HUD 521Teaching Science as Inquiry for Young Children

Summer 2014

Instructor: Mary Ellin LogueOffice: 223 Merrill HallTelephone: 581-2726Email: mary.logue@maine.edu

Connection to Conceptual Framework: Reflective practice is a centerpiece to the COEHD conceptual framework, ever supporting deeper levels of reflection, synthesis and analysis in the teaching learning process. In this class, participants will explore multiple curriculum models as they relate to excellence in teaching and learning and to advocacy as candidates promote access to educational opportunity through direct and simulated experiences so that all children can learn.

Diversity: Ours is a diverse nation founded upon the protection of rights and liberties regardless of race, ethnicity, socio-economic status, gender, religion, exceptionalities, language, and sexual orientation. The National Council for the Accreditation of Teacher Education (NCATE), identifies these identity groups, along with geographic region, in its definition of diversity. Other identity groups include, but are limited to, age, community, family status, institutional affiliations, political beliefs, personality styles, interests, and abilities. Schooling, especially public schooling, continues to have a central role in educating our nation’s citizens for life in this diverse and pluralistic society. Choosing to teach in public schools means accepting the moral and ethical responsibilities inherent in building a strong democratic republic. This course promotes Place-based education as a tool for supporting content knowledge, vocabulary and thinking skills all children need to be successful in school. The attention to PLACE promotes community, belonging and advocacy.

Catalog Description

Applies developmental theory to the construction of curriculum and methods in early childhood science education. Students explore a range of curriculum models, approaches and strategies as they learn to apply theory to meeting children's learning needs individually and in groups. Topics including role of teachers in promoting inquiry, assessment, documenting learning, inclusion and family involvement are stressed.Credits: 3

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Course OverviewAttitudes and beliefs about science and the natural world are formed in early childhood. The Next Generation Science Standards integrate content, skills and application. In this class, you will learn practice the skills to develop, teach and assess inquiry-based, integrated curriculum in early science that collaborates with families and communities. You will learn about curriculum models used in other parts of the world and create lessons in those traditions to explore new ways of including all learners in an inquiry-driven study. You will critically examine your own attitudes toward science and explore the assumptions and practices that support or hinder student learning as young scientists. You will create an integrated curriculum unit that is place-based and aligned to national standards.

Instructional Materials and Methods Blackboard: Access Blackboard through: https://my.umaine.edu You will need your maine.edu

account to access Blackboard. All assignments (unless otherwise specified) will be posted to

Blackboard. Check frequently for updates to resources. You will also need: Quicktime, High

Speed internet connection, updated Adobe Reader.

Textbooks: The following texts will form the basis of the core readings. Other readings will be assigned throughout the course.

Required Reading: Picture Science: Using Digital Photography to Teach Young Children. Carla Neumann-

Hinds Keeping a Nature Journal. Clare Walker Leslie and Charles E. Roth. Storey Publishing Preschool Pathways to Science: Facilitating Scientific Ways of Thinking, Talking, Doing,

and Understanding. Rochel Gelman et al. Montessori 101 accessed through the www.montessori.org (online publications link) or

on the Blackboard site Louv, R. Last Child in the Woods Choose one of the Backyard Books by Judy Allen and Tutor Humphries (Are you a Bee?

Are you a butterfly? Are you an Ant? Are you a dragonfly? Are you a ladybug? Are you a Snail? Are you a spider?

Online resources as assigned

Other professional resources National Association for the Education of Young Children: http://www.naeyc.org Association for Childhood International: http://www.acei.org Google news alerts Early Childhood Education, Maine: www.google.com/alerts Sobel, D. Wild Play Tillman, T. Healthy Neighborhoods, Healthy Kids Guide National Science Teachers Association: http://www.nsta.org/ Next Generation Science Standards: http://www.nextgenscience.org/next-generation-

science-standards Promise of Place http://www.promiseofplace.org

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Course GoalsStudent Learning OutcomesThe course will cover the following general content areas and upon the completion of the course the teacher candidates will:1. Reflect on how one’s attitudes toward science and science teaching evolved and how these

affect the science experiences created for children. 2. Develop skills, knowledge and dispositions for teaching young children and planning

standards-based curriculum in P-3, including technology tools.3. Create, assess and advocate for place-based learning curriculum involving observation,

experimentation and documentation in an integrated unit, drawing upon collaboration with families and community.

4. Explore philosophical approaches for supporting inquiry from Montessori, Waldorf and Reggio Emilia traditions and develop lessons from each curriculum model.

5. Employ evidence from work samples, photographic evidence and discussions to document one’s own content and pedagogical knowledge.

Instructional Objectives

The successful candidate at the completion of this course will be able to demonstrate the following intellectual skills in each of the foregoing areas of early childhood social studies aligned to the InTasc Standards:

Successful candidates will be able to:

Understand the central concepts, tools of inquiry, and structures of the discipline(s) she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for students.(Standard One) Assessed through curriculum unit and nature journal.

Understand how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development (Standard Two - Knowledge of Human Development): Assessed through letter to school board advocating for research-based practice to support development.

Understand and use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills (Standard Four: Uses Multiple Strategies) Assessed through lesson plans.

Plan instruction based on knowledge of subject matter, students, the community, and curriculum goals. (Assessed through Curriculum unit, nature journal and documentation of own learning)

Grading and Expectations

Even though this course is not officially writing intensive, feedback will be given on all written assignments and students may re-write. Only revised copies of assignments should be placed in your final unit or your professional portfolio

Unit = 50%

Nature journal and representation of your learning from it = 20%

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Last child in the woods project = 10%

Discussion, participation, support to others = 20%.

Course grading scale Assignments grading scale

A 92-100%

B 84-91%

C 76-83%

D 68-75%

F 67% or lower

A 184-200

B 168-183

C 152-167

D 136-151

F 135 or lower

Professionalism and Participation

This course requires active participation You will be conducting your own inquiry project at the same time you will will be creating a curriculum unit for children. You are expected to join others in a learning community, helping the other teachers in the class ask good questions, clarify their plans and share good ideas. All children deserve teachers who are actively engaged in their own learning and as such, the support you lend each other supports the children in our State and beyond.

Course Requirements1. Class Participation:

Daily involvement will be necessary for success in this class. The nature journal serves as a key data source for all program planning and requires daily attention. The quality of your own inquiry will depend on the regularity and intensity of your observations and documentation of such in your nature journal.

For optimal functioning of class discussions, active participation is important. This means being an active member of your discussion group and contributing in a way that moves the discussion forward, and displaying a willingness to learn and explore topics fully. You each bring a wealth of knowledge and personal experience to share and can help each other. I expect you to help each other succeed.

2. Work Issues: All work turned in must be original work, completed either by the student or a work

group of students specifically for this course. When presenting others’ words or thoughts, appropriate credit must be given the authors either through quotations or, when paraphrasing, with notations. APA format will be used in written work.

Issues of confidentiality will be respected when discussing individual children or families.

Approaches to LearningThe learning experiences of this course are structured to challenge and support students in the acquisition of new knowledge and skills. This course will be taught using a variety of pedagogical

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approaches including short lectures, class discussion, journaling, and individual research. Each member of the class is considered a teacher, a learner, and an important contributor to the group.

Course Products

HUD 521 requires numerous and various course products, assignments, and in-class activities.

Specific assignments include:

Nature journal. You will select a natural area close to home and conduct daily, in-depth observations. The topic for your own curriculum unit will develop from your own “essential questions” and personal inquiry based on these observations. Because this is an online class, you cannot submit your nature journal. Instead, you will represent your learning in a format of your choosing at the end of the class to document what and how you learned about the science inherent in your place and your own learning (see bullet on “documentation of your own learning).

Last Child in the Woods project. After reading Last Child in the Woods and participating in online discussions, you will develop a position paper on the importance of nature study in early childhood or a letter to school officials or parents on the topic.

Unit Plan including lesson plans, conceptual map, resources for teachers and family/community plan. Specific lesson plans are inspired from the Montessori, Waldorf and constructivist traditions. Create a “Are you a…..” book based on the Backyard books and based on your unit.

Documentation of your own learning. You may choose a method to represent what you learned through these projects, readings and discussion. You may mail the final product to me but you should create an artifact you can post to Blackboard for others to see and appreciate.

Final reflection

If you are not yet a member of NAEYC, this is a good time to join. Your membership provides

evidence of your commitment to the profession (which you can document in your professional

portfolio). Plus, you get the journal, discounts for books and conferences, and you can join at the

reasonable student rate. For more information, go to http://www.naeyc.org.

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Schedule:

Week 1: Getting started, setting up nature journal, Introduction to place-

based education, science by inquiry, integrated unit planning and

standards-based instruction

Week 2: Last Child in the Woods: Why nature study? Developing a

research-based position paper to advocate for inquiry-based

learning

Week 3: Unit planning, lesson planning, developing essential questions and

gathering resources

Week 4: Montessori Method: How the Montessori method can inform

inquiry study. You will develop and field test ONE Montessori-

inspired material and design another. The materials must be

designed to strengthen children’s attention to detail and support

content knowledge in your area of study.

Week 5: Waldorf Method: How story and imagination can inform science

learning for children (and teachers). You will create and tell a

science story and document its impact.

Week 6: Documentation of your own learning based on your nature journal

and application of your own inquiry to science teaching. Final unit

due

University Policies:

Disruption of Normal Class Activity PolicyIn the event of disruption of normal classroom activities due to unforeseen circumstances (e.g., H1N1), the format for this course may be modified to enable completion of the course (for example, the course may be delivered online). In that event, you will be provided an addendum to this syllabus that will supersede this version.

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AccommodationsIf you have a disability for which you may be requesting an accommodation please contact Ann Smith at 581- 2319, as early as possible in the term. I need to receive documentation from Ann Smith, at minimum, one week before any scheduled exam so that testing arrangements can be made. It is your responsibility to ensure that the appropriate documentation is received in time so that the necessary arrangements can be made. If I do not receive documentation supporting the accommodation request in time you will be required to complete the exam in class at the designated time.

Confidentiality StatementAll academic records of students are maintained in the highest of confidence as directed by FERPA (Family Educational Rights and Privacy Act). For more information on the University of Maine FERPA Policy, please click on the following link:

http://catalog.umaine.edu/content.php?catoid=50&navoid=1001

Academic HonestyAcademic dishonesty including cheating, plagiarism, and all forms of misrepresentation in academic work, is unacceptable at the University of Maine.  As stated in the University of Maine's online Student Handbook," plagiarism (the submission of another’s work without appropriate attribution) and cheating are violations of the University of Maine Student Conduct Code. An instructor who has probable cause or reason to believe a student has cheated or plagiarized may act upon such evidence and report the case to an Associate Dean.

Incomplete GradesI, for “Incomplete.” This grade means that, in consultation with the student, the instructor has postponed the assignment of a final grade to allow the student to complete specific work not turned in before the end of the semester. Instructors assign the “I” grade only when they are persuaded that events beyond the student’s control prevented the completion of assigned work on time and when the student has participated in more than 50% of the class. Source: https://studentrecords.umaine.edu/files/2013/03/2012-2013-Undergraduate-Catalog.pdf

Non-Discrimination and Non-Sexist Language

The University of Maine does not discriminate on the grounds of race, color, religion, sex, sexual orientation, national origin or citizenship status, age, disability, or veteran status. Questions and complaints about discrimination should be directed to the Director of Equal Opportunity, 101 North Stevens Hall, 581-1226.

The University of Maine has made a firm public commitment to non-sexist language in all its classrooms and communications. This course will put that policy into practice by using both masculine and feminine terms, where both genders are intended, rather than so-called generic masculine terms. For further information, see http://www.umaine.edu/womensstudies/home/non-sexist-language-policy/

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