Teaching Science in Elementary School
Teaching Mathematics in Elementary School
Spring 2000 /EDUC 310 &312
Randolph-Macon Woman's College

Professor: Dr. Peggy Schimmoeller

Required Texts:

Science

Martin, R., Sexton, C., Wagner, K., & Gerlovich, J. (1997). Teaching science for all children.  Boston: Allyn & Bacon.

Math

VanDeWalle, John. (1998). Elementary school mathematics: Teaching developmentally (3rd ed.). New York: Longman.

Countryman, Joan. (1992). Writing to learn mathematics: Strategies that work, K-12. Portsmouth, NH: Heinemann.

Gunter, M.A., Estes, T.H., & Schwab, J. (1995). Instruction: A models approach   (2nd ed.).  Boston, MA: Allyn & Bacon.

Course Rationale:

Teachers of science must be able to find effective ways to help learners construct their own understanding by connecting their ideas to personal and academic experiences. Educators must understand and be able to implement "hands-on" learning by facilitating thinking that is connected to what children's hands are doing. The philosophy that guides this class is one of promoting the concepts of whole science and math based on the belief that knowledge exists only in the mind of learners after they have constructed it for themselves. Students in science and math learning environments require enriching experiences that foster thinking processes. Teachers must provide settings that reflect active, constructivist views of learning. of learning. These courses are designed to provide pre-service professionals with experiences to enhance this type of teaching philosophy.

Course Overview:

These methods courses are arranged to assist you with the challenging and rewarding task of helping children develop ideas and relationships that make up math and science. This education block will examine the nature of the elementary school mathematics and science curriculum; the skill teachers need to facilitate the learning process including organizational and planning skills, and strategies for promoting one's growth as a teacher. We will explore the evaluation process, and how to facilitate investigative processes using specific math and science content, knowledge, and skills. This is an interactive class with much of your knowledge demonstrated during class time; therefore, class attendance is extremely important.

Course Objectives

The student will be able to identify, in writing, trends in technology related to science and math education and how these trends have been used to facilitate children's acquisition of scientific and mathematical knowledge as measured by application in the field and class discussion responses (80% accuracy).

The student will be able apply teaching methods that help children construct their own understanding of scientific concepts, skills and attitudes as measured by a skills matrix (see attached).

The student will be able to write descriptive and detailed science and math lesson plans based on various models of teaching (direct instruction, inquiry method, concept attainment method, concept development method, Jigsaw II Model, TGT Model and STAD) with 90% accuracy (see attached matrix).

The student will be able to explain in writing portfolios as an evaluation tool with 80% accuracy.

The student will be able to design a complete integrated math and science unit including goals, objectives, resources materials, management components, assessment or evaluation of student learning, and reflection and refining of the instructional design.

The student will be able to demonstrate adequate knowledge of math and science concepts for grades k-7 (based on National Science Standards and Virginia Standards of Learning for science and Virginia Standards of Learning for math and the NCTM standards with 80% accuracy).

The student will be able to determine appropriate content and assessment procedures for young learners with 80% accuracy.

The student will demonstrate a strong content knowledge base in both math and science as demonstrated through the PRAXIS I math test and in-class content-based tests with 80% accuracy.

Based on effective teaching methods and behaviors, the student will be able to promote active, rather than passive learning.

The student will be able to assess personal teaching effectiveness as measured by reflections following lesson presentations.

The student will be able to review math or science software designed to enhance children's learning in these areas and present reactions to the class.

The student will be able to evaluate the three elements of the instructional process: the children, the curriculum, and the instruction with 80% accuracy.

At the beginning of each class assigned dyads will meet to discuss the readings for that day and generate two to three questions related to the assigned reading. Questions will be transferred to an overhead and discussed by the entire group. Questions from this pool will be selected for inclusion on exams.

Attendance:

Attendance at all scheduled class sessions is required as many issues not covered in the texts are discussed and demonstrated in class. Frequent absences will adversely affect your grade and could hinder student teaching placement in the fall. Points are calculated for attendance, refer to grades. Questions generated will be added to a collection of questions for the midterm and final exams.

Participation:

Each student is expected to actively contribute to class discussions. Dyads will be assigned for review of all reading assignments and the creation of creative and challenging questions based on the assigned readings.

Applying the Honor Code to these courses

These courses are designed to provide participants with experiences to allow them to develop appropriate teaching strategies in math and science. In an attempt to facilitate opportunities for you to build collegial relationships, collaboration and student interaction are encouraged.

Student Papers: All individual written work is to be the original work of the student submitting the paper (any ideas or quotes taken from a resource are to be formally cited within the paper). Students my proof read or edit the written work of another student in the course. Students are encouraged to have written work reviewed by a Writing Lab tutor.

Class attendance: Attendance is required. It is an honor violation to provide false information about absences from class or why you were unable to complete assigned work on time, in order to obtain special consideration or extensions. Please call me if you will miss class. Obtain medical slips from the Health Center for medical absences.

Science Experiment

Each student will present a science experiment to the class. The lesson must be accompanied by a complete lesson plan. The lesson presentation will be evaluated on the written lesson plan, presentation style, application of teaching and learning theory, and appropriateness of activities for the targeted age group.

Unit Design

Rationale:  By completing an integrated math and science unit plan, you demonstrate the thinking that has resulted in how you treat a topic with a group of students.

Each student will develop an integrated unit based on science and math standards and an area of interest.  The unit must incorporate hands-on math and science activities and a complete bibliography of appropriate related children's literature.  In addition the unit must include a unit rationale, unit goals and lesson objectives as well as assessment procedures.  Examples of planned activities should be included. Units vary in length.  The unit plan illustrates your skill in designing coherent instruction.

Scientist Highlight

Each student will research a female scientist or mathematician (past or present) and create a short biography (2-3 pages) based on her/his life and work.  Each student is also responsible for developing a lesson plan based on the person's work appropriate for use at the elementary or middle school level (k-7).  Both the biography and the lesson plans must be typed and a copy made for each class member.