SCED 562 Syllabus
Teaching Science in the Elementary School
Course meetings
M-F, 9:00 AM – 12:00 PM, New Science Bldg. 105
Contact Information
Instructor:
Suzanne M. Donnelly
Course Number: SCED 562
Semester:
Summer 2010
Campus Address: Longwood University, Science Center, 206
donnellysm@longwood.edu
E-mail:
Office Hours:
After class each day or by appointment
Required textbooks
1. Abell, S., & Volkmann, M. (2006). Seamless Assessment in Science. Arlington,
VA: NSTA Press.
ISBN: 0-325-00769-1
2. Bass, J., Contant, T., and Carin, A. (2009). Teaching Science as Inquiry (11th
Edn.) Boston, MA: Pearson/Allyn & Bacon
ISBN: O-13-021284-9
Course Catalog Description for SCED 562
“A study of the materials and methods of teaching science for grades K-8 with emphasis
on student use of laboratory materials and techniques. Individual investigations will be
assigned based on the needs of the student. 3 credits.”
Welcome!
Welcome to SCED 562, Teaching Science in the Elementary School. I'm Suzanne
Donnelly, the instructor for this course. I'm excited you're here!
This course is intended to introduce you to many areas of science content. All topics
covered come from the Virginia K-8 science curriculum. In this course we will be
exploring the state standards of learning for elementary school and discussing ways to
embody them in the classroom. Another focus of this course is on your science literacy as
an educator, and the crucial role that your knowledge, attitudes, and methods of
presentation affect your students as you teach science in your classroom. Many of the
inquiry activities and demonstrations we work on throughout the semester will be useful
to your students-- you're always encouraged to try the demos in your classroom or at
home and let us know how they went!
Be prepared for a challenging, discovery-based course. If you keep an open mind, are
curious about science, and like to think, I am confident that you'll enjoy the class. I look
forward to getting to know you throughout the semester.
Overview
This course prepares graduate students to monitor and enhance the development of
science literacy and inquiry skills in elementary school children. You will deepen your
understanding of fundamental scientific principles, develop pedagogical strategies
applicable in formal and informal educational settings, and cultivate an understanding of
science and the forms of science inquiry techniques appropriate to the developmental
level of your students.
This course is comprised of three main components:



understanding science principles
defining and improving science literacy
developing laboratory and planning skills required to complete and design science
inquiry activities in an elementary context
Understanding Science Principles
The natural science content perspective of pedagogical content knowledge will be
addressed in the context of the Virginia elementary level core curricula defined by the
organizing topics discussed in the state SOLs. As course participants, you will develop a
level of science literacy related to the nature of matter equivalent with that specified in
the Virginia core elementary curriculum and develop a research-based learning trajectory
for the nature of matter beginning with preschool children's experiences on which the
scientific model of the nature of matter is based.
Defining and Improving Science Literacy
You will inquire into the nature of science literacy through the examination of science
standards, science texts, state and national science assessments, and adult popular
literature including newspapers, magazines, and trade books. You will infer authors'
assumptions about the science content knowledge and argumentation skills of their
intended audiences. In effect, you will be inquiring into the nature of science literacy.
You will be required to summarize assigned readings and develop arguments about the
authors' assumptions about readers’ science literacy. In addition, you will consider how
the authors use alternative representations of science principles in visual, graphical, and
diagrammatic ways that elaborate and enhance text. Implications of science literacy for
parents and teachers of elementary science will be identified and applied to the
introduction of children to the natural sciences.
Developing Laboratory and Planning Skills
Throughout the course, you will be developing your science literacy via inquiry activities,
many of which require laboratory components. After reflecting on these activities and
discussing topics such as your successes and understandings gained from participation,
your lingering questions or misconceptions about topics remaining after participation,
adaptations that would need to be made in order to use the activity with young learners,
etc. with classmates, you will design your own inquiry-based activities intended for
elementary learners and present them to your classmates to provide and receive feedback.
Course Objectives
Understanding Science Principles
Upon completion of the course you will be able to demonstrate your understanding
concepts contained in the Virginia Science SOLs by explaining natural phenomena
related to the concepts. You will be prepared to design and evaluate instruction aimed at
promoting an understanding of the concepts in elementary level students, and compare
different science curricula. Since this course is only three weeks long, we won't be able to
explore all science topics contained in the SOLs, but after this class it is my hope that you
will feel more confident in evaluating all types of science curriculum. Some topics
covered this semester will include:










matter
volume
mass
density
falling bodies
forces and Newton's Laws
states of matter
the particulate nature of matter (atomic molecular theory)
energy and systems
electricity and charge
More topics will arise based on class interest and discussions surrounding our inquiries.
Defining Science Literacy
Upon completion of the course you will be expected to be able to identify and discuss:






characteristics of science literacy
elements common to general literacy and science literacy
characteristics that distinguish science literacy from general literacy
elements of science literacy within works intended for the general public
how to assess science literacy and learning in students
some social and political influences on science literacy and participation in the
natural sciences
Developing Laboratory and Planning Skills
Upon completion of this course you will be able to:




demonstrate basic laboratory skills
define and perform many science inquiries surrounding natural phenomena
design science inquiry activities appropriate for different levels of elementary
learners
develop tools to assess science learning in elementary students
Course Readings
1. Everything we discuss will be rooted in the National Science Education Standards
(NSES), from which the Virginia Science Standards of Learning were created. Please
take the time to look over the NSES and the SOLs. They can be found at:
a. http://www.nap.edu/readingroom/books/nses/
b. http://www.doe.virginia.gov/instruction/elementary_school/science/index.shtml
There's a lot of information contained therein-- it may be best to read a little at a time.
2. Some of our readings in the course will come from the course textbooks.
3. All other readings will be provided in class or online. Online documents will be given
in weblink format, or .pdf, Powerpoint, and MS Word attachments found on the
Blackboard site for the course.
Understanding Science Principles
1. Implications of Research on Children's Learning for Assessment: Matter and
Atomic Molecular Theory, and Classroom-based Assessment System for Science:
A Model (http://www7.nationalacademies.org/bota/Test_Design_K12_Science.html)
2. Benchmarks On-Line, a resource published by the American Association for the
Advancement of Science (AAAS)
(http://www.project2061.org/publications/bsl/online/bolintro.htm)
3. Readings from (http://www.particleadventure.org)
4. Readings from Exemplary Science In Grades 5-8 (provided in .pdf form)
5. Other articles provided in .pdf or hypertext form
Defining and Improving Science Literacy
1. Synopsis and analysis of New York Times Science section
2. Synopsis and analysis of a science related magazine article (find in Atlantic, New
Yorker, National Geographic, Scientific American, Astronomy, or another
magazine)
3. Section of National Science Foundation report on elementary and secondary
science instruction
4. Readings from our course textbooks
Developing Laboratory and Planning Skills
1. Readings from our course textbooks
Course Learning Activities
Written assignments
I will provide instructions for all assignments that you are expected to submit to me in
class each day, as well as online. Some course activities will include:






construction of tables based on readings
concept mapping
performing demonstrations at home and reporting observations
answering questions posed based on observations
making predictions based on material presented
generating original lesson plans and assessments
How You Will Be Evaluated
The course is graded out of a total of 300 points (be sure to note: one course point is
not equivalent to one percentage point in calculating the final grade). The
breakdown of grading in the course is as follows:
1. Written assignments [11 assignments at 10 points. each, for a total of 120 points*]
*The Concept Mapping and Lesson Planning assignments are a little more involved than
most, so they will be worth 20 points each
2. Science article reaction paper [a 5-7 paper responding to the science article you choose
worth 40 points]
3. Participation in class discussions [your class participation will be scored each day,
accounting for 90 points of the final grade]
0 points – absent from class, or no participation
1 point – very little participation, or participation only when asked
2 points – average participation
3 points – good participation in activities and discussions
4 points – outstanding participation
4. Cumulative final exam covering course content, including the development of a lesson
plan addressing any individual VA Science SOL at the elementary level [50 points]
All assignments will be described in detail later. Due dates are firm unless you provide an
appropriate excuse, in which case an extension may be granted (in accordance with
university policy). Late assignments will negatively affect your grade.
.
Grades will be assigned as follows:
A: 274 and above
A-: 259-273
B+: 238-258
B: 197-237
B-: 170-196
B-: 175-195
C+: 150-174
C: 130-149, etc.
Summary (Total of 300 points)
Written assignments: 120 points
Science reaction paper: 40 points
Daily participation in class discussions: 90 points
Cumulative final exam/lesson planning project: 50 points
My Expectations
Aside from completing all assignments to the best of your ability, turning work in on
time, and other such logistical issues, my greatest expectation is that you approach this
course with an open mind. Not everyone had the benefit of having a positive experience
with science classes growing up, but that's the great part about being here-- your students
will feel differently!
This is a graduate level course, at an accelerated pace compared to a traditional semester
format. Expect to spend approximately 12 hours per week outside of class on course
assignments.
If you are curious about the world around you, are motivated to learn, participate in
discussions, make a genuine effort to produce thoughtful answers to questions, and put
time into completing your assignments, you will be successful in this course. I don't
believe in just handing out A's to everyone. You earn your grade. That being said, I wish
you all nothing but success, and if there's anything I can do to help you this semester or
beyond, don't hesitate to contact me.
Course Schedule
Please note: This is a tentative schedule and it may be edited as the course progresses.
When I make a change, I will mention it in class to give you enough time to adjust, as well
as post an announcement on the course website. Be sure to check the schedule at the
beginning of each new module.
Date
7/12
Topic
Science Literacy
7/13
Science Literacy
(cont’d)/ Intro to
Properties of
Matter
7/14
Properties of
Matter (cont’d)
Readings Due
Assignments
1. Giving
Directions Like A
Scientist (due
7/13)
1. Scientific
1. Scientific
American article
American write-up
2. Bring in Science (due 7/15)
Section of New
2. Selection of
York Times today science article
(if possible)
(due 7/19)
1. VA Science
1. Volume
SOLs for chosen
Assignment (due
level
7/19)
2. Reading from
Exemplary
Science
7/15
Mass and Free Fall 1. Sections 1 & 2
(overview)
of Seamless
Assessment in
Science
2. Ch. 1 of
Teaching Science
As Inquiry
Assessment based 1. NSES and VA
on Inquiry in
Science standards
Science
on States of Matter
(overview)
States of Matter
1. NSES and SOLs
on Particulate
Nature of Matter
and AMT
1. Density
Assignment (due
7/20)
7/20
Particulate Nature
of Matter
1. Everything
Comes to an End:
An Intuitive Rule
in Physics and
Mathematics (.pdf
online)
7/21
Electricity &
Charge
1. Dynamic
Mental Models in
Learning Science
(.pdf online)
1. AMT in
context: Lesson
Planning using the
NSES (due 7/26—
individual
presentations of
lessons to be on
7/26, 7/27, and
7/28)
1. Particle
Adventure (due
7/28)
7/16
7/19
7/22
7/23
1. Concept
Mapping
Assignment (due
7/21)
1. Matter
Worksheet (due
7/23)
1.Weather,
Cellular Biology,
& Charge (due
7/27)
2. Ice cream
write-up (done in
class)
Section 6 (all), and 1. Work on the
Assessment of
Science Literacy either Section 3, 4, final exam (open
or 5 (group
online after class)
in pK-12 students
number to be
assigned) of
Seamless
Assessment in
Energy &
Systems
Science
7/26
7/27
7/28
7/29
7/30
Lesson plan
presentations
Lesson plan
presentations
Lesson plan
presentations
Course wrapup/review session
Final Exam
1. Reaction paper
due
2. Final exams due