiar with exemplary science
education programs.
12. Candidates will be able to use the skills of data collection, analysis, collaboration,
decision-making, problem-solving, and communication of results.
13. Candidates will recognize student preconceptions, developmentally appropriate
understandings of science content and processes.
Early Childhood Program Competencies:
A.
Relationship to Standards
Course
Objectives/ #1
Student Learning
Outcomes
Course
Objectives/ #2
Student Learning
Outcomes
Course
PDE
Standard I.E
INTASC
Standard 1, 4
NAEYC
Standard1, 4b, 4c
ISTE
Standard 1
PDE
Standard I.E
INTASC
Standard 1, 4
NAEYC
Standard1, 4b, 4c
ISTE
Standard 1
Standard I.E, I.I,
Standard 1, 7
Standard 4b, 4c, 4d
Standard 1
Objectives/ #3
Student Learning
Outcomes
Course
Objectives/ #4
Student Learning
Outcomes
Course
Objectives/ #5
Student Learning
Outcomes
Course
Objectives/ #6
Student Learning
Outcomes
Course
Objectives/ #7
Student Learning
Outcomes
Course
Objectives/ #8
Student Learning
Outcomes
Course
Objectives/ #9
Student Learning
Outcomes
Course
Objectives/ #10
Student Learning
Outcomes
Course
Objectives/ #11
Student Learning
Outcomes
Course
Objectives/ #12
Student Learning
Outcomes
Course
Objectives/ #13
Student Learning
Outcomes
II.D
IV.
C.1.g; C.1.k; C.1.r;
Standard I.E, I.I,
Standard 1
Standard I.E
Standard I.A, I.E,
IIA, II.B,
Standard 2, 3, 8
Standard 4b, 4c, 4d
Standard 1, 2
Standard 4b, 4c, 4d
Standard 1
Standard 1, 4a, 4b, 4c,
4d
Standard 1, 2
Standard I.A, I.B,
I.E, II.B, II.D, II.E,
II.F
Standard 2, 3, 7
Standard 3
Standard 1, 2
Standard I.A, I.E,
II.A, II.B, II.C, II.D
Standard 2, 3, 4, 5,
7
Standard 4a, 4b, 4c, 4d
Standard 1, 2
Standard I.A, I.E,
II.A, II.B, II.C, II.D
Standard 4, 5, 6
Standard 1, 3, 4a, 4b,
4c, 4d
Standard 1, 2
Standards I.E, I.I,
II.B
Standard 1, 9
Standard 1, 4a, 4b, 4c,
4d
Standard 1
Standards I.A, I.B,
I.E, II.B, II.D
Standard 7
Standard 4a, 4b, 4c, 4d
Standard 1, 2
Standards I.A, I.B,
II.B, II.E, II.F
Standard 7
Standard 3
Standard 1, 2
Standards I.A, I.E,
I.I, II.B, II.D, II.E
Standard 2, 3, 4, 7,
8
Standard 1, 3, 4b, c
Standard 1, 2
–
Will be
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B
Course Outline
A. The Nature of Science
1. What is science?
2. Variables/Investigations
B. Inquiry
1. Inquiry in science
2. Nature of human inquiry
C
o
r
e
A
s
s
i
g
n
m
e
n
t
.
Other Assessments based on a subset of the following:
Examinations
Participation
Science Notebooking
Observations – Moon and living organism
Journal Reviews
V.
Assessm
ent
A.
3. Inquiry in the classroom
4. Parallels between inquiry in the classroom and science
5. Inquiry in National Science Education Standards
6. Inquiry in PA Science & Technology Standards
7. Inquiry and content
8. Learning through inquiry and implications for classroom
9. Coherent inquiry-based instruction and instructional models
10. Developing questions with preschool children
C. Scientific Literacy
1. Need
2. Description
D. Constructivism
1. Constructed knowledge
2. Brain research
3. Active learning, Hands-on, Minds-on
4. Developmentally appropriate activities
E. Learning with Understanding
1. What are students doing?
2. What are teachers doing?
3. How does classroom environment support inquiry?
4. Appropriate investigations for students at all levels
F. Instructional Models
1. Coherent inquiry-based instruction and instructional models
2. 5-E Model
3. Learning Cycle (NSRC)
G. Notebooking, Reading, and Science
1. Rationale
2. Benefits for students
3. Benefits for teachers
4. Notebook organization
5. Notebook entries
6. Communicating science learning in an early childhood setting
H. Assessment in Inquiry Centered Classrooms
1. Content knowledge
2. Conducting investigations
3. Building explanations
4. Formative and summative assessments
5. Teacher assessments and student self assessment
6. Methods of assessments in an inquiry-centered classroom
7. Methods of assessment in an early childhood setting
I. Exemplary and Promising Science Programs
1. FOSS
2.
3.
4.
5.
6.
STC
DASH/FAST
Insights
GEMS
PEACHES
J. Science Process Skills
1. Skills in NSES
2. Skills in PA Science and Technology Standards
3. Variables
4. Developmentally appropriate science process skills appropriate in early
childhood setting
K. Life Sciences
a. Structures of Life
b. Similarities and differences in living things
c. Form/Function
d. Characteristics are inherited
e. Change over time
f. Insects
g. Trees/Plants
h. Human Body
L. Earth Sciences
a. Earth landforms
b. Uses of earth materials
c. Weather elements
d. Water sources
e. Seasons
f. Sun Earth Moon
M. Physical Sciences
a. Concepts of structure and properties of matter
b. Energy types
c. Force and motion
d. Balancing/Motion
e. Materials (paper, wood, fabric)
f. Solids and Liquids
g. Sound
h. Magnets and electric circuits
i. Measurement
VI.
Instructional Resources
American Association for the Advancement of Science. 1993. Benchmarks for Scientific
Literacy. Oxford University Press.
Abruscato, Joseph. (2001). Teaching children science: Discovery activities and
demonstrations for the elementary and middle grades. Boston : Allyn & Bacon. Q181 .A3
2001
Atkin, J. Black, P. and Coffey, J. (2001). Classroom Assessment and the national Science
Education Standards. NRC.
American Forest Foundation. Project Learning Tree. 2002. Washington, DC.
Boisselle, Wayne. (2002). A. 10 easy steps to teaching magnets & electricity. Vernon
Hills, IL: Learning Resources, Inc. QC 755 B64 2002
Carin, Arthur A. (1997). Teaching Science Through Discovery. (8th ed.). Upper Saddle
River, NJ: Prentice Hall.
Carin, Arthur A., Bass, Joel E.,& Contant, Terry L. (2005). Methods for teaching science
as inquiry. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Q 181 C37 2005
Center for Science, Mathematics, and Engineering Education. (1998). Every Child a
Scientist: Achieving Scientific Literacy for All.
Chaillé, Christine, & Britain, Lory. (2003). The young child as scientist: A constructivist
approach to early childhood science education. Boston: Allyn & Bacon.
Q181 .C414 2003
Edward Victor, & Richard D. Kellough. (2004). Science K-8 : an integrated approach
(10th ed.). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. Q 181 V52 2004
Eichinger, John. (2005). Activities for integrating science and mathematics. (2nd ed.).
Upper Saddle River, NJ: Pearson/Prentice Hall. Q181 .E33 2005
Kahle, J. Foundations: Inquiry Thoughts, Views and Strategies for the K-5 Classroom.
National Science Foundation. 1999.
Keane, Nancy, & Wait, Corinne L. (2002). Teaching science through literature: Grades
6-8. Worthington, Ohio: Linworth Learning. Q 183.3 A1K422 2002
Koch, Janice. (2005). Science stories: Science methods for elementary and middle
school teacher. Boston: Houghton Mifflin Co. Q 181 K62 2005
Martin, David J. (2003). Elementary Science Methods: A Constructivist Approach.
(3rd ed.). Albany, NY: Delmar Publishers.
Martin, R., Sexton, C., Wagner, K., & Gerlovich, J. (2005). Teaching Science For All
Children. (2nd ed.). Boston, MA: Allyn & Bacon.
National Academy of Science. (1998). Teaching About Evolution and the Nature of
Science.
National Research Council. National Science Education Standards. National Academy
Press. 1996.
National Research Council (1997).Science for All Children: A Guide to Improving
Elementary Science Education in Your School District. NSRC
Olson, S. and Loucks-Horsley, S. (2000). Inquiry and the National Science Education
Standards: A Guide for Teaching and Learning. NSRC
PA Science and Technology Academic Standards
PA Environment and Ecology Academic Standards
PA Assessment Anchors
Peak, L. Pursuing Excellence: A Study of US Eighth-Grade Mathematics and Science
Teaching, Learning, Curriculum, and Achievement in International Context. National
Center for Education Statistics, OERI. 1996.
Raham, Gary. (2004). Teaching science fact with science fiction. Portsmouth, NH:
Heinemann. Q 181 R33 2004
Singer, M. and Tuomi, J. (1999). Selecting Instructional Materials: A Guide for K-12
Science. NRC.
Victor, Edward, & Kellough, Richard D. (1999). Science for the Elementary and Middle
School. (9th ed.). Upper Saddle