QATAR UNIVERSITY
COLLEGE OF EDUCATION
COURSE NAME AND NUMBER: EDPR 450 Teaching Primary Level Science
(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
Participants in this course will study goals, methods, and materials available for teaching topics such as scientific
inquiry, matter and energy, biological systems, space and earth science, ecology, forces, and physical systems in
the primary school classroom. Issues related to problem solving and technology will be examined. The course will
focus and the State of Qatar National Curriculum Standards in Science and will have a field-based component in
a primary school setting (10 hours.)
Prerequisite: Admission into the B.Ed. in Education Primary Education Program.\Math &Science concentration
COURSE OBJECTIVES
1. Understand the structure, content, and purposes of the Qatar National Curriculum Standards in science.
2. Investigate different models for teaching science to primary students.
3. Explore a range of skills and strategies for teaching primary level science.
4. Understand how to design and conduct investigations and experiments for primary students.
5. Identify and demonstrate evaluative procedures for assessing science learning.
6. Plan, organize, teach, and critique science lessons for primary students.
7. Explore ways to support science learning at the primary level with technology.
8. Understand how students learn science.
9. Understand how to realize the concept of Science for All in the primary classroom.
COURSE LEARNING OUTCOMES
1. Design lessons for teaching primary level science that are aligned with the Qatar National Curriculum
Standards.
2. Develop inquiry and discovery lessons in primary science based on knowledge about how children learn
science..
3. Create lessons and units in primary science that use a range of effective instructional strategies.
4. Design investigations and experiments for primary students.
5. Design and use a range of instruments for assessing science knowledge and skills.
6. Construct a science unit for the primary level that reflects the Qatar National Curriculum Standards.
7. Investigate technology-based resources for primary science instruction.
8. Describe how to help students avoid/correct alternative conceptions.
9. Plan lessons and modifications that reflect the needs of a diverse student population.
TEXTBOOKS & READINGS
Required Texts
Abruscato: J. (2003). Teaching children science: A discovery approach. 6th ED. Boston: Allyn & Bacon.
Supportive 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.
Supportive 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
The instructor may modify the syllabus if it is in the best interest of the students.
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• BBC’s Primary Science Site http://www.bbc.co.uk/schools/websites/4_11/site/science.shtml
• Kathy Schrock’s Science Portal: hundreds of educational science sites arranged by elementary school topic
area. http://school.discoveryeducation.com/schrockguide/sci-tech/scigs.html
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
Technology
Diversity
Content
Pedagogy
Problem Solving
Content
Pedagogy
Initiative
Scholarly Inquiry
QNPS
Course Objectives
1, 2, 3, 6
Course Learning
Outcomes
1, 2, 3, 6
Assessment
(Tasks/Artifacts)
Lesson Plans
Unit Plan
1, 2, 5,6
7
4, 6, 7, 8, 9
4, 6, 7, 8, 9
Alternative
Assessment
Unit Plan
8
8
8
12
1, 2, 5, 7, 8, 9
1, 2, 5, 7, 8, 9
Alternative
Conception Report
Midterm/Final
Content
Pedagogy
COURSE OUTLINE
Week 1: Effective Science Teaching/Students’ Conception of the World. Candidates will identify and discuss
the elements of effective science instruction. The importance of science literacy in the elementary program will
also be considered. Candidates will develop an operational definition of science.
Week 2: The Learning Cycle. The essential parts of the science learning cycle (5-E) and its connection to
science lesson planning will be described. Sample science lesson plans with appropriate format will be presented.
Following this discussion, candidates will begin to develop their own functional science lesson plans, which will
include an activity involving experimentation.
Week 3: Science as Inquiry. In this section, candidates will examine science inquiry skills. Effective instruction
and assessment as it relates to science inquiry will be discussed.
Week 4: The Content of Science: Conceptual Learning. Candidates will identify and classify different types of
concepts. Construction of concept maps and concept webs will be presented as a strategy for concept
development. Concepts in the Qatar national Curriculum Standards will be reviewed and analyzed.
Week 5: The Content of Science: Constructing Generalizations. Candidates will describe the role of
generalizations in science content. The importance of generalizations will be examined as it relates to prediction
and the phases of the learning cycle. Candidates will practice strategies and activities for helping primary students
master key generations in science.
Week 6: Teaching Science Meaningfully. Candidates will describe the dimensions of effective science teaching.
This discussion will include the effective use of cooperative group learning in a science lesson. Instructional
activities, which are useful for the exploration phase, invention phase, and expansion phase of the learning cycle,
will be presented.
Week 7: Assessing and Evaluating Science Learning. In this section, candidates will differentiate traditional
assessment from alternative assessment for meaningful learning. Candidates will also identify and describe types
of assessment. Portfolio assessment will also be an element of this discussion.
Week 8: Planning Science Units. Candidates will describe techniques for planning an integrated science unit.
Criteria for determining appropriate topics of an integrated science unit will be described. Following this
discussion, candidates will begin the development of their own functional science unit plans.
Week 9: Science for All. Candidates Factors to be considered for adapting science instruction for children with
The instructor may modify the syllabus if it is in the best interest of the students.
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special needs will be presented. Strategies needed to teach meaningful science to candidates of both genders and
diverse cultural heritages will also be examined.
Week 10: Developing an Effective Classroom Science Program. Candidates will identify the criteria useful in
designing a yearlong plan for science. Utilization of software programs and the Internet to support the classroom
science program will also be discussed. The importance of advanced long-range planning will be emphasized.
Week 11: Alternative Conceptions in Science. Candidates will discover in this section of the course that in
order to plan and implement a sequence of meaningful learning activities, teachers must understand candidates’
alternative conceptions. The importance of allowing children to express their ideas as they relate to the teaching
process will be emphasized.
Week 12: Physical Science at the Primary Level. In this section, candidates will develop a working definition
of the physical sciences. Candidates will explore a range of alternative conceptions found among primary students
and will be introduced to model activities for primary students in the physical sciences.
Week 13: Biological Science at the Primary Level. Candidates will develop a working definition of the
biological sciences. Candidates will explore a range of alternative conceptions found among primary students and
will be introduced to model activities for primary students in the biological sciences.
Week 14: Earth and Space Science at the Primary Level. Candidates will develop a working definition of the
earth and space sciences. Candidates will explore a range of alternative conceptions found among primary
students and will be introduced to model activities for primary students in the physical sciences.
ASSIGNMNETS, ASSESSMENTS. AND EXAMS
Inquiry Lesson Plan (7.5%). Use the standard lesson plan template to prepare an inquiry lesson plan. 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.
5-E Lesson Plan (7.5%). Develop a science lesson at the primary level using the 5-E format introduced in class.
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 (10%). Design an alternative assessment for a set of knowledge, skills, and/or concepts
in primary science. Full description of this assignment and the scoring rubric may be found on the class
Blackboard site.
Alternative Conception Paper (10%). Conduct research to identify a common alternative conception of primary
students 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.
Midterm (20%). Midterm exam will be given in class. It will address all knowledge, skills, and concepts
considered in the class or in outside readings to date. It will be a combination of multiple choice questions, short
answer questions, and application questions (in which you may be required to complete tasks).
Unit (15%). Create a unit appropriate for the primary classroom 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
The instructor may modify the syllabus if it is in the best interest of the students.
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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 (10%) Actively participate in 10 hours of field experiences in a primary classroom. A full
description of the specific activities and their rubrics may be found on the class Blackboard site. Each candidate
will be evaluated in the field setting. The candidate will submit a lesson plan prior to the observation visit and get
feedback on the plan. While teaching a lesson of no less than 20 minutes, she will arrange to be observed by two
class mates who will use an observation form (proposed by the instructor) to record peer observation notes. The
observation form may be downloaded from the class Blackboard site. Each candidate will do at least two peer
observations. Each candidate has to do micro- teach and write a reflection (no less than one page) on her
microteaching (what worked well, what did not work and how to improve her teaching .
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 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
The instructor may modify the syllabus if it is in the best interest of the students.
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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.
Students at Qatar University have the right to pursue complaints related to faculty, staff, and other 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.
The instructor may modify the syllabus if it is in the best interest of the students.
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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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