SCI 580 Science & Children

SCI 580 Science & Children
Syllabus & Class Notes
06/21/2010-07/22/2010
and 7/9/2010 (all day)

Sections 02 and 12 also on 7/2

No class Monday, July 5 (holiday)

&= nbsp;

Kip Ault, Ph.D., Instructor
Lewis & Clark College Box 14

503.768.6106 office
503.768.6115 fax
503.803.1748 cell

ault@lclark.edu

http://www.lclark.edu/~ault =

Class Times

Section 580-02: Mondays & Wednesdays, 8:30 a.m. to 11:00 a.m., Rogers Hall, = Room 105

Friday, July 2, 8:00 a.m. to 10:30 a.m.

Friday, July 9, 8:00 a.m. to 5:00 p.m. at the Oregon Zoo

Section 580-12: Mondays & Wednesdays, <= st2:time Hour=3D"12" Minute=3D"30" w:st=3D"on">12:30 p.m. to 3:00 p.m., R= ogers Hall, Room 105

Friday, July 2, 11:0= 0 a.m. to 1:30 p.m.

Friday, July 9, 8:00 a.m. to 5:00 p.m. at the Oregon Zoo

Section 580-22: Tuesdays & Thursdays, 8:30 a.m. to 11:00 a.m., Rogers Hall, = Room 105
Friday, July 9, 8:00 a.m. to = 5:00 p.m. at the Oregon Zoo

Catalogue Description

Investigations with everyday materials and c= ommon creatures that will enrich teaching in the primary through intermediate elementary years. Participants examine their own, as well as children's, intuitive science notions. The course fosters confidence in teaching hands-on science by attending to teacher understanding of background knowle= dge and safe, successful use of classroom science equipment.

SCI 580 stresses the availability, utility, = and significance of using simple materials found in everyday environments in the conduct of investigations by children. Framed by the concerns address= ed in the National Science Education Standards (NSES), SCI 580 approaches scie= nce as a topic important to all students with the concept of inquiry having cen= tral importance.

Course readings

Carin, A.A., Bass, J.E., & Contant, T.L.= (2009). Activities for Teaching Science as Inquiry. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Gallas, K. (1995). Talking Th= eir Way Into Science. Ne= w York, NY: Teachers College = Press.

Kwan, T., Texley, J. & Stoops, E. (2002). Exploring Science Safely. Washington, DC: NSTA.

Objectives

· Experience inquiry style early childhood and elementary science curricula in the context of specific topics of study ali= gned with national and state curriculum standards.

· Examine the importance of “talking science” in the context of exploration of phenomena as well as the de= sign of investigations.

· Develop the skill of using discrepant events= to create interest in natural phenomena.

· Practice phrasing questions that sustain inq= uiry and interest as well as promote thinking.

· Help children plan and design investigations with attention to the role of variables.

· Infer what children actually understand about natural phenomena from their language and actions.

Schedule

1. June 21/22. L= uz y lapiz; Emile’s Broken Twig and Alice’s Looking Glass; the White Whale and the Red Tomato (literature, metaphysics, metaphor, whimsy, and children’s science?).

Read for the next class:

Carin, et al., “Light.”

“Looking Crazy” in the class not= es.

Jean D. Harlan & Mary S. Rivkin. (1996). “Light,” Chapter 15 of Science Experiences for= the Early Childhood Years, 6^th Edition. Englewood Cliffs, NJ: Prentice Hall. In the class notes.

Joanne K. Olson. (2008). “Concept-Focused Teaching.” Science & Children= , 46 (4), Dec., in the class notes.

S. Rená Smith & Sandra K. Abell.&= nbsp; (2008). “Using Analogies in Elementary Science.” Science & Children, 46 (4), Dec., in the class notes.

2. June 23/24. = Colored Shadows and Mixing Light (ESS Optics); Milky Dawn and Light Talks. Productive questions schema f= rom Wynne Harlen.

Due next two classes= (1/2 of class each day):

Prepare to = share a Physical Science Activity with a small group of peers. Use Carin, et al., as a source. Always consult Exploring Safely!

Read for next class:

Kwan, et al., Exploring Science Safely, Chapters 1-4, 6 and 8.

Wynne Harlen and Joel Elstgeest thoughts on “productive questions” from Primary Science: Taking the Plunge (Oxford, UK: Heineman, 1985) in the class notes.

Anna Botsford Comstock and “An Example= of Productive Questions” from her classic Handbook of Nature Study (1911) in the class notes.

Gloria Ladson-Billings, R= 20;I Used to Love Science . . . and Then I Went to School,” Foreword to Teaching Science to Every Child: Using Culture as a Starting Point,J. Settlage and S.A. Southerland, New York: Routledge, 2007, pp. xiii-xi= x, in the class notes.

If interested and for a bit = of explanatory background (and closure) on optics see the Heron, mirror, and l= ens figures excerpted from various texts for the class notes.

3. June 28/29. <= /b>Puzzling Events in Physical Science. Peer Presentations (physical science) Par= t I; making the familiar unfamiliar and vice versa.

Read for next class:

Gallas, Introduction and Chapter 1, “W= hat is Science?”

Gallas, Chapter 2, “Science Talks:&nbs= p; An Overview.”

Gallas, Chapter 3, “Anatomy of a Scien= ce Talk.”

4. June 30/July= 1. Peer Presentations (physical science) Part II; messing about and the learning cy= cle.

Read for next class:

Gallas, Chapter 4, “Theory Building as an Irrational Activity.”

“Swing ThingR= 21; in the class notes.

Carin, et al., “What i= s a Pendulum?”

Kwan, et al., Exploring S= cience Safely, Chapters 5 and 10.

Science Inquiry Scoring Guide (State of Oregon<= /st2:place>) in the class notes

Hawkins, D., (1965). “Messing Ab= out in Science” in the class notes.

5. July 2/6. Pendulums: Variables in Experimental Designs; Science as Process & Science as Theorizing.

Read for next class:

Gallas, Chapter 5, “Wh= en the Question is Too Hard.”

Gallas, Chapter 6, “Misconceptions as a Search for Origins.”

Kwan, et al., Exploring S= cience Safely, Chapters 7 and 9.

Carin, et al., “Electricity.”

“A Few Comments about Electrical Force= and Energy” in the class notes.

6. July 7/8. Batteries, circuits, and bulbs: Learning key concepts (conductors and non-conductors, parallel and series circuit, etc.).

Read for next class:

“Zoo Tour” in the class notes (p. 41).

“A Lungfish Walked int= o the Zoo . . .” in the class notes.

Shepherson, D. (1992).= “Environmental Enrichment” in the class notes.

“Artistry and Science = at the Oregon Zoo” in the class notes.

Josie Glausiusz. (2001). “All in the Whale Family.” Discover = in the class notes.

“Compromised Survivors= hip in Zoo Elephants.” Ros Clubb, Marcus Rowcliffe, Phyllis Lee, K= hyne U. Mar, Cynthia Mos= s, and Georgia J. Mason. Science, 12 December 2008 322: 1649 [DOI: 10.1126/science.1164298] (in Brevia). Accessed on-line, January 8, 2009.= In the class notes.

7. July 9. <= em>Artistry and Science at the Oregon Zoo.

Due next two classes:

Prepare to share an Earth/Space Science Acti= vity with a small group of peers. Use Carin, et al., as a source. (A second Physical Science Activit= y is OK.) Always consult Explor= ing Safely!

Read for next class:=

Gallas, Chapter 7, “Science Talk for Synthesis.”

Gallas, Chapter 8, “Building Curriculu= m from Children’s Questions”

8. July 12/13. Peer Presentations of (life or earth/space science) Part I. Desi= gning investigations.

Read for next class:

“Science Talks: Mapping the Land= scape of Imagination” guidelines for evaluating a Science Talk in the class notes.

9. July 14/15.   Peer Presentations (earth/space= science) Part II. Symposia and science talks.

Read for next class:

Settlage & Southerland, “Chapter 14: Teachers Negotiating Different Communities,” pp. 347-374, i= n Teaching Science to Every Child in the class notes.

10. July 19/20. Nature Study and interpreting the campus landscape.=

Due next class:<= /b>

      Prepare to = share a Life Science Activity with a small group of peers. Use Carin, et al= ., as a source. Always consult Exploring Safely! I invite you to draw upon resource= s for teaching life science using pillbugs (see “Meet the Pillbugs” in the class notes)—perhaps several persons will collaborate to organize pillbug investigations.

=

Read for next class:

“Meet the Pillbugs!” in the class notes. Keep in mind that they may be deep in rotting wood at this tim= e of year and a bit difficult to find.

Burnett, The Pillbug Project in the c= lass notes.

“The Behavior of Woodlice,” Acti= vity 17 from Thinking Science by Shayer and Adey, in the class notes.

http://www.= growwithholden.org/Lesson_Plans_Pillbug.htm

http://www.udel.edu/msmith/pillbugs.html   (You will find a host websites if you search for information and exercises using pillbugs or “isopods.”)

11. July 21/22. Peer Presentations (life science): = Meet the Pillbugs. Why teach scien= ce?<= /span>

Assignments (Activity due dates are July 28, 29, 30, and July 1; = July 12, 13, 14, and 15; July 21 and 22. Newsletters are due each class from just one pair of students.)

1.   Class Newsletter. Working with a partner, keep notes for a class and th= en present them the following class, creatively published for all to enjoy. We will use the newsletter to revisit the previous class and bring closure to unanswered questions.

2. Physical and Life/Earth Science Activities: Present to your peers an interesti= ng science activity (use Carin as a principle source). Frame the presentation with questions that prompt interest and sustain inquiry. = Be certain to test your materials before sharing them with your peers. Prepare an outline to share (electronic is OK) with the class that has:

      &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;     i.      An objective for student learning.

      &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;   ii.      The task, puzzle, problem, or question that invites engagement.

      &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p; iii.      <= /span>A list of “productive questions” (commit to prediction to start).=

   &nbs= p;            &= nbsp;           &nbs= p;             &= nbsp;             =           iv.  &= nbsp;   “How it works” in your own words.

      &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;   v.      Source.

Guidelines for conducting your activity:

1.      = Start with Safety Concerns. Consult Exploring Safely by Kwan and Tex= ley.

2.      = Choose your activity from the Carin, et al., resource book. If from another source, please bring the directions/reference to distribute in class.

3.      = If possible, try out your Activity at your school.

4.      = Expect support from you classmate audience.

5.      = DO NOT prepare a lecture explaining the phenomenon.

6.      = DO try to begin with a question that requires your audience to commit t= o a prediction or focus on something puzzling and unexpected. For example, try to phrase questions in the form, “What do you think will happen w= hen . . . .?” rather than “Why does _____ occur/not occur?”&n= bsp;

7.      = Direct attention to what happens by asking numerous questions that call for notici= ng and describing the event. These are questions that have answers easily found by observing closely.

8.      = Ask questions that call upon members of the audience to clarify their ideas.

9.      = Ask questions that call upon your audience to make simple inferences, prompted = by a review of observations.

10.   Refrain from asking intimidating “why” (or explanatory) questions unless you have established momentum toward their resolution.

11.   As you near the end of your presentation, solicit several plausible explanatio= ns or multiple answers to a key question. Accept all hypotheses as reasonable. Your role is to encourage contributions of plausible, competing, clearly expressed ideas.

12.   See if you can prompt a Science Talk about the phenomena of interest—a ph= ase where you step back and the group “theorizes,” based upon each other’s thinking.

Audience Role.&nbs= p; When you are not presenting, you are still active. First, you are learning science. Secondly, you are a source of feedback to the prese= nter about his or her questioning skills. Record observations, take notes,= and make sketches as appropriate to the exercise. For example, write down predictions when prompted to do so. Secondly, keep track of your own questions as they arise. Finally, write down several examples of “productive questions” posed by the presenter. Refer to t= his list of questions at the end when the group provides feedback to the presen= ter.

Grading:

1.     Exemplary performance (“credit”):

·= ;      =    Serious reflection, clear expression, and careful organization always evident.

·= ;      =    Careful attention to phrasing productive questions and encouraging conversation that respects students at all levels= of understanding.

2.     Unacceptable performance (“no credit”):

·= ;      =    Cursory grasp of making activity and inquiry central to elementary science.

·= ;      =    Awkward, unproductive questions when leading= an activity that go unrecognized and unaddressed.

·= ;      =    Course readings misrepresented or glossed ov= er rather than well integrated with assignments. Overt misconceptions of scien= ce content without effort to improve understanding.

·= ;      =    Unexcused absence from class (or incomplete make-up assignment).