QATAR UNIVERSITY
COLLEGE OF EDUCATION
COURSE NAME AND NUMBER: EDEC 413 Integrated Math and Science for
Young Children ( 3CHS )
SEMESTER AND YEAR:
INSTRUCTOR:
EMAIL:
OFFICE NUMBER:
OFFICE HOURS: See Blackboard online
PHONE:
CLASS MEETING TIME/LOCATION:
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this course)
Teaching
1. Content: Demonstrate understanding of the key theories and concepts of the subject matter.
2. Pedagogy:. Plan effective instruction to maximize student learning.
3. Technology:. Use current and emerging technologies in instructionally powerful ways.
4. Diversity:. Foster successful learning experiences for all students by addressing individual
differences.
Scholarship
5 . Scholarly Inquiry: Actively engage in scholarship by learning from and contributing to
the knowledge base in education.
6 . Problem Solving:. Arrive at data-informed decisions by systematically examining a variety
of factors and resources.
Leadership
7 .Ethical Values:. Apply professional ethics in all educational contexts.
8 . Initiative:. Lead positive change in education.
The instructor may modify the syllabus if it is in the best interest of the students.
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COURSE DESCRIPTION
This course is designed to help the student gain knowledge and competencies necessary to become an effective
teacher and leader in the areas of early childhood mathematics and science. It develops the theoretical bases for
mathematics and science learning and teaching; illustrates and applies models for integrating elementary
mathematics and science teaching; provides practical experience in curriculum, instruction, and assessment. This
course addresses specific State of Qatar National Curriculum Standards .
Prerequisite: Admission into the B.Ed. in Education Primary Education Program. \Early childhood
COURSE OBJECTIVES
1. Understand the structure, content, and purposes of the Qatar National Curriculum Standards in science
and mathematics.
2. Explore the nature, advantages, and challenges of integrated instruction.
3. Investigate different models for teaching integrated math/science to young children, including technology.
4. Identify and demonstrate evaluative procedures for assessing math and science learning in an integrated
context.
5. Plan, organize, teach, and critique integrated math/science lessons for all young children.
6. Understand and apply research on how children learn math and science.
COURSE LEARNING OUTCOMES
1. Design lessons and units that are aligned with the Qatar National Curriculum Standards for teaching
integrated math and science to young children.
2. Describe the rationale and the process of teaching integrated math and science to young children.
3. Develop inquiry lessons for integrated math and science.
4. Design assessments appropriate for assessing the math and science knowledge and skills of young
children.
5. Describe how to help students avoid/correct alternative conceptions.
6. Plan lessons that reflect the needs of a diverse student population.
TEXTBOOKS & READINGS
Charlesworth, R. & Lind, K. (2004). Math and science for young children. 5th Ed. San Francisco, CA:
Delmar Publishing.
SUPPLEMENTARY TEXTS
• Friedl, A. & Koontz, T. (2001). Teaching science to children: An inquiry approach. Boston: Mc-Graw Hill.
• Martin, R.; Sexton, C.; Franklin, T.; & Gerlovich, J. (2005). Teaching science for all children: An inquiry
approach, 4th ed. Boston: Allyn & Bacon.
• Prairie, A. (2004). Inquiry into math, science, & technology for teaching young children. San Francisco,
CA: Delmar Publishing.
SUPPLEMENTARY WEBSITES
• Internet4Classrooms. Elementary science divided by topic. Designed for students with links to resources for
teachers.
• Elementary Science. A megasite of science links for students and teachers, arranged by grade levels.
Librarians Information Network for Essential Curriculum.
http://www.internet4classrooms.com/science_elem.htm
• BBC’s Primary Science Site http://www.bbc.co.uk/schools/websites/4_11/site/science.shtml
• BBC’s Primary Numeracy Site. http://www.bbc.co.uk/schools/websites/4_11/site/numeracy.shtml
The instructor may modify the syllabus if it is in the best interest of the students.
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• TeachRKids Math. Online games and activities. http://www.teachrkids.com/
• The Math Forum for Teachers. Drexel School of Education. Megasite with resources for teachers and kids
links.
COURSE REQUIREMENTS
1. Each candidate is expected to attend class and contribute to the community of learners by being a positive
participant in discussions, presentations, and hands-on projects.
2. Cell phones shall remain off during all of class.
3. Candidates are expected to be on time to class and to remain in class the entire session.
4. All assignments should be submitted by uploading them to the course Blackboard site drop box no later
than the specified due date. Assignments turned in later are subject to point deductions.
5. All written assignments should have a cover sheet with assignment title, candidate name, course title, and
date.
6. All written assignments should be word processed, double spaced, and in 12 point standard font.
7. All written assignments shall use appropriate citations and references in APA style.
8. All written assignments should use correct grammar and spelling.
9. In-class mid term and final exams will be given in this class. Each candidate is expected to be present for
these exams except in cases of certified emergency
10. All students must access the Blackboard system at least three times a week, to check for updates.
11. All students must have a working email QU address, to enable efficient communication.
12. The class attendance policy aligns with QU’s 25%-rule as stated in the Student Handbook.
USE OF BLACKBOARD
• Course materials, announcements, and grades will be posted to Blackboard.
• All assignments and communications should be submitted using Blackboard unless other individual
arrangements are made in advance.
• Students are expected to access Blackboard at least once per week. If you do not, there is a chance you will
miss important information in support of classwork.
The instructor may modify the syllabus if it is in the best interest of the students.
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COURSE MATRIX
Unit Learning
Outcomes
QNPS
Course
Objectives
Course Learning
Outcomes
Assessment
(Tasks/Artifacts)
Technology
Diversity
Content
Pedagogy
1, 2,
5,6
1, 3, 4, 5
1, 3, 6
Lesson Plans
Unit Plan
Problem Solving
Content
Pedagogy
Initiative
7
4
4, 6
Alternative Assessment
Unit Plan
Scholarly Inquiry
8
2, 6
2, 5
Alternative Conception
Report
Content
Pedagogy
12
1, 2, 3, 4
2
Midterm/Final
COURSE OUTLINE
Week
Topic
Integrated Instruction – Concept, Rationale, and
Process
Assignment
Web-based reading: See Blackboard site
2
3
Concept Development
Language and Concept Formation / Alterative
Conceptions
Text, Units 1, 2, 3
Text, Unit 15
4
Reviewing Science Concepts for the Early Grades
Integrated Math/Science Lesson Plan due
Text, Units 5, 6, 7
5
6
7
Text, Section 6 (Units 33-38)
Text, Section 3
Text, Section 5
8
9
10
Reviewing Science Concepts for the Early Grades
Reviewing Math Concepts for the Early Grades
Reviewing Math Concepts for the Early Grades
Mid-term Exam
Teaching Inquiry
Teaching Through Inquiry
Assessment in Integrated Instruction
11
Planning Instruction for All Students (Modifications)
Web-based reading: See Blackboard
12
Higher Level Activities
Alternative Assessment due
Text, Section 4
13
Resources for Integrated Instruction
Web-based reading: See Blackboard site
Text, Units 39, 41
14
15
Presentation of Curriculum Unit
Presentation of Curriculum Unit
Curriculum Unit due
Field Reflections due
1
Web-based reading: See Blackboard
Web-based reading: See Blackboard
Inquiry Math/Science Lesson Plan due
Web-based reading: See Blackboard site
Text, Appendices A & B
Final Exam
The instructor may modify the syllabus if it is in the best interest of the students.
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ASSIGNMENTS, ASSESSMENTS, AND EXAMS
Lesson Plans (10% each – 20%): Use the standard lesson plan template to prepare two lesson plans, one focusing
on integrated math/science for young children and the second focusing on the use of inquiry in teaching
math/science to young children. Although ideas from outside sources may be used, the candidate must adapt the
lesson to address Qatar National Curriculum Standards in science and the concepts we discuss in the course. Full
description of this assignment and the scoring rubric may be found on the class Blackboard site.
Alternative Assessment (15%): Design an alternative assessment for a set of knowledge, skills, and/or concepts
of young children in integrated math/science. Full description of this assignment and the scoring rubric may be
found on the class Blackboard site.
Alternative Conception Paper (15%): Conduct research to identify a common alternative conception of young
children related to a key concept in science. In a paper of approximately three pages in length, state the alternative
conception, discuss why students may have such a conception, how science teachers may keep from reinforcing
this misconception, and suggested activity or activities to help students form more accurate conceptions. Full
description of this assignment and the scoring rubric may be found on the class Blackboard site.
Unit (20%): In groups of four, create a unit appropriate for teaching integrated math/science to young children
and based upon the Qatar National Curriculum Standards in science. The unit should include a minimum of five
lessons and at least one traditional and one alternative assessment. All lessons must have stated modifications for
students with special needs, and one lesson must specifically reflect cultural inclusion. At least one lesson must be
appropriately supported by technology. Full description of this assignment and the scoring rubric may be found on
the class Blackboard site.
Field experience and reflection (10%) Actively participate in field experiences in a classroom for young
children. A full description of the specific activities and their rubrics may be found on the class Blackboard site.
Final (20%): Final exam will be given in class. It will cumulative, addressing all knowledge, skills, and concepts
considered in the class or in outside readings. It will be a combination of multiple choice questions, short answer
questions, and application questions (in which you may be required to complete tasks).
GRADING SYSTEM
A
= 100 - 90
B+ = 89.99 - 85
B
= 84.99 - 80
C+ = 79.99 - 75
C
= 74.99 - 70
D+ = 69.99 - 65
D
= 64.99 - 60
F
= 59.99 - 0
SPECIAL NEEDS
In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is
the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for
all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and
activities for students with special needs. Any student who feels s/he may need an accommodation based
on the impact of a disability should contact the instructor privately to discuss your specific needs. Please
contact the Office for Disability Services to coordinate reasonable accommodations for students with
documented disabilities.
Special Needs Section
Student Activities building
Men’s Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email:
specialneeds@qu.edu.qa; Office hours: 7:30 AM – 2:30 PM
STUDENT COMPLAINTS POLICY
Students at Qatar University have the right to pursue complaints related to faculty, staff, and other
The instructor may modify the syllabus if it is in the best interest of the students.
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students. The nature of the complaints may be either academic or non-academic. For more information
about the policy and processes related to this policy, you may refer to the students’ handbook.
ACADEMIC HONESTY
Qatar University is an academic community actively engaged in scholarly pursuits. As members of this
community, students are expected to recognize and honor standards of academic and intellectual integrity.
The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work
when it is submitted for academic credit. Qatar University encourages students to be responsible and
accountable for their decisions and actions. Any attempt by students to present the work of others as their
own or to pass an examination by improper means is regarded as a most serious offense and renders those
students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or
knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic
dishonesty and plagiarism are described on page 37 in the Qatar University Student Handbook.
LEARNING SUPPORT
Qatar University operates Learning Support Centers on each campus to provide services to students to
supplement their in-class instruction and ability to meet course requirements. These services include
tutoring, acquiring efficient learning skills and strategies, academic and learning assessment (in
conjunction with the Counseling Center), and writing labs and workshops. Information about the
Learning Center may be found at http://www.qu.edu.qa/students/services/slsc/
Appendix
QATAR NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS
1. Structure innovative and flexible learning experiences for individuals and groups of students.
2. Use teaching strategies and resources to engage students in effective learning.
3. Foster language literacy and numeracy development.
4. Create safe, supportive, and challenging learning environments.
5. Construct learning experiences that connect with the world beyond school.
6. Apply information and communication technology in managing student learning.
7. Assess and report on student learning.
8. Apply knowledge of students and how they learn to support student learning and development.
9. Apply teaching/subject area knowledge to support student learning.
10. Work as a member of professional teams.
11. Build partnerships with families and the community.
12. Reflect on, evaluate, and improve professional practice.
________________________________________________________________________
The instructor may modify the syllabus if it is in the best interest of the students.
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