TTE 314, Spring 2012

TTE 314: TEACHING SCIENCE & HEALTH: PRESCHOOL & ELEMENTARY GRADES (3 credits)

COLLEGE OF EDUCATION, UNIVERSITY OF ARIZONA

SPRING 2012

COURSE DESCRIPTION

This course examines the teaching and learning of science in early childhood classrooms. A central goal of this course is to provide you with appropriate experiences for initial growth as a professional educator who will provide engaging and age-appropriate science experiences for young children, as well as the knowledge and tools to continue your professional development beyond this course. We will focus centrally on the role of the early childhood educator, but always with reference to the ways in which teachers interact with young children to create positive environments that foster inquiry and promote learning. We will touch on a range of topics, including planning science experiences that relate to children’s interests and backgrounds, determining and adapting appropriate teaching methods, promoting inquiry, motivating learning, fostering dialogue that supports meaningful learning, using materials during instruction, meeting state and national standards, integrating science with language arts, mathematics, social studies, and the arts to promote learning, inviting parents to participate in children’s science learning, and assessing children’s learning.

COURSE OVERVIEW

This course will actively engage you in thinking about the conditions that foster science learning and how to create those conditions in your early childhood classrooms. Our work together will reflect the important role that all members of the learning community play in supporting learning. The structure of the course will consist of small group and whole group discussions, collaborative work, independent activities and lectures. You will have many opportunities to apply your growing understanding of teaching and learning science. It is critical that you reflect on the day’s readings and your experiences in the field as we relate these experiences to teaching and learning science.

How can I best promote the learning of science with young children?

This is the question that our semester’s work and experiences will be centered around. In addressing this question, we will actively engage in investigating scientific phenomena in much the same way that you will actively engage your young students. We will discuss strategies that you will need to support students in exploring and making sense of the world around them. In our discussions we will be quite conscious of the critical role of the early childhood educator in helping young students develop a positive disposition toward science. Understanding how children learn as well as the unique needs of children from linguistically and culturally diverse backgrounds will be essential for addressing our driving question.

ALIGNMENT TO CREATE PRINCIPLES, NAEYC & InTASC STANDARDS

CREATE PRINCIPLES

PRINCIPLE 1

Promoting early childhood educators' understanding of the cultural knowledge and skills—―funds of knowledge—within diverse cultural communities.

PRINCIPLE 2

Using literature as a base for children’s understanding of themselves and others.

PRINCIPLE 3

Involving families in literacy education for children – and for teachers.

PRINCIPLE 4

Providing prospective and practicing teachers and teacher educators with opportunities to work and reflect together in community and school settings.

NAEYC STANDARDS

STANDARD 1- Promoting Child Development and Learning
Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.

STANDARD 2- Building Family and Community Relationships
Candidates know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.

STANDARD 3- Observing, Documenting, and Assessing to Support Young Children and Families
Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning.

STANDARD 4- Teaching and Learning
Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.

4a. Connecting with children and families
Candidates know, understand, and use positive relationships and supportive interactions as the foundation for their work with young children.

4b. Using developmentally effective approaches
Candidates know, understand, and use a wide array of effective approaches, strategies, and tools to positively influence children’s development and learning.

4c. Understanding content knowledge in early education
Candidates understand the importance of each content area in young children’s learning. They know the essential concepts, inquiry tools, and structure of content areas including academic subjects and can identify resources to deepen their understanding.

4d. Building meaningful curriculum
Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children.

STANDARD 5- Becoming a Professional
Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

InTASC STANDARDS

STANDARD 1-Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

STANDARD 2- Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that

enable each learner to meet high standards.

STANDARD 3- Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

STANDARD 4- Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

STANDARD 5- Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

STANDARD 6- Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

STANDARD 7- Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

STANDARD 8- Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

STANDARD 9- Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

STANDARD 10- Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

COURSE OBJECTIVES and ALIGNMENT to STANDARDS (CREATE, NAEYC, InTASC)

In this course students will develop an understanding of…

• The science concepts outlined in the Arizona Early Learning Standards as they relate to science, as well as the Arizona Science Standards and the National Science Education Standards (NAEYC 5; InTASC 4)
• Plan inquiry-based science lessons appropriate for young children based on state and national science standards (NAEYC 4; InTASC 1 and 7)
• Design and facilitate experiences that allow ALL students to be actively involved in science learning (NAEYC 4; InTASC 8)
• Design and facilitate lessons that involve learners of all abilities (InTASC 2)
• Demonstrate effective classroom management techniques that will foster the learning of science (NAEYC 1; InTASC 3)
• Assess student understanding of science concepts in a variety of ways (NAEYC 3; InTASC 6)
• Identify ways to uncover misconceptions students have about science
• Identify opportunities for integrating science into the content areas of math, language arts, and social studies, and the arts(CREATE 2; NAEYC 4; InTASC 5)
• The importance and benefits of reflection in their professional development (InTASC 9)
• The importance of and methods to include families and communities in the child’s scientific journey (CREATE 1 and 4; NAEYC 2; InTASC 10)

REQUIRED COURSE READINGS and MATERIALS

• Worth, K. & Grollman, S. (2003). Worms, shadows, and whirlpools: Science in the early childhood classroom. Newton, MA: Education Development Center.
• Assigned articles on D2L

Materials

Science Notebook (1 subject notebook)

CLASS EXPECTATIONS

ATTENDANCE and TARDIES

Dependability and punctuality are critical qualities in the profession of teaching. Your regular attendance and punctuality are important to your success in this class. You are allowed ONE excused absence from class for illness of personal emergency. Doctor’s appointments, vacations, family events or conflicts with work schedules do not constitute unavoidable absences.

In order for this absence to be excused,

• You MUST notify me before class starts that day
• The reason for the absence must be justifiable and for the most part unplanned and unavoidable

In most circumstances, more than one excused absence or any unexcused absences will result in lowering your grade by one full letter. For example, if you were receiving an A in the course, the highest grade you could receive is a B. More than two excused absences are a serious cause for concern; they will necessitate a conference with me and may result in a failing grade for the course. As per University Policy, “EXCESSIVE OR EXTENDED ABSENCES from class is sufficient reason for an instructor to recommend that the student be administratively dropped from the course.

Arriving to class on time and prepared is very important. We will start class promptly each day. If you arrive more than 5 minutes late, or leave more than 5 minutes early, this will be noted. 3 or more late arrivals or early departures constitute an absence. If you need to leave earlier, you need to let us know before class, otherwise your early departure is considered to be one absence. More than one absence, habitual tardiness and/or leaving early will lower your final grade by one letter grade. All holidays or special events observed by organized religions will be honored for those students who show affiliation with that particular religion, Absences pre-approved by the UA Dean of Students (or Dean's designee) will be honored.

Finally, this attendance policy also applies to you applications placements. Your arrivals and departures along with attendance will be noted on a time sheet in the classroom. If your tardies, early departures and absences in applications exceed the attendance policy described above, your grade will be lowered a full grade in EACH of your courses. If you were receiving a B in each of your course, you would receive a C in EACH of your courses.

READING ASSIGNMENTS, JOURNALS, MATERIALS

Assignments for reading given in the syllabus; students are expected to read the assignments carefully before coming to class. Class activities will often relate specifically to the assigned reading, so BE PREPARED! Bring the course book, related articles, and your science notebook to class every day, unless we specify otherwise.

LATE ASSIGNMENTS

Submitting ALL assignments on time will allow me to give you timely and helpful feedback. Grading will be based on the thought you put into your work, the critical thinking that you do and whether or not you turn in the work on time. Unless you have received prior approval from the instructor to submit an assignment late, any assignment that is turned in between 1 and 3 days later will be docked 10% of the total points. Assignments that are turned in more than 3 days late will be docked 20% of the total points. Late work that is over 2 weeks past the due date will not be accepted.

ACADEMIC INTEGRITY

Academic dishonesty will not be tolerated under any circumstances, and will result in a failure to pass this course. Misrepresenting the words or ideas of another as your own is called plagiarism. The key to avoiding plagiarism is to develop good judgment in the fair attribution of words and ideas. You must credit the source whenever you (a) directly quote the words of another or (b) reference a specific ideas, argument or fact from a given sources. You should always err on the side of caution in regards to citing sources.

Many resources exist for students and teachers. Although you are encouraged to utilize the resources and learn what you can, you are also expected to be absolutely honest about which work is actually your own. Lesson plans and other assignments for these classes are expected to be your own work. In cases in which you have taken ideas or suggestions from other written resources, you are required to cite those sources completely. Failure to do so will be considered a violation of the University’s policy on academic honesty.

STUDENTS WITH DISABILITIES

The University of Arizona seeks to provide reasonable accommodations for all qualified individuals with disabilities. If you anticipate issues related to the format or requirements of this course, please meet with me. I would like us to discuss ways to ensure your full participation in the course. If you determine that formal, disability-related accommodations are necessary, it is very important that you be registered with Disability Resources (621-3268; drc.arizona.edu) and notify me of your eligibility for reasonable accommodations. We can then plan how best to coordinate your accommodations.

CELL PHONES

Please turn all cell phones OFF before the beginning of each class. Use of cell phones during class to make/receive calls, and /or send or receive texts is NOT permitted. Use of cell phones in your observations class is also NOT permitted. Remember to turn them off when you get to school! Inappropriate use of laptop computers during class will not be accepted (e.g., Facebook updates, personal emails, etc.). Failure to follow this procedure will result in a loss of professionalism points.

PROFESSIONALISM

This refers to you being reliable, reflective, positive and actively engaged and participating in all aspects of these classes and your applications experiences.

GRADING

TTE 314 is a 3 credit course that will be evaluated with A-F grades. Individual assignments will be evaluated by points. The final grade for the course will be based on the following percentages.

A=100-90%      B=89-80%        C=79-70%        D=69-60%        F=59-0%

Remember, after the first absence you will earn no higher than B.

FINAL GRADE

ASSIGNMENT DESCRIPTIONS

ATTENDANCE & PARTICIPATION - 10% of final grade

Participation involves attending to and actively engaging in all course meetings and activities. Your attendance grade is based upon three parts. 1) Our assessment of your attendance participation in class, 2) your assessment of your own participation, and 3) your mentor teacher’s assessment of your effort and participation in your field methods site. More details will be provided in class.

SCIENCE & FIELD NOTEBOOK - 10% of final grade

In this course, you will explore various uses of science notebooks by keeping a science notebook yourself. You will use your notebook during class sessions to write answers to reading discussion questions (posted each week on D2L), write notes during class discussions, record experiences during activities and investigations, record observations during field experiences, and reflect on what you’ve learned. Your notebook will be collected two times during the semester for grading and feedback. Your notebook will be evaluated on the organization of the notebook, degree of completeness, and thoughtfulness of responses. You will use your notebook for the final in-class writing assignment. Further details will be provided in class.

You will receive a rubric for this assignment at a later date.

FUNDS OF KNOWLEDGE CASE STUDY - 10% of final grade
This project provides an opportunity to learn more about an individual child in your applications classroom, specifically about their home and community experiences and funds of knowledge, and how they might relate to science learning, AND it provides you with an opportunity to practice eliciting, interpreting and assessing students’ thinking about science.

You will work with the same child for all portions of this project. The grade level or age of the child is not so important. However, you must select a child whose background is different from yours in some way (linguistic background, cultural background, race, ethnicity, socio-economic status, special needs, etc).

Part I: “Getting to Know You” Interview. The first interview is a getting to know you, or “funds of knowledge” interview. You will be given a set of questions that you will use to guide your interview. The questions will be aimed at helping you learn about your students’ (a) interests, (b) out-of-school activities (family, home, community activities), (c) beliefs about science and themselves as science learners, (d) cultural and linguistic background, and (e) what s/he identifies as activities at which s/he excels.

Part II. Shadowing your Student. During the 3-4 week period that you are working on your science case study, you will also spend time shadowing (i.e., observing) your student at various points during the school day. It is imperative that SOME of the shadowing occurs during science class (if possible), but that MOST of the shadowing occurs during other parts of the school day (i.e., recess, lunch, reading, PE, art class, before school, etc). The goal of the shadowing is to learn more about your students’ strengths and competencies in different settings and activities, and to think about how you might use what you have learned about your student to inform your science teaching. You should plan to shadow your student for a minimum of 4 hours. NO SHADOWING can occur while you are teaching, conducting an interview, or leading an activity.

Part III: Final Case Study Child Report. After you have interviewed and spent time shadowing/observing your case study student during various portions of the school day, you will prepare a final report that discusses how you might use what you learned (both about the child’s scientific thinking AND about the child’s funds of knowledge) to design future science instruction for your child.

You will receive a rubric for this assignment at a later date.

SCIENCE TALK & ANALYSIS - 10% of final grade

You will conduct a science talk with the students in your field placement classroom. The science talk should relate to either the topic of the project-based unit or lesson you will teach, or the science unit that the students are currently studying. You will video record this science talk and analyze student ideas and funds of knowledge. You will write a 4-5 page summary and discussion paper about your science talk.

You will receive a rubric for this assignment at a later date.

PROJECT-BASED UNIT (signature assignment) - 40% of final grade

The purpose of this assignment is…

1. To create project-based unit around a driving question that is connected to student interests and experiences, state and national science standards, and family/community resources.
2. To gain experience in long term planning.
3. To teach an inquiry science lesson, using the Experiences-Patterns-Explanations model, with young children.
4. To develop a habit of reflective practice toward your teaching.

This assignment includes several parts. More information, including the grading rubrics, will be provided in class.

Long-Term Planning – You will map out the goals and objectives for your unit and identify specific learning goals for the lesson you will teach. You will identify possible connections to other content areas. You will consult with your mentor teacher on the lesson from this unit that you will teach in your applications classroom. The learning goals will include the Arizona State Standards you will address, the knowings and doings for your lesson, an Experiences-Patterns-Explanations table, a short description of the science content addressed in your lesson, and the driving question.

Lesson Plan - You will outline the activities you will conduct during your lesson. A template will be provided in class. You may not teach your lesson until you have approval from an instructor to proceed.

Teaching Video Analysis & Discussion - You will video-record yourself teaching your lesson. You will select several clips that demonstrate at least two of the following practices:

Establishing a driving question

Eliciting and building on student ideas

Providing experiences before explanations and identifying patterns in experiences

Integrating literacy and language development with science instruction

Assessing student learning

You will use the video to analyze your teaching. You will turn in a 4-5 page analysis and discussion paper of your teaching. You will also share a clip with your classmates to receive feedback on your teaching.

Your final Project-Based Unit will contain:

1. A written introduction that identifies the driving question, your rationale for choosing this question and a brief overview of your unit.
2. A graphic organizer that specifically depicts how you would integrate the theme into the following content areas, as is appropriate to your teaching assignment:
   1. Reading
   2. Writing
   3. Math
   4. Social Studies
   5. Art
   6. Music
   7. Movement
   8. A detailed proposal for an event that incorporates family, community and science (will be done as a group project) or a field-trip that is related to your driving question
   9. A developed plan of 1 of your lessons, as is appropriate for your teaching assignment
   10. A text list of 5 books you would use within your unit
   11. A list of all resources you used
   12. A graphic display to represent your unit (poster on tri-fold display board)

FINAL PORTFOLIO WRITING ASSIGNMENT - 10% of final grade

During the final class period (finals week), you will have the opportunity to use your science notebook to synthesize what you have learned in this class in preparation for your first job interview. This will be an in-class writing assignment. More information, including the grading rubric, will be provided in class. Due in class on the day of the final exam, TBA.

This syllabus, like all good writing, may need future revision! We are looking forward to a wonderful semester!