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Course Number: Course Title
SYLLABUS
FOR MATHEMATICS AND SCIENCE IN THE ELEMENTARY SCHOOL
Candidates know, understan=
d and
practice the use of central concepts in math and science and structure it in
such a way to create meaningful learning experiences that develop
students’ appreciation and competence in math and science.=
Candidates use the major
concepts and procedures that define number and operating, algebra, geometry,
measurement and data analysis and probability in order to foster student
learning and use of patterns, quantities, and spatial relationships that can
represent phenomena, solve problems, and deal with data. =
Candidates use fundamental
concepts of physical, life, and earth/space sciences.Candidates can design and implemen=
t age
appropriate inquiry lesson to teach science, to build student understanding=
for
personal and social applications, and to convey the nature of science.
Candidates use a variety of
resources including technology and collaborate with HQT to promote learning=
in
math and science. Candidates =
use
Bloom’s taxonomy to implement Indiana Academic Standards.Candidates use a variety teaching
strategies that promote the development of critical thinking, problem solvi=
ng
and performance skills.
.=
Clinical Experiences:
4 days Team Teaching w/ Highly Qualified Teacher
Observation
Math lesson
Science lesson
Field Trip
Individual and g=
roup participation
and planning math or science related fieldtrip
=
Prerequisites:
Introduction to Teach=
ing,
Foundations of Education, Education Psychology, Child Development, Technolo=
gy
in Education, Curriculum Development and Measurement and Evaluation
Textbooks:Nasco Math Kit:&=
nbsp;
Resources:
· =
Indiana Core 40, Indiana Roundtable;
· =
Indiana Science Standards for Teachers,
· =
Indiana Math Standards for Teachers; Indiana Academic Standards;
· =
Nemirovsky, Ricardo and Rosebery, Ann; Everyday Matters in Science and
Mathematics.
· =
Singapore Math Sample Teacher Kit
· =
Saxon Math Sample Teacher Edition
· =
Everyday Math Sample Teacher Edition
Abd-El-Khalick, F., & Lederman, N. G. (2000).
Improving science teachers’ conceptions of the nature of science: A
critical review of the literature. =
International
Journal of Science Education, 22(7), 655-701.
American Association for the Advancement of Scie=
nce.
(1997). The science curriculum: Evaluating what and how we teach. 2061 Today, 7(l), 1-2. =
American Chemical Society. (2003). Safety in academic chemistry laborator=
ies (7th.
ed). Washington DC: Author. Retrieved March 25, 2007, from
http://membership.acs.org/c/ccs/pubs/SACL_Students.pdf
American
Psychological Association. (1995). =
Learner-centered
psychological principles: A framework for school redesign and reform (Revis=
ed).
Washington, DC: Author.
Atwater,
M. M., Crockett, D., & Kilpatrick, W. J. (1996), Constructing multicult=
ural
science classrooms: Quality science for all. In J. Rhoton & P. Bowers
(Eds.), Issues in Science Education=
(pp. 167-176). Arlington, VA: National Science Teachers Association. <=
/o:p>
Biological
Sciences Curriculum Study. (1995). =
Decisions
in teaching elementary school science (2nd ed.). Colorado Springs, CO:
Author.
Carin, A. A. (1997). Teaching science through discovery (8th edition). Upper Saddle
River, NJ: Merrill.
Center for Science,
Mathematics, and Engineering Education. (1996).National science education standard=
s [see
chapters onScience Teaching
Standards, Standards for Professional Development for Teachers of Science, =
and
Science Content Standards). Washington, DC: National Academy Press.
Hart, D. (1994). Authentic
assessment: A handbook for educators. Menlo Park, CA: Addison-Wesley
Publishing Company.
Hellman, H. (1998). Great feuds in science. New York, NY: John Wiley & Sons, In=
c.
International
Technology Education Association. (1996). Technology for all Americans: A rationale and structure
for the study of technology. Reston=
, VA:
Authors.
=
International
Technology Education Association. (1999). Standards for technology: Content for the study of
technology. Reston, VA: Authors.
Khishfe, R., & Abd-El-Khalick, F (2002). Inf=
luence
of explicit and reflective versus implicit inquiry-oriented instruction on
sixth graders’ views of nature of science. Journal of Research in Science Teaching,39(7), 551-578.
Ladson-Billings, G. (1995). But that's just good
teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.
Lederman, N. G., & Niess, M. L. (1997). The =
nature
of science: Naturally? School Scien=
ce and
Mathematics, 97(1), 1-2.
Lederman, N. G., Schwartz, R. S., Abd-El-Khalick=
, F,
& Bell, R. L. (2001). Preservice teachers' understanding and teaching of
the nature of science: An intervention study. Canadian Journal of Science, Mathematics, and Technology Education,=
1(2),
135-160.
Lowery, L. (1997). Pathways
to the science standards: Elementary school edition. Arlington, VA:
National Science Teachers Association.
Marion, R., Hewson, P. W., Tabachnick, B. R. &am=
p;
Blomker, K. B. (1999). Teaching for conceptual change in elementary and
secondary science methods courses.
Science Education,83(2), 2=
75-308
McComas, W. (1996). Ten myths of science: Reexam=
ining
what we think we know about the nature of science. School Science and Mathematics, 96, 10-16.
National
Board for Professional Teaching Standards. (1996). Proposition #3: Teachers responsible for managing and monitoring
student learning. Washington, DC: Author.
National
Research Council. (1996). National
science education standards. Washington, DC: National Academy Press.
National Science Teac=
hers
Association. (2003). Standards for
science teacher preparation [NCATE approved through 2010]. Arlington, VA: Authors.
Orlich, D., Harder, R., Callahan, R. & Gibso=
n, H.
(1998). Teaching strategies: A guid=
e to
better instruction (5th ed). Boston MA: Houghton-Mifflin.
Socketed, H. (1996). Teachers for the 21st centu=
ry:
Redefining professionalism. NASSP
Bulletin, 80(580), 22-29.
Stalheim-Smith, A. & Scharmann, L. C. (1996).
General biology: Creating a positive learning environment for elementary
education majors. Journal of Science
Teacher Education, 7(3), 169-178.
Webb, N. L. (1997). Determining alignment of
expectations and assessments in mathematics and science education. National Institute for Science Educati=
on
Brief, 1(2), 1-8.
Zeidler, D. L. (1997). The central role of falla=
cious
thinking in science education. Scie=
nce
Education, 81(3), 483-496. =
Conference Board of the Mathematical Sciences. (20=
01).
The mathematical education of teach=
ers
(pp 15-25; 55-99). Providence, RI:American Mathematics Society.
National Council of T=
eachers
of Mathematics. (1989). Curriculum =
and
evaluation standards for school mathematics. Arlington, VA: Authors.
National Council for =
Teachers
of Mathematics. (1995) Assessment
standards for school mathematics. Arlington, VA: Authors.
National Council of Teachers of Mathematics (2000)=
. Principles and standards for school
mathematics. Reston, VA: Authors.
National Council of T=
eachers
of Mathematics. (2006). Curriculum =
focal
points for kindergarten through grade 8 mathematics:A quest for coherence.Reston, VA: Authors.
National Council of T=
eachers
of Mathematics. (2003). NCATE/NCTM
program standards (2003): Programs for initial preparation of mathematics
teachers [NCATE approved through 2012].
Arlington, VA: Authors.
National Research Cou=
ncil
(2001) Adding it up (pp. 31; 51=
-54;
428-431).Washington, D.C.:National Academy Press<=
/span>
INTASC
COURSE OBJECTIVES
ACEI
IDOE
NBPTS
=
=
1
Examine education reform (CORE curriculum/CORE 40) related to =
math
and science
Examine requirements of a math and science teacher<=
/span>
Apply science and math standards
2.=
22.3<=
/b>
2a=
-2h
2<=
o:p>
2
Teach developmentally appropriate math lesson using
developmentally appropriate manipulatives
Prepare and demonstrate a developmentally appropriate unit pla=
ns
and instruction according ACEI, INTASC and Indiana Developmental
Standards
1.=
0
1<=
o:p>
1<=
o:p>
3
Align multiple intelligence to learning styles to teaching met=
hods
Develop lesson plans for science and math using a variety of
instructional strategies that focus on meeting the needs of different
learning styles
3.=
2
3a
1,=
2
4
Experience and practice a variety of methods for teaching math=
and
science
Utilize Learning Centers to motivate and differentiate learnin=
g
Plan and implement instruction based on knowledge of students<=
o:p>
3.=
3
3b=
2<=
o:p>
5
Critically examine how to increase math and science performanc=
e
Develop and implement techniques for motivating students and
creating an organized classroom conducive of learning
3.=
4
1;=
3c
3<=
o:p>
6
Collaborate, reflect and share thoughts and ideas via Blackboa=
rd
Utilize smart board, power points, document digital projector =
and
other technologies to communicate and teach lessons
2.=
1
3d=
2<=
o:p>
7
Develop and implement lesson plans for math aligned to Blooms
Taxonomy
Develop Lesson Plans for Integrated Math and Science – U=
sing
an innovative approach – i.e. technology, visual aides …=
Develop a thematic science/math unit plan and project aligned =
to
state standards and all INTASC principles
2.1
– 2.5; 3.1
2a=
-2h
4<=
o:p>
8
· &nbs=
p;
Develop and administer classroom assessments to students=
· &nbs=
p;
Develop lesson based on feedback from assessment<=
/p>
· &nbs=
p;
Become aware of school-wide assessments for math and science
· &nbs=
p;
Developa variety of
informal, formative and summative assessments
4.=
0
4<=
o:p>
3,=
4
9
Observe HQT of math and science to gain an understanding of
central concepts, tools of inquiry, and the structures of discipline=
s he
or she teaches to create learning experiences that make these aspect=
s of
the subject matter meaningful to students
Reflect on how students differ in their approaches to learning=
and
creates instructional opportunities that are adapted to diverse lear=
ners
Display a disposition that is appropriate for a teacher <=
/o:p>
Team teach with HQT
Observe and discuss teaching methods w HQT
5.=
1
5a=
4,=
5
10
· =
Reflect on resources such as field trips and guest speakers that are
available in the community. Align
Indiana Academic Standards to developmentally appropriate field trips
· &nbs=
p;
Develop developmentally appropriate science/math field trips aligne=
d to
Indiana Academic Standards
· &nbs=
p;
Participate and present developmentally appropriate field trips for
math and science aligned to state standards
5.2
5b-c
5
October
M
T
W
R
18
Overview
What math =
and
Science teachers need to know
Learning S=
tyles
Instructio=
nal
Strategies Planning
Teaching a=
ccording
to Bloom’s taxonomy
19
C=
oncepts
and procedures that define number and operations, algebra, geometry,
measurement, and data analysis and probability.
20
Concepts of physical, life, and earth/space sciences=
21
Clinical Experience
St. Thomas More
25
Clinical Experience
St. Thomas More
26
Clinical Experience
St. Thomas More
27
Clinical Experience
St. Thomas More
28
Field Trip
1
1/3cl=
ass
teach Math Unit Plan
Present Field Trip
2
1/3 class teach Math/Science Unit Plan
Present Field Trip
3
1/3 class teach Science Unit Plan
Present Field Trip
4
Field Trip
Class Assignment/Assessmen=
t:
Assignment/Project
Due Date
Due
Points
Aligned to Rubric
Weight
Group Math Unit Plan
Teach Lesson<=
/span>
10/19<=
/p>
32
32
5%
Group Science Unit Plans=
Teach Lesson<=
/span>
10/20<=
/p>
32
32
5%
Group Science Unit Plans=
Teach Lesson<=
/span>
10/20<=
/p>
32
32
10%
Individual Math Unit Pla=
n
Teach Lesson<=
/span>
11/2
32
36
15%
Individual Science Unit =
Plan
Teach Lesson<=
/span>
11/3
32
44
15%
Field Trip
Presentation<=
/span>
=
25
88
=
Clinical Experience (24
hours of math and science clinical)
Note:Instructional components of this c=
ourse
must be met with 80% accuracy
ASSIGNMENT DESCRIPTIONS=
Group Math Bloom Unit Plan
Description
Lesson Plan
(Rubric)=
32 Points
Team Teaching<=
/o:p>
(Assessment Book Ru=
bric)
32 points
Each team will be g=
iven a
core concept in math i.e. geometry, measurement, and computation.Teams will be divided according =
to the
6 levels of Bloom’s Taxonomy to create a mini unit plan for a
particular grade level/standard.
Each team will team=
-teach a
30 minute lesson from the unit above
Central Concepts in Science Unit Plan
Description
Lesson Plan
(Rubric)=
32 Points
Team Teaching<=
/o:p>
(Assessment Book Ru=
bric)
32<=
/span>points
Each team will be g=
iven a
core concept in science i.e. Physical Science, Life Science,
Earth Space Science,
Inquiry.Teams will be divi=
ded
according to 6 levels of Bloom’s Taxonomy/Instructional Strategy to
create a mini unit plan for a particular grade level/standard.=
Each team will team=
-teach a
30 minutes lesson from the unit above
Experiential Science Unit Plan
Description
Lesson Plan
(Rubric)=
32 Points
Team Teaching<=
/o:p>
(Assessment Book Ru=
bric)
32 points
Each team will be g=
iven an
Experiential science concept i.e. Making
Science Tangible, Science and Technology, Science Experiments and Science
Careers. Teams will divide according to each day of the unit to create a =
mini
unit plan for a particular grade level/standard.
Each team will team=
-teach a
30 minute lesson from the unit above
Individual Math Unit Plan
Unit Plan
32 points
(lesson plan rubric=
)
Teaching=
36 points
(Assessment Book)
Develop a math unit=
plan
for select grade and standard(s).Unit should cover all levels of Bloom’s taxonomy (5-10
days).One of the days with=
in the
unit plan should be designed as a 15 minute lesson.Submit
Unit Plan.<=
/span>
Use math kit and cu=
rriculum
as a resource (can add additional resources, but must use math kit)<=
/o:p>
Teach a 15 minute l=
esson
from one of the days of your unit plan using math kit <=
/p>
Note:Praxis III will be assessed
Individual Science Unit Plan
Unit Plan
32 points
(lesson plan rubric=
)
Teaching=
44 points
(Assessment Book)
Develop a science u=
nit plan
for select grade and standard(s).Unit should cover all levels of Bloom’s taxonomy (5-10
days).
· &nbs=
p;
One day w=
ithin
the unit plan should be designed as a 15 minute lesson. Provide copies of
unit plan to the class.
· &nbs=
p;
One day s=
hould
be representative of field trip
· &nbs=
p;
One day s=
hould
be representative of a rubric (synthesis level)
· &nbs=
p;
One day s=
hould
be representative of a summative assessment (evaluationlevel)
Teach a 15 minute l=
esson
from one of the days of your unit plan
Note: INTASC 9, 10 and Praxis III will be asse=
ssed
Field Trip
Artifact=
25 points
Presentation
25 points
(presentation rubri=
c)
Attend a field trip
appropriate for science/math.Show evidence of participation (i.e. brochure, signatures, resourc=
es).
Create and present =
a Power
Point presentation of your field trip experience (5 minutes).Respond to key reflective points
outlined in presentation rubric.
(see separate list =
of
suggested locations)
Note:Peer Assessment Rubric
Clinical Experience
Description
Observation
25 points
(obs form)
Math 32 points=
Science 32 points
(lesson plan rubric=
)
Evaluation
25points
(evaluation form)
Or video/reflection=
2 Reflections<=
/o:p>
25points x2 (reflec=
tion
form)
Sample
25points
Clinical Experience
Clinical experience=
will
consist of four days working with a HQT to be completed by November 5th.One day will focus on observatio=
n and
preparation.Two days will =
focus
on teaching at least one math lesson and one science lesson.
Observation
Full day of plannin=
g and observation
of HQT modeling instructional strategies and classroom management
techniques.
Teaching
Teach at least one =
math and
one science lesson aligned to state standards
Lesson Plans (2)
Develop lesson plan=
s for
each lesson that you teach according to CCSJ format and include any resou=
rces
(handouts)
Evaluation
The participating H=
QT should
observe and evaluate the teacher candidate on the evaluation forms provid=
ed
and return them in a sealed envelope.&nb=
sp;
Or if you are student teaching, tape and reflect on lesson
Reflections (2)
Reflect on the expe=
rience
using the reflection template as your guide.
Sample of Student’s work (2)
Submit two artifact=
s of
student work 1 science related and 1 math related
Black Board
Description
Reflect and respond=
to
questions related to the various class activities.Thorough responses per topic. (T=
his is
a similar process in student teaching)
· &nbs=
p;
Journal r=
eflection
on Bloom Taxonomy group lesson
· &nbs=
p;
Journal
reflection on Physical Science
· &nbs=
p;
Journal r=
eflection
on Centers
· &nbs=
p;
Journal
reflection on Thematic Units
Disposition
50
Teacher Candidates =
are
expected to:
· &nbs=
p;
be on tim=
e and
attend every class and every field/clinical experience.
· &nbs=
p;
to make u=
p any
day that is missed.
· &nbs=
p;
to fully
participate during class and take part in discussions.<=
/p>
· &nbs=
p;
purchase =
and
bring math kit at specified time.
· &nbs=
p;
to dress
professionally and behave professionally for every field/clinical activit=
y.
· &nbs=
p;
Each teac=
her
candidate is expected to be prepared and take initiative.All copies are to be prepared th=
e day
prior to needing the materials.
Attendance Policy:=
Intellectual growth a=
nd
success in college is reinforced through interaction in the classroom.Students reach personal goals and =
course
outcomes through regular and prompt attendance.The Education Department’s
accelerated classes are intense and rigorous and demand student presence and
participation.Therefore, if a
student is absent from one Transition-to-Teachingclass the student will be academi=
cally
withdrawn by the instructor.
Portfolio:
As
of the 1996-97 academic year, the Education Program of CCSJ is requiring
teacher candidates to develop a professional portfolio prior to the student
teaching course.This portfol=
io
should contain examples of professional development from various courses and
activities.Many of the proje=
cts
connected with this course would make appropriate additions to such a
portfolio.
Format for Written Assignments:
The professional Education and Psychology communities
have adopted the standards delineated in the Publication Manual of the Amer=
ican
Psychological Association.The
current work is the Fourth Edition, 1994, available in the bookstore and the
library. Plagiarism is a serious unprofessional practice.Please consult the CCSJ Student Ha=
ndbook
as well as the APA Publication Manual for a) a description of plagiarism an=
d b)
how to avoid it.
Statement of Plagiarism:
If
an instructor or other Calumet College of St. Joseph personnel find that a
student has plagiarized or been involved in another form of academic
dishonesty, the instructor or other personnel may elect to bring the matter=
up
for judicial review. The maximum penalty for any form of academic dishonest=
y is
dismissal from the College. The procedures for judicial review are listed u=
nder
the section of CCSJ handbook that addresses student grievances. =
Calumet
College of St. Joseph adheres to citation guidelines as prescribed by the
particular discipline (i.e., MLA, APA, Chicago Manual of Style or
Turabian.).All of these guid=
elines
are available in the Calumet College of St. Joseph library or bookstore.These texts outline how to cite
references from a variety of sources, including electronic media.
Withdrawal from Cl=
asses
Policy:
See T2T Policy
Association for Childhood Education
International
Elementary Education Standard=
s and
Supporting Explanation
2007
=
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
DEVELOPMENT, LEARNING AND MOTIVATION
1.0 Development, Learning, and
Motivation--Candidates know,
understand, and use the major concepts, principles, theories, and research
related to development of children and young adolescents to construct learn=
ing
opportunities that support individual students’ development, acquisit=
ion
of knowledge, and motivation.
CURRICULUM
2.2Science&=
#8212;Candidates
know, understands, and uses fundamental concepts of physical, life, and
earth/space sciences.Candida=
tes
can design and implement age-appropriate inquiry lessons to teach science, =
to
build student understanding for personal and social applications, and to co=
nvey
the nature of science;
2.3 Mathematics—Candidates know, understand, and use the =
major
concepts and procedures that define number and operations, algebra, geometr=
y,
measurement, and data analysis and probability.In doing so they consistently enga=
ge
problem solving, reasoning and proof, communication, connections, and
representation;
INSTRUCTION
3.1 Integrating and applying knowl=
edge
for instruction—Candidate=
s plan
and implement instruction based on knowledge of students, learning theory,
connections across the curriculum, curricular goals, and community;
3.2 Adaptation to diverse students—Candidates understand how elementary stud=
ents
differ in their development and approaches to learning, and create
instructional opportunities that are adapted to diverse students;
3.3 Development of critical thinki=
ng and
problem solving—Candidates
understand and use a variety of teaching strategies that encourage elementa=
ry
students’ development of critical thinking and problem solving;<=
/o:p>
3.4 Active engagement in learning<=
/span>—Candidates use their knowledge and
understanding of individual and group motivation and behavior among student=
s at
the K-6 level to foster active engagement in learning, self motivation, and
positive social interaction and to create supportive learning environments;=
3.5 Communication to foster
collaboration—Candidates =
use
their knowledge and understanding of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and
supportive interaction in the elementary classroom.
ASSESSMENT
4.0 Assessment for instruction—Candidates know, understand, and use form=
al and
informal assessment strategies to plan, evaluate and strengthen instruction
that will promote continuous intellectual, social, emotional, and physical
development of each elementary student.
PROFESSIONALISM
5.1 Professional growth, reflectio=
n, and
evaluation—Candidates are=
aware
of and reflect on their practice in light of research on teaching, professi=
onal
ethics, and resources available for professional learning; they continually
evaluate the effects of their professional decisions and actions on student=
s,
families and other professionals in the learning community and actively seek
out opportunities to grow professionally.
5.2 Collaboration with families, c=
olleagues,
and community agencies—Ca=
ndidates
know the importance of establishing and maintaining a positive collaborative
relationship with families, school colleagues, and agencies in the larger
community to promote the intellectual, social, emotional, physical growth a=
nd
well-being of children.
National Board for Professional Te=
aching
Standards NBPTS:
Proposition 1: Teachers are Committed=
to
Students and Their Learning
![](3D"EDU485Bpatterson_files/image002.gif")
SYLLABUS
FOR MATHEMATICS AND SCIENCE IN THE ELEMENTARY SCHOOL