CHDED-SPCED 1141 Spring 2014
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New York University
Steinhardt School of Culture, Education and Human Development
Department of Teaching and Learning
Childhood Education and Special Education (CHDED-SPCED) for Undergraduate Program
Spring 2014
Integrated Curricula in Science, Health and Mathematics in Childhood Education
CHDED-UE 1141 Section 001 and 002 (2 points)
Waverly Room 435
Monday 6:20pm – 8:00pm
Professor:
Email:
Office Address:
Office Hours:
Contact Information
Okhee Lee
[email protected]
East Building, 239 Greene Street, Room 620
Mondays: 3:00 pm to 5:00 pm, by appointment
A. Description of the Course
Thematic teaching across the curriculum is modeled in this course through the disciplines of
science, health and mathematics. The course will give prospective elementary school
teachers the opportunity to explore teaching methods in these content areas with a primary
focus on how to integrate science with health and mathematics in elementary schools.
Science education requires teachers not only to know science subject matter, but also to
understand how to use scientific information to solve real-world problems and build an
environment in their classrooms where science inquiry and engineering design can take
place.
B. Course Objectives
The focus of the course is on Grades 1-6. The course is designed to provide opportunities for
prospective elementary school teachers to learn about teaching science along with health and
mathematics to elementary students and help develop the teachers’ confidence in
implementing educational programs in these subject areas. Because children thrive in
elementary school classrooms where teachers skillfully integrate subject areas throughout the
curriculum and are resourceful in using many tools to promote student learning, the course
will help prospective teachers develop those skills. In addition, the course is intended to help
prospective teachers acquire an understanding of how science education policies and science
standards support science learning for increasingly diverse groups of students in the nation.
Through hands-on experiences, selective readings, extensive discussions, and assignments,
prospective elementary school teachers will:
• develop science content knowledge,
• analyze existing science curricula,
• practice teaching methods,
• collect resources for elementary science teaching, and
• create science classroom activities that build on knowledge gained through the
course.
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C. Course Readings: Required
Textbook
Buxton, C. A., & Provenzo, Jr, E. F. (2011). Teaching science in elementary and middle
school: A cognitive and cultural approach (2nd ed.). Thousand Oaks, CA: Sage
Publication. (available in the NYU Bookstore)
Note: The course will cover chapters 1, 2, 3, and 4 from the book.
Standards in English language arts, mathematics, and science
Common Core State Standards Initiative. (2010a). Common Core State Standards for English
language arts and literacy in history/social studies, science, and technical subjects.
(available at http://www.corestandards.org/ELA-Literacy)
Common Core State Standards Initiative. (2010b). Common Core State Standards for
mathematics. (http://www.corestandards.org/Math)
Next Generation Science Standards. (2013). Washington, DC: Achieve Inc.
(http://www.nextgenscience.org/next-generation-science-standards)
Next Generation Science Standards: All students, all standards. (2013). Washington, DC:
Achieve Inc.
(http://www.nextgenscience.org/sites/ngss/files/Appendix%20D%20Diversity%20and%2
0Equity%206-14-13.pdf)
New York State Learning Standards and Core Curriculum.
(http://www.p12.nysed.gov/ciai/cores.html)
New York City Department of Education Science Curriculum and Standards.
(http://schools.nyc.gov/Academics/Science/StandardsCurriculum/default.htm)
Classroom teaching and learning
Gilbert, J., & Kotelman, M. (2005). Five good reasons to use science notebooks. Science and
Children, 43(3), 28-32.
Michaels, S., Shouse, A. H., & Schweingruber, H. A. (2008). Chapter 6 from Ready, set,
science! Putting research to work in K-8 science classrooms. Washington, DC:
National Academies Press. (also available for free online at
http://www.nap.edu/catalog.php?record_id=11882)
Michaels, S., & O’Conner, C. (2012). Talk Science Primer, TERC Publication. (also watch
http://inquiryproject.terc.edu/)
National Research Council. (2011). A framework for K-12 science education: Practices,
crosscutting concepts, and core ideas. National Academies Press.
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CHDED-SPCED 1141 Spring 2014
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Ohana, C. (2006). Defending inquiry. Science and Children, 40(1), 64-65.
Park Rogers, M. A., Volkmann, M. J., & Abell, S. K. (2007). Science and mathematics—A
natural connection. Science and Children, 45(2), 60-61.
Toft, J., & Scoggin, K. (2007). The ripple effect. Science and Children, 45(3), 21-23.
Vowell, J., & Phillips, M. (2007). A drop through time. Science and Children, 44(9), 30-34.
Wiggins, G., & McTighe, J. (2006). Introduction and Chapter 1 from Understanding by
design (2nd ed.). Upper Saddle River, NJ: Pearson Education. (available on course Classes
website)
D. NYU Classes Site
This course has a Classes site. The syllabus, details about assignments, and other general
course information will be available on this site. In addition, postings will be made regarding
events or other items of importance including assignment modifications. It is essential that
you check your email daily to ensure that you receive all messages for the course. Be sure
that the email address that the university has on file is the address that you are checking.
Please feel free to use the site to continue conversations started in class or to raise new points
for discussion during future class meetings.
E. Course Requirements and Assignments
Assignments will be posted to the Assignment page on Classes unless otherwise instructed.
These assignments are due each Monday by 5pm when they are assigned. Late
assignments will be downgraded each day. Assignments will not be accepted after one
week past the deadline.
1. Participation and Professionalism (10%): Class attendance and coming to class on
time are critical. Much of the class time will be spent in collaborative activities. Your
absence will affect your own learning and that of class members. Two absences will
result in a grade no higher than B. Three absences will result in a grade no higher than C.
Four or more absences will result in failing the course. Only partial credit (50% or less)
will be given for classes partially attended (i.e., do not arrive late or leave early).
Additionally, students are expected to come to class having done all required readings
and being prepared to actively participate in discussions.
2. Self-Science Study (20%): How we view ourselves as learners of science often
influences the view we have of ourselves as teachers of science. If we are confident
learners of a particular subject area like science, math, music, history or social studies, we
often feel confident about our ability to teach this subject. During the course you will
reflect on yourself as a science learner and extend your science studies beyond the course
meeting time by completing the reflection and further study assignment described below.
The purpose of this assignment is to (1) begin and continue your life-long learning of
science and (2) study your own learning practices and interests related to science. In
addition to increasing our confidence, life-long learning and reflection ensures that we do
not forget what it is like to be a learner and what it is like to try to communicate our
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thoughts and ideas about something we may be learning for the first time. This is what
young children in schools are doing every day.
You will complete four self-science studies using the following format:
CLASS STUDY
1) What did you learn in class about a science concept? How did you learn it?
2) What did you learn in class about science teaching? How did you learn it?
3) How will this impact you as a science teacher?
HOME STUDY
4) Summarize what you read and learned about the assigned science concept. You
must include all sources of information you consulted (i.e., citations).
5) Think about how this science concept applies to teaching grades 1-6. Then writeup two ways this science concept could be taught in the elementary classroom.
For example, you might find two inquiry activities that could be used to help
students learn the science concept, or you might find activities for two grade
levels. In your write-up, describe how the classroom would look when the concept
is taught: what would the teacher be doing? What would the students be doing?
What materials would be used?
o Notes:
1. The write-up of this portion does not have to be in narrative form.
You are not expected to complete full lesson plans for this
assignment, but rather a brief description of an inquiry or
activity. You might decide to do a chart or other creative
representation.
2. Do not “reinvent the wheel.” Use as many sources as you can.
Search online, talk to veteran teachers, talk to class members—
just be sure to appropriately cite sources.
3. Guided Take-Home Questions (20%): You will receive four guided take-home
questions addressing the course content. You will need to read the course materials
carefully to understand and explain key ideas or issues. In addition, you will analyze
strengths and limitations of competing perspectives, make connections among key ideas
and issues, and apply theories or concepts to classroom practices.
4. Assignment Choice (10% – each student must select one of the two options to submit
for a grade):
a. Option One – Observe a science lesson: Observing others is a powerful and
useful tool. For this assignment, observe a full science lesson. If possible, have a
conversation with the observed teacher after the lesson to discuss the lesson and
any potential questions you, the observer, might have. Then complete the
following components for submission:
i. Write-up: Summarize your observation, including a description of the
lesson, the standards it addressed, behaviors you observed (from both the
teacher and students), and a critical analysis.
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ii. Lesson integration revision or follow-up: Integrate the observed lesson
with math or health: (a) revise the lesson plan to incorporate math or
health or (b) create a follow-up lesson plan that incorporates math or
health. For example, after observing a science lesson, you might choose
to write a revised lesson plan that includes the integration of math. Or,
you might want to create a follow-up lesson plan that includes health.
iii. You must submit both the write-up, and the revised or follow-up lesson
plan.
b. Option two – Science curriculum critique: In order to strengthen your content
knowledge and explore various curricula, this assignment requires you to read,
review, and critique a science curriculum. You can select a more common
science curriculum (FOSS, Harcourt Science, Interactive Science, National
Geographic, Science Fusion, Scott Foresman, etc.), or you might select a different
curriculum. You will be required to write up a paper that includes:
i. Overview of the curriculum: What is the reviewed curriculum? What
grade level are you reviewing? How is it organized? What units and
chapters are included? How is each chapter arranged? How does the
curriculum address science standards? Are there suggestions for
instructional strategies? What assessments are used? Is student diversity
addressed and, if so, how is it addressed? Are there connections to home
and community? Is integration of other core subject areas used? What
types of technology are used? Does the curriculum offer any
supplements?
ii. Strengths of the curriculum: What strengths do you see in the
curriculum? Why? What do you think would be most beneficial for
teachers? For students? Why?
iii. Weakness of the curriculum: What weaknesses do you see in the
curriculum? Why? What changes would you make if you were revising
the curriculum?
iv. Reviews: If you were part of a textbook adoption committee for a school
district or school, would you recommend this curriculum? Why or why
not?
5. Science Lesson and Class Presentation – midterm (15%): Students will form groups
of approx. 4. Each group is required to plan one science inquiry lesson of a major
science concept and complete a thorough lesson plan write-up. Additionally, each group
is required to present (no longer than 20 minutes: there will be strict time keeping) the
inquiry and scientific explanation for the phenomena under investigation (peer teaching).
Keep in mind, with only 20 minutes, you will need to be thoughtful and critical about
what components of the inquiry you will present to the group. You will not have time to
complete the entire pre/during/post inquiry. Groups will submit their lesson plans (one
per group) the day of their presentation.
6. Science Lesson and Class Presentation – final (25%): Each student is required to
create a science lesson and actually teach it in an elementary classroom. Because this
requires actual teaching, it is important that you are proactive in thinking about the
logistics of the lesson. If you are in a field placement other than science, you may
consider integrating science into the taught subject area if your clinical teacher will allow.
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If you do not have access to a school site for teaching a science lesson, it is your
responsibility to inform the course instructor with ample notice. DO NOT WAIT
UNTIL THE LAST MINUTE TO TEACH YOUR LESSON. You will be required to:
a. 10% – Create and write-up a science lesson plan. Then, teach this lesson to the
targeted age group.
b. 10% – Write a reflective paper after you teach (approx. 4-6 pages double spaced)
including:
i. A brief summary of what you taught
ii. A description of the school and student demographics
iii. What went well
iv. What did NOT go well
v. What you learned
vi. How you would change the lesson if you would teach it again.
vii. What are your overall reflections? How might these reflections impact
your teaching beliefs and practices?
c. 5% – You will present your experience to the whole class in a poster session.
Your poster presentation should include a brief description of what you did, but
the focus should be on what you learned.
F. Statement for Students with Special Needs
Any student attending NYU who needs an accommodation due to a chronic, psychological,
visual, mobility and/or learning disability, or is Deaf or Hard of Hearing should register with
the Moses Center for Students with Disabilities at 212-998-4980, 240 Greene Street,
www.nyu.edu/csd
G. Course Schedule
Course topics/assignments/readings and dates are listed sequentially. This is a TENTATIVE
schedule and subject to change as the semester progresses. Changes will be posted to Classes.
Date
Session 1:
1/27
Session 2:
2/3
Session 3:
2/10
Topics for Discussion
• Who are we?
• What are our goals in
this course?
• What does science
teaching look like?
• Science education in
social context
• Why should we learn
and teach science?
• Who cares?
• Who is a scientist?
• Who can be a
scientist?
• Can children be
scientists?
Learning Science
Readings Due
Assignments Due
• What is science?
• Reflecting on your
views of science
• Bubble inquiry
None
Come to the class ready
to discuss your goals in
teaching science in
elementary schools
• Disciplinary core
idea: The Role of
Water in Earth’s
Surface Processes
(ESS2C)
• The Water Cycle
Buxton & Provenzo:
Chapter 1
Compare/contrast how
the two articles depict
teaching the water cycle
in elementary
classrooms. Be prepared
to discuss how you
would engage students to
explore the water cycle.
Guided Take-Home
Questions 1
Vowell & Phillips (A
drop through time)
Toft & Scoggin (The
ripple effect)
Buxton & Provenzo:
Chapter 2
• Disciplinary core
idea: Structure and
Properties of Matter
Gilbert & Kotelman
(PS1A)
(Five good reasons to
• Interactive Science
use interactive
Notebooks
notebooks)
• Oobleck
No Class 2/17: NYU HOLIDAY
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CHDED-SPCED 1141 Spring 2014
Session 4:
2/24
Session 5:
3/3
Session 6:
3/10
• What kind of learning
is “good” science
learning?
• Student presentations
groups 1-4
• Student presentations
groups 5-8
• Disciplinary core
idea: Growth and
Development of
Organisms (LS1B),
• FOSS Kits
No science activity
No science activity
Buxton & Provenzo:
Chapter 3
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Self-Science Study 1
National Research
Council (3- Dimension
1: Scientific and
Engineering Practices.
Read pp. 41-53. Skim
pp. 54-79)
Ohana (Defending
inquiry)
None
None
Guided Take-Home
Questions 2 (for groups
5-8)
Class Presentations
groups 1-4 (lesson plan
and presentation due)
Guided Take-Home
Questions 2 (for groups
1-4)
Class Presentations
groups 5-8 (lesson plan
and presentation due)
Session 7:
3/24
•
•
•
Session 8:
3/31
•
•
•
Session 9:
4/7
•
•
Session 10:
4/14
•
No Class 3/17: NYU SPRING BREAK
Become familiar with:
What are science
• Exploring the
1. Next Generation
standards and
standards
Science Standards
guidelines at the state
2. Common Core for
and district levels?
ELA and Literacy
How can new policies
3. Common Core for
and standards
Math
integrate science with
4. NYS Science
ELA and math?
Standards
NYS and NYC
5.
NYC
Science
science standards
Standards
Buxton & Provenzo:
How can you analyze • Promoting Science
Chapter 4
a curriculum?
Among English
Language Learners
Who are your
Wiggins & McTighe:
(P-SELL)
students?
Introduction and
How can you support
Chapter 1
all students to learn?
Michaels & O’conner,
How do children talk • Disciplinary core
Primer and videos
about science?
idea: Forces and
motion (PS2A)
What do we learn
• How do different
from their talk?
surfaces affect
motion?
TBD
How can we assess
• Disciplinary core
students in science?
idea: Structure and
- science domain
properties of matter
- language domain
(PS1A)
• Separating salt, sand
and iron filings
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Guided Take-Home
Questions 3
Take part on forum
discussions on the videos
Self-Science Study 2
CHDED-SPCED 1141 Spring 2014
• What policies do
beginning teachers
need to know?
• How is policy
enacted in reality?
• What is the first-year
of teaching really
like?
• How are science and
math similar and
different?
• How do students
learn science and
math simultaneously?
Guest Speaker
Session 13:
5/5
Student presentations
No science activity
Park Rogers (Science
and mathematics—a
natural connection)
None
Session 14:
TBD
TBD
TBD
Session 15:
5/12
• How do you feel
about becoming a
science teacher?
• Wrapping up
No science activity
TBD
Session 11:
4/21
GUEST
SPEAKER
Session 12:
4/28
TBD
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Self-Science Study 3
Come with three
thoughtful questions for
the guest speaker
• Disciplinary core
idea: Earth and the
Solar System
(ESS1B)
• Toilet paper model of
the solar system
Michaels, Shouse, &
Schweingruber:
Chapter 6
Self-Science Study 4
Poster presentations in
class (lesson plan, report
and presentation due)
TBD
Guided Take-Home
Questions 4
Final day to submit
interviews or curriculum
critiques.
Be ready for rigorous
reflection and selfevaluation
I. Course Grading
Grades for this course will be based on the following:
1. Participation and Professionalism (10%, 15 sessions)
2. Self-Science Studies (20%, 4 studies)
3. Guided Take-Home Questions (20%, 4 sets of questions)
4. Assignment choice (10%, select 1 of the 2 options)
a. Lesson observation (1 write up and 1 revised or follow-up integrated lesson plan)
b. Science curriculum critique (1 report)
5. Science Lesson and Class Presentation - midterm (15%, 1 lesson plan and
presentation)
6. Science Lesson and Class Presentation - final (25%, 1 lesson plan, 1 report, and 1
presentation )
Grading Scale – NYU-Steinhardt School of Culture, Education and Human Development
Grading Scale will be used in this course
http://steinhardt.nyu.edu/registration/standards#grading_policies
J. NYU-Steinhardt Policies on Academic Integrity
http://steinhardt.nyu.edu/policies/academic_integrity
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