State University of New York
Graduate School of Education – Summer 2014
ELED 507 Elementary School Science Content & Methods
Class Dates: Mon.* & Thurs. 9:00 am - 12:45 pm May 20-June 27 AB Rm.124
Tues.27th (in place of *Mon. 26th/Memorial Day): 12, 3.75-hour classes
1/TUES. MAY 27
3/Mon. June 2
5/Mon. June 9
7/Mon. June 16
9/Mon. June 23
11/Mon. June 30
Dr. Thomas O’Brien
Office: Academic B 126B
Office Hours: After class & by appointment
2/Thur. May 29
4/Thur. June 5
6/Thur. June 12
8/Thur. June 19
10/Thur. June 26
12/Thur. July 3
Home Phone: 786-0464
Office Phone: 777-4877 (voice mail)
tobrien@binghamton.edu
COURSE OVERVIEW
This course is designed to help prospective elementary school teachers develop:
- Foundation level understanding of the “FUNdaMENTALs” of science as defined by NGSS
Crosscutting Concepts (~ NYSED CC Std.6 Interconnectedness: Common Themes),
Disciplinary Core Ideas (~ NYSED CC Std.4Science Content-Concepts) and
Science & Engineering Practices (~ NYSED CC Std.1/Inquiry), as well as the science
- Pedagogical Content Knowledge to creatively use research-informed, best practice
Curriculum resources, Instructional strategies and Assessment techniques.
The “lessons learned” will enable you to explore, with competence & confidence, the wonders of
science with children ages 5-12 (grades K-6) as aligned with the NYSED Elementary (K-4) &
Intermediate (5-8) Science Core Curriculum (Guides) and the Next Generation Science
Standards – with interdisciplinary connections to the CCSS-ELA + Mathematics.
Emphasis will be placed on constructivist-based 5E teaching cycles (Engage, Explore,
Explain, Elaborate & Evaluate) built around hands-on/minds-on science activities (i.e., discrepant
events) that use inexpensive, household type materials (e.g., toys, grocery store materials &
garbage) and children’s literature/tradebooks to lead to an understanding of how key science
concepts work in our everyday lives. As such, students will be expected to develop as creative,
reflective practitioners by alternating between the roles of student and teacher by doing, thinking,
and talking/writing about science and science education.
This course expects you to: (1) “question the answers” provided by your prior experiences
related to the what & how K-6 school science should be designed to maximize learning for all
students and (2) move beyond merely “doing things right” by following CIA “policy
prescriptions issued from above” (NYSED), to “doing the right things” in light of validated
research and the prior experiences, conceptions & needs of K-6 students. In addition to specific
ELED 507 Elementary School Science Content & Methods Dr. Tom O’Brien/Binghamton University/GSE
1
cognitive and skill outcomes, course experiences are aimed increasing your interest in and
appreciation for: (a) science as a disciplinary field of inquiry characterized by its reliance on
empirical evidence, logical argument & skeptical review, (b) the applications and ScienceTechnology-Society implications of science in the natural and technological worlds that provide
the context for our daily lives, and (c) the central role that science should play in the K-6
curriculum in helping schools achieve their mission of promoting the development of all students
as productive, responsible citizens & lifelong learners.
Required Textbooks: The instructor has obtained the following 3-book set for students at
the reduced editor/author price ($60 total), they are not in the campus bookstore.
Banko, W., Grant, M.L., Jabot, M.E., McCormack, A.J. & O’Brien, T. (May 2013). Science
for the Next Generation: Preparing for the New Standards. Arlington, VA: NSTA Press.
Section IV: seven model 5E teaching cycle-based mini-units & #other chapters will be assigned.
All the URLs listed in the book can be found as live links at NSTA Press Extras (see below).
O’Brien, T. The first two (of three) volumes: Brain-Powered Science: Teaching and
Learning with Discrepant Events (2010-2011). Arlington, VA: NSTA Press. These books’ dualpurpose, science inquiry discrepant event/science education visual participatory analogies will
be used regularly throughout the course. The Internet Connections cited in the books are
available as live links at NSTA Press Extras: http://www.nsta.org/publications/press/extras/.
Required, Supplemental Resources (Download free pdfs &/or access live from web)
Achieve Inc. Next Generation Science Standards/NGSS (April 2013):
http://www.nextgenscience.org/. Focuses on separate, individual, K-5 grade-specific standards.
Banilower, E.R., Smith, P.S., Weiss, I.R., Malzahn, K.A., Campbell, K.M., & Weiss, A.M.
(2013). Report of the 2012 National Survey of Science and Mathematics Education. Chapel Hill,
NC: Horizon Research, Inc. The instructor will provide excerpts for review. Optional download:
http://www.horizon-research.com/2012nssme/research-products/reports/technical-report/
National Research Council. (July 2011). A Framework for K-12 Science Education:
Practices, Crosscutting Concepts and Core Ideas. This document provides the “framework” for
the NGSS via short synopses of these three “dimensions” of science and engineering. This book
will be used as our science content book. http://www.nap.edu/catalog.php?record_id=13165
National Science Teachers Association’s Position Statements: These 1-2 page documents are
at: http://www.nsta.org/about/positions/. Four specific titles to read: Elementary Science, Early
Childhood Education (ages 3-preschool), Inquiry/Science and the Nature of Science.
NYSED Core Curriculum Guides for Elementary Science (37pp/gr.K-4) and Intermediate
Science (31pp/ gr. 5-8/): http://www.emsc.nysed.gov/ciai/pub/pubsci.html.
O’Brien, T. WWW “Hot”Spots can lead to really “Cool” Science Teaching & Learning:
http://csmte.binghamton.edu/links.html & Annotated Bibliographies on About CSMTE page:

Integrating Science and Language Arts
ELED 507 Elementary School Science Content & Methods Dr. Tom O’Brien/Binghamton University/GSE
2
Course Objectives (Instructor generated):
To provide an opportunity for beginning preservice and practicing inservice K-6 teachers to:
1. Become pedagogically competent in designing and/or modifying, implementing &
evaluating innovative, integrative/interdisciplinary, inclusive elementary science Curriculum
(scope/content & sequence/organization), Instructional strategies & Assessment techniques
based on NYSED Elementary (K-4) & Intermediate (5-8) Science Core Curriculum and national
standards (NGSS, CCSS-ELA & CCSS-Mathematics), as well as cognitive science research.
2. Experience as "students" and share as "teachers" the intellectual challenge of interactive,
“minds-on” CIA approaches that reflect course objective #1 and the FUNdaMENTALs of
selected, representative scientific concepts in order to enhance both their science content and
Pedagogical Content Knowledge. The science content focus will be at the level required to teach
grades 4-6 (which requires teacher understanding up to 8th grade level to “be ahead of the kids”
& be able to address their questions), but the hands-on/minds-on, inquiry-oriented instructional
strategies are applicable from the preschool level upward.
3. Critically evaluate & adapt commercially available science textbooks, children’s
tradebooks, TV shows, WWW sites, kits, activities & 5E mini-units in light of objective #1.
4. Observe & practice specific skills of (micro)teaching in a peer learning environment.
5. Become more familiar with science & science education professional associations,
government agencies (NYSED), non-profit agencies (e.g., museums) & private companies and
the resource publications, websites & conferences/workshops they provide to aid ongoing
teacher, classroom-based “action research” & professional development.
6. Articulate & reconstruct pedagogical assumptions/philosophies, goals & actions for gaining
& maintaining students' cooperation & active participation in the teaching/learning process that
promote Science for All Americans via developmentally appropriate, culturally relevant &
cognitively challenging CIA.
In short, to explore the Who, What, Where, When, How & Why Questions of Elementary Science CIA
Key Questions for You:
What do you intend to get out of this course?
What are you committed to investing in the course?
BU’s provost has recently posted the following statement for inclusion on syllabi concerning
the out-of-class student work/study expectation in a typical Academic Year course:
This course is a 4-credit course, which means that in addition to the scheduled meeting times, students are
expected to do at least 9.5 hours of course-related work outside of class each week during the semester.
This includes time spent completing assigned readings, participating in lab sessions, studying for tests and
examinations, preparing written assignments, and other course-related tasks. Full details of this policy &
syllabus statements for different types of courses are available at http://www2.binghamton.edu/facultysenate/docs/032514-motion-syllabus-statement-on%20credit-hours.pdf.
ELED 507 Elementary School Science Content & Methods Dr. Tom O’Brien/Binghamton University/GSE
3
Spread across an AY semester of 14 weeks, this would total up to 133 hours per 4-cr course. Or,
translated into an intensive 6-week summer course, this is 22.2 hours/week of out-of-class
work! Any condensed-time course requires significant student commitment. While your workfor-pay summer commitment may limit your “study” time, the biggest predictor of what you will
take from the course is the time and energy that you put into it. Please try to invest as much time
& energy as possible for the sake of your future students.
Note: E-mail/Internet Access: Students are expected to have access to & make regular,
weekly, between-class use of e-mail (for instructor-student & student-student exchanges)
and the Internet. As a registered BU student, you are entitled to print out up to 100 pages
free-of-charge per week.
Assignments: Written & Presentation
The following assignments (in conjunction with the required reading assignments) are
intended to assist you in attaining the course objectives and to directly affect the quality of
your science CIA as an elementary school teacher. The main objectives are relevant learning
& the development of useful classroom materials, not producing a stream of papers & words
for the sole (or even primary) purpose of earning points for a "grade."
Attendance and Active Class Participation are assumed.
10%
You are expected to attend every session, on time and prepared to participate actively. Your
active participation will not only affect what you get out of this class, but also the quality of the
learning environment that is available to your fellow classmates. Timely completion of readings
and assignments will allow for lively, interactive and productive classes. Willingness to “take
risks and make miss-takes” is important to learning how to Predict-Observe-Explain in science
and to learning how-to-learn-to-teach science.
Science Education Article - TV Show - Website Review - Science Museum
10%
Read two science education articles (from two different journals, e.g., NSTA’s Science
& Children and Science Scope, Science Activities, School Science & Mathematics, Journal
of Elementary Science Education – BU Library online) and for each article prepare a brief,
1-2 page abstract/summary (include the complete bibliographic reference) and your
assessment as to how it relates to the course themes, readings & in-class activities.
As an option, you may substitute (for one of the articles) viewing & summarizing
(abstract + assessment) a current or former science TV show/DVD:
3-2-1 Contact (http://www.imdb.com/title/tt0190169/) - Beakman’s World
(http://www.imdb.com/title/tt0106367/) - Bill Nye the Science Guy (http://www.billnye.com/) Cosmos: A Spacetime Odyssey (http://www.cosmosontv.com/) - Magic School Bus
(http://www.scholastic.com/magicschoolbus/) - Marty Stouffer’s Wild America
(http://www.wildamerica.com/) - Mr. Wizard (http://www.mrwizardstudios.com/index.htm),
Nature (http://www.pbs.org/wnet/nature/) - Newton's Apple (http://www.tpt.org/newtons/),
NOVA (http://www.pbs.org/wgbh/nova/) - NOVA Science Now
(http://www.pbs.org/wgbh/nova/sciencenow/) - Rough Science
(http://www.pbs.org/weta/roughscience/) - Scientific American Frontiers (http://www.pbs.org/saf/)
Science Investigators (http://www.pbs.org/wgbh/si/) - Sid the Science Kid (http://pbskids.org/sid/) Wild Kratts (http://pbskids.org/wildkratts/home.html formerly Kratt’s Creatures) Zoboomafoo (http://pbskids.org/zoboo/ with the Kratt’s Brothers) - Zoom (http://pbskids.org/zoom/)
ELED 507 Elementary School Science Content & Methods Dr. Tom O’Brien/Binghamton University/GSE
4
or a Website Review (see CSMTE listing). Alternatively, a visit (+ 2-4 page written
summary & assessment) to a Science Museum can “count” as two abstracts: Roberson
Museum & Link Planetarium (attendance at the latter required), Kopernik Observatory &
Science Center (program attendance required), Ithaca Science Center, M.O.S.T./Syracuse…)
DUE DATES: Class #3/Mon. June 2 + #4/Thurs. June 5
Children's Science Tradebooks & Computer Simulations Review
16%
Select two children's science tradebooks. Prepare a 3-4 page critical analysis (for each)
that includes: (1) complete bibliographic reference, (2) summary of the story line (if
fictional, the book should still be science-focused) or design/form/features and content (if
nonfiction), (3) target audience (grade levels), (4) science inquiry practices (Std.1), concepts
(Std.4), interconnectedness: common themes (Std.6) & interdisciplinary problem solving
(Std.7) from either the NYSED Elementary (gr.K-4) or the 5-8 Intermediate Science Core
Curriculum (cited verbatim by #/letter – Stds 1, 4, 6 & 7) that are addressed in the book, (5)
your evaluation; refer to: Science Through Children’s Literature: An Integrated Approach
(Carol & John Butzow): Judging Books (class handout) & The Reading Teacher, March
2002, V55/N6, pp.552-565 – D. Rice. Using tradebooks in teaching elementary science:
Facts and fallacies) and (6) a brief description of how you might use it in a particular,
specific phase of a 5E Teaching Cycle, including a reference citation (website, book, article,
etc., to a hands-on activity that could be used with the book.
As an alternative for one of the tradebook reviews, you can critically review an online,
interactive Science Simulation (e.g., PhET interactive simulations) using the same criteria:
http://phet.colorado.edu/en/simulations/category/by-level/elementary-school
DUE DATES: Class# 5/Mon. June 9 + #6/Thurs. June 12
Elementary Science Textbook (& TG Support) Review or Alternative
16%
Evaluate a grade level specific elementary science textbook (Teachers’ Guide version)
in terms of scope & sequence (content & organization), nature of activities, materials
requirements, physical & mechanical features, and teacher aids. Written analyses should be
approximately 8-10 typed pages. As an Alternative, you can complete a construction &
evaluation of a K-6 commercial Science Exploration Kit or an evaluation of a CDROM/DVD Science Software Package. In all cases, include a complete bibliographic
reference. The book chapter, kit or software package should directly relate to the topic &
“ideally” the grade level of your Discrepant Event Writeup + Microteach Presentation and
your 5E Mini-Unit Analysis Assignment with an eye to making you an “expert” (or at least,
a Vygotskian More Knowledgeable Other on this science topic.
Either project should address the following questions based on a critical analysis of one
of the book’s chapters (or the kit’s or CD-ROM/DVD’s):
(1) Which grade level specific Next Generation Science Standards’ Science &
Engineering Practices (~ NYSED Std.1/Inquiry + Std.7/Interdisciplinary Problem Solving),
Disciplinary Core Ideas (~NYSED Std.4/Science Content), & Crosscutting Concepts (~NYSED
Std. 6/Interconnectedness: Common Themes) are directly, explicitly developed in this chapter? List
the NGSS Standards (only, NOT the related NYSED stds), copied & pasted verbatim from
NGSS online. Read, but do NOT copy the Performance Expectations.
(2) What initiating activities, text & visuals are used to introduce the chapter to children
(~“E”ngage)? How would you rate their quality? Would they create a “need-to-know”
ELED 507 Elementary School Science Content & Methods Dr. Tom O’Brien/Binghamton University/GSE
5
emotional/motivational connection and cognitive connection (with prior life experiences
&/or science instruction) for the targeted student age group? Can you suggest better ideas?
(3) What kind of hands-on/minds-on Instructional “E”xplorations are the children
engaged in with respect to developmental appropriateness, conceptual sequencing & inquiry
orientation? How does their placement relative to “E”xplanatory text make them more or
less discovery vs verification-oriented? What types of supplies are needed (i.e., are simple,
household/grocery story materials used as much as possible)? Do the instructions make
clear any necessary safety considerations?
For Science Kits & CD-ROM/DVDs, also assess the extent to which the instructions &
support are adequate for the student to “play,” explore & discover without (or with minimal)
adult guidance? Are the motivational elements and built-in scaffolding adequate to insure
students “stick with the program” and actually learn or will they become frustrated,
“distracted with bells & whistles” or otherwise lose interest or focus? For this review
option, “testing” with at least one student is highly recommended to ascertain age
appropriateness (reading level, manipulation & safety) & inquiry orientation.
(4) How effectively are other disciplines (i.e., art, ELA, math, social studies, etc.,)
integrated into the lessons? What ways would you suggest to do this more effectively?
(5) How would you rate the quantity, quality of the pictures, diagrams & visuals? Are
race, class, gender, or disability related biases evident? If so, how would you deal with
them? Conversely, what student text & TG supports are provided to help “reach & teach”
all students (e.g., scaffolded & differentiated instruction)?
(6) What is the quality of the Assessments (diagnostic/pre-instruction, formative &
summative evaluation measures) provided? Are “multiple intelligences” deliberated
developed? What are the conceptual levels of the questions that are raised (Bloom’s
Taxonomy: knowledge, comprehension, application, analysis, synthesis & evaluation)? Do
the assessments aid student learning & motivation & support teacher instruction or is their
primary purpose to produce a grade to rank order students?
(7) How would you rate the quantity and quality of Teacher Guide support materials (i.e.,
explanation of the relevant background science, forewarning of likely misconceptions &
conceptual challenges, discrepant event demonstrations, simulations, & web connections,
other “extras”)?
(8) Does the overall CIA “package” reflect the nature of science as characterized by its
reliance on empirical observations/evidence, logical argument and skeptical review (i.e.,
does the sequence support planned “wondering or directionless wandering” via a sequence
of FUNdaMENTAL activities that make conceptual sense?) or does it present science as an
authority from on high to be believed without questions with the role of “hands-on”
laboratory “exercises” to simply verify what the textbook or teacher has already told them
whether or not it generates “minds-on” reasoning. To what extent does the textbook follow
or diverge from the 5E unit design model.
(9) Overall, based on your review, how would you rate its overall strengths/weaknesses?
Would you want to use this text (kit or CD-ROM/DVD)? Why or why not?
(10) If required to use the text, how would you alter its approach or supplement it (or how
would you suggest the kit or CD-ROM/DVD be redesigned) to be more “5E-like”?
DUE DATE: #8/Thurs. June 19
ELED 507 Elementary School Science Content & Methods Dr. Tom O’Brien/Binghamton University/GSE
6
Discrepant Event Microteach Presentation
18%
Prepare & present to your peers an inquiry-oriented discrepant event demonstration
(see the BPS Appendix A: S2EE2R criteria & MBPS Appendix B: S2EE2R Demonstration
Analysis Form) and/or Hands-On Exploration selected from your assigned 5E mini-unit
(from either the Science for the Next Generation course textbook or an alternative provided
by the instructor from his EMBPS book).
 Meeting with the instructor to discuss & improve/approve your ideas is required. 
Presentation time: 15-20 minutes for each demo/HOE (include effective use of
MM/AV(OH/Elmo) &/or BB-WB to develop visual and verbal/linguistic intelligences –
literacy). An equivalent time will be spent debriefing each presentation.
DUE DATE: Presentations: Class #11/June 30 (& #12/July 3 if needed)
Critical Review of a Science 5E Mini-Unit
30%
Students will complete a critical review of a 5E Mini-unit assigned from the course
textbook SFNG (Banko et al) or an instructor-provided alternative (from EMBPS). The
written report of 8-12 pages should include a:
(1) list of targeted objectives keyed to the science inquiry skills/processes/habits of mind
(Std.1), science concepts (Std.4), interconnectedness-common themes (Std.6) and
interdisciplinary problem solving (Std.7) standards copied verbatim from the NYSED
Elementary (K-4) or Intermediate (gr.5-8) Science Core Curriculum Guides
(2) list of misconceptions and positive and negative attitudes & interests that you think
students are likely to have about this topic -- cite specific websites provided by the instructor
on the CSMTE webpage (for research that summarizes probable, key misconceptions),
(3) diagnostic “test” (i.e., non-graded, pre-instructional assessment – the instructor will
provide examples in class) to assess student prior (mis)conceptions, experiences with &/or
attitudes about the science topic to be learned [this would complement & complete the unit’s
Engage phase],
(4) critical review of the strengths & weaknesses of each 5E phase; the extent to which:
(a) the teacher is given sufficient information to implement the activities
(b) the activities are likely to activate attention/interest & catalyze cognitive processing
(consider BPS Appendix A: S2EE2R criteria & Appendix B: The 5E Teaching Cycle)
Also, for what you judge to be the weakest 5E phase, either substantially expand/revise
or replace one of the activities that you feel falls short with a modified version of a better
activity you found elsewhere.
(c) the overall flow of the 5E mini-unit (Engage  Evaluate) is logical & follows the 5E
design model (BPS Appendix B: The 5E Teaching Cycle) and the extent to which it
explicitly or implicitly encourages teachers to integrate science with ELA and/or Math.
In Class#12 students will informally share their reviews of the overall design & strengths &
weaknesses of their 5E mini-unit.
DUE DATE: Writeup Class #10/Thurs. June 26 +
Informal Sharing Discussion of Reviews of 5E Mini-Units: Class #12/Thurs. July 3
ELED 507 Elementary School Science Content & Methods Dr. Tom O’Brien/Binghamton University/GSE
7
SCHEDULE OF CLASSES and READING & *WRITING ASSIGNMENTS
The following “tentative” schedule of class topics & readings is designed with the intention
to optimally address student needs relative to the course objectives. Optional supplemental
readings will be distributed via e-mail. Schedule modifications will be made as warranted.
Class#/Date + Conceptual Focus
BPS + MBPS (+ EMBPS) In-class activities
(list will be provided after class)
#1: TUES. May 27
How do I Feel about Science & Science Teaching?
Survey, Chemical welcome & mixers, puzzles,
discrepant event demos & Hands-On Explorations
+
What is Science (i.e., Nature Of Science)?
+
To what extent is science (or should it be) an
important component of the K-6 Curriculum)?
Readings (after class for next class)
+ Do-At-Home Experiment from
BPS + MBPS + EMBPS
(list will be provided after class)
Framework, Foreward (pp.ix-x),
Summary (pp.1-4), & Ch.1 (only
pp.7-14) – free download
NSTA Position Statements (4):
Elementary School Science
Early Childhood Science Education
Inquiry + Nature of Science
(free download from NSTA)
Science for the Next Generation:
Foreward (Arnie Duncan) + Book
Overview (Thomas O’Brien)
Ch.1 What is Science? (Grant et al.,)
BPS: Intro (pp.xvi-xvii +xxii-xxiii)
MBPS: Introduction (pp.xi-xiv)
EMBPS: Intro (pp.xi-xvi)
Appendices to BPS books:
A. Selection Criteria for Discrepant
Events & Analogical Activities
B. S2EE2R Demonstration Analysis Form
A. ABC’s of Minds-On Science Teaching
(MOST) Instructional Strategies (HO)
#2: Thurs. May 29
WelCOMEback to Science Learning & Teaching
+
What is Learning? A Short Course in Cognitive
Psychology: An Inquiry into Constructivism in
Science Education.
+
Unnatural Nature & Uncommon Sense of Science:
The Top Ten Crazy Ideas of Science
The Challenges of Learning Science
* Bring a xeroxed copy of both NYSED Core Curriculum
Guides for grades K-4 & 5-8 (free downloads) to class #3 
Framework - free download
Ch.2/Guiding Assumptions, pp.23-34
Ch.10: C (pp.246-249) +
I (pp.250-255) + A (pp.260-264)
Science for the Next Generation:
Ch.8: How We Model… (Greene)
Ch.9: What Ts do to… (Bergman)
A. Alternative, Naïve, Preinstructional,
Pre-scientific, or Prior Conceptions
B. An Integrated, “Intelligent” CIA
System (instructor-provided Handout)
* WRITTEN ASSIGNMENT: 1st of two Science Ed article (or alt) review due Class #3
ELED 507 Elementary School Science Content & Methods Dr. Tom O’Brien/Binghamton University/GSE
8
#3: Mon. June 2
Overview of NYS & “national” Science Standards:
NYSED Core Curriculum Guides K-5 & 5-8:
Std.1/Mathematical Analysis, Scientific Inquiry &
Engineering Design + Std.6/Common Themes +
Std.7/Interdisciplinary Problem Solving
+
Curriculum Integration, Part I: CCSS-Mathematics 
(metric measurements)
+
NGSS Dimension 1: Scientific & Engineering Practices
Dimension 2: Crosscutting Concepts 
NYSED Elementary Science CCG
Gr.K-4, pp.3-11 + Intermediate Sci
CCG, Gr.5-8, pp.3-11
Stds for MathematicalPractices pp.6-8
Framework, Ch.3/S&E pp.41-79
Framework, Ch.4/CCC pp.83-101
C. Big Ideas in Science: Comparison
across Stds Documents (instructor HO)
* WRITTEN ASSIGNMENT: 2nd
of two Science Ed article (or
alternative) review due Class #4
#4: Thurs. June 5
Physical Sciences DCIs, Part I:
PS1: Matter and its interactions
1.A: Structure & Properties of Matter
1.B: Chemical Reactions
1.C: Nuclear Reactions
+
5E Teaching Cycle/Instructional Model:
Kinetic Molecular Theory & the (w)Hole Truth about
Atoms: Activities from BPS & MBPS (list to read will
be provided after class)
Framework, Ch.5/PS only pp.103-111
NYSED Elementary Science CCG
Gr.K-4, Std4/PS/Key Idea 3, pp.14
NYSED Intermediate Sci CCG,
Gr.5-8, Std4/PS/Key Idea 3, pp.24-5
B. 5E Teaching Cycle: An Integrated
Curriculum-Instruct-Assessment Model
Science for the Next Generation:
Ch.4: 5E(z) Guidelines for
Designing Research Informed…
* WRITTEN ASSIGNMENT: 1st
of two Tradebook reviews due
Class #5
#5: Mon. June 9
Curriculum Integration, Part II: CCSS-ELA
+
Role & Analysis of Science Textbooks & Tradebooks
Science for the Next Generation:
Ch.10: Science? Literacy? Synergy!
EMBPS Intro (pp.xvii-xx)
SB&F & NSTA’s Outstanding Science Trade Books for Students
* WRITTEN ASSIGNMENT: 2nd
of two Tradebook reviews due
Class #6
ELED 507 Elementary School Science Content & Methods Dr. Tom O’Brien/Binghamton University/GSE
9
#6: Thurs. June 12
Physical Sciences DCIs, Part II:
PS4: Waves & their applications for info transfer (Sound)
PS3: Energy (e.g., Heat)
3.A: Definitions of Energy
3.B: Conservation of Energy & Energy Transfer
#7: Mon. June 16
Physical Sciences DCIs, Part III:
PS3: Energy
3C: Relationship between Energy & Forces
3.D: … & Everyday Life (Electricity)
PS2: Motion & stability: Forces & Interactions
2.A: Forces & Motion (Newton’s Laws)
2.B: Types of Interactions
2.C: Stability & Instability in Physical Systems
#8: Thurs. June 19
Life Sciences DCIs:
LS1: From molecules to organism: Structures & processes
LS2: Ecosystems: Interactions, energy and dynamics
LS3: Heredity: Inheritance & variation of traits
LS4: Biological evolution: Unity & Diversity
+
Science Animations, Simulations & Technology, Part I
Diagnostic & Formative Assessment, Part I
#9: Mon. June 23
Earth & Space Sciences DCIs:
ESS1: Earth’s place in the universe
ESS2: Earth’s systems
ESS3: Earth and human activity
+
Science Animations, Simulations &Technology, Part II
Diagnostic & Formative Assessment, Part II
Framework, Ch.5 pp.130-37 + 120-26
NYSED Elementary Science CCG
Gr.K-4, Std4/PS/Key Idea 4, pp.15
NYSED Intermediate Sci CCG,
Gr.5-8, Std4/PS/Key Idea 4, pp.26-7
Framework, Ch.5 pp. 113-120 + 12627 + 130-37
NYSED Elementary Science CCG
Gr.K-4, Std4/PS/Key Idea 5, pp.16
NYSED Intermediate Sci CCG,
Gr.5-8, Std4/PS/Key Idea 5, pp.28
* WRITTEN ASSIGNMENT:
Textbook review due Class #8
Framework, Ch.6/LS, pp.139-168
NYSED Elementary Science CCG
Gr.K-4, Std4/LE/Key Ideas 1-7,
pp.17-23
NYSED Intermediate Sci CCG,
Gr.5-8, Std4/LE/Key Ideas 1-7,
pp.12-20
Framework, Ch.7/ESS, pp.169-199
NYSED Elementary Science CCG
Gr.K-4, Std4/PS/Key Ideas 1-2,
pp.12-13 + NYSED Intermediate
Sci CCG, Gr.5-8, Std4/PS/Key
Ideas 1-2, pp.21-3
* WRITTEN ASSIGNMENT:
Critical Review of 5E Mini-Unit
due class #10
ELED 507 Elementary School Science Content & Methods Dr. Tom O’Brien/Binghamton University/GSE
10
#10: Thurs. June 26
Framework, Ch.8/ETS, pp.201-214
Engineering, Technology & Applications of Science
ETS1: Engineering design
ETS2: Links among engineering, technology, science, & society Review: NYSED Elementary Science
(e.g., STS cases)
+
Science for All: Special Considerations/Approaches
CCG, Std.1 (p.7), Std.2 (pp.8-9) &
Std.7 (p.10) and similar pages in the
Intermediate CCG (pp.6-9)
Framework, Ch.11/Equity &Diversity,
pp.277-290
* WRITTEN ASSIGNMENT:
Discrepant Event Presentations due
Class #11
#11: Mon. June 30
Student Individual Presentations: Discrepant Event
Demonstration &/or Hands-On Exploration
Microteach
#12: Thurs. July 3
Any “roll over” from class #11
Student Informal Overviews of 5E mini-units +
Course Evaluation
Optional Supplemental Resources (for future use )
AAAS. SB&F (Science Books & Films): Your Online Guide to Science Resources for All
Ages. www.sbfonline.com. 12 monthly issues/year review journal provides critical reviews of the
scientific accuracy & presentation of print, audiovisual, & electronic resources intended for
children, junior high and adult audiences.
Barton, M.L. & Jordan, D.L. (2001). Teaching Reading in Science: A Supplement to
Teaching Reading in the Content Areas Teacher’s Manual. Aurora, CO: McRel.
Bransford, J.D. (eds). (2005). How Students Learn: Science in the Classroom. National
Research Council Committee on How People Learn: A Targeted Report for Teachers.
http://www.nap.edu/catalog/11102.html.
Driver, R, et al., (1994). Making Sense of Secondary Science: Research into Children’s Ideas.
NY: Routledge. This book summarizes ~20 years of research on children’s misconceptions.
* Friedl, A.E. & Yourts Koontz, T. (2004). Teaching Science to Children: An Inquiry
Approach. Boston, MA: McGraw-Hill.
Harris Freedman, Robin Lee. (1999). Science and Writing Connections. White Plains, NY:
Dale Seymour Publications.
Michaels, S., Shouse, A.W., and Schweingruber, H.A. (2008). Ready, Set, Science! Putting
Research to Work in K-8 Science Classrooms. Board on Science Education, Center for
Education, Division of Behavioral and Social Science and Education. Washington, DC: The
National Academies Press. Read online: http://books.nap.edu/catalog.php?record_id=11882#toc
ELED 507 Elementary School Science Content & Methods Dr. Tom O’Brien/Binghamton University/GSE
11
National Research Council. (2007). Taking Science to School: Learning and teaching
Science in Grades K-8. Committee on Science Learning, Kindergarten Through Eighth Grade.
Richard Duschl, Heidi A. Schweingruber, and Andrew W. Shouse, Editors. Board on Science
Education, Center for Education, Division of Behavioral and Social Science and Education.
Washington, DC: National Academies Press. http://books.nap.edu/catalog.php?record_id=11625
National Science Teachers Association. Outstanding Science Trade Books for Students K–12
http://www.nsta.org/publications/ostb/. NSTA, in cooperation with the Children’s Book Council
(CBC), has annual reviews of the “best books” listed from 1996 to the present. See also:
http://www.nsta.org/recommends/ for online search for particular book reviews.
Wellington, J. & Osborne, J. (2001). Language and Literacy in Science Education.
Philadelphia: Open University Press.
Yoder, E. and Yoder, N. (2010). One Minute Mysteries: 65 Short Mysteries You Solve with
Science! Washington, D
Information Common to All Graduate School of Education Courses
Classroom Environment
The Faculty and Staff in the Graduate School of Education are committed to serving all enrolled
students. The intention is to create an intellectually stimulating, safe, and respectful class
atmosphere. In return it is expected that each of you will honor and respect the opinions and feelings
of others.
Accommodations
Successful completion of this class requires both an extensive amount of “minds-on” reading and
active participation in a variety of interactive discrepant event demonstrations and “hands-on,”
inquiry-based experiments. If you are a student with a disability and wish to request
accommodations, please notify the instructor by the second class so I may review possible
arrangements for reasonable accommodations.
You are also encouraged to contact the Office of Services for Students with Disabilities (SSD) at
777-2686. Their office is in UU-119. The SSD office makes formal recommendations regarding
necessary and appropriate accommodations based on specifically diagnosed disabilities. Information
regarding disabilities is treated in a confidential manner.
Academic Honesty:
All members of the university community have the responsibility to maintain and foster a condition and
an atmosphere of academic integrity. Specifically, this requires that all classroom, laboratory, and written
work for which a person claims credit is in fact that person’s own work. The annual university Student
Handbook publication has detailed information on academic integrity.
Students assume responsibility for the content and integrity of the academic work they submit.
Students are in violation of academic honesty if they incorporate into their written or oral reports any
unacknowledged published or unpublished or oral material from the work of another (plagiarism); or if
they use, request, or give unauthorized assistance in any academic work (cheating).” (GSE Academic
Honesty Policies)
Neither plagiarism nor cheating will be tolerated in this class. Incidents of either will result in a
failing grade for the assignment in question, which will most likely have a negative effect on the final
grade. If you have any questions about what constitutes plagiarism or cheating, please ask me.
http://www2.binghamton.edu/gse/current-students/index.html#academic-honesty
ELED 507 Elementary School Science Content & Methods Dr. Tom O’Brien/Binghamton University/GSE
12