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EDU-312-20, Science in Elem School (FA14)

 INSTRUCTOR: Juliann Dupuis

SCHEDULE/DAY/TIME: Special/Tuesday/6:00PM – 8:45PM, 09/09/2014-11/11/2014 


This course is designed to provide students with an overview of science education in the elementary school.  Focus will be on the teaching of concepts and processes in science.  Students will become familiar with the National Science Education Standards, and the Maryland State Department of Education Science Standards and Common Core Standards.  Students will be instructed on daily lesson plans and long range planning.  Various teaching strategies, use of teacher resources, creating a safe and efficient learning environment, the need for differentiation, integration of curriculum, peer teaching and assessment of student learning will be examined.  This will be a web-enhanced course.


During these sessions, participants will

-develop lesson plans based on appropriate science, topic for elementary school, which include assessments of student learning.

-Be able to guide effectively and safely children in the attainment of scientific concepts, scientific thinking, and engagement in the processes of science. Students will choose age-appropriate activities and methods of assessment

-implement one component of a daily lesson plan which will be presented to peers in the classroom.

-critique current educational science articles.

-identify and locate teaching resources to assist in teaching the content of the elementary science programs.

-suggest ways to integrate science into other areas of the curriculum.

-examine and discuss the various types and uses of questions, assessment, and other teaching strategies.

-investigate technology as a resource and teaching tool.


Discussion, demonstrations, cooperative learning/group work, mini-lectures, media presentations, peer sharing, and peer teaching


The development of a professional attitude and high professional standards are important goals of this course.  In order to facilitate this, students will be expected to act professionally while performing activities in the classroom and in the field.  Full credit will not be given for unexcused late assignments.  Students are expected to be prepared and expected to participate in class discussions.  Sharing ideas and reactions to readings and field experiences is an important part of the learning process.  Absences or consistent lateness will lower course grade. The highest possible grade a student can earn if he/she misses a class is a B+. If a student misses more than one class or the equivalent, he/she will be unable to pass this course.

OUTLINE OF ASSIGNMENTS (assignments/point values changed at the discretion of instructor)

Peer Teaching

-Each student will plan and present a 30-minute lesson teaching a science or health concept or process linked to the SC.  The lesson should reflect the “Exploration” component of the “5E” lesson plan provided in class.  The presenter will provide all equipment, materials, and worksheets needed for other classmates acting as students completing the lesson.  Feedback from classmates will be provided regarding the   effectiveness of the lesson.  The instructor will score the lesson, using observation rubric (40 points).

Mini-unit including a sequence of at least 3 science lesson plans

-All necessary support materials, including, but not limited to, student resource pages, rubrics, and sample responses will be developed and submitted with each lesson. (12 points per lesson for total of 36 points)

Student interview

-Interview an elementary school student(s) about what they know about the concept you will be using to design your lesson sequence around. (25 points)


-Develop a web quest with 7-10 website resources you would like to use with your students when you teach.  You will develop a list of questions that will guide students in the use of those resources.  This web quest will be developed using the website called Filamentality. (20 points)

Science Autobiography

-Write a 2-3 page autobiography which reflects on your experience as a learner with science and social studies. (16 points)

Reading Reflections

-A written reflection of the reading is required.  The length and format of this assignment will vary weekly. (10 points)


-A bird journal needs to be maintained weekly.  The format and grading rubric will be decided upon as a group. (18 points).

Attendance and Participation (35 points)


Koch, Janice. Science Stores: Science Methods for Elementary and Middle School Teachers, Fifth Edition. Belmont, CA: Wadsworth, Cengage Learning, 2013.


-National Research Council. National Science Education Standards. Washington, DC: National Academy Press, 1996 (Recommended- can also be accessed on line at http://www.nap.edu/openbook.php?record_id=4962)

-AAAS Project 2061. Benchmarks for Science Literacy. New York: Oxford University Press, 1993 (Recommended)

-American Association for the Advancement of Science (AAAS). (1990).  Project 2061: Science for all Americans.  New York: Oxford University Press. (Recommended)