SYLLABUS FOR CDEC 2307
Math and Science for Early Childhood
Independent Study (IS) Course
Semester Hours Credit: 3
Lecture Hours: 48
Lab Hours: 0
Course Dates/Times: February 1st, 2016 to March 25th,
2016
Weekly CTC Blackboard discussions and assignments
Instructor: Joy-Nicole Smith
Weekly Skype or In Person Office Hours: Send a
message and we can determine a time to meet via Skype or
in person
Instructor Email: [email protected]
Phone: +4915161944039
INSTRUCTOR BIOGRAPHY
My name is Joy-Nicole Smith and I am passionate about educating children! In the past I have
served children as an educator in elementary schools, churches, and through private academic
tutoring. I am a licensed Prekindergarten to Fifth Grade Teacher through the State of Georgia
with 7+ years of teaching experience. I am also a graduate of the Pennsylvania State University
(B.S. Biobehavioral Health) and the University of Southern California (Masters of Arts in
Teaching, Multiple Subjects) respectively. I am excited to continue this journey in education by
encouraging other educators to build upon the literacy foundations of children!
I.
INTRODUCTION
A.
This course will allow students to explore principles, methods, and materials
for teaching children math and science concepts through discovery and play.
This course is designed to provide students with a good foundation for
assessing a child’s knowledge of math and science concepts, and planning
activities and materials for teaching math and science concepts to young
children.
B.
This course is required for the AAS Degree and Certificates in the Early
Childhood Development.
C.
This course is occupationally related and serves as preparation for careers in
Early Childhood Development.
D.
Prerequisite(s): None
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F.
NAEYC Standards and Program Level Outcomes: All CTC’s Child
Development Department coursework includes student learning opportunities
and outcomes that address the National Association for the Education of Young
Children’s Standards for Child Development Professional Preparation in
Associate Degree Programs. These Standards address areas of growth and
development of the “whole child”.
STANDARD 1: The student will apply an understanding of child development
and learning by:
1a:
Knowing and understanding young children’s characteristics and needs.
1b:
Knowing and understanding the multiple influences on
development and learning.
1c:
Using developmental knowledge to create healthy, respectful,
supportive, and challenging learning environments.
STANDARD 2: The student will explain how to build family and community
relationships by:
2a:
Knowing about and understanding family and community characteristics.
2b:
Supporting and empowering families and communities through
respectful, reciprocal relationships.
2c:
Involving families and communities in their children’s
development and learning.
STANDARD 3: The student will demonstrate skills in teaching and analyze
young children’s learning by:
3a:
Knowing, understanding, and using positive relationships and
supportive I interactions.
3b:
Knowing, understanding, and using effective approaches, strategies,
and
tools for early education.
3c:
Using own knowledge and other resources to design, implement,
and
evaluate meaningful, challenging curriculum to promote positive
outcomes.
STANDARD 4: Using developmentally effective approaches to connect with
children and families
4a:
Understanding positive relationships and supportive interactions as the
foundation of their work with children
4b:
Knowing and understanding effective strategies and tools for early
Education
4c:
Using a broad repertoire of developmentally appropriate teaching/learning
approaches
4d:
Reflecting on their own practice to promote positive outcomes for each child
STANDARD 5: Using content knowledge to building meaningful
curriculum:
5a:
Understanding content knowledge and resources in academic disciplines
5b:
Knowing and using the central concepts, inquiry tools, and structures of
content areas or academic disciplines
5c:
Using their own knowledge, appropriate early learning standards, and
other resources to design, implement, and evaluate meaningful,
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challenging curricula for each child
II.
LEARNING OUTCOMES
A.
Upon successful completion of this course, Math and Science for
Early Childhood, the student will be able to:
1.
Relate the sequence of cognitive development to the acquisition of
math and science concepts.
a.
Summarize the sequential development of mathematical
concepts.
b.
Outline appropriate science concepts for children.
c.
Describe the development of mathematical concepts
through problem-solving and thinking skills.
d.
Explain how to promote children’s cognitive development and
understanding of their world through active, hands-on
exploration of science concepts and processes.
e.
Compare theories of cognitive development as they relate to
math and science.
f.
Summarize how brain development affects concept formation
g.
Compare gender similarities and differences in the acquisition
of math and science concepts
2.
Describe the scientific process and its application to early
childhood indoor and outdoor learning environments
a
Explain how to encourage all children to view themselves
as competent scientific explorers
b.
Describe ways to promote all children’s abilities to
think scientifically
c.
Summarize ways to nurture all children’s natural curiosity
by encouraging them to explore and make discoveries about
their world
3.
Develop strategies which promote thinking and problem-solving skills
in children
a.
Explain how instructional methods involving the use of
various types of thinking can enhance children’s mathematical
and scientific understanding.
b.
Describe ways to integrate curriculum content through a variety
of learning experiences so children can make connections across
disciplines
c.
Explain techniques for integrating math and science throughout
the curriculum
d.
Plan developmentally appropriate methods that include play,
small group projects, open-ended questioning, group discussion,
problem solving, cooperative learning, and inquiry experiences to
help children develop intellectual curiosity, solve problems, make
decisions, and become critical thinkers
4.
Utilize observation and assessment as a basis for planning learning
discovery experiences for the individual child
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a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
III.
Review a variety of assessment strategies
Explain how assessment information is interpreted and used to
provide developmentally appropriate learning activities
Use a variety of assessment strategies to monitor children’s
progress in achieving outcomes and planning learning activities.
Create, evaluate and/or select developmentally appropriate
materials and environments to support the attainment of math
and science concepts
Evaluate children’s books, software, manipulatives, music,
blocks, and other materials which enhance math and science
concepts for developmental appropriateness
Describe how to create indoor and outdoor environments that
encourage emergent numeracy and scientific literacy by offering
children varied, meaningful, and concrete learning experiences
Discuss how technology can be philosophically and physically
integrated to support development of math and science concepts
in the curriculum
Explore community resources, including cultural, available
for enhancing math and science concepts
Make and use developmentally appropriate, culturally diverse,
and nonsexist activities and materials to support development of
specific math and science concepts.
Adapt math and science activities, materials, equipment,
and environments for children with special needs
INSTRUCTIONAL MATERIALS
A. The instructional materials identified for this course are viewable through
http://www.ctcd.edu/academics/booksinstructional-materials/
Required Student Textbook: Charlesworth, Rosalind, F. (2015). Math and Science
for Young Children. (8th ed.) Boston, Delmar. ISBN: (9781305088955)
IV.
COURSE REQUIREMENTS
A.
Your first responsibility is scholarship. The grade you receive for this course will
not be the grade of the instructor, but rather the grade you and you alone make.
B.
You should attend online class regularly on Central Texas College (CTC)
Blackboard. Online attendance involves logging into your Blackboard class and
participating in discussions, submitting assignments, etc. Be prepared to also take
any unannounced quizzes relating to text assignments and lecture material presented
from the beginning of the course. Please refer to ‘Class Attendance and Course
Progress’ under the Academic Policies section in our current CTC Course Catalog.
C.
You are encouraged to give your best effort throughout the course. From the
beginning, you should plan for a steady, organized, and continuous effort, which in
the long run will prove more effective for your final grade than a last minute crash-
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cram policy. Your course grade is not determined solely by exam grade. Such
factors as class participation, initiative, attendance, and individual research papers or
projects will be considered in grade computation.
D.
From time to time, special library and/or outside assignments will be made to
members of the class individually and/or in groups. You are expected to read all
assignments and fulfill your responsibilities to any group assignment.
E.
You are expected to read all assigned material and bring your textbook/reading
materials to class. Keep informed on all assignments, especially after an absence.
F.
Good class notes are indispensable for earning a good grade, since both the material
assigned and that discussed in class will be the basis for examination material.
G.
Scholastic Honesty: All students are required and expected to maintain the highest
standards of scholastic honesty in the preparation of all coursework and during
examinations. The following are considered examples of scholastic dishonesty:
Plagiarism: The taking of passages from the writing of others without giving
proper credit to the sources.
Collusion: Using another’s work as one’s own, or working together with
another person in the preparation of work, unless such joint preparation is
specifically approved in advance by the instructor.
Cheating: Giving or receiving information on examinations.
H.
V.
Special Work: A term paper or other project, per requirements of the instructor, will
be required. The subject must be appropriate for the course material. Check with
the instructor when you have made a selection. The value is indicated in the
semester grade computation and has considerable weight on your final average.
COURSE FORMAT – BLACKBOARD
This course has been developed on Blackboard. It is the student’s responsibility to make
sure that they have access to CTC Blackboard and that they are familiar with the contents
and assignments. It is also the student’s responsibility to log into CTC Blackboard at least
once a week to ‘attend’ the online class portion and to participate in the online
Blackboard discussions and assignments. Failure to do so will violate the attendance
policy and will have a negative impact on the course grade.
The course will meet for eight weeks. In addition, instructional strategies will include
weekly CTC Blackboard assignments and discussion boards to accomplish the remaining
instruction per week.
VI.
EXAMINATIONS AND RESEARCH/TERM PAPER
A.
There will be a minimum of two major examinations and a written paper or project as
follows:
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1.
Mid-term exam on February 24th, 2016
2.
Final exam on March 23rd, 2016
B.
A student must be present for all examinations. Students who know in advance that
they will be absent from an examination due to valid reasons must arrange to take an
early examination. Unexpected absences due to illness or extenuating circumstances
will require the student to see the instructor about individual make-up work.
C.
Students without excused absences will be given a zero for the missed examination.
D.
Examinations will consist of both objective (true/false, multiple choice, fill in-theblank, and matching) and subjective (short answer and essay) questions. Students
must be able to communicate both orally and in written form, thus some questions
requiring the composition and writing of an essay answer will be required.
E. Research/Term Paper
1. Term Paper Due By 11:59 pm March 2nd, 2016
Write a 3-5 page Math and Science Research Paper in APA Format. Please use three (3)
references including the text for the course. This research paper is divided into four parts.
Part 1 (Cognitive Development in Math and Science)
a. Explain the theories of cognitive development as they relate to math and
science. Describe three ways educators can promote children’s cognitive
development and an understanding of science concepts and processes.
Part 2 (Lesson Plan)
Lesson Plan
a. Referencing the Learning Cycle by Bredekamp and Rosegrant (1992), create a
lesson plan based on the Next Generation Science Standard (NGSS) K-ESS3-2 (Ask
questions based on observations to obtain information) and the Math Common Core
Standard KCC.A.1 (Count to 100 by 1s and by 10s). The lesson plan should be
detailed and integrate science into the math lesson. Be sure to share how you plan to
engage students through active and hands on experiences. In addition, consider how
to integrate technology into the lesson.
Description of the Lesson Plan
a. Describe three ways children are able to make connections across the math and
science lesson. Explain developmentally appropriate methods in your lesson plan that
encourages curiosity, problem solving, and critical thinking.
Part 3 (Assessment and Reflection)
a. Why is assessing a student’s progress important? How can you use observation and
assessment to plan for future learning experiences of the child? Explain the assessment
strategies needed to monitor a child’s progress in achieving outcomes. Finally, reflect on
your lesson and consider how you could further student learning through the use of the
Learning Cycle.
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VII.
SEMESTER GRADE COMPUTATIONS
The final grade in this course will be based on the following:
Participation
8 Discussion Boards (mandatory)
4 Activities
Term Paper
Mid-term Exam
Final Exam
Total possible points:
POINTS
900-1000
800-899
700-799
600-699
0-599
50 points
200 points
200 points
250 points
100 points
200 points
1000 points
GRADES
A
B
C
D
F
A term paper or term project is expected from all students. Students may vary in their
competency levels on these abilities, so the instructor may need to revisit the term paper
concept during the course.
VIII. NOTES AND ADDITIONAL INSTRUCTIONS
A. Tuition refunds are made only in the case of class cancellation or official and timely
withdrawal from CTC or from a course. Please refer to the current course catalog for
more details.
B. GoArmyEd students should contact their education counselor before withdrawing and
are required to withdraw through the GoArmyEd portal.
Please note: a military withdrawal does not override CTC’s grading policy.
For self-pay students, refunds are computed from the date the Application for
Withdrawal or Refund is filed with the CTC Field Representative or designated Student
Services Officer. Special conditions apply to students who receive federal, state, and/or
institutional financial aid.
Tuition and fees paid directly to the Institution by the Veterans Administration, Title
IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the
source rather than directly to the students.
C. Course Withdrawals, Student Responsibilities: It is the student’s responsibility to
officially withdraw from a course. The instructor cannot initiate a withdrawal based upon
a student’s request. Rather, students must initiate the withdrawal with the designated
Education Center Representative, through the CTC Field Representative or the Student
Services Officer for that region.
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Applications for Withdrawal will be accepted at any time before the completion of 75%
of the course, after which time the student will be assigned an “FN”- “Failure for Nonattendance.”
D. Incomplete / Course in Progress Grade Policy: An “IP” or “Incomplete” grade may be
assigned by an instructor if a student has made satisfactory progress in a course with the
exception of a major quiz, final exam, or other project. The “IP” grade may also be
assigned based on circumstances beyond a student’s control, such as personal illness,
death in the immediate family, or military orders. Notice of absences, with supporting
documentation, may be required by the instructor. The instructor makes the final decision
concerning the granting of the incomplete grade. With an “Incomplete” grade, students
are required to complete a set amount of work before the instructor will submit an official
letter grade.
E. Cellular phones, beepers, and other electronic devices will be turned off while the
student is in the classroom or laboratory unless the student is using the device for class
purposes. No texting or social networking is allowed during class.
F. Instructor Discretion: The instructor reserves the right of final decision in course
requirements.
G. Civility: Individuals are expected to be cognizant of what a constructive educational
experience is and respectful of those participating in a learning environment. Failure to
do so can result in disciplinary action up to and including expulsion.
IX.
COURSE OUTLINE
Note:
The instructor has the right to change the course schedule. Any changes will be
announced in class. If the student misses a class period and changes are announced, it is
the student’s responsibility to receive the missed information from a classmate or the
instructor.
Assignments and interaction are via CTC Blackboard. It is the student’s responsibility to
make sure that they have access to internet so that they may communicate, via CTC
Blackboard, with the instructor. The class is broken down into eight sessions. See below
for course outline.
SESSION 1 - (2/1/16) Intro and Lesson One (Chapter 1)
a) CTC Blackboard Discussion Board posts are due by Thursday at midnight (European
time)
1. CTC Blackboard peer response to Discussion Board posts is due by Saturday
midnight (European time)
A.
Lesson 1: Chapter 1: Development, Acquisition, Problem Solving, and
Assessment
1.
Learning Outcomes: Upon successful completion of this lesson,
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the Student will:
a.
2.
Define concept development and identify the concepts children are
developing early childhood.
b.
Describe three types of learning experiences, and give an example
of each.
c.
Design lessons and activities using the six steps in instruction
suggested in this chapter.
d.
Explain the reasons for the development of the National
Assessment Standards.
Learning Activities:
a.
Class lecture/discussion/project
3.
Equipment and Materials: Textbook
4.
Audio-Visual Aids: None
5.
Lesson Outline:
a.
Concept development developing in early childhood
b.
Three types of learning experiences
c.
Design lessons and activities using the six-steps in instruction.
d.
Reasons for development of the National Assessment Standards
SESSION 2 - (2/8/16) Intro and Lesson One (Chapter 2)
a) CTC Blackboard Discussion Board posts are due by Thursday at midnight (European
time)
1. CTC Blackboard peer response to Discussion Board posts is due by Saturday
midnight (European time)
b) CTC Blackboard Activity 1 is due Wednesday midnight (European time)
B.
Lessn 2: Chapter 2: Basics of Science, Engineering, and Technology
1.
2.
Learning Outcomes: Upon successful completion of this lesson,
the Student will:
a.
Describe the importance of the science framework and standards,
the relationship of science and literacy, science as inquiry and as
engineering design, and the content areas of science.
b.
Explain how science concepts are developed and learned.
c.
Assess, plan, teach, and evaluate science instruction in line with
national standards.
Learning Activities:
a.
Class lecture/discussion/project
3.
Equipment and Materials: Textbook
4.
Audio-Visual Aids: None
5.
Lesson Outline:
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a.
Know and understand the framework and standards for science
education
b.
Concept understanding of young children
c.
Integrating Science in the curriculum
SESSION 3 - (2/15/16) Chapter 3 and Lessson 3
c) CTC Blackboard Discussion Board posts are due by Thursday at midnight (European
time)
2. CTC Blackboard peer response to Discussion Board posts is due by Saturday
midnight (European time)
C.
Lesson 3:Chapter 3: Prekindergarten and Kindergarten Concepts and Skills
1.
2.
Learning Outcomes: Upon successful completion of this lesson,
the Student will:
a.
Assess, plan, teach, and evaluate one-to-one correspondence
concept lesson activities.
b.
Describe, assess, plan, teach, and evaluate number and number
sense concept lesson activities.
c.
Assess, plan, teach, and evaluate logic and classification concept
lesson activities.
d.
Assess, plan, teach, and evaluate comparison concept lesson
activities.
Learning Activities:
a.
Class lecture/discussion/project
3.
Equipment and Materials: Textbook
4.
Audio-Visual Aids: None
5.
Lesson Outline:
a.
One-to-one correspondence
b.
Number sense and counting standards
c.
Logic and classification standards
d.
Comparison standards
SESSION 4 - (2/22/16) Chapter 4 Lesson 4
d) CTC Blackboard Discussion Board posts are due by Thursday at midnight (European
time)
3. CTC Blackboard peer response to Discussion Board posts is due by Saturday
midnight (European time)
e) CTC Blackboard Activity 2 due Wednesday midnight (European time)
f) Midterm Exam Due by 11:59 pm February 24th, 2016
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D.
Lesson 4: Chapter 4: More Prekindergarten and Kindergarten Concepts and
Skills: Early Geometry, Parts and Wholes, and Applications of Fundamental
Concepts to Science and Engineering
1.
2.
Learning Outcomes: Upon successful completion of this lesson,
the Student will:
a.
Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
b.
Assess, plan, teach, and evaluate spatial concept lesson activities
following national standards.
c.
Assess, plan, teach, and evaluate parts and wholes concept lesson
activities following national standards.
d.
Assess, plan, teach, and evaluate science concept lesson activities
following national standards.
Learning Activities:
a.
Class lecture/discussion/project
3.
Equipment and Materials: Textbook
4.
Audio-Visual Aids: None
5.
Lesson Outline:
a.
Expectations and Characteristics of Shape
b.
Standards and Part-Whole Relationships
c.
Science and Engineering Standards: Connection to Mathematics
SESSION 5 - (2/29/16) Intro and Lesson One Chapter 5 Lesson 5
g) CTC Blackboard Discussion Board posts are due by Thursday at midnight (European
time)
4. CTC Blackboard peer response to Discussion Board posts is due by Saturday
midnight (European time)
5. Term Paper Due By 11:59 pm March 2nd, 2016
E.
Lesson 5: Chapter 5: Pre-K-K: Ordering, Measurement, and Data Collection
and Analysis
1.
th
Learning Outcomes: Upon successful completion of this lesson,
the Student will:
a.
Plan, teach, and evaluate ordering, seriation, and patterning
concept lesson activities following national standards.
b.
Plan, teach, and evaluate measurement (volume, weight, length,
and temperature) concept lesson activities following national
standards.
c.
Plan, teach, and evaluate time concept lesson activities following
national standards.
d.
Plan and teach data and graph concept lesson activities following
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national standards.
e.
2.
Plan and teach science concept application lesson activities
following national standards.
Learning Activities:
a.
Class lecture/discussion/project
3.
Equipment and Materials: Textbook
4.
Audio-Visual Aids: None
5.
Lesson Outline:
a.
Class lecture/discussion/project
SESSION 6 - (3/7/16) Intro and Lesson One Chapter 6 Lesson 6
h) CTC Blackboard Discussion Board posts are due by Thursday at midnight (European
time)
6. CTC Blackboard peer response to Discussion Board posts is due by Saturday
midnight (European time)
i) CTC Blackboard Activity 3 is due Wednesday midnight (European time)
F.
Lesson 6: Chapter 6: Integrating the Curriculum
1.
2.
Learning Outcomes: Upon successful completion of this lesson,
the Student will:
a.
Explain how the national standards, play, and thematic units and
projects relate to STEM and STEAM.
b.
Explain the importance of language and literacy to math, science,
an engineering concept formation.
Learning Activities:
a.
Class lecture/discussion/project
3.
Equipment and Materials: Textbook, Children’s Literature
4.
Audio-Visual Aids: None
5.
Lesson Outline:
a.
Standards and Stem and Steam.
b.
Language, Literacy, and Concept Formation.
SESSION 7 - (3/14/16) Intro and Lesson One Chapter 7 Lesson 7
j) CTC Blackboard Discussion Board posts are due by Thursday at midnight (European
time)
7. CTC Blackboard peer response to Discussion Board posts is due by Saturday
midnight (European time)
8.
G.
Lesson 7 Chapter 7: Transitioning from Preschool to Kindergarten to Primary
1.
Learning Outcomes: Upon successful completion of this
lesson, the student will:
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2.
a.
Assess, plan, teach, and evaluate number symbol concepts in line
with national standards.
b.
Assess, plan, teach, and evaluate groups and number symbols in
line with national standards.
c.
Assess, plan, and teach 13 higher-level concepts in line with
national standards.
d.
Plan and teach science investigations in line with national
standards.
Learning Activities:
a.
Class lecture/discussion/project
3.
Equipment and Materials: Textbook
4.
Audio-Visual Aids: None
5.
Lesson Outline:
a.
Number Symbols and concepts
b.
Groups and symbols
c.
High-level concepts
d.
End of kindergarten science experiences
SESSION 8 - (3/21/16) Intro and Lesson One Chapter 8 Lesson 8
k) CTC Blackboard Discussion Board posts are due by Monday at midnight (European
time)
9. CTC Blackboard peer response to Discussion Board posts is due by Saturday
midnight (European time)
l) CTC Blackboard Activity 4 is due Tuesday midnight (European time)
m) Final Exam due by 11:59 pm March 23rd, 2016
H.
Lesson 8: Chapter 12: Materials and Resources: Math and Science in the
Classroom
1.
Learning Outcomes: Upon successful completion of this lesson, the
Student will:
a.
2.
Select appropriate materials and set up learning centers for
math and science.
Learning Activities:
a.
Class lecture/discussion/project
3.
Equipment and Materials: Textbook
4.
Audio-Visual Materials: None
5.
Lesson Outline:
a.
Materials and Environment
b.
Standards and Action: Hands-on problem solving and inquiry
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