Spring Semesters
TE 421 - 001
Science Methods for Elementary Education
Lake Superior State University - School of Education
Instructor:
Office:
Telephone:
Fax:
E-mail:
Office Hours:
Dr. Cecile Somme
Class time: Mon. 3:00 - 4:50 p.m.
321 Crawford Hall
Classroom: Crawford 306
906-635-2736 (office)
Credits:
2
906-635-7565
csomme@lssu.edu
Monday, 2:00 – 3:00 p.m.; Tuesday, 1:00 - 3:00 p.m.;
Thursday, 1:00 - 3:00 p.m.; Also by appointment
Course Description:
This course encompasses a study of strategies and methodologies to facilitate
effective science instruction. Students learn to plan and present science lessons
and units using contemporary methods. Students use national and state
standards and benchmarks in planning instruction and assessment. Prerequisite:
TE 301.
Text Required:
TE 421 – Syllabus
1
Krajcik, J., Czerniak, C. and Berger, C. (2003). Teaching Science in
elementary and middle school classrooms: A project-based approach, 2nd
Edition, Boston: McGraw-Hill Higher Education
Resources:
Michigan Educational Technology Standards and Expectations (Grades K-8)
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
METS Checklist Grades K-8 for Teachers
Michigan Curriculum Framework documents by Content Areas
Science - Curriculum Framework
Council of State Science Supervisors
http://www.csss-science.org/safety.shtml
MiCLIMB On-line - Clarifying Language in Michigan Benchmarks
Technology enhanced lesson plans linking MCF to METS
http://techplan.edzone.net/ci2006/
STAGE 1: DESIRED RESULTS
Understandings:
Pre-service teachers will understand that project-based science engages young
learners in exploring important and meaningful questions through a process of
investigation and collaboration. “Learning science is something students do, not
something that is done to them.” (NRC, 1996)
Essential Questions: How do I plan for project-based science in my classroom?
How can I help all students learn science?
Knowledge and Skills:
At the successful completion of this course, pre-service teachers will:
 explain the importance of teaching science to all elementary and middle
school students (Entry-Level Standards - MELS 1)
 describe current thinking and research on how children construct
understanding in science (MELS 2)
 explain the key features of project-based science, the important benefits of
using project-based science, and the challenges to implementing a projectbased curriculum (MELS 3, 5)
 explain and demonstrate the interrelationships among lesson objectives,
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standards and assessment (MELS 3)
write lesson plans and develop units using the Understanding by Design
approach (MELS 4)
be familiar with current journals for children and teachers (MELS 5)
demonstrate the ability to utilize appropriate technology in the teaching and
learning of science (MELS 7)
explain and demonstrate types of collaborative learning in the science
classroom (MELS 6)
explain and demonstrate strategies to manage the project-based science
classroom (MELS 4)
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This course addresses standards for the preparation of pre-service science
teachers through the following outcomes. The teacher candidate will be
prepared to:
 use the Michigan Curriculum Framework K-12 Science Content Standards
and Benchmarks as the critical foundation for teacher preparation, ensuring
that elementary integrated science teachers have the content knowledge and
the ability to teach this curriculum (DI Standard A)
 develop an understanding of the interconnectedness of all science, along with
major unifying themes, and relates this understanding to the teaching of
science (DI Standard B)
 understand and teach biology, chemistry, physics, and earth/space science as
integrated content (DI Standard C)

understand and promote the maintenance of a safe science classroom as identified
by the Council of State Science Supervisors, including the ethical and appropriate
use and care for living organisms and scientific equipment, and the safe storage,
use, and disposal of chemicals; (DI Standard 6.0)
http://www.csss-science.org/safety.shtml

demonstrate competence in the practice of teaching as defined within the
Entry Level Standards for Michigan Teachers; (DI Standard 7.0)
 create and maintain an educational environment in which conceptual
understanding will occur for all science students (DI Standard 8.0)
 develop an understanding and appreciation for the nature of scientific inquiry
(DI Standard 9.0)
 demonstrate competence in the practice of teaching through investigative
experiences and by demonstrating the application of the scientific process
and in assessing student learning through multiple processes (DI Standard
10.0)
Stage 2: ASSESSMENT EVIDENCE
1.
Field Experience (Requirement)
The field experience consists of a minimum of 10 flexible hours to be
TE 421 - Syllabus
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completed throughout the semester. This is to be planned with the
classroom teacher and must meet the university course requirements. The
Field Experience log is available on the School of Education web site,
http://education.lssu.edu.
2.
Field Experience Report
Students will complete a field report based on their observations and
activities in their field placement. The report should include any connections
between what is learned in TE-421 and field placement observations. (MELS
1, 2, 3, 4, 5, 6, 7) Students will share (5-minute presentations) with the class.
Due Date: March 13, 2006 (Value: 10%)
3.
Research Article Critique
a)
b)
4.
Students will utilize theoretical research by writing a critique of one
journal article related to the teaching of science (e.g., Science and
Children, National Science Teachers Association; Educational
Leadership, Association for Supervision and Curriculum Development).
The critique should be double-spaced, typed and no more than three
(3) pages in length. The first page should be a brief summary of the
article, highlighting the major points. The remaining two pages should
be a critical analysis of the concepts presented in relation to
discussions in class, information in the textbook, other readings, and
your experiences in the classroom. (Value: 5%)
Students will share critique with class (5-minute oral presentation; may
use PowerPoint, overheads, etc.). (Value: 5%)
Due Date: January 23, 2006
Chapter Presentations
In teams of 2 – 3, students will present a chapter to the class. Plan the
lesson using UBD. Submit the lesson plan. Time: 1 – 1¼ hours. Be sure to
engage classmates in discussion/activity. Assess (quiz, game, etc.) their
knowledge. Criteria: indicate outcomes (desired results/expectations),
involve students, assess to determine if outcomes (desired results/
expectations) have been met. Develop a rubric which peers will use to
assess your presentation. (In addition, you will conduct a self-evaluation.)
(Value: 25%)
5.
Lesson and Unit Plans
a)
i) In groups of 2 – 3, students will complete one lesson plan for a
project-based learning activity during the semester from the
Michigan Content areas or the Ontario Expectations for Science and
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Technology and for the grade level in which they are doing their
Field Experience. Students are encouraged to explore ideas on the
internet and in science journals or other publications. A rubric for the
learning activity will be designed using RUBISTAR at
http://rubistar.4teachers.org/index.php (Preparing Teachers for
Tomorrow Module 4). The format of the lesson plan will follow the
Understanding by Design model available on the TASK STREAM
web site. (Focus on MELS 4, 5, 7.) (Value: 5%)
ii) In addition to sharing the lesson plan with the class, students will
teach the lesson to the class. (approximately 30 minutes) (Value:
5%)
Due Date: February 6, 2006
b)
6.
i) In groups of 2 – 3, students will create (and teach in their field
placement) a Science Unit demonstrating their proficiency in using
the project-based science approach. The unit should include 6 class
sessions on a science topic at the grade level of their field
placement. Students will integrate technology in the creation of one
form of assessment and one WebQuest for the unit (PTFT Modules
3 and 5 at http://ptft.merit.edu). The format of the unit plan will follow
the Understanding by Design model. An important part of the unit will
be a two- to three-page reflective summary describing what
worked and what could be changed as a result of teaching the unit.
(Focus on MELS 4, 5, 7.) The unit must address safety for each
activity (refer to the Council of State Science Supervisors
http://www.csss-science.org/safety.shtml )- , (Value: 10%)
ii) Students will share unit plan and reflections with class (15-minute
presentation; may use PowerPoint, overheads, etc.). (Value: 10%)
Due Date: April 10/17/24, 2006
Reflective Learning Journals
The purpose of the learning journal is to assist students in documenting and
analyzing their learning toward the Entry-Level Standards for Michigan
Teachers (MELS). The journal also serves as a record of personal
development in TE421. At the end of each week, students will be required to
write a one- to two-page journal reflection demonstrating their learning from
the presentations, readings, and class discussions toward one or more of
the MELS. (Focus on MELS 1, 2, 3, 5, 6.)
Due Dates: February 20, April 17 (Value: 10%)
7.
Quizzes / Activities / Assignments
These will occur occasionally throughout the semester. (Value: 5%)
TE 421 - Syllabus
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8.
Professionalism (Focus on MELS 1, 5, 6) (Value: 10%)
a) Attendance in this course is a requirement. In the event that you
cannot attend class due to illness or an emergency, notify the instructor
before class. It will be your responsibility to ensure that a classmate picks
up copies of any handouts for sessions missed. Your presence in class is
important to your learning. Most of the learning activities will require your
interaction with your fellow students (learning triads and learning
partners). If you are absent, you will not only miss the interactions/
presentations/discussions that take place, but you will also deprive your
classmates of your input.
b)
Submit assignments promptly and professionally. Have a peer check for
spelling, grammar and punctuation.
c) Sources: If you have used an idea from any source, including the
instructor and your classmates, acknowledge the source. Use an
appropriate format (such as APA) for in-text citations and bibliographies.
d)
9.
Budget your time - You should expect to spend a total of 4 - 6 hours
each week outside of class time doing reading, looking for resources,
and completing assignments.
Course Evaluation
Field Experience Report (Specific to TE 421)
Research Article Critique
Chapter Presentations
Lesson Plan
Unit Plan
Reflective Learning Journals
Quizzes/Activities/Assignments
Professionalism (Class Work, Preparation)
Grading
98 - 100
94 - 97
90 - 93
A+
A
A-
88 - 89
84 - 87
80 - 83
B+
B
B-
10%
10%
25%
10%
20%
10%
5%
10%
78 - 79
74 - 77
70 - 73
C+
C
C-
Disability Services and Accommodations for Students
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In compliance with Lake Superior State University policy and equal access laws,
disability-related accommodations or services are available. Students who
require such services are to meet with the instructor to discuss their needs.
Students will not receive services until they register with the Resource Center for
Students with Disabilities (RCSD). Proper registration will enable the RCSD to
verify the disability and determine reasonable academic accommodations. RCSD
is located in the Library 149. The telephone number is (906) 635-2454.
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Stage 3: LEARNING ACTIVITIES
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Date
Reading
Assignments
Topics
1 - Jan. 9
Introduction of Course Syllabus,
Expectations/Professionalism.
Chapter 1: Introduction, Why and How do
we teach science? What are the goals of
science education?
Chapters 1, 2
2 - Jan. 16
Chapter 2: How do children construct
understanding in science?
What is Understanding by Design? Review
of UBD lesson plan and UBD unit plan.
Chapter 3
3 - Jan. 23
Chapter 3: What is a “driving” question?
Chapter 8
4 - Jan. 30
Chapter 8: Why do we assess students in
science?
Chapter 9
5 - Feb. 6
Chapter 9: How is student understanding
assessed?
Chapter 4
6 - Feb. 13
Chapter 4: How are scientific investigations
Chapter 5
developed?
7 - Feb. 20
Chapter 5: How can learning technologies
be used to support investigations?
8 - Mar. 6
9 - Mar. 13
10 - Mar. 20
11 - Mar. 27
Chapter 6: How do I develop collaboration
in the science classroom?
Chapter 7: How do I develop and use
benchmark lessons?
Chapter 11: How do I plan a project-based
curriculum?
Chapter 10: How do I manage the projectbased science classroom?
12 - Apr. 3
13 - Apr. 10
Chapter 12: What are the next steps?
14 - Apr. 17
Presentations
Assignments
Due
Bring Science Standards/
Expectations to next
class
Research Article
Critiques and Oral
Presentations
Lesson Plans and
Presentations
Reflective Journal #1
Chapter 6
Chapter 7
Chapter 11
Field Experience Report
Chapter 10
Chapter 12
Unit Plans and
Presentations
Reflective Journal #2
15 – April 24
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