ED-304 Science Methods

GENERAL INFORMATION:

Course title:

ED 304 Science Methods

Campus: National, Chuuk, Kosrae, Yap

Initiator: Magdalena Hallers

Date: February 20, 2018

Course description

This course provides the student with methods for teaching science to elementary-age students. The course requires the student to task analyze FSM and state science curriculum standards and benchmarks, apply a variety of teaching approaches, develop lesson plans with supplemental materials, deliver the lesson plans, assess student learning progress, and self-reflect on lesson delivery. The student integrates two or more subject areas, includes strategies for differentiated learning, and links the concepts to the elementary students’ environment. The student teaches at least four lessons in an elementary classroom. Student professionalism is measured.

COURSE HOURS/CREDITS:

Hours per Week

 

No. of Weeks

 

Total Hours

 

Semester Credits

Lecture

x

x

=

Laboratory

x

x

=

Lecture/Lab

4

x

16

x

64/16

=

4

Total Semester

Credits

4












PURPOSE OF COURSE:

[X] Degree requirement

[ ] Degree elective

[X] Certificate

[ ] Other

PREREQUISITES: None

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#

Program

None

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES (Check all that apply)

[X]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

[X]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[X]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[X]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[X]

7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[X]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able

to:

1. Task analyze FSM and State curriculum standards and benchmarks and develop lesson plans that align with the benchmarks, include strategies for differentiation of learning, integrate two or more subject areas, and link the concepts to the students’ environment.

2. Deliver lessons using a variety of teaching approaches, including development of materials and application of technology, to meet the differentiated needs of FSM elementary school students including students with special needs.

3. Assess and evaluate student learning at both the formative and summative levels.

4. Organize and manage an elementary classroom environment for learning.

5. Demonstrate professionalism.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be

able to:

1. Develop elementary level science lesson plans for each of the FSM and or State science curriculum standards.

2. Develop science supplementary lesson materials for each of the FSM and or State science curriculum standards.

3. Deliver elementary level science lessons for each of the FSM and or State curriculum standards.

4. Assess student learning during and after the delivery of elementary science lessons.

5. Self-reflect on each of the science lesson deliveries.

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be

able to:

CSLO (General) 1: Develop elementary level science lesson plans for each of the FSM and or State science curriculum standards.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 Task analyze FSM and/or State science curriculum standards and benchmarks (Science as Inquiry, Physical Science and Technology, Earth and Space Science, Life and Environmental Science, and Marine Science).

1.2 Develop elementary level science lesson plans in the five standards using the FSM and/or State curriculum (Science as Inquiry, Physical Science and Technology, Earth and Space Science, Life and Environmental Science, and Marine Science) that include strategies of differentiation learning, integrate two or more subject areas, and link the concepts to the students’ environment.

2,3,4,6,7

2,3,4,6,7

1

1

1.1. Given science standards and benchmarks from the FSM and/or State curriculum, student task analyzes each standard or benchmark in writing. Activity is scored using a scoring rubric.

1.2. Given FSM and/or State standards and benchmarks provided by the local elementary teacher, student prepares at least one elementary science lesson plan for each of the standards (Science as Inquiry, Physical Science and Technology, Earth and Space Science, Life and Environmental Science, and Marine Science) that include strategies for differentiation of learning, integrate two or more subject areas, and link the concepts to the students’ environment. Lesson plans are scored using a rubric.

CSLO (General) 2: Develop science supplementary lesson materials for each of the FSM and or State science curriculum standards .

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

2.1 Develop science supplementary lesson teaching materials, including student handouts, visual aids, hands-on learning activities, and application of technology for each of the FSM and or State curriculum standards (Science as Inquiry, Physical Science and Technology, Earth and Space Science, Life and Environmental Science, and Marine Science).

2,3,4,6

1

2.1. Given lesson plans developed in SLO 1.2, student develops supplementary lesson teaching materials including student handouts, visual aids, hands-on learning activities, and application of technology for each of the FSM and or State curriculum standards (Science as Inquiry, Physical Science and Technology, Earth and Space Science, Life and Environmental Science, and Marine Science). Lesson materials are scored using a rubric.

CSLO (General) 3: Deliver elementary level science lessons for each of the FSM and or State curriculum standards.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

3.1 Deliver elementary science lessons in the five standards (Science as Inquiry, Physical Science and Technology, Earth and Space Science, Life and Environmental Science, and Marine Science) using the FSM and/or State curriculum standards and benchmarks.

*1,2,3,4,5

2,3,4,5

3.1. Given lesson plans developed in SLO 1.2, student delivers at least one lesson in each of the science standards using FSM and/or State curriculum standards (Science as Inquiry, Physical Science and Technology, Earth and Space Science, Life and Environmental Science, and Marine Science) using a variety of strategies including inquiry based teaching and differentiated instruction. Delivery of lesson is scored using a rubric.

CSLO (General) 4: Assess student learning during and after the delivery of elementary science lessons.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

4.1 Assess student learning of the science lesson objective(s) for each of the FSM and or State curriculum standards (Science as Inquiry, Physical Science and Technology, Earth and Space Science, Life and Environmental Science, and Marine Science) at both the formative and summative levels.

1,2,3,4,8

3

4.1. During delivery of lesson plans referenced in SLO 2.1 and immediately thereafter, student assesses student learning of the lessons using a variety of strategies such as performance assessment, individual turns, projects, and review of paper and pencil assessments. Assessments are scored using a rubric.

CSLO (General) 5: Self-reflect on each of the science lesson deliveries.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

5.1 Write a self-reflection on the delivery of each lesson science lesson for each of the five standards (Science as Inquiry, Physical Science and Technology, Earth and Space Science, Life and Environmental Science, and Marine Science).

2,3,7

5

5.1. Following the delivery of each lesson for each of the standards (Science as Inquiry, Physical Science and Technology, Earth and Space Science, Life and Environmental Science, and Marine Science), student writes a self-reflective journal entry providing a summary of the lesson taught, weaknesses, strengths, and recommendations for improvement. Journal entry is scored using a rubric.

5) COURSE CONTENT:

1. How to interpret FSM and State Science curriculum standards and benchmarks

2. How to task analyze science benchmarks and student learning outcomes

3. How to write a science lesson plan based on FM and State curriculum and benchmarks

4. How to develop materials to deliver a science lesson

5. How to deliver a science lesson

6. How to use inquiry based teaching and learning

7. How to assess student learning in a science lesson

8. How to self-reflect on the delivery of a science lesson

6) METHOD(S) OF INSTRUCTION:

[X] Lecture [X] Cooperative learning groups

[ ] Laboratory [X] In-class exercises

[X] Audio visual [X] Demonstrations

[X] Other (field experience in local classrooms)

7) REQUIRED TEXT(S) AND COURSE MATERIALS:

John, S., Southerland, S., Smetana, L., & Lottero-Perdue, P. (2018). Teaching Science to Every Child: USING CULTURE AS A STARTING POINT (3rd ed.). New York: Routledge. (or most recent edition) ISBN-13: 978-1138118966

8) REFERENCE MATERIALS:

FSM and State curriculum standards and benchmarks

Teacher’s Guides and student science textbooks

Ferrer, Lourdes M. (2008). B.E.S.T (Building Effective Strategies for Teaching) of SCIENCE Manila, Phillipines: REX Book Store, Inc. (RBSI). (or most recent edition)

9) INSTRUCTIONAL COSTS:

None

10) EVALUATION:

Summative evaluation is accomplished by having the students write a reflection paper and submit a portfolio of all lesson plans and scored rubrics, lesson delivery rubrics with elementary student assessment samples, and self-reflections for each lesson delivered. Both the reflection paper and the portfolio are scored with rubric. Student professionalism is measured on a rubric twice a semester.

11) CREDIT BY EXAMINATION:

None

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