Department of Curriculum and Instruction
College of Education
Pittsburg State University
Preparing Competent, Committed, Caring Professionals
SPRING 2010
CURIN 362 01/02 Elementary School Science
Section 01: 10:00 – 10:50
Section 02: 11:00 – 11:50
Time: MWF
Credit Hours: 3 hours
Location: Hughes Hall 310
Instructor: Ms. Kathy Spillman
PSU Phone: 620-235-4509
E-mail: kspillma@pittstate.edu (notice that there is no “n” on Spillman)
Office: 112 I
Office Hours: Mon. 1-3
Tue. 1-3
Wed. 1-3
Th. 1-3
Fri. 1-2
Prerequisites
Must have completed 8 hours of science. May be concurrently enrolled in CURIN 261
Explorations of Education and CURIN 261 Clinical Experience or have completed these
two courses. May be taken for Departmental Honors.
Course Description
Elementary School Science is a study of the content and organization of science in the
elementary school and the methods of teaching science. The course is designed to
prepare the teacher candidate to effectively communicate, demonstrate, and teach
science concepts in the K-6 classroom. Teacher candidates will explore the teaching of
science through investigating how children learn science through inquiry processes in
the areas of life, physical, earth and space sciences, as well as the areas of science and
technology, science in personal and social perspectives, the history and nature of
science. Assignments in this course are aligned with Standard 3 with many of the
concepts embedded within the coursework.
Course Objectives
The student should use course content and experiences to develop the following
understandings and abilities:
1. An understanding of recent trends in science education.
2. An understanding of the interconnectedness between science and other
subjects.
3. An understanding of the developmental constructivist theories about how
children learn and practices that promote science literacy.
4. An awareness of the diversity of curricular approaches available to elementary
science educators.
5. An ability to design science lessons and units that are developmentally
appropriate to the needs, values, and interests of a diverse group of students.
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6. An understanding of pedagogy – how to teach as well as about content – or what
to teach.
Purpose of the Course
The purpose of this course is to help you learn to think about the science you teach from
the point of view of the child who is learning. You will have the opportunity to explore the
teaching of science through investigating how children learn science in the areas of Life
Science, Physical Science, and Earth and Space Science. We will explore what it means
to do science and what it means to understand science through inquiry in individual,
small group, and large group activities.
This course will also provide preservice teachers with a knowledge base of the National
Science Foundation, National Science Teachers Association, the Kansas State
Standards for Science, and the Pittsburg State University College of Education
Professional Knowledge Base Skills in Elementary School Science.
Content Areas:
1. Inquiry: The Path, Discovery: The Destination
2. Constructing Knowledge and Discovering Meaning
3. The Inquiry Process Skills
4. Planning and Managing
5. Strategies and Quick Checks
6. Assessment of Understanding and Inquiry
7. Integrating Science
8. Using Technology to Enhance Science Learning
9. Adapting the Science Curriculum
10. Earth and Space Sciences
11. The Life Sciences
12. The Physical Sciences
1.
2.
3.
4.
5.
6.
Instructional Resources
National Science Education Standards
Kansas Science Standards
Videotapes and DVDs
Internet
Journals and magazines
Books and files in the classroom
1.
2.
3.
4.
5.
6.
7.
Teaching Strategies
Discussion
Lectures and demonstrations
Facilitative approach
Cooperative learning
Small group activities
Hands-on activities
Peer teaching
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Course Requirements
1. Required Text: Elementary Teaching Children Science: A Discovery Approach,
Abruscato & DeRosa 2010, 7th edition. Publishers: Allyn & Bacon: Pearson
ISBN # 10: 0-13-715677-4
2. A three-ring binder at least 2 to 21/2 inches to hold resources, handouts, journal
entries etc. This binder will be used for an assignment.
Attendance, participation, and science disposition
Attendance is an important part of your grade. This course is not a read-and-lecture
class. Your active participation in each class session is vital to your learning as well as
to the learning of the other students in this course. You are expected to be on time for
class. Tardiness is considered as a lack of attendance. (3 tardies equals 1 absence).
You are expected to exhibit a positive, open-minded attitude during class discussions
and activities. You are expected to attend all class meetings prepared and to be
engaged as an active collaborative participant during each class session. Being
prepared means doing the readings for each session before coming to class. If you are
unable to attend class, please let your instructor know beforehand by email. You are
responsible for contacting someone in the class to get handouts and to find out what
transpired during class. Please be aware that on your sixth absence in this class, you
will be dropped from the course or take a lower grade. There are no excused absences.
Professionalism
Students are expected to maintain a professional attitude at all times. Professionalism
includes participating in class activities, being punctual, putting time and effort into class
presentations, and maintaining an open-minded positive attitude. Please be considerate
of others and turn off cell phones during class. Please be respectful and do not talk while
your instructor is talking and do not work on other class assignments in this class. Do
not text message during class.
Academic Honesty
Teacher candidates are expected to follow the PSU Academic Honesty Policy which
speaks to unethical acts associated with coursework or grades. This policy can be found
in the PSU catalog. Plagiarism is a very serious offense.
Grading
Students may check ANGEL for scores. Late assignments will not be accepted. You will
be given a 0. Assignments should be typed and double-spaced. Incorrect grammar,
spelling, etc. will result in a loss of 1 point/ 5 errors. Please use the following format for
the heading of assignments (single spaced), placing it in the upper left corner of the
paper:
Name
Date
Assignment
362 Section 01 or 02
Ms. Spillman
Grading
90-100
80-89
70-79
60-69
A
B
C
D
3
Below 60
F
Assignments
All assignments are due by the beginning of class on the due date. Section 01 is 10:00
and Section 02 is 11:00. NO LATE ASSIGNMENTS ARE ACCEPTED. A grade of 0 will be
given for late assignments. There are no exceptions to this policy. I give ample time for
assignments to be completed so that sickness, family problems, etc. should not interfere
with your work. Assignments in Angel will go off on the due date and will not be
available to you after the date and time indicated.
1. Chapter Quizzes: (variable points) There will be an exam for Chapters in our text.
The quizzes are posted on Angel and due by 10:00 or 11:00 depending on your
section number. The quizzes will go off of Angel and you will not be able to take the
quiz or access it. Instructions for these chapter exams are given in the Angel
section of this syllabus. Each quiz is set for 2 attempts with the average score
placed in Angel.
Print the quizzes to study for the tests.
Due dates for the chapter quizzes are posted on the Calendar in Angel.
Upload to Angel
2. Upload Photo to Angel (See Angel Handout)
3. Dole Website Reflection (20 points) Look under Assignments and Rubrics in Angel
for information about this assignment.
Upload to Angel
4. NSTA Website Review (20 points) Go to the National Science Teachers
Association website (in External Links. Write a reflection about this website. Look
under Assignments and Rubrics in Angel for information about this assignment.
Upload to Angel
5. ScienceNet Links (20 points) This website is the science resource for the
Thinkfinity search engine. You will prepare an evaluative discussion of a science
lesson at this website. The link to this site is on External Links. Look under
Assignments and Rubrics in Angel for information about this assignment.
Turn in paper copy
6. Journal Review Reflection (20 points)
You will read a recent issue of the journal Science and Children, published by
NSTA. Look under Assignments and Rubrics in Angel for information about this
assignment.
Upload to Angel
7. Science Lesson Plans (three plans worth 20 points each)
There will be more details on this assignment in class.
1. Physical Science
2. Earth and Space Science
3. Life Science
Hard Copy
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8. Literature-Based Science Concept Presentation: (20 points) Each student will
select a piece of children’s literature that integrates a science concept and present
it to the class. Look under Assignments and Rubrics in Angel for information about
this assignment.
Turn in paper copy. Prepare enough copies for each member of the class.
9. Current event (10 points) Each student will be responsible for providing a current
event that discusses a recent scientific finding. The student will present the
current event orally within a 1-2 minute timeframe. Turn in your printed copy.
10. Discrepant Event (20 Points) Each student will facilitate a discrepant event for the
class and write a reflection of the event. Look under Assignments and Rubrics in
Angel for information about this assignment.
Upload to Angel
11. Science Resource File: We will discuss this assignment in class.
12. Midterm: March 3
13. Final: Section 01: Mon. May10- 10:00
Section 02: Fri. May 14 – 11:00
*****A note about the final schedule. The final in this class will be on the date specified
and will not be scheduled for any other day. In other words, do not book a flight, get
married, go on vacation, or plan for anything else but your final.
You will be excused from the Final if:
1. You have 97% for a final grade and zero to one absence. (Remember three
tardies equals one absence.)
Inclement Weather: Check GUS Homepage to see if the University is closed due to
inclement weather. If the university does not close, then I will have class. However, I
drive from Miami and many of you drive from various parts of the three state area, and we
all know that the weather can be different in each state. If I can not make it to PSU, you
will be notified through an Angel announcement and also an email. If I can make it and
you can’t then notify me by email.
Angel Information for Science 362
1. The first item that you need to take care of is to follow the directions for
logging on to Angel if you have not used Angel in a previous course.
2. Next, go to the silhouette head (preferences) on the left side. Click on
system settings. Scroll down to mail settings. Verify your e-mail. Click on
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Forwarding Mode. Make sure that you select “forward my course mail and
keep as new in course”.
3. Go to the silhouette (preferences) on the left side. Click on Personal
Information. Scroll down to Contact Settings. Add your picture to the
Photo URL.
4. Toolbar at the top of the home page.
Calendar: All assignments are listed on the calendar. Check it
frequently to see what is due.
5. Lessons: All lessons and assignments are listed here. There is a folder
titled Assignments and Rubrics. We will go through each assignment in
class.
6. Resources: I do not use this category unless External Resources are
placed in this file.
7.Communication: You may check or send email from here, but I have this
linked on your home page also.
8.Report: You may check grades and attendance on this page.
9. Upload to Angel: When you have completed an assignment and saved
it, you are ready to upload to Angel. Click on the lesson that you want to
upload. For example when you are ready to upload your Dole Assignment
go to Lessons>Dole Website Review>Give a title>Click on
Attachments>Browse to find your file>Click finished> Click Submit.
10. Chapter Quizzes:
Science: Click on Lessons> Click on Chapter 1 Quiz and take the test. It
will automatically be graded and sent to the Gradebook. You have 2 tries
and will get the average of the two scores.
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KSDE Science Standards for Early Childhood/Late Childhood
Grades K-6
Standard #3 The kindergarten through sixth grade teacher knows, understands, and uses
fundamental concepts in the subject matter of science--including physical, life, and earth and space
sciences--as well as concepts in science and technology, science in personal and social perspectives,
the history and nature of science, the unifying concepts of science, and the inquiry processes scientists
use in discovery of new knowledge to build a base for scientific and technological literacy for all
students.
Knowledge
1.
2.
3.
4.
5.
6.
7.
The teacher understands how to plan and conduct authentic research using the process skills.
The teacher understands how to design science activities, using the science process skills, to teach
developmentally appropriate science content.
The teacher has knowledge of the basic concepts of life science, physical science, and earth and
space science that are developmentally appropriate.
The teacher understands how science concepts and processes are used in real life situations.
The teacher understands the application of science concepts to technological and societal issues.
The teacher is familiar with current science curricular materials and understands the
interconnectedness of the science disciplines.
The teacher knows a variety of assessment tools including open-ended questions and performance
tasks, to assess student learning.
Performance
1.
2.
3.
4.
5.
6.
7.
The teacher selects real life problems for students to investigate.
The teacher facilitates student planned and conducted investigations.
The teacher provides the opportunity for students’ discovery and application of knowledge.
The teacher selects, uses, and maintains equipment properly, stores and disposes of chemicals
safely, and handles and cares for animals in an appropriate manner.
The teacher can articulate priorities for developmentally appropriate science experiences for all
students.
The teacher demonstrates the design, implementation and evaluation of scientific experiences that
are developmentally appropriate, meaningful and challenging for all students, that lead to positive
developmental outcomes, and that develop positive dispositions toward science and scientific
investigation.
The teacher uses a variety of assessment tools including open-ended questions and performance
tasks, to assess student learning.
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68 Indicators for Knowledge Base
PROFESSIONAL CHARACTERISTICS:
_____1. Is dependable and punctual.
_____2. Maintains a consistently pleasant, positive, and professional demeanor.
_____3. Believes that all students can learn and that, as a teacher, he/she can make a significant
contribution to their learning.
_____4. Understands and respects a diverse student/parent population and has a goal to help all children
learn respect for the traditions and cultures of others.
_____5. Promotes a classroom environment which is characterized as caring, responsive, and supportive
to all students.
_____6. Complies with written laws and policies regarding confidentiality in handling personal
information about students, parents, and personnel.
_____7. Knows and complies with school policies and shares in the general responsibilities and duties
associated with teaching (e.g., attendance, discipline, hall duty).
_____8. Attends various student activities to build a caring relationship with students.
_____9. Is willing to ask for help and advice from and build collaborative relationships with colleagues to
share teaching insights and coordinate learning activities for students.
_____10. Knows how to establish ongoing two-way communication with parents to support student
progress and conduct effective parent-teacher conferences.
_____11. Communicates fluently using appropriate and grammatically correct oral and written language.
_____12. Sets goals and directions which demonstrate the desire for lifelong learning (e.g. inservice, peer
collaboration, professional reading).
_____13. Demonstrates a desire to continually acquire knowledge and skills in emerging educational
technologies.
_____14. Seeks to implement the recommendations from evaluations of his/her personal performance.
_____15. Participates in self-evaluation and reflection to enhance competence in instructional
effectiveness.
RELATIONSHIPS WITH STUDENTS:
_____16. Conveys high expectations that all students will succeed and learn.
_____17. Models cheerful, supportive, enthusiastic behaviors which convey a caring, equitable attitude
towards all students.
_____18. Develops positive rapport with students by being empathic, firm, fair, and appropriately friendly.
_____19. Listens carefully to all students then responds in a professional manner.
_____20. Seeks to stimulate positive work ethics, self-efficacy, and cooperation in all students through
daily interactions.
_____21. Utilizes learning activities and personal role modeling to develop enthusiastic learning attitudes,
respect for learning, and positive values in students.
INSTRUCTIONAL PLANNING:
_____22. Understands the appropriate scope and sequence of objectives for teaching the curriculum.
_____23. Develops clear short and long term instruction plans (e.g. lesson plans, units, and/or modules)
which include objectives, materials, activities, and evaluation techniques based on the curriculum
objectives.
_____24. Has an up-to-date knowledge of the subject matter and attempts to incorporate diverse and
practical illustrations, examples and applications in lesson material and activities.
_____25. Selects materials and activities consistent with the objectives of the lesson and the students’
prerequisite skills, attention span, and learning styles.
_____26. Has knowledge of and implements assorted instructional techniques and technology to provide
for instructional variation and integration with other disciplines.
_____27. Reflects an understanding of learning theory and knowledge of human development in planning
for developmentally appropriate instruction.
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_____28. Structures lesson planning to allow for individualization, reteaching, and alternative assessment
so all students could meet the objectives.
INSTRUCTION:
_____29. Conducts class with poise, confidence, and enthusiasm.
_____30. Presents lessons in a clear, logical, and sequential manner.
_____31. Insures that lesson materials and information are professionally displayed and accessible to all
students.
_____32. Communicates clearly to all students the objective and purpose of each lesson.
_____33. Reviews or provides an anticipatory set in an effort to provide lesson continuity.
_____34. Makes the lesson relevant and meaningful for all students by relating it to real world situations.
_____35. Utilizes various instructional strategies appropriate for the objectives of the lesson.
_____36. Uses suitable teaching strategies to accommodate learning styles.
_____37. Incorporates individualized strategies for students with special needs
_____38. Uses available educational technologies and teaching aids to enhance instruction
_____39. Encourages participation from all students through effective questioning strategies
_____40. Responds to student questions in a concerned and effective manner.
_____41. Provides opportunities for all students to successfully apply or practice knowledge and skills
learned.
_____42. Facilitates instructional strategies which provide opportunities to work individually and
collaboratively.
_____43. Conducts lessons at an appropriate pace so all students have the opportunity to learn the
objectives.
_____44. Provides focus on important points and checks for understanding.
_____45. Accomplishes smooth and orderly transitions between parts of the lesson.
_____46. Gives clear directions.
_____47. Individualizes assignments that all students can complete on their own with a high success rate.
_____48. Effectively achieves closure to each lesson and/or class period.
_____ 49. Provides instruction that maximizes time on appropriate tasks by keeping all students involved.
_____50. Demonstrates flexibility in teaching techniques as the situation requires.
_____51. Encourages and facilitates opportunities for students to think creatively.
_____52. Teaches tolerance by example and by design.
CLASSROOM MANAGEMENT:
_____53. Believes in and communicates a well-defined classroom management system.
_____54. Organizes and maintains the physical environment of the classroom in a functional, pleasant, and
orderly manner conducive to student learning and safety.
_____55. Establishes, teaches, and reinforces classroom expectations, rules, routines, and procedures fairly
and with an awareness of cultural attitudes and mores.
_____56. Monitors and keeps track of all student behavior and activities in the classroom at all times.
_____57. Displays consistency in dealing with behavior in the least disruptive manner, utilizing
appropriate positive and negative consequences.
_____58. Handles multiple tasks, intrusions, and distractions while maintaining momentum and
smoothness in the lesson.
_____59. Understands how to handle unexpected classroom incidents and emergencies appropriately.
_____60. Analyzes classroom problems and resourcefully seeks strategies to help develop a learning
environment which encourages self-management, social interaction, high time-on-task, and active
engagement.
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EVALUATION:
_____61. Develops and communicates to students and parents a fair evaluation system which respects the
legal rights of all involved.
_____62. Maintains clear and reasonable work standards and due dates.
_____63. Consults a variety of sources (e.g., student records, counselors, resource specialists, parent
conferences, test results, and other diagnostic tools) to determine the learning needs and capabilities of
individual students.
_____64. Routinely uses a number of different techniques to assess the students’ understanding of material
as it is taught.
_____65. Makes changes in instruction based on feedback from multiple classroom assessment sources.
_____66. Uses multiple methods of assessing and evaluating student performance.
_____67. Gives timely and specific oral and/or written feedback on all assignments and provides
corrective action so all students can succeed.
_____68. Has knowledge of the referral process and can use specialized services as student needs arise.
.
Guidelines for Dressing Professionally in the Classroom
(Clinical Experiences, Methods Courses Field Activities, Practicum, Student Teaching,
Observing/Visiting Classrooms)
Department of Curriculum & Instruction
As a teacher candidate in the Department of Curriculum and Instruction you will be visiting, interacting,
and teaching in several different school classrooms. Dressing professionally is important because you are
making your first impression at a school and do not know who will notice and remember your appearance.
Jobs have been obtained and jobs have been lost due to appearance. You will be representing PSU, the
department, and yourself as a teacher. Dressing professionally can make a positive difference.
The definition of professionalism is described as being ‘distinguished from an amateur’. As a teacher
candidate, you are more than a student, you are representing the teaching profession. As such, your manner
of dress will need to reflect professionalism. You are being provided with guidelines that will assist your
success in the classroom.
Lanyards and ID Tags will be required in all school visits
Professional clothing generally includes:
Men
Sport coats
Dress slacks
Casual dress slacks
Dress shirts, ties, collared polo shirts
Sweaters, vests, jackets
Dress and casual shoes
Socks
Women
Dress slacks
Casual dress slacks
Dresses, skirts
Blouses
Sweaters, vests, jackets
pant suits
socks or hosiery
Dress and casual shoes
Professional clothing does not include:
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Any footwear that may interfere with performing your job, such as flip-flops
Denim jeans (jeans of any color or style) unless the school has a special occasion or celebration
that calls for wearing jeans
T-shirts
Clothing with potentially offensive phrases, political statements, religious statements, or
advertising
Low-cut tops, short tops that reveal skin, underwear, or tattoos
Athletic clothes (sweatshirts, hoodies, jogging suits)
Faded, unclean or wrinkled clothing
Grooming and Hygiene
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Regular bathing and use of deodorants to eliminate body odor
Clean hair
Hair, beards and mustaches should be neatly trimmed and clean
Cologne or perfume, if used at all, should be subtle
Body piercing, other than earrings, should be unnoticeable
Fingernails should be trimmed and clean
Make sure bodily functions (inappropriate display of indigestion-type noises) are not happening
during your teaching. Even in teachers meetings or one-on-one with your cooperating teacher can
be very offensive to others.
Smoking odors
Harry Wong suggests that each morning before going to work to stand in front of a mirror and ask, ‘Would
I want to look at this all day?’
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