ECED 4262 - College of Education

ECED 4262 

Semester Hours: 3 

Semester/Year: 

Instructor: 

E-mail: 

Office: 

Office Hours: 

Telephone: 

TEACHING CONTENT AND PROCESS: SCIENCE EDUCATION 


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WebCT Login and Help Page: http://webct.westga.edu 

Distance Learning Library Resources: http://www.westga.edu/~library/depts/offcampus/ 

Ingram Library Information: http://www.westga.edu/~library/info/library/shtml 

UWG Distance Education: http://www.westga.edu/~distance/ 

Georgia Department of Education: www.gadoe.org 

Georgia Performance Standards: www.georgiastandards.org 

National Science Education Standards: – www.nap.edu/html/nses/html 

COURSE DESCRIPTION 

Prerequisite: Admission to Teacher Education. All Courses from Block II. Must be taken 

concurrently with ECED 4251, MATH 4713, READ 4251, READ 4253. Students will examine 

content, methodology, skills and materials used to teach science to children in grades P-5 by 

means of course discussions and assignments, field placements/assignments, and course readings. 

Emphasis will be placed on developmentally appropriate practices and integration with 

mathematics and other appropriate subject areas. 

CONCEPTUAL FRAMEWORK 

The conceptual framework of the college of Education at the UWG forms the basis on which 

programs, courses, experiences, and outcomes are created. By incorporating the theme 

“Developing Educators of School Improvement,” the College assumes responsibility for 

preparing educators who can positively influence school improvement through altering 

classrooms, schools, and school systems (transformational systemic change). Ten descriptors 

(decision makers, leaders, lifelong learners, adaptive, collaborative, culturally sensitive, 

aesthetic, knowledgeable, proactive, and reflective) are integral components of the conceptual 

framework and provide the basis for developing educators who are prepared to improve schools 

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through strategic change. National principles (INTASC), propositions (NBPTS), and standards 

(Learned Societies) also incorporated as criteria against which candidates are measured. 

The mission of the College of Education is to develop educators who are prepared to function 

effectively in diverse educational settings with competencies that are instrumental to planning, 

implementing, assessing, and re-evaluating existing or proposed practices. This course’s 

objectives are related directly to the conceptual framework and appropriate descriptors, and 

principles are identified for each objective. Class activities and assessments that align with 

course objectives, course content, and the conceptual framework are identified in a separate 

section of the course syllabus. 

COURSE OBJECTIVES 

The students will: 

1. demonstrate the integration of physical, life, and earth science concepts relevant to 

elementary school science curricula (Martin, 2003); 

(Knowledgeable; INTASC 1, 2, 3, 4, 5, 6, 7, 8; ACEI 1, 2, 4, 5, 6, 7, 8, 12, 13, 14, 15, 16) 

2. select appropriate teaching strategies for teaching science skills, attitudes, and knowledge 

to elementary children (Martin, Sexton, Gerlovich, 2002); 

(Adaptive; INTASC 3, 8; ACEI 3, 8, 12, 13, 14, 15, 16) 

3. explain the developmental and cultural differences in children's thinking as it relates to 

science learning (Barba, 1998); 

(Adaptive, Empathetic, Knowledgeable; INTASC 1, 2, 3, 4, 5, 6, 7, 8; ACEI 1, 2, 3, 4, 5, 6, 

7, 8, 12, 13, 14, 15, 16) 

4. identify appropriate resources, materials, and technology for use with teaching science 

(Carin & Bass, 2001); 

(Decision Makers, INTASC 7; ACEI 7, 12, 13, 14, 15) 

5. explain the dominant views of science education and strengths and weaknesses of each 

view (Martin, 2003); 


6. demonstrate ability to develop science lesson plans and units of study that reflect 

appropriate integration on other subject matter (Carin & Bass, 2001); 

(Collaborative, Knowledgeable; INTASC 1, 2, 3, 4, 5, 6, 7, 8, 10; ACEI 1, 2, 4, 5, 6, 7, 8, 

10, 12, 13, 14, 15, 16) 

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7. articulate the issues and strategies for teaching science to disadvantaged, minority, and 

special student populations (Martin, Sexton, & Gerlovich, 2002); 

(Culturally Sensitive, Empathetic, INTASC 1, 3, 8, 5, 6, 7, 10; ACEI 1, 3, 5, 6, 7, 8, 10, 12, 

13, 14, 15, 16) 

8. demonstrate positive scientific attitudes and interest in teaching and learning about the 

natural world (Friedl & Koontz, 2001); 

(Lifelong Learners; INTASC 1, 2, 3, 4, 5; ACEI 2, 7, 9, 12, 13, 14, 15, 16) 

9. demonstrate the ability to manipulate simple science equipment found in most elementary 

schools (National Research Council, 1996); 


10. assess student learning in science through use of authentic means such as performance 

tasks, anecdotal records, and portfolios (Tippins, Koballa & Payne, 2002); 

(Reflective; INTASC 4, 9; ACEI 4, 9, 12, 13, 14, 15, 16) 

11. apply theories of learning in educational settings (Martin, 2003); 

(Adaptive; INTASC 3, 8; ACEI 3, 8, 12, 13, 14, 14, 15, 16) 

12. apply problem solving and decision making strategies to societal, scientific and 

technological issues (National Research Council, 1996); and 

(Decision Makers, Reflective; INTASC 1, 2, 3, 4, 5; ACEI 4, 7, 9, 12, 13, 14, 15, 16) 

13. teach a science lesson in their assigned field placement classroom (Carin & Bass, 2001). 


TEXT, READINGS, AND INSTRUCTIONAL RESOURCES 

Required Text: Martin, D. J. (2006). Elementary science methods: A constructivist 

approach (4th ed.). Belmont, CA: Wadsworth/Thompson Learning. 

Knowledge and Research Base: 

Barba, R. H. (1998). Science in the multicultural classroom (2 nd ed.). Boston: Allyn and Bacon. 

Blough, G., & Schwartz, J. (1990). Elementary school science and how to teach it (8th ed.). 

Chicago: Holt, Rinehart and Winston, Inc. 

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Carin, A. A., & Bass, J. E. (2001). Teaching science as inquiry (9 th ed.). Upper Saddle River, NJ: 

Merrill Prentice Hall. 

Coucher, H. (1992, March). Outstanding science trade books for children in 1991. Science and 

Children. 

Doris, E. (1991). Doing what scientists do. Portsmouth, NH: Heinemann Press. 

Duckworth, E. (1991). The having of wonderful ideas and other essays. Columbia: Teachers’ 

College Press. 

Estes, Y. (1993). Environmental education. Kappan. Bloomington, IN: Phi Delta Kappa. 

Friedl, A. E., & Koontz, T. Y. (2001). Teaching science to children: An inquiry approach (5th 

ed.). Boston: McGraw-Hill. 

Greene, L. (1991, October). Science centered curriculum in elementary school. Educational 

Leadership. 

Harlan, J. (1992). Science experiences for the early childhood years (5th ed.). New York: 

Macmillan Publishing Company. 

Lind, K. (1991). Exploring science in early childhood: A developmental approach. Albany, New 

York: Delmar Publishers. 

Martin, D. J. (2003). Elementary science methods: A constructivist approach (3 rd ed.). Belmont, 

CA: Wadsworth Publishers. 

Martin, R., Sexton, C., & Gerlovich, J. (2002). Teaching science for all children: Methods for 

constructing understanding (2 nd ed.). Boston: Allyn and Bacon. 

National Research Council. (1996). National science education standards. Washington, DC: 

National Academy Press 

Pomeroy, D. (1992, Fall). Exploring science across cultures. Cambridge: HGSE Bulletin. 

Tippins, D. J., Koballa, Jr., T. R., & Payne, B. D. (2002). Learning from cases: Unraveling the 

complexities of elementary science teaching. Boston: Allyn and Bacon. 

ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING POLICY 

Links to the Conceptual Framework: The focus of this course is on examining the content, 

methodology, skills and materials used to teach science to children in grades P-5 by means 

of course discussions and assignments, field placements/assignments, and course readings. 

Emphasis is placed on developmentally appropriate practices and integration with 

mathematics and other appropriate subject areas. The overall evaluation of this course is 

structured so that each assignment is aligned with achieving course objectives. Because of 

the many objectives of this course, each conceptual framework descriptor is covered in 

course assignments. At the completion of the course, students will have demonstrated 

achievement in the areas of decision making by identifying appropriate resources, 

materials, and technology for use with teaching science and by applying problem solving 

and decision making strategies to societal, scientific and technological issues (Assignments 

3.0, 5.1, 5.2), knowledgeable by demonstrating the integration of physical, life, and earth 

science concepts relevant to elementary school science curricula, explaining the dominant 

views of science education and strengths and weaknesses of each view, demonstrating the 

ability to develop science lesson plans and units of study that reflect appropriate integration 

on other subject matter and demonstrating the ability to manipulate simple science 

equipment found in most elementary schools (Assignments 1.0, 3.0, 4.0, 5.1, 7.0). 

Students will demonstrate achievement in being adaptive by selecting appropriate teaching 

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strategies for teaching science skills, attitudes, and knowledge for elementary children, by 

explaining the developmental and cultural differences in children's thinking as it relates to 

science learning, and by applying theories of learning in educational settings (Assignments 

3.0, 5.1 5.2, 5.3), collaborative by demonstrating the ability to develop science lesson 

plans and units of study that reflect appropriate integration on other subject matter with 

other educators (Assignments 3.0, 5.2, 5.3 ), culturally sensitive and empathetic by 

articulating the issues and strategies for teaching science to disadvantaged, minority, and 

special student populations (Assignments 1.0, 3.0), lifelong learners by demonstrating 

positive scientific attitudes and interest in teaching and learning about the natural world 

(Assignments 1.0,3.0, 5.1, 5.2, 5.3), reflective by assessing student learning in science 

through use of authentic means such as performance tasks, anecdotal records, and 

portfolios (Assignments 2.0, 3.0, 4.0, 5.1, 5.2, 6.0) 

CLASS POLICIES 

1) Submitting Assignments. Students are expected to submit assignments on the due date. 

If you have any type of difficulty with the assignment, contact the professor as soon as 

possible before the assignment is due. If an assignment is late and there has been no prior 

contact with the professor, a grade reduction may be assigned. There is no provision in 

this course for extra credit nor will any work from other courses substitute for 

assignments. Use standard one inch margins and a 10 or 12 point standard font (i.e. New 

Times Roman). Guidelines for line spacing may be given for particular assignments, but 

if not specified, one and one half or double space. Include a header with your name, 

title of the assignment, and page numbers on all papers. 

2) Professionalism: Students are expected to conduct themselves in a professional manner. 

This is an essential quality for all professionals who will be working in schools. 

Professionalism includes, but is not limited to the following behaviors: 

i) Participating in interactions and class activities in a positive manner 

ii) Collaborating and working equitably with classmates 

iii) Turning in assignments on time 

iv) Arriving to and leaving class punctually 

v) Treating classmates, colleagues, and the instructor with respect in and out of the 

classroom 

vi) Eliminating interruptions in class including cell phones, beepers, talking out of turn or 

while others are talking, etc. Please turn of all cell phones and/or beepers during 

class. 

Students should also consult the Handbook for Field Experiences and Internship which 

has other requirements for conduct, dress, etc., while present in the schools. 

Students who display a lack of professionalism will be contacted by the instructor and 

informed of the consequences. A second violation will result in departmental review, and 

the student may be removed from the program. 

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3) Attendance and Participation: It is imperative that you attend all classes. A portion of 

your course grade is based on attendance and participation. You are allowed one 

absence with no grade penalty. Additional absences that are not excused* will result in a 

5 points per absence deduction from your attendance grade. You are allowed one tardy 

in excess of 15 minutes. Any additional tardies, regardless of the reason, will result in a 

5 point deduction from your final grade average for the class. See Number 1 under 

Assignments below. (Attendance and Participation are valued at 30 of 300 points for 

your class grade.) 

*Personal or immediate family (spouse, children) illness, death in immediate family are 

the only excused absences. A DOCTOR’S NOTE OR FUNERAL PROGRAM MUST 

BE PRESENTED TO YOUR PROFESSOR UPON YOUR RETURN TO CLASS. 

4) Communication: The official means of communication is MyUWG email. This should 

be checked frequently even during Field Experience as this is the way that important 

information will be disseminated. WebCT Vista will also be used for assignments and 

other activities during the course. 

ALSO NOTE THAT ALL ABSENCES FROM FIELD EXPERIENCE MUST BE 

MADE UP BEFORE THE END OF THE SEMESTER. 

Assignments for ECED 4262 Teaching Content and Process: Science Education 

1. Science Unit. Based on the standards taught during field placement, construct an 

integrated science unit from the unit plan developed prior to the Field Experience. The 

final integrated unit should include at least five science lesson plans. Details will be 

provided in class. Plan to teach the five lessons from the unit during field placement. 

Among other things to be included in the unit will be the pretest/posttest assessment, data 

collected from those, and analysis of the data. 

50 points Course Objectives 2, 4, 6, 7, 8, 9, 10, 11, 12, 13 

2. Understanding By Design Plan. Using the concepts of Understanding By Design and 

science standards, students will design an overall plan suitable for the grade he/she is 

assigned to teach during the Field Experience.. 

20 points Course Objectives 1, 2, 5 

3. Lesson Plan, Assessment and Assessment Rubric. Prior to the FE, one lesson from the 

Understanding By Design Plan will be developed according to the lesson plan format 

provided in class. The assignment also includes development of an assessment and a rubric 

which can be used to formally evaluate student achievement. (For the Integrated Science 

Unit referenced below, a total of five such lesson/assessments will be developed.) 

20 points Course Objectives 1, 2, 4, 6, 7, 10 

4. Report of Pre/Post Test Assessment and Data Analysis. After determining the science 

standards to be taught in the field placement, outline the scope and sequence of the 

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concepts to be included. Design a test to be used as a pre-test and post-test (same test) 

when the science unit is taught. More details will be provided in class. 

10 points Course Objectives 2, 10 

5. Inquiry Lesson Reflection and Analysis. During the field placement, select a lesson 

taught during the science unit that indicates your understanding of inquiry based 

instruction. Write a reflection in which you describe the general focus of the lesson and 

where it seems to fall on the “Expository-Discovery Continuum.” Support your description 

with evidence based on what the teacher and students do during the lesson. Discuss the 

positive aspects of the lesson, any problem areas, and suggest improvements to the lesson. 

15 points Course Objectives 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13 

6. Questioning Lesson/Peer Observation Reflection and Analysis. During field placement, 

select a lesson to be taught during the science unit. Plan ahead of time to have a peer 

observe this lesson. The peer observer will record the number and types of questions used 

as well as the students to whom the questions are directed. Use the peer observations as 

well as your own impressions of the lesson to write a reflection. Include the general focus 

of the lesson, both your and the peer’s observations regarding questioning skills, and how 

the lesson can be improved. 

15 points Course Objectives 1, 2, 3, 4, 6, 7, 8, 9, 13 

7. Science Journal, Reading Assignments, Questions, etc. Reading assignments in the text 

and/or articles from professional publications may be assigned with questions or other 

responses assigned for grading. 

25 points Course Objectives 1 – 13 

8. Inquiry Activity Presentation. Presentation of an inquiry science activity to this class as 

practice for using this in your FE. You are responsible for providing a handout, 

materials, and any safety protection needed to perform the activity with class 

participation. 

20 points Course Objectives 1, 2, 4, 6, 8, 9, 11, 12 

9. Professional Science Websites Survey. Students will survey selected professional 

websites for usefulness to the science classroom teacher. 

10 points Course Objective 4 

10. Science, Literature, Technology Project. This will be a project which integrates science, 

literature, and technology. Details of the project will be discussed after the FE. 


11. Portfolio Assessment. Demonstrate addition of your Unit Plan to a live, working portfolio 

site. 

15 points Course Objectives 1 - 13 

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12. Final Examination. A written final examination will measure your understanding of 

strategies, resources, and classroom management practices necessary for effective science 

teaching. 

25 points. Course Objectives 1 - 13 

13. Field Experience Progress Reports. Weekly emails will outline your progress during the 

FE. Directions for submitting will be provided in class prior to the FE. 

25 points Course Objectives 2, 6, 8, 11, 13 

14. Attendance. See Attendance and Tardy specific requirements under “Class Policies” 

above. 


Performance evaluations during the Field Experience will be reviewed by Block 

III professors based on field observations, attendance reports, and cooperating 

teacher evaluations. Successful completion of field experience is a minimum 

requirement for passing all methods courses. All absences during Field Experience 

must be made up prior to the end of the semester. If a student receives an 

unsatisfactory in the field experience portion of the course, this will result in an F 

grade for the all methods courses. (see University catalogue). 

SUMMARY OF ASSIGNMENTS, EVALUTIONS, AND GRADING 

Assignment Evaluation Method Total 

Pts. 

Date 

Turned 

In 

Attendance Points 25 ------- 

Science Journal, Reading Checklist, Rubric, Points 25 

Assignments, Questions, 

etc. 

as appropriate 

Understanding by Design 

(UBD) Plan 

Rubric 20 

Lesson Plan, Assessment, 

20 

Evaluation Rubric 

Rubric 

Inquiry Presentation Rubric 20 

Science Unit Rubric 50 

Report of Pre/Post Test 

Data 

Inquiry Lesson Reflection 

Checklist 10 

and Analysis 

Questioning Lesson and 

Rubric 

15 

Reflection 

Professional Science 

Rubric 

15 

Websites Survey 

Science, Literature, 

Checklist 

10 

Pts. 

Assigned 

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Technology Project Rubric 25 

Portfolio Assessment Rubric 15 

Final Exam Rubric/Points 25 

FE Progress Reports Report of FE Supervising 

Teachers and University 

Supervisor 

25 ------- 

Total Points 300 /300 

GRADING POLICY: Total Course Points = 300 

A = 270 – 300 pts B = 240 –269 pts C = 210 – 239 pts D = 180 – 209 pts F = less 

than 180 pts 

COURSE OUTLINE AND CALENDAR 

ECED 4262-01 

DATE 

AUG. 15 

AUG. 22 

AUG. 29 

SEPT. 5 

SEPT. 12 

SEPT. 18 – 

OCT. 20 

CLASS ACTIVITIES 

Introductions/Course design/Pre-Survey 

What is “science”? Who is a “scientist”? 

Science Journal 

Activity: Inquiry and Science Processes 

What is “constructivism.? Preview of 

textbook/Ch. 1 & 2 

Student misconceptions; cognitive development 

Bloom’s Taxonomy; questioning techniques 

GPS/Intro UBD 

Inquiry Lab 

Develop sample UBD plan 

UBD assignment and Review Time 

Inquiry Lab 

Assessment/Evaluation 

Discuss inquiry lesson presentations 

Continue UBD with lesson plans 

Discuss Science Unit /related requirements 

Safety in the science classroom (Ch. 8) 

Collect UBD, one lesson plan, one rubric 

Inquiry lesson presentations 

ASSIGNMENTS (WHAT IS DUE 

NEXT CLASS MEETING?) 

Read Chapters 3,4 with Questions 

Article/Questions 

Print copy of K-5 Science GPS 

Chapter 5/Questions 

Annenberg video/Questions 

Develop UBD plan through #5 

Print copy and review Science Unit 

booklet 

UBD Plan, one lesson plan, one 

rubric 

Prepare inquiry lesson presentation 

Weekly emails regarding FE 

See Syllabus - other assignments 

during FE. 

Due on Oct. 24: Inquiry Reflection, 

Questioning Reflection 

Field Experience – no class meetings Weekly emails regarding FE 

See Syllabus - assignments to be 

completed during the FE. 

Due Oct. 24: Inquiry &Quest. 

Reflections 

Debriefing of FE; FE Survey Unit Plan and Pre/Post Survey– 

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OCT. 24 Collect Reflection Papers 

Discuss completion of Integrated Unit Plan 

OCT. 31 

Diverse Students 

Professional organizations and resources (Ch. 

12) 

Speaker - GYSTC 

NOV. 7 Collect Unit Plans and Pre/Post Survey 

Resource speaker (NASA) 

Discuss Science, Literature Project 

Collect Science Websites Survey 

NOV. 14 


10 

Due Nov 7 

Prepare for Sci, Lit, Tech Project 



Review NASA website 

Professional Science Websites 

Survey 

Review GYSTC website 

Finalize portfolio – Due 11/21 

Web CT assignment 

Prepare for Sci,Lit. Project 

NOV. 21 Portfolio Due 

NOV. 28 Science, Literature, Project 

Course evaluation 

Post Attitude Survey 

Prepare for Final Exam 

DEC. 5 Final Exam Good Luck in Block IV! 

Students are expected to adhere to the highest standards of academic honesty. Plagiarism 

occurs when a student uses or purchases ghost-written papers. It also occurs when a student 

utilizes the ideas of or information obtained from another person without giving credit to that 

person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in 

accordance with the academic misconduct policy as stated in The Student Handbook, 

Undergraduate Catalog, and Graduate Catalog. 

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ECED 4262 - College of Education

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