Teaching Science and Environmental Science in the Elementary and Middle Schools
Elem Ed 13-316;
Section 2
Wednesdays 11:50am – 2:50pm
202B Nursing/Education Building
3 credits
Fall 2009
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 inquirybased 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. Participants 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.
1
Course Goals
By the end of this course, students will be able to:
1. Create lesson plans and activities 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 for developing inquiry-based projects
(including 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
Syllabus/course overview
Inquiry and meaningful science
Base groups
The Nature of Science (NOS) debate
Model activity: NOS Black Boxes
Literacy Connections – scientific literacy
Assignments
Begin blogging (contracting
for “A” grade)
16
Theme of sustainability
Sense of place – river walk
Biodiversity
Microteaching Unit – Lesson Plan Format
Graphic Organizers (PHEOC, booklets, etc)
Cooperative Learning (TEAMs) methods
Model activity: Mystery Investigation
Literacy Connections – problem solving
Begin biodiversity
research study
September
23
Standards – scope and sequence
Student formative assessments
Differentiating instruction/extensions
Curriculum program review – Polk Library
Base Groups 1 & 2 Present
(with LP posted on D2L)
Wednesday
September
30
Environmental education investigations
(integration of social studies and art)
Model activities: Radish Rangers and
Botanical Dissection
Literacy Connections – environmental issues/
agriculture/gardening; modeling, drawing and
observation
Develop and implement
student formative
assessments
Base Groups 3 & 4 Present
(with LPs posted on D2L)
5
Thursday
October
1
Environmental Science Workshop
Sheldon Nature Area; 8:00 AM – 4:00 PM
Continue biodiversity
research study
6
Wednesday
October
7
Measurement (integration of mathematics)
Model activity: Motion & Design
Literacy Connections – invention/creativity
Microteaching unit
emailed to Michelle
Base Groups 5 & 6 Present
(with LP posted on D2L)
1
Dates
Wednesday
September
9
2
Wednesday
September
3
Wednesday
4
2
7
Wednesday
October
October 19
– 23
8
Wednesday
October
28
Reflecting on science teaching
Sustainability Issues Project
Health (integration of physical ed)
Model activity: Chemicals & Our Bodies
Literacy Connections – human body
Microteaching
reflections**
Bring in chemicals to test;
Begin sustainability issues
project in groups
9
Wednesday
November
4
Field Study – third site for biodiversity
assignment
Sustainability Issues Project
Finish biodiversity
research study and trifolder poster presentation;
Continue sustainability
issues project
10
Wednesday
November
11
Present biodiversity tri-folder poster
Model activity: Gallery walk
Literacy Connections – local environmental
issues; sense of place
Sustainability Issues Project
Post reflection of
biodiversity assignment on
D2L; Continue
sustainability issues
project
11
Wednesday
November
18
Nature of Science reconsidered
Purpose of Elementary Science Education
Sustainability Issues Project
Continue sustainability
issues project; develop
documentary and narrative
December 1
– 5
Wednesday
December
12
14
Science Teaching Reflections
Model activity: Food Chains/Webs
Literacy Connections – nonfiction/fiction
Base Groups 7 & 8 Present
(with LPs posted on D2L)
Microteaching unit posted
on D2L (including Student
formative assessment
results and implications)
Teaching science in schools (no class)
Teaching social studies in schools (no class)
2
Share Sustainability Issues Project
Science Celebration 
Portfolio Implications
Course Evaluation
Post documentary links
and narratives to D2L;
share documentary in
class; Post final blog
(contracting for “A” grade)
** Microteaching reflections are due the Wednesday following the science teaching clinical session.
Please email them to Michelle by midnight.
Textbooks and Materials
Purchase an NSTA student membership ($32/year). Go to http://www.nsta.org/ for more information.
I will provide my signature for the reduced student membership rate.
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.
3
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.
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.
For “B” grade, participants will successfully complete all of the following assignments:
___ 1.
Attendance and participation are 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. Failure to complete an equivalent project will result in the lowering of a grade by one
whole grade letter (one class session is equivalent to one whole week of class). (6, 10)
___ 2.
Complete a Biodiversity Research Study of our local area. In base groups, you will gather
data on the biodiversity of three local sites – UW Oshkosh, Sheldon Nature Center, and an
additional school-area habitat. Individually, you will prepare and present a tri-folder poster
and post a reflection of your learning experience and strategies used in designing inquirybased activities. Reflections should be posted to D2L. (1, 3, 5, 6, 9)
___ 3.
Develop a Student Formative 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. The formative
assessment, along with an explanation of synthesized student responses and implications for
your teaching should be developed into a paper and posted with the Microteaching Unit.
The students’ prior knowledge should serve as a basis for developing appropriate and
measurable learning objectives for your Microteaching Unit. (3, 6, 8)
___ 4.
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 formative assessment paper) on D2L to share with
colleagues. Email unit drafts and individual post-teaching reflections to Michelle. (3, 7 – 9)
___ 5.
With your base group, teach an instructor-directed, specified lesson and lead our class in a
Science Investigation (approximately 20 – 30 minutes). Each team will lead once during
the course. (1 – 4, 6)
___ 6.
The movie Wall-e describes a bleak future resulting from unsustainable living. Are the
themes in this movie realistic based on our current societal practices? In teams of 2-3,
design a Sustainability Issues Project by conducting research on an issue related to
sustainability (food supply, water quality and access, energy, and consumption). Research
4
will include local and global aspects of the issue, media representation (bonus points for
including international media), and possible action that could be taken related to the issues.
Final project outcomes include a written narrative and brief video “documentary” (less than
5 minutes). Students will also brainstorm starting points for other classroom inquiry
projects and reflect on their current environmental footprint. Be prepared to share the
documentary and discuss your project with the class. Narratives and documentary links
should be posted on D2L. (1, 6, 9, 10)
For “A” grade, participants will successfully complete all of the above assignments with academic
charm as well as:
___ 1.
Create individual blogs on blogger.com to capture weekly insights, thinking,
reading, practicing and exploring during the course. Nothing can be put in the blog
unless it is personally valuable. Post weekly text, photos, and videos to the blog that
showcase personal reflections of learning and teaching in science, mathematics and
social studies, or other content areas. All content is connected. (6, 9, 10)
Evaluation of Student Performance
Your grade is your responsibility. Student performance will be based on the contracted grade you
would like to receive in the course and the quality of work for each requirement. The grading scale is
shown below. Students interested in contracting for an A- or B+ should communicate with the
instructor about this intent and explain how they plan to complete the contract.
A
4.00
A-
3.67
B+
3.33
B
3.00
B-
2.67
Achievement that meets course requirements in every respect.
2.33 – 0.67
Achievement that is worthy of credit even though it fails to fully
meet the course requirements.
0.00
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.
C+ to DF
I
Achievement that is outstanding relative to the level necessary to
meet course requirements.
Achievement that significantly above the level necessary to meet
course requirements.
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.
5
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).
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.
6