Links to Handouts and
Overheads
Teaching Science & Social Studies
in the Elementary School
Fall, 2000 (3 credit hrs)
DIL 2943 - 22213 Rm 4H15, Tues 4:00-6:25
DIL 2943 - 22198 Rm 4H15, Wed 4:00-6:25
| Instructors: | Valerie Talsma
University of Pittsburgh |
Trenia Walker
University of Pittsburgh |
| Office: | 4C10 WW Posvar Hall | 4D24 WW Posvar Hall |
| Phone: | 412-648-7313 | 412-648-7318 |
| Email: | vtalsma@pitt.edu | tlwalker@pitt.edu |
| Regular Office Hours: | T/W after class, 6:30-7:30 p.m.
Other times by appointment |
T/W before class 3:00-4:00
Other times by appointment |
Goals and Objectives: How do we enable elementary students to carry out inquiry in science and social studies? Teaching Science & Social Studies in the Elementary Schools is one of the professional development courses designed to provide a coordinated and balanced program for pre-professional teachers pursuing the elementary education curriculum. The goal of this course is to better prepare pre-professionals to teach elementary school science and social studies in the 21st century. As prospective teachers we will focus on how students learn in these subject ears, but with reference to the ways in which teachers interact with students to create positive environments that foster inquiry and promote learning. We will touch on numerous aspects of classrooms including: designing curriculum, planning lessons, determining and adapting appropriate teaching methods, promoting inquiry, fostering dialogue, using technology to promote learning, and assessing students' learning. The content of the course is selected in terms of the basic understandings, but no attempt is made to cover every aspect of the content. During this course, pre-professionals will:
2. Design, develop, enact and evaluate elementary instructional activities while working with elementary students in a local elementary school (coordinated with field placement).
3. Demonstrate a variety of appropriate strategies for instruction in science and social studies which promote active, collaborative, higher order learning.
4. Identify professional development resources which will aid in furthering understanding of science and social studies content and processes.
5. Develop long-range planning skills by preparing relevant pieces of an in-depth thematic unit with particular emphasis in science and social studies investigations.
6. Develop confidence in their ability to teach elementary school science and social studies..
National Research Council (1996). National Science Education Standards . National Academy of Sciences. (available on-line at: http://www.nap.edu/readingroom/books/nses/html and also in PIViT library.)
NCSS (1998), Expectations of Excellence: Curriculum Standards for Social Studies. Available on line at http://www.ncss.org/standards/home.html .
Pennsylvania Proposed Academic Standards:
available online http://www.pde.psu.edu/standard/stan.html
in
pdf form, and also in PIViT Library.
Proposed Academic Standards for Science and Technology ? July
12, 2000, (Excel)
Proposed Academic Standards for Environment and Ecology ? July
12, 2000,
Proposed Academic Standards for Civics and Government? April
14, 2000,
Proposed Academic Standards for Arts & Humanities April
7, 2000,
Proposed Academic Standards for Geography April 7, 2000
Proposed Academic Standards for Economics January 19, 2000
22 Pennsylvania Code, Chapter 4 http://www.pde.psu.edu/regs/chapter4.html
Academic Standards for Reading, Writing, Speaking and Listening
and
Academic Standards for Mathematics
PIViT - Project Integration Visualization Tool - computer software for the MAC and Win. Available on-line at: html://www.umich.edu/~pbsgroup/psnet.html. See Talsma for PIViT libraries of Pennsylvania Standards.
2. Class Participation & Attendance: People learn when they are actively engaged in the materials and have opportunities to discuss ideas with peers. This class is designed to model a "community of learners." Your active involvement in class discussion and activities is necessary for you and others to get the most out of this course. It is expected that everyone comes to class prepared and ready to discuss course readings. If you are unfamiliar with the role of the student and instructor in a community of learners, you should read: http://www.ncrel.org/sdrs/areas/rpl_esys/collab.htmand Chapter Five (pp126-162) in Krajcik et al.
3. Assignments: Assignments are due at the beginning of class. You are expected to read the assigned materials before coming to class. Class activities will tend to highlight only some of the text materials. You are responsible for mastering all assigned materials and raising questions if you do not understand something. Rough drafts may be submitted for comments at anytime; please allow one week for comments.
4. Resources for Thematic Unit: () Several of the assignments in the course are designed to work with the Program requirement of a thematic unit. As with the program, you may work in teams to develop theses resources. Elements of the unit will be developed stepwise throughout the semester. The final packet must be submitted by Week 14 (Nov 28/29). During the last class you will present to your peers and overview of your unit and one representative lesson from social studies and science.
5. Reflective Journaling:
Each pre-professional teacher will keep a journal of their experiences
throughout their certification program. This is a common journal that will
be used in several courses as well as field experiences. A 3-ring notebook
or similar flexible format is suggested.
You should bring journaling materials to class as we will be using
these for KWL and "Think-write-pair-share" activities. The Journal is also
a place to complete activities embedded in the assigned readings. We ask
that you keep a reflective journal because research shows that highly effective
teachers are able to reflexively review and evaluate their experiences.
Reflective teachers carefully consider and reconsider beliefs and practices
which underlie their teaching. Through reflection novice and experienced
teachers grow and develop new understandings. Journal writing is an invaluable
vehicle in enhancing this reflective practice.
The Journal will not be assessed except for counting 15 course related
entries (must be dated). We invite you to submit entries throughout the
term as a form of dialogue between pre-professional and instructor. Email
submissions are encouraged. In addition, you will be asked to complete
some synthesis or analytic reflection assignments that will
require you to use journal entries as evidence for some of your claims
along with references to course/program readings.
6. General Assessment: The general assessment rubric upon which pre-professionals will be evaluated is as follows:
Highly Competent (A): High levels of understanding and thoroughness are evident with rare lapses, unclear reasoning or insufficient evidence. Assignments completed with acceptable performance: all parts included, done according to directions, acceptable quality, proper grammar, writing, etc. Demonstrates knowledge, understanding and presentation at a post-baccalaureate level.
Competent (B): Understanding evident but work is not thorough or has frequent lapses, especially in communication, reasoning and evidence or resources. Assignments completed with acceptable performance: all parts included according to directions, acceptable quality, proper grammar, writing, etc. Demonstrates knowledge, understanding and presentation at the pre-baccalaureate level.
Developing (C): Beginning skill level. Disorganized attempts with serious errors or misrepresentations based on limited information or reasoning. Poor quality, poor grammar, writing, etc. Demonstrates knowledge, understanding and/or presentation below the pre-baccalaureate level.
Not Evident (E): No attempt or merely re-copying information.
This course may be taken for a letter grade
(LG) or as competency based learning (Honors, Satisfactory, Unsatisfactory
? HSU). Grades will be based on the following approximate distributions::
| General Course 400 pts | Science Emphasis 400 pts | Social Studies Emphasis 400 |
| Journal (15
entries) 100
Analytic Reflections (AR) 100 Syllabus AR <50 Final Course AR <50
Demonstrated Professionalism 100
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Science
Autobiography AR 50
Children’s Ideas in Science 50 Science MicroTeaching 100
Tele-mentoring of 5/6 grade students at WPSD can be substituted for 100 of above pts with prior arrangements. |
Children’s Literature
Review 50
Children’s Lit Application 50 Technology Application 50 Global Education Activity 50 Current Event Activity 50 Popular Culture Activity 50 Practicum Micro-teaching 100
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Accumulated points will be converted to percentages. Final course letter
grades will be assigned on a straight percentage scale,< plus ? minus
basis.
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Unsatisfactory | ||
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Beginning |
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90-91 = A- |
82-87 = B 80-81 = B- |
72-77 = C 70-71 = C- |
Students, who demonstrate unsatisfactory/beginning skill level proficiencies (69% or lower), will not pass the class. |
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Topics | Readings*/Assignments |
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Introduction to science and social studies activities, Course Expectations. | |
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What is Science? What are the goals of science instruction? Basic models of instruction. A review of the alphabet soup of science programs. | Course syllabus AR
due.
Read: NSES Chap 1 & 2. Krajcik - Chap 1 pp 2-25 & Chap 2 pp 26-53. Journal: Act. 1.1 p 7, & 1.5c-d, p. 18. |
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Overview of Social
Studies
(including foundations, curriculum, and instruction) |
Science
Autobiography Due
Rec: Maxim Ch 3 & 4 |
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Speak their language:
Using popular culture in the social studies classroom
Using popular culture to leverage inquiry ? |
Rec: Krajcik pp76-81. |
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"Everyday Science" How do I frame science in the context of kids experiences? What is the difference between "hand-on" and "hands-on/minds-on" activities? | Read: Krajcik -- Chaps
3 & 4, pp 62 - 124./ Act 2.3 p 40,. NSES ? Content Standard A in Chap
6.
Have you turned in any journal entries yet? |
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How do I use technology to support student inquiry? Modeling, visualization tools, graphical organizers (Animals PIViT Map) , simulations | Draft of Unit
title page, rationale, graphic organizer and biblio due for feedback.
Read: Krajcik - Chap 2. pp 53-59, Chap 5 pp 126-162. |
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Technology Tools in the Elementary Classroom: (including e-mail, internet, listservs, web boards, and web page development) | TBA |
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Integrating children's literature in social studies and science | Rec: Maxim Ch 11
Reading ? Krajcik Chap 6 pp192-195
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How do I support critical
thinking in science and social studies?
Asking HOT questions, using mind maps, etc. |
Krajcik pp 195-201
journal act. 6.12
Science Resource Review due. |
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How do I know what students understand? Authentic Assessment in Science and Social Studies | Read: NSES Chap 5,
Krajcik - Chap 7. Journal Act 7.7 p 221;
Continue seeking feedback on Thematic unit requirements Draft of concpt map due. |
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How do I support a collaborative learning environment in the inquiry classroom? GOR Collaboration, classroom management, safety issues. | "Children’s
Ideas in Science" Due
Read Krajcik Chs 5 & 8 check status of journal entries. |
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Three
Rivers Educational Technology Conference @ Carnegie Science Center..
http://tretc.org |
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Global education and
social justice issues in the elementary classroom.
Science, Technology and Society |
TBA
Should be winding up micro-teaching assign./ feedback on Science Content Summary |
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TBA | check status of journal entries |
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Current events and
controversial issues
Course evaluations (tues) |
Thematic Unit Due. (3 days science investigations, + Science Content Summary) |
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Pennsylvania
Science Teachers Association Convention. Seven Springs Resort.
http://www.pascience.org/HTML/index2.html |
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How do I continue
to grow as a professional educator?
Professional societies; PA continuing education requirements Course evaluations (wed) |
"Professionalism
Assessment" due, Sci Micro
Teaching Assgn due. All outstanding assignments due.
Read Krajcik Ch 10. NSES Ch 3 |
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Thematic Unit Presentations (7-8 mins/group) and Semester Celebration | Final course
AR |
* All Readings and Assignments are due at the beginning
of class. (rec = optional recommended reading)
Krajick = Krajcik, J., Czerniak, C., & Berger, C.
(1999). Teaching Children Science: A project-based approach (1st
ed.). - in text activities are for reading/reflection only
Maxim = Maxim, George W. (1995) Social Studies and
the Elementary School Child. (6th ed.)
NSES = National Science Education Standards
CSSS = Curriculum Standards for Social Studies
Developmental Psychology in Science Ed.
Favorite Science & related Web SitesScience Reading Dos and Don'ts (Week 9)
Children's Misconceptions (Weeks 9-11)Demonstrated Professionalism Assessment Rubrics (top)Rubrics for Science - Web Sites (Week 10)
Revised Project Handout (Week 11)
(Week 12)
Examples of Exemplary Science Units - Created by teams of undergraduate students in Ed 421 Fall 1998. Unit requirments can be found at: Ed 421 Curriculum Project
The unit, "Animals in Our Neighborhood," is in three parts in pdf format. Animals1, Animals2, Animals3.
The unit " What’s So Great About H2O?" is in a single pdf file: Hydrology.pdf
| Level | Attendance & Timeliness | Participation | Cooperation & Leadership | Responsibility |
| 5
Exemplary |
Attends every class on time or makes prior arrangements. No late assignments | Frequently volunteers positive, well-informed and knowledgeable comments and questions | Solves problems collaboratively - sometimes as a leader. Solicits involvement by all in group work | Responsible for own learning and seeking perspectives and knowledge beyond requirements; follows directions. |
| 4
Highly Competent |
Attends every class, infrequently tardy, no more than one late assignments | Occasionally volunteers, comments or questions often based solely on test material requirements | Participates in cooperative efforts in a variety of roles, respects others' contributions | Takes some steps to further own learning. Shows efforts in a subject beyond requirements. Most directions followed. |
| 3
Competent |
Misses no more than 10% of classtime and has few late assignments | Consistently attentive during class with occasional comments. | Works cooperatively when directed; rarely leads or initiates solutions | Performs course requirements competently without evident interest or disinterest. |
| 2
Developing Skills |
Misses classes with no prior notice; several late assignments; or frequently tardy, late from break, or leaves early | Not always attentive during class, rarely volunteers answers or asks course related questions | Works only with the same colleagues; adds little to cooperative efforts and never leads. | Occasionally disinterested; requires convincing or coaxing before any activity or assignments |
| 1
Beginning Skills |
Misses no more than 15% of class time and is frequently tardy, late from break, or leaves early | Often inattentive or disruptive; questions and comments unrelated to course requirements or discussion | Is openly antagonistic toward group work or group members; rarely makes positive contributions | Consistently disinterested; or frequently voices negative comments about subject without suggestions. |
| 0
Not Evident |
Misses more than 15% of classtime* or has numerous late assignments | Consistently inattentive or disruptive; rude or unnecessary comments | Does not participate in group activities or consistently dominates group situations. | Complains about course assignments or subject in non-productive manner |
| Self
Assessment |
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| Instructors’ Assessment |
* 15% of classtime is equivalent of 2 class meetings. The penalty for missing additional class meetings is 5% deduction from total course grade.