COURSE SYLLABUS
Course Prefix/Number SCE 4310
Course Title: Teaching Science in the Elementary School (K-6)
Course Credit Hours: 3 Hours
Instructor Name and Contact Information
Sandra B. Davis, Ph.D.
Associate Professor
Science and Math Education
Office 85/195, UWF Campus
Office Hours: Monday-Thursday: 1:00-3:30 p.m. and by appt.
Phone: 850-474-2025 (Available online 6-8 p.m. on Thursday)
Email: sbdavis@uwf.edu
Course Description This course is a requirement for the elementary education teacher
preparation program. It is designed to provide students with the methodology requisite
to effective science teaching. The course work centers on utilizing science content
knowledge and process skills in the development of effective instructional strategies for
the elementary level learner. The primary focus of the course will be to develop
pedagogical content knowledge as it relates to elementary science teaching. The
placement of this course in the senior year coincides with the Professional Education
Program Delivery Model of the “teacher as empowered person and professional
taking action and making a difference”. During this period of the teacher education
sequence, the focus is on the feeling phase of the “empowered person” and the
technical skills of the “empowered professional”. It is here that the student becomes
more aware of his or her teaching potentials and further develops problem solving,
decision making, technological, communication, perceptual, and valuing skills. Peer
teaching and lessons will be used to facilitate the “taking action” phase of the
“empowered person and professional taking action and making a difference”.
Other experiences such as working with computers, participation in
science inquiry activities, problem solving activities, cooperative learning experiences
and discussion of topics related to elementary science will also contribute to the
development of the teacher as an “empowered person and professional taking
action and making a difference.” There is no doubt you will make a difference in the
classroom! NOTE: Be sure you have purchased the TK20 Resource Program.
Goals (NOTE: SOME OF THESE WEBSITES HAVE MOVED SO GOOGLE THEM OR
VISIT OUR SCHOOL OF EDUCATION WEBSITE)
 To prepare students to meet selected indicators in each of the following
Accomplished Practices mandated by the State of Florida Accomplished
Practices .
 To prepare students to meet NCATE Standards 1-4 .
 To prepare students to meet the State of Florida TESOL Standards
2,3,4,5,6,16,17, and 25 .
 To prepare students to meet the National Science Education Standards of
the National Research Council.
 To prepare students to pass the items related to science content and
science teaching on the Department of Education Professional
Examination.
Course Alignments by Assessments, Outcomes, and Standards
Course
Numbe
r
Assessment
Program/
Project
Course
Outcomes
SCE
4310
Guided
Inquiry
Lesson
Planning
and
Teaching
Construct
Student
Thematic
Lesson
Plans/ InClass
Guided
Inquiry
(datadriven)
(SLO's)
Accomplished
Practices Addressed
(FEAPS)
2)Communication
(Encourages students in
a positive and supportive
manner; Provides
opportunities for students
to learn from each other;
Practices strategies that
support individual and
group inquiry.)
3) Continuous
Improvement (Seeks to
increase her/his own
professional growth by
participating in training
and other professional
development
experiences.
4) Critical Thinking
(Identifies strategies,
materials, and
technologies which
she/he will use to expand
students' thinking
abilities.)
5) Diversity (Fosters a
learning environment in
which all students are
treated equitably.)
6) Ethics (Makes
reasonable effort to
protect students from
conditions harmful to
learning and/or to the
NCATE
Standard
Addressed
1)
Candidate
Knowledge,
Skills, and
Dispositions
(Candidates
preparing to
work in
schools as
teachers or
other
professional
school
personnel
know and
demonstrate
the content,
pedagogical,
and
professional
knowledge,
skills, and
dispositions
necessary to
help all
students
learn.
Assessments
indicate that
candidates
meet
professional,
state, and
Learned Society
Standard
Addressed
(National Science
Teachers
Association)
1) Content
(Demonstrates
ability to develop
a thematically
unified
framework of
concepts across
the traditional
disciplines of
science in
keeping with the
National Science
Education
Standards.)
3) Inquiry
(Encourages
productive peer
interactions and
plans both
individual and
small group
activities to
facilitate inquiry.)
4) Context of
Science (Relates
science to the
personal lives
and interests of
students, to
potential careers,
and to knowledge
in other
domains.)
TESOL
Competencies
Addressed
student's mental and/or
physical health and/or
safety.)
7) Human Development
and Learning (Uses
multiple activities which
engage and motivate
students at appropriate
developmental levels.)
12) Knowledge of
Subject Content
(Communicates
knowledge of subject
matter in a manner that
enables students to learn;
Increases subject matter
knowledge in order to
integrate the learning
activities.)
9) Learning
Environments
(Monitors learning
activities by providing
feedback and
reinforcement to
students; Arranges and
manages the physical
environment to facilitate
student learning.)
10) Planning (Plans and
conducts lessons with
identified student
performance and
learning outcomes; Plans
activities that utilize a
variety of support and
enrichment activities and
materials; Plans and
conducts lessons that are
interdisciplinary.)
4.8 (Same as 12)
25) Knowledge of
Subject Matter
(Communicates
knowledge of subject
matter in a manner that
enables students to learn;
Increases subject matter
knowledge in order to
integrate the learning
activities.
institutional
standards.)
5) Skills of
Teaching (Plans
and incorporates
science teaching
strategies
appropriate for
learners with
diverse
backgrounds and
learning styles;
Demonstrates
the ability to
effectively
engage students
in learning
science, both
individually and
in group work of
various kinds.)
6) Curriculum
(Assembles a
diverse set of
potentially useful
instructional
materials in the
teaching field
from a variety of
sources including
the World Wide
Web; Designs
and implements
learning activities
that thematically
relate science
with other school
subjects and
community
resources.)
8) Assessment
(Demonstrates
the ability to use
multiple
strategies to
assess teaching
and learning
authentically,
consistent with
national
standards and
goals for science
education.)
9) Environment
for Learning
(Understands
liability and
negligence,
especially as
applied to
science teaching
and can take
action to prevent
potential
SCE
4310
Guided
Inquiry
Lesson
Planning
and
Teaching
Apply and
interpret
data
Integrated
PT
Units
Decision
Making
Problem
Solving
Transfer
and
Applicatio
n
2) Communication
(Practices strategies that
support individual and
group inquiry.)
4) Critical Thinking
(Uses technology and
other appropriate tools in
the learning
environment.)
5) Diversity (Has a
repertoire of teaching
techniques and strategies
to effectively, instruct all
students.)
7) Human Development
and Learning (Uses
alternative instructional
strategies to develop
concepts and principles
and is aware of the
rationale for choosing
different methods.)
8) Knowledge of
Subject Matter
(Communicates
knowledge of subject
matter in a manner that
enables students to learn;
Increases subject matter
knowledge in order to
integrate the learning
activities.)
9) Learning
Environments (Uses
learning time effectively,
maintains instructional
momentum, and makes
effective use of time for
administrative and
organization activities.)
10) Planning (Plans
activities that utilize a
variety of support and
enrichment activities and
materials.)
25) Nature of Science
1)
Candidate
Knowledge,
Skills, and
Dispositions
(Candidates
preparing to
work in
schools as
teachers or
other
professional
school
personnel
know and
demonstrate
the content,
pedagogical,
and
professional
knowledge,
skills, and
dispositions
necessary to
help all
students
learn.
Assessments
indicate that
candidates
meet
professional,
state, and
institutional
standards.)
problems.)
1) Content
(Demonstrates
ability to develop a
thematically
unified framework
of concepts across
the traditional
disciplines of
science in keeping
with the National
Science Education
Standards.)
3) Inquiry
(Encourages
productive peer
interactions and
plans both
individual and
small group
activities to
facilitate inquiry.)
4) Context of
Science (Relates
science to the
personal lives and
interests of
students, to
potential careers,
and to knowledge
in other domains.)
5) Skills of
Teaching (Plans
and incorporates
science teaching
strategies
appropriate for
learners with
diverse
backgrounds and
learning styles)
6) Curriculum
(Assembles a
diverse set of
potentially useful
instructional
materials in the
teaching field from
a variety of sources
including the
World Wide Web;
Designs and
implements
learning activities
that thematically
relate science with
other school
subjects and
community
resources.)
8) Assessment
(Demonstrates the
SCE
4310
Interactive
Discussions
Engage in
Online
Student
Interaction
Related to
Exemplary
Teaching
Situations
2) Communication
(Provides opportunities
for students to learn from
each other.)
4) Critical Thinking
(Uses technology and
other appropriate tools in
the learning
environment.)
5) Diversity (Provides
learning situations which
will encourage the
student to practice skills
and gain knowledge
needed in a diverse
society.)
7) Human Development
and Learning
(Recognizes learning
theories, subject matter
structure, curriculum
development, student
development, and first
and second language
acquisition processes.)
8) Knowledge of
Subject Matter
(Communicates
knowledge of subject
matter in a manner that
enables students to
learn.)
9) Learning
Environments (Involves
students in the
management of learning
environments including
1)
Candidate
Knowledge,
Skills, and
Dispositions
(Candidates
preparing to
work in
schools as
teachers or
other
professional
school
personnel
know and
demonstrate
the content,
pedagogical,
and
professional
knowledge,
skills, and
dispositions
necessary to
help all
students
learn.
Assessments
indicate that
candidates
meet
professional,
state, and
institutional
standards.)
ability to use
multiple strategies
to assess teaching
and learning
authentically,
consistent with
national standards
and goals for
science education.)
9) Environment
for Learning
(Identifies and
promotes the
elements of an
exciting and
stimulating science
learning
environment; plans
and develops
opportunities for
students to learn
from resources,
events and displays
in the
environment.)
3) Inquiry
(Encourages
productive peer
interactions and
plans both
individual and
small group
activities to
facilitate inquiry.)
5) Skills of
Teaching
(Demonstrates the
ability to
effectively engage
students in learning
science, both
individually and in
group work of
various kinds.)
6) Curriculum
(Assembles a
diverse set of
potentially useful
instructional
materials in the
teaching field from
a variety of sources
including the
World Wide Web)
8) Assessment
(Engages in
reflective self
assessment and
develops a system
for self-assessment
as a practicing
teacher.)
SCE
4310
Final Exam
Evaluate
Exams
based on
Text and
Course
Activities
(Includes
assessment
on diverse
populations
and
TESOL).
establishing rules and
standards for behavior.)
10) Planning (Plans
activities that utilize a
variety of support and
enrichment activities and
materials.)
12) Technology (Uses,
on a personal basis,
learning media,
computer applications,
and other technology.)
8) Knowledge of
Subject Matter
(Increases subject matter
knowledge in order to
integrate the learning
activities.)
10) Professional
Practice (Takes
personal
responsibility for
growth and for
assisting others
who are preparing
to teach science.)
1)
Candidate
Knowledge,
Skills, and
Dispositions
(Candidates
preparing to
work in
schools as
teachers or
other
professional
school
personnel
know and
demonstrate
the content,
pedagogical,
and
professional
knowledge,
skills, and
dispositions
necessary to
help all
students
learn.
Assessments
indicate that
candidates
meet
professional,
state, and
institutional
standards.)
4) Diversity
(The unit
designs,
implements,
and
evaluates
curriculum
and
experiences
for
candidates to
acquire and
apply the
knowledge,
skills, and
1) Content
(Demonstrates
strong and
significant
understanding of
the major
concepts in all
fields for which
licensure is
sought,
consistent with
the National
Science
Education
Standards,
recommendation
s of the NSTA,
and an
assessment of
the needs of
teachers at each
level of
preparation;
Demonstrates
ability to develop
a thematically
unified
framework of
concepts across
the traditional
disciplines of
science in
keeping with the
National Science
Education
Standards.)
2) Recognize
the major
differences &
similarities
among the
different
cultural
groups in the
United States.
3) Identify,
expose & reexamine
cultural
stereotypes
relating to
Limited
English
Proficient
(LEP) and
non-LEP
students.
SCE
4310
Laboratory
Investigation
s
Engage in
Inquiry
Activities to
Develop
Pedagogical
Content
Knowledge
8) Knowledge of
Subject Matter
(Increases subject matter
knowledge in order to
integrate the learning
activities.)
dispositions
necessary to
help all
students
learn. These
experiences
include
working
with diverse
higher
education
and school
faculty,
diverse
candidates,
and diverse
students in
P–12
schools.)
1)
Candidate
Knowledge,
Skills, and
Dispositions
(Candidates
preparing to
work in
schools as
teachers or
other
professional
school
personnel
know and
demonstrate
the content,
pedagogical,
and
professional
knowledge,
skills, and
dispositions
necessary to
help all
students
learn.
Assessments
indicate that
candidates
meet
professional,
state, and
institutional
standards.)
1) Content
(Demonstrates
strong and
significant
understanding of
the major
concepts in all
fields for which
licensure is
sought,
consistent with
the National
Science
Education
Standards,
recommendation
s of the NSTA,
and an
assessment of
the needs of
teachers at each
level of
preparation;
Demonstrates
ability to develop
a thematically
unified
framework of
concepts across
the traditional
disciplines of
science in
keeping with the
National Science
Education
Standards.)
3) Inquiry
(Encourages
productive peer
interactions and
plans both
individual and
small group
SCE
4310
TESOL
Integration
Construct
Unit
Designed to
Assist ESOL
Students in
Learning
Scientific
Concepts
5) Diversity (Provides
learning situations which
will encourage the
student to practice skills
and gain knowledge
needed in a diverse
society.)
8) Knowledge of
Subject Matter
(Increases subject matter
knowledge in order to
integrate the learning
activities.)
10) Planning (Plans
activities that utilize a
variety of support and
enrichment activities and
materials.)
1)
Candidate
Knowledge,
Skills, and
Dispositions
(Candidates
preparing to
work in
schools as
teachers or
other
professional
school
personnel
know and
demonstrate
the content,
pedagogical,
and
professional
knowledge,
skills, and
dispositions
necessary to
help all
students
learn.
Assessments
indicate that
candidates
meet
professional,
state, and
institutional
standards.)
4)
Diversity
(The unit
designs,
implements
, and
evaluates
curriculum
and
experience
s for
candidates
to acquire
and apply
the
activities to
facilitate inquiry.)
4) Context of
Science (Relates
science to the
personal lives
and interests of
students, to
potential careers,
and to knowledge
in other
domains.)
1) Content
(Demonstrates
strong and
significant
understanding of
the major
concepts in all
fields for which
licensure is
sought,
consistent with
the National
Science
Education
Standards,
recommendation
s of the NSTA,
and an
assessment of
the needs of
teachers at each
level of
preparation;
Demonstrates
ability to develop
a thematically
unified
framework of
concepts across
the traditional
disciplines of
science in
keeping with the
National Science
Education
Standards.)
5) Skills of
Teaching (Plans
and incorporates
science teaching
strategies
appropriate for
learners with
diverse
backgrounds and
learning styles)
6) Curriculum
(Assembles a
diverse set of
potentially useful
2) Recognize
the major
differences &
similarities
among the
different
cultural
groups in the
United States.
3) Identify,
expose & reexamine
cultural
stereotypes
relating to
Limited
English
Proficient
(LEP) and
non-LEP
students.
4) Use
knowledge of
the cultural
characteristic
s of Florida’s
LEP
population to
enhance
instruction.
5) Determine
& use
appropriate
instructional
methods &
strategies for
individuals &
groups, using
knowledge of
first and
second
language
acquisition
processes.
6) Apply
current &
effective
ESOL
teaching
methodologie
knowledge,
skills, and
dispositions
necessary
to help all
students
learn.
These
experience
s include
working
with diverse
higher
education
and school
faculty,
diverse
candidates,
and diverse
students in
P–12
schools.)
instructional
materials in the
teaching field
from a variety of
sources including
the World Wide
Web)
s in planning
& delivering
instruction to
LEP students.
16) Design
and
implement
effective unit
plans and
daily lesson
plans which
meet the
needs of
ESOL
students
within the
context of the
regular
classroom.
Student Learning Outcomes:
1. The students will gain an understanding of the nature of science, science teaching, and
scientists.
2. The students will develop an appreciation of the role of women and minorities in science.
3. The students will gain an understanding of the history of science education reform, both past
and present, with an emphasis on innovative science programs.
4. The students will develop an appreciation for how the changes in the understanding of the
nature and philosophy of science have influenced science education.
5. The students will gain an understanding of how children learn science and effective teaching
practices.
6. The students will develop skills in planning a developmentally appropriate inquiry lesson for
the elementary student.
7. The students will develop problem-solving skills and lessons for problem centered learning.
8. The students will gain an understanding of the applications of computers to science teaching.
9. The students will develop skills in planning activity-based lessons that take into account
children’s prior knowledge and individual/cultural differences.
10. The students will gain an understanding of assessment in science education.
11. The students will develop skill in assessing students in multiple ways.
12. The students will develop skills in analyzing their own teaching.
13. The students will appreciate the importance of professional growth.
14. The students will develop skills in creating a safe classroom environment.
15. The students will gain understanding of current trends in elementary school education.
16. The students will gain an understanding of the National Science Education Standards,
Sunshine State Standards (Big Ideas), Educator Accomplished Practices(FEAPS),
and the ESOL Competencies.
17. The students will become familiar with the wide variety of resources available for elementary
science education.
18. The students will develop an understanding of effective ways to integrate science into other
curricular areas.
19. The students will develop an understanding of how to plan science lessons and units that
address learning disabilities, especially hearing & language impairment, & limited English
proficiency (TESOL).
REQUIRED TEXT
Science in Elementary Education: Methods, Concepts, and Inquiries; 11th Ed.
Joseph M. Peters, University of West Florida
Publisher: Pearson
Copyright: 2011
Helpful Web Sites and Tutorials
1. Prentice Hall: www.prenhall.com This website includes materials
related to the text as well as practice multiple choice quizzes to test
your comprehension of reading the text.
2. Lesson Plans: All levels of science lesson ideas.
http://www.lessonplans.com
3. Science Experiments: http://www.Edheads.org
4. Science Ideas: About.com
5. Printable Activities: http://www.printactivities.com
Recommended Resources
1.
Science and Children - This resource is written by teachers for
teachers and has great lesson ideas.
2.
School Science and Mathematics: Up to date research on teaching
and learning science in your classroom.
Course Requirements
 Active participation and attendance are needed for the successful
completion of this course.
 Students will learn about the lessons through readings, discussions,
and individual performance.
 Students will be required to participate in discussions as described in
lessons, reviews, and peer teaching.
 Generally speaking, your grades will be based on your active
participation and timely submission of assignments and activities.
E-mail & Proper E-mail NEtiquette:
If you normally address a person as Miss/Mrs./Ms./Dr./Mr. Smith, then that is the way
you should initially address them in e-mail. If you are unsure, stick to the formal
salutation. It is the safest and most courteous mode. I am always addressed as
Dr. Davis in all e-mails and class.
Please identify yourself by first and last name in your e-mail and indicate whether your
concerns, questions or comments pertain to the assignments or grades. E-mails
without a name will not be answered.
Submission of Assignments
LATE WORK WILL BE DEDUCTED ONE LETTER GRADE PER DAY INCLUDING
WEEKENDS. There is no make-up final exam.
Grading Evaluation
The course grade will be weighted as follows:
Direct Instruction Lesson Plan and
Presentation
Guided Inquiry Lesson Plan and
Presentation
Discussions, experiments, and 5
review quizzes (quizzes
unannounced)
Science Thematic Unit Project
including Lesson Plans, Progress
Checks and Presentations KEY
ASSIGNMENT
FINAL Exam
Total
10%
20%
20%
30%
10%
100%
Letter grade equivalencies are as follows:
Grade Range
96-100
90 - 95
85 - 89
80 - 84
75 - 79
3.8
3.5
3.2
2.9
2.6
–
–
–
–
–
4.0
3.7
3.4
3.1
2.8
Equivalent
Letter Grade
A
AB+
B
B-
Grade Range
70
65
60
55
00
-
74
69
64
59
54
2.3
1.9
1.6
1.3
0.0
–
–
–
–
–
2.5
2.2
1.8
1.5
1.2
Equivalent
Letter Grade
C+
C
CD
F
Assistance for Students with Special Needs:
Students with special needs who require specific examination-related or other courserelated accommodations should contact the Student Disability Resource Center
(SDRC), web address: http://www.uwf.edu/SDRC, (850) 474-2387. SDRC will provide
the student with a letter for the instructor that will specify any recommended
accommodations for the individual students. Alternatively, please leave your name and
phone number with the department office (Ext. 2748) so the professor can contact you
to set up an appointment.
Study Suggestions:
At the end of each chapter there is a Summary which will help you focus on what was
important in the chapter. Reviewing the Chapter is helpful because it will provide you
with the subject matter and reference it to the page(s) in the chapter where it can be
found.
Course Policies:
Academic Misconduct Policy and Student Code of Conduct
Scholastic Dishonesty: Students who violate the University rules on scholastic
dishonesty are subject to disciplinary penalties, including the possibility of failure in the
course and dismissal from the University. All policies on scholastic dishonesty will be
strictly enforced.
UNIVERSITY POLICY SA-04.00-06/01
http://nautical.uwf.edu/Files/CLAN/7/sa-04.pdf
ACADEMIC MISCONDUCT POLICY AND STUDENT CODE OF CONDUCT
http://nautical.uwf.edu/files/module/groupMail/BOT_Approved_Academic_Miscon
duct_Policy_and-Student_Code_of_Conduct_20071.pdf
e-Desktop
Microsoft Office Compatibility Pack for Word, Excel, and PowerPoint 2010 file
formats:http://office.microsoft.com/en-us/products/HA101686761033.aspx
Adobe Acrobat Reader: http://www.adobe.com/products/acrobat/readstep2.html
PowerPoint Viewer: http://microsoft.com/downloads/details.aspx?FamilyId=D1649C22B51F-4910-93FC-4CF2832D3342&displaylang=en
Windows Media Player: http://www.microsoft.com/windows/windowsmedia/download/
Quicktime Player: http://www.apple.com/quicktime/download/
Real Player:
http://forms.real.com/netzip/getrde601.html?h=207.188.7.150&f=windows/RealOnePlay
erV2GOLD.exe&p=RealOne+Player&oem=dl&tagtype=ie&type=dl
2. Remember, if these programs are already installed on your computer, you do not
need to download and install them again.
3. Technical Difficulties or problems with eLearning? Contact the UWF Help Desk at
(850) 474-2075 or helpdesk@uwf.edu