Teaching Science and Environmental Science in the Elementary and Middle Schools
Elem Ed 13-316
Section 2 – 3 credits – Spring 2009
Wednesdays 11:50am – 2:50pm
202B Nursing/Education Building
Michelle A. Fleming, PhD
Department of Curriculum and Instruction
Office location: 518 Nursing/Education Building
E-mail: flemingm@uwosh.edu
Office phone: 920-424-3159
Office hours: Wednesdays after class and by appointment
College of Education & Human Services Mission Statement
The mission of the College is that the College of Education and Human Services (COEHS) will be
a community of inquirers working collaboratively to make living a humane and hopeful experience
for all. Our ultimate purpose is to prepare professionals in education, counseling, and human
services who are caring intellectuals.
Conceptual Framework for Preparation of Educators
The central themes of the Conceptual Framework are:
 Promoting caring educators;
 Developing intellectuals through inquiry, critical thinking,
questioning and reflection;
 Honoring the culture and diversity of our communities and
learners; and
 Fostering a commitment to lifelong learning and
professional development.
In this course, you will have opportunities to strengthen your skills in many of the areas identified
in the conceptual framework. For example, you will reflect on your ability to create and deliver
inquiry-based science lessons, identify and use instructional resources and strategies that reflect the
needs of diverse student populations, and learn to use the Internet and professional science
organizations as resources for continued growth throughout your teaching career.
The purpose of the science education methods course is to prepare inquiring, analytical, and
reflective professional science educators. The goal of the course is to create thoughtful
practitioners who are enthusiastic about and prepared for leadership roles in the schools. I believe
highly qualified professional educators are central to helping all students succeed in the sciences.
Course Description
In this course you will learn to develop and implement meaningful, inquiry-based science
experiences for children. This class will explore science and environmental science materials and
resources, experience scientific inquiry investigations, become acquainted with best practices, and
celebrate the wonders of science. This class also attempts to prepare science educators to critically
review and adapt instruction for teaching and learning. A variety of instructional strategies and
resources will be modeled and used during weekly class sessions. Cooperative learning, lab-based
tasks, various assessments and large group discussions, are among the strategies with which you
will become familiar. You will have the opportunity to present and practice your science teaching
using various instructional methods that are based on current research in education.
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Course Goals
By the end of this course, students will be able to:
1. Create lesson plans in which inquiry and a variety of other appropriate strategies are used to
support children’s learning of significant science concepts, skills, and values;
2. Create lessons that reflect an understanding of the scope and sequence of elementary
science curricula and the Wisconsin Model Academic Standards for Science
(http://dpi.wi.gov/standards/sciintro.html#content);
3. Locate and utilize a variety of instructional resources (including computer software, Internet
resources, community resources, and literature); and
4. Teach and critically reflect on inquiry-based science and environmental science lesson plans
to small groups of elementary-aged students and science education colleagues.
Course Outline, Topics & Assignments
Tentative outline and due dates are subject to change.
Topics
Dates
Assignments
1
Wednesday
February
4
Syllabus/Course Overview
Inquiry and meaningful science
Base Groups
The Nature of Science (NOS) debate
Model activity: NOS Cubes
Literacy Connections – scientific literacy –
Why teach science?
2
Wednesday
February
11
Microteaching Unit – Lesson Plan Format
Graphic Organizers (PHEOC, booklets, etc)
Cooperative Learning (TEAMs) methods
Model activity: Mystery Investigation
Literacy Connections – problem solving
Base Group 1 Presents
(with LP posted on D2L)
3
Wednesday
February
18
Standards – Scope and Sequence
Differentiating Instruction/Extensions
Curriculum Program Review – Polk Library
Base Group 2 Presents
(with LP posted on D2L)
4
Wednesday
February
25
Environmental education investigations
(integration of social studies)
Model activity: Radish Rangers
Literacy Connections – environmental issues/
agriculture/gardening
Base Groups 3 & 4 Present
(with LPs posted on D2L)
5
Wednesday
March
4
Measurement (integration of mathematics)
Model activity: Motion & Design
Literacy Connections – invention/creativity
Base Group 5 Presents
(with LP posted on D2L)
Student Pre-assessment
6
Wednesday
March
11
Illustrating/Modeling (integration of art)
Model activity: Botanical Dissection
Literacy Connections – drawing/observation
Base Groups 6 & 7 Present
(with LPs posted on D2L)
Microteaching Unit posted
on D2L (including Student
Pre-assessment)
2
7
Wednesday
March
18
Health (integration of physical ed)
Model activity: Chemicals & Our Bodies
Literacy Connections – human body
Base Group 8 Presents
(with LP posted on D2L)
Chemicals to test
March 23 –
March 27
SPRING BREAK
March 30 –
April 3
Teaching science in schools
8
Wednesday
April
8
Science Teaching Reflections
Model activity: Food Chains/Webs
Literacy Connections – nonfiction/fiction
Microteaching
reflections**
9
Wednesday
April
15
Field Trips/Resource Review
(no formal class meeting; OASD spring break)
Continue working on
Resource Review
10
Wednesday
April
22
Share Resource Reviews
Model activity: NOS Black Boxes
Nature of Science reconsidered
Purpose of Elementary Science Education
Field Trip pamphlets
(copies for all colleagues);
PowerPoint presentations
of resources
Resource Reviews posted
on D2L
11
Wednesday
April
29
Science Celebration 
Portfolio Implications
Course Evaluation
12
Tuesday
May
12
Environmental Science Workshop
Sheldon Nature Area
8:00 – 3:00
** Microteaching reflections are due the Wednesday following the science teaching clinical
session. Please email them to Michelle by midnight.
Textbooks and Materials
Purchase two children’s books that integrate science topics. The books should be relevant and
useful for your Microteaching Unit/clinical classroom. You will evaluate these texts for the
Resource Review requirement.
Optional text: Purchase an NSTA student membership ($32/year). Go to http://www.nsta.org/ for
more information.
Technology
This course contributes to students’ understanding of technology and/or the uses of technology in
education and human development. Course documents, important information, and students’ work
will be posted on D2L to facilitate class interaction. Additionally, computers will be used as a
presentation and teaching tool during lectures. Furthermore, students will evaluate educational
websites, children’s literature and field trips relevant to science curricula.
Diversity
This course contributes to students’ understanding of diversity. Preparing future teachers to work
with diverse student populations in urban, public schools is an important part of this course.
Students will be introduced to a variety of multicultural educational resources and pedagogical
strategies that promote increased understanding of diverse perspectives and lifestyles.
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Course Requirements (The requirements below are aligned with the particular Wisconsin
Educator Standards for Teachers and are denoted with the labels in parenthesis.)
The WI Educator Standards for Teachers can be read in their entirety at: http://www.dpi.wi.gov/tepdl/stand10.html.
___ 1.
Attendance is essential and required in this course (in accordance with university policy).
Attend all class sessions and participate actively in all class discussions, presentations, labs,
and individual and team activities. If you miss a class, you must complete an equivalent
project approved by the instructor to make up your missed class time. (6, 10) (15 points)
___ 2.
Develop a Student Pre-assessment with your clinical partner(s) to assess your students’
prior knowledge of the science content you plan to teach. Individually, each of you is
expected to interview two students in your clinical classroom. You should attach the preassessment and a synthesis of students’ responses to the Microteaching Unit. The students’
prior knowledge should serve as a basis for developing appropriate and measurable learning
objectives for your Microteaching Unit. (1 – 3, 6, 8, 10) (10 points)
___ 3.
Plan, implement, and evaluate a five-day, sequenced Microteaching Unit based on
curricula materials approved and provided by your cooperating teacher. The lesson plans
need to include individual graphic organizers and manipulatives for students, descriptions of
whole group graphic organizers, assessments, and visual guidelines for behavior. Individual
reflections need to be done after teaching, revealing your observations and analysis of the
sequence. Post your unit (with student pre-assessment) on D2L to share with colleagues.
Email individual post-teaching reflections to Michelle. (1 – 9) (25 points)
___ 4.
With your Base Group, prepare a lesson and lead our class in a Science Investigation
(approximately 30 minutes) of how we all use inquiry-based strategies to solve problems.
Relate your lesson to some text or artifact that you bring to class (text excerpt, video clip,
advertisement, music or sound recording, manipulatives, etc.). Your aim is to engage the
class rather than simply present a lesson. Each team will lead once during the course and
should include use of both whole group and individual graphic organizers. Be creative and
innovative. Lesson ideas should come from curricula materials and/or NSTA journals. Post
your lesson plan and graphic organizers on D2L to share with your colleagues within one
week of the lesson presentation. (1 – 4, 6, 9 – 10) (10 points)
___ 5.
In teams of 2-3, develop a Science Resource Review describing quality resources that you
could use in the classroom. Children’s literature, interactive websites and field trips create
teachable moments for various science concepts. You will need to review two books (per
each team member) and two websites (per each team member) and one field trip location.
Post an annotated bibliography of the books and websites on D2L for your colleagues, and
design a pamphlet to distribute to the class on your field trip. Create a PowerPoint
presentation of how these resources will help create teachable moments for science topics.
(1, 3, 6, 10) (15 points)
___
TOTAL POINTS (out of 75 points)
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Evaluation of Student Performance
Student performance will be based on the percentage of total points you receive for each
requirement. The points possible for each requirement are listed above. The distribution of grades
is shown below.
A
93 – 100 %
Achievement that is outstanding relative to the level necessary to
meet course requirements.
AB 90 – 92%
B
83 – 89%
Achievement that significantly above the level necessary to meet
course requirements.
BC 80 – 82%
C
73 – 79%
Achievement that meets course requirements in every respect.
D
66 – 72%
Achievement that is worthy of credit even though it fails to meet
fully the course requirements.
F
below 66%
Represents failure and signifies that the work was either (1)
completed but at a level of achievement that is not worthy of credit,
or (2) was not completed and there was no agreement between the
instructor and the student that the student would be awarded an I.
I
Incompletes are assigned at the discretion of the instructor when,
due to extraordinary circumstances, e.g., hospitalization, a student
is prevented from completing the work of the course on time.
Requires a written agreement by the end of the semester between
the instructor and student.
Academic Dishonesty
Academic dishonesty in any portion of the academic work for a course shall be grounds for
awarding a grade of F for the entire course.
Outside of Class Effort/Homework
For undergraduate courses, one credit is defined as equivalent to an average of three hours of
learning effort per week (over a full semester) necessary for an average student to achieve an
average grade in the course. For example, a student taking a three credit course that meets for three
hours a week should expect to spend an additional nine hours a week on coursework outside the
classroom.
Make-up Policy
I expect that you will attend every class, participate, and submit assignments on the date that they
are due. If situations arise that interfere with your ability to fulfill this expectation, please talk to me
individually and we will determine an appropriate course of action (depending on the
circumstances, you may not receive full credit for your work).
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Returning Papers and Projects
Whenever possible, assignments will be returned in class. At the end of the semester, you may pick
up final assignments in my office, until the end of June 2009. Due to privacy policies, you may not
ask someone else to pick up your graded assignments for you.
Statement on D2L Site Usage
In this class, our use of technology will sometimes make students' names and Internet IDs visible
within the course website, but only to other students in the same class. Since we are using a secure,
password-protected course website, this will not increase the risk of identity theft or spamming for
anyone in the class. If you have concerns about the visibility of your Internet ID, please contact me
for further information.
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