Teaching Science in Elementary School
Course Description:This course presents materials and methodology related to teaching the concepts and processes of science to elementary children. The pre-service teacher who completes this course will be prepared to teach the concepts and processes of science. This course requires a minimum grade of “C.” Current background check (fingerprinting) acceptable to the district in which the field experience will take place is required for this course. A ten (10) hour practicum is required for course completion.
Dr. Amanda Clark
Required textbooks/ course materials:
No textbook or course materials are required to purchase for this course.
Florida Educator Competencies and Skills
- Florida Educator Accomplished Practices
- A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, 2012 (free PDF from National Academies Press and hard copy from NSTA Press)
- Common Core Standards Initiative (http://www.corestandards.org)
Appropriate dress for field experience: black slacks and School of Education polo
(Polos are available in the campus bookstore.)
See first-day handout.
Discipline-level learning outcomes:
E – 1 Designs and plans effective instructional lessons.
E – 2 Maintains a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative.
E – 3 Delivers and facilitates effective instruction.
E – 4 Analyzes and applies data from multiple assessments to diagnose learning needs and inform instruction.
E – 5 Designs purposeful professional goals for continuous improvement to strengthen instructional effectiveness and impact student learning.
E – 6 Practices professional responsibility and ethical conduct and fulfills expected obligations to students, the public, and the education profession.
Course-level learning outcomes:
|Course-level student learning outcomes||Discipline-level learning outcomes||Assessment methods|
Plan inquiry-based science lessons (with collaboration) for students, which include objectives adapted to: national, and state goals; experiences, interests, questions and ides of students
Ascertain prior knowledge (naïve concepts) in science for given grade levels as well as culture and experiential background of students, and their effects on learning
Build a repertoire of teaching strategies/skills (to be used in each part of the lesson plan) which promote NSES inquiry: laboratory/demonstrations (safety); questions/ discussion; technology; critical/creative thinking, problem solving
Demonstrate knowledge of science concepts (and respective technologies, strategies, community resources) for Competencies and Skills; and state-adopted Core Ideas: physical sciences; life sciences; earth and space sciences; engineering, technology, and applications of science
Demonstrate competencies in implementing inquiry, using science process skills and critical thinking strategies in methods of teaching science content, and in defining and solving problems for diverse learners
Use assessment techniques which are authentic and help students learn (through feedback) and the pre-professional to become a reflective practitioner
Participate in professional growth opportunities
E-1, E-2, E-6
E-1, E-2, E-3
Means of accomplishing learning outcomes:
The course instructor will be delivering course content through class discussions on the material using various visual aids. Students are expected to be attentive and are encouraged to ask questions. In-class teaching strategies may include: participation, demonstrations, lecture, presentations, critical thinking and cooperative groups. Student attendance and participation is expected. Students are expected to read all assigned material before class and complete assigned projects in a timely manner to enable reflections and revisions on the final product.
College-wide policies and resources
For more specific information on Chipola's college-wide academic policies and resources available to students, visit the link below.Policies & Resources