Science Requirements

EDEL 158: Teaching Science
Course Requirements
Spring 1997

Projects to be completed by the specified due dates.

Elementary science textbook analysis .
Select a topic that your class is covering in science this semester. Locate 10 useful Internet resources that would be helpful in teaching and learning this topic and review a science software program.
Develop an instructional unit outline which focuses on science, but which has strong linkages to other areas of the elementary school curriculum.
Keep all handouts, notes you have taken from class labs, discussions, science activities, presentations, etc. in a well organized looseleaf binder.
Instructor:
Joyce Morris, 532A and 123 Waterman. Tel: 656-3356, E-mail:jmorris@zoo.uvm.edu
Textbook:
The major textbook is Teaching Children Science . by Professor Joe Abruscato. You can purchase a copy from the book store. Additionally, a series of handouts will be distributed to you as needed, and are to be retained in the binder. Most lessons also have an extension piece that you are expected to explore. Additional reference books related to science methods and activities may be borrowed from the instructor.
Related Costs:
You should expect to obtain supplies on your own to create teaching materials to support your science experiences in the schools that are part of EDEL 155. The estimated cost is $10.00-$20.00.
Additional In-Class Experiences Required:
In addition to the formal projects, you are also expected to be a full and active participant in all in class and out of class experiences.

Project I Elementary Science Curriculum Study and Textbook Analysis.
Project due date: Feb. 20, 1997

This project will help you learn which major science topics are covered by your teacher as well as assist you in getting a sense of what others (textbook authors) believe children should learn with respect to these particular topics. This knowledge should add to your ability to formulate a response to questions a future supervisor or administrator might ask you about science topics you might teach and alternative ways of teaching them.

Background Reading:Read pp. 58-59, 82-85 of Teaching Children Science

Guidelines/Documentation:

During your first or at the latest second visit to the school ask your teacher to tell you the major science topics or science projects he or she hopes to present during the semester. Write them down! If necessary go over the list a second time with your teacher. Try to identify at least three topics that the teacher sees as her or his highest priority. Also, try to get a sense of the order in which they will be addressed and the amount of time (days, weeks) that will be spent on each Also try to find out which topic or topics he or she will most likely be most interested in having you address as part of Inquiry Block projects such as science lessons, art/science lessons, unit plans, or learning centers.
Your work on this particular Inquiry Block project will be represented by a four page word processed, double spaced report in which you use one of the topics as the focus of a study of how elementary science textbook authors think that the topic should be addressed. Your project should consist of the following parts:
1. One half to three quarters of a page in which you summarize the results of your conversations with your teacher about the science topics he or she intends to cover. This section should conclude with an identification of the topic that the teacher is most interested in having you address while you are in the classroom. Note: The teacher may want you to be involved in all the science topics done in the classroom; however, for the purpose of this assignment select just one of them.
2. The next three pages of the assignment are to represent the results of your own research into what the authors of two commerical elementary school science series think should be done with the topic that you identified above. For example if your teacher says he or she want you to do electricity, you are going to find out what others think should be taught by locating the teacher's edition of two elementary science textbook series in the Curriculum Materials Collection of Bailey Howe Library or in your classroom or school that is at or near the grade level of the children with whom you are working. Note: this refers to commerical K-6 science textbook series produced by publishers such as Silver Burdett, Holt, Ginn, etc., not free standing activity books for teachers or children e.g. 100 Things To Do With Electricity.
  Try to find the teacher's edition from the series that is at or near your grade level that includes some coverage of your topic, i.e. has a chapter or major section title that is close to your topic. In some cases this will be a bit of a "stretch" because the teacher has given you a very specific or unusual topic, e.g. Pollution of Vermont Streams and Rivers. If this is the case just do your best to find something related to the topic like the water cycle or water environments. Study the teacher's editions and if available the student books and prepare this section so it compares and contrasts the approaches advocated, the vocabulary used, the science activities suggested, extension ideas in the teacher's edition or student book, illustrations or diagrams included, homework assignments and anything else you wish to present as evidence of how the authors think the topic should be approached.
3. For the final page of this assignment reflect on the strengths and weaknesses of the authors' approaches to the topic and any surprises or insights that occurred for you as you viewed the topic through the eyes of the authors of two elementary science textbook series.
4. Appendix I: Photocopy the scope and sequence for each of the full series and attach it to your assignment. (No, it doesn't count as a page in your four page assignment.) label it Appendix 1: Scope and Sequence for (Identify the title, publisher and copyright date of the series.) You will find the scope and sequence for the entire series at the beginning of the teacher's edition for any book in the series.

Project II Using Computer Resources: Internet and Software .
Project due date:Thurs.March 27

Background Reading: Universal Access to Science Study via Internet This article can be found at: http://www.thejournal.com/past/june/66frie.html . You should also find:Science Resources on the Net at http://www.uvm.edu/~jmorris/Sci.html useful.

Also read TCS CH 9 p. 137 -155 and for a model of a software review take a look at Software Reviews http://www.uvm.edu/~jmorris/software.html

Guidelines/Documentation

Using any networked computer on campus, access the Internet. (Netscape). Use the search engines to identify information on a specific science topic. Ideally, use a topic you will be teaching this semester or that you have developed your unit plan on. Some examples include: Electricity, Insects, The Solar System, Weather, etc.
Use more than one search engine and compare your search results. Check the sites out and identify 10 that would be useful to you and your students.
In a 2 page document Include the name of the site, the site's address and describe the resources one would find at each of these sites. Sample Document

You will write a software review (2-3 pages) on one piece of science software. Software may be previewed in 124 Waterman from 8 to 8, Monday through Friday. There is also educational software available to use in the Bailey Howe LIbrary Curriculum Materials Room.
Your review should include:
- Title of Program:
- Publisher:
- Reviewed by:
- SCHOOL SUBJECTS:
- GRADE LEVEL:
- DISK OR CD-ROM?:
- TIME TO PLAY:
- RATING:(from 1,low -10, high)
- DESCRIPTION OF THE PROGRAM:
  In description of the program be objective and specific. A parent, educator, or student should understand exactly what this program is like after reading your description. Describe the content, the presentation of information and the procedures. Indicate if there is feedback, record keeping or teacher management options available. Are there graphics, sound? Does the program print? Is there online help? What activities are available? What does the student learn?
- EVALUATION OF THE PROGRAM:
  In evaluation of the program you should let the reader know if the content of the program is clearly presented, if it stimulates creativity or is highly motivational. Would this program appeal to a wide variety of cultures and races? Are males and females represented equally and fairly? Is the material presented in a way to appeal to a wide range of learning styles? Are the activities timed? What are some of the programs strengths and weaknesses? Feel free to discuss the program and your opinions of it in this section.
- APPLICATION OF THE PROGRAM:
  In application of the program explain how this program could be used in a classroom. Give a specific example of how this program could be integrated into a curriculum to enhance a lesson. Why would you use this program?

Project III Science Instructional Unit Outline
Project due date: April 8

Background Reading:Read pp. 57-64, Teaching Children Science and the Unit Plan Starter Ideas in Chapter 10, 13, and 16.

Guidelines/Documentation:

The unit will follow the format included elsewhere in this syllabus.

Citations from Vermont's Framework for Science, Math & Technology (Spring 1996) are required.
A suggested length is 4-6 pages; the unit should be designed for 5-10 lessons; include detailed lesson plans for the introductory and cluminating lessons.
Any supporting materials you locate and references you identify can be compiled in your science resource binder and thus be available for use during your student internship.
This project will likely provide major evidence of your science curriculum development ability. It can thus have an important place in your emerging professional portfolio.

Project IV Looseleaf Binder
Project due date: April 29

Guidlines/Documentation:

The intent of this project is for you to produce a science resource binder of EDEL 158 materials that will help you in your teaching. If you take pride in what you put together here and include course handouts, notes, lab sheets, this this assignment will have pay-off in the classroom as you seek ways to share science with children. This binder should reflect an ability to organize diverse materials so that they are easily accessible as resources.
This project can be a source for your professional portfolio as well as professional experiences and will be examined by the instructor before the end of the course.