EECE 426 - Primary Methods: Math, Science, and Social Studies · including Lesson Plan writing, Presentation, and Reflective Log writing. Below is the direction for each assignment:

EECE 426/Syllabus/Page 1

EECE 426 - Primary Methods: Math, Science, and Social Studies

Instructor:

Course Description: EECE 426 is a methodology course for early childhood majors to explore developmentally appropriate ways to teach math, science, and social studies to children in primary grades of 1-3. Constructivist approaches to hands-on discovery learning of primary grade children will be emphasized throughout the course.

School of Teaching and Learning Conceptual Framework Minnesota State University Moorhead candidates are becoming professionals who are knowledgeable, reflective, humanistic, and creative.

Knowledgeable: MSUM candidates display competence in their subject matter, built upon a strong grounding in liberal studies. MSUM candidates understand the principles of learning, assessment and technology. They understand and apply legal and ethical considerations to all aspects of their work. MSUM candidates are able to integrate theory and practice, and view learning as an active process. MSUM candidates demonstrate the ability to model connections between philosophical foundations and best practices in the field. As life-long learners, MSUM candidates engage in research and complex thinking. They design opportunities for others to seek knowledge and to understand themselves as members of the world community.

Reflective: MSUM candidates engage in thoughtful analysis of the meaning and significance of their actions, decisions, and results with regard to their work in order to assess progress in meeting this guiding principle. It is through this reflective process that candidates improve instruction, implement new ideas, abandon ineffective methodologies, and enhance learning outcomes for their students. MSUM candidates are skilled at analyzing their teaching from a variety of perspectives and identifying connections between teaching strategies and student learning. in addition, candidates utilize a variety of techniques to question their procedures and consider


alternatives for instruction and student growth. MSUM candidates recognize learning, motivational, and developmental variables and relate those dimensions to their teaching practices. Finally, MSUM candidates bring a questioning spirit to received wisdom and conventional practice when needed.

Humanistic: MSUM candidates value the personal worth of each individual. This is based on a belief in people's potential and innate ability to develop to their fullest. MSUM candidates' actions are grounded in knowledge of different cultural and ethnic groups within the world community, and in knowledge of the influence of culture and history, ethnicity, language, gender and socio-economics on one's life. This knowledge base informs candidates' decision-making as they create environments that promote freedom, compassion, and success for all learners. MSUM candidates are fair-minded in their interactions with others, as well as sensitive to and accepting of individual differences. Further, MSUM candidates have an understanding of aesthetics and the diversity that is part of the human experience and will incorporate this knowledge into their work. MSUM candidates recognize and accommodate a variety of linguistic and nonlinguistic interpersonal skills in their actions with others MSUM candidates foster resiliency in the students with whom they work and model these qualities in their own work.

Creative: MSUM candidates understand the powerful resources of the arts and sciences and use their knowledge of these areas to bring the best of their imaginative and creative acts into the classroom. MSUM candidates recognize the important role creativity plays in the design of instruction and classroom environment. They will, for themselves and for their students, meet new situations with resourcefulness, excitement and curiosity, with an investigative attitude, and with the ability to pose, seek and design solutions to problems. MSUM candidates are cognizant of the aesthetic elements of the world and draw on that knowledge to make curricular decisions designed to help students not only learn about aesthetics, but to also learn how to think about the world at large.

Standards Addressed in Course 8710.3000 Teachers of Early Childhood Education Standards Addressed D. A teacher of young children in the primary grades plans, designs, and implements developmentally appropriate learning experiences. The teacher must understand: (3) how to create learning environments that emphasize play, active manipulation of concrete materials, child choice and decision making, exploration of the environment, and interactions with others; (5) the central concepts and tools of inquiry for teaching mathematics, including:

(a) the use and understanding of mathematics and of how primary-aged children learn mathematics to guide instruction that develops children's understanding of number sense and number systems, geometry, and measurement


(b) planning activities that develop primary-aged children's understanding of mathematics and

increases their ability to apply mathematics to everyday problems;

(c) helping primary-aged children experience mathematics as a way to explore and solve problems in their environment at home and in school through open-ended work that includes child-invented strategies with different problems,

(d) selecting and creating a variety of resources, materials, and activities for counting and studying

patterns and mathematical relationships;

(e) building learning environments where children can construct their own knowledge for learning mathematics;

(f) providing objects, counters, charts, graphs, and other materials to help primary-aged children

express ideas, and represent and record problem solving through numbers and symbols;

(g) using field trips, science experiments, cooking and snack times, sports, and games to use mathematics to solve problems, to symbolize phenomena and relationships, and to communicate quantitative information; and

(h) asking questions to clarify how primary-aged children perceive a problem, develop a strategy,

and understand different approaches to reasoning and thinking in mathematics; (6) the central concepts and tools of inquiry for teaching science, including:

(a) supporting primary-aged children's enthusiasm, wonder, and curiosity about the world and increase their understanding of the world;

(b) building on primary-aged children's capabilities for using their senses to acquire information by examining, exploring, comparing, classifying, describing, and asking questions about materials and events in their environment;

(c) creating engaging and useful interdisciplinary projects that introduce primary-aged children to the

major ideas of science;

(d) encouraging primary-aged children to make predictions, gather and classify data, carry out investigations, make observations, and test ideas about natural phenomena and materials; and

(e) designing experiences to help primary-aged children construct and build their knowledge of

science; (7) the central concepts and tools of inquiry for teaching social studies, including:

(a) building on primary-aged children's experiences in their classrooms, homes, and communities to enrich understandings about social relationships and phenomena;

(b) leading primary-aged children to examine and discuss similarities, common interests, and needs and important differences among peoples, communities, and nations; and

(c) promoting social development, democratic ideals, civic values, cooperative relationships, and

mutual respect within the school community while helping primary-aged children grow as citizens;


Course Objectives (items in italics following each objective relate to the areas of the conceptual framework at MSUM —knowledgeable, reflective, humanistic, and creative)

1. Students will describe key features of developmentally appropriate practice at the primary level and apply these features in their development of lesson plans and teaching. (knowledgeable and reflective)

2. Students will understand the central concepts and methods of inquiry for teaching math, science, and social studies to children in the primary grades. (knowledgeable)

3. Students will become familiar with content standards in math, science, and social studies for primary grades. (knowledgeable)

4. Students will examine some of the prominent math, science, and social studies textbooks used in

the primary grades and become familiar with the features of the textbooks. (knowledgeable)

5. Students will write developmentally appropriate lesson plans in math, science, and social studies for primary grades, practice teaching them, and reflect on their teaching. (knowledgeable, creative, and reflective)

6. Students will construct, manipulate, and reflect on developmentally appropriate materials that can

be used to teach major concepts and ideas in the primary math, science, and social studies. (knowledgeable, reflective, and creative)

7. Students will use integrated approach in their planning and teaching of math, science, and social

studies lessons. (knowledgeable and creative) Required Texts Van de Walle & Lovin (2006). Teaching Student-Centered Mathematics: Grades K-3. Pearson. Tolman, M. (1999). Hands-On Science Activities for Grades K-2. Jossey-Bass. Seefeldt, Castle, and Falconer. (2010). Social Studies for the Preschool/Primary Child. 8th Ed. Merrill. Note: Other readings are occasionally required from the library/internet.

Course Requirements

1. In-class Activities/Preparations: A variety of teaching strategies will be employed in this course

(mini-lecture, large/small group discussions, videos, role plays, and so on). Read all the reading assignments and be ready to actively participate in class discussions. In addition to class discussions, workshops will be major class activities throughout the course. Therefore, your active participation is an essential component to make this course meaningful. Come prepared and be actively involved in class discussions and activities.

2. Attendance: As the course is based on active involvement, attendance is crucial; missed classes

will put you at a real disadvantage. 30 points of your grade will be based on your attendance. I expect you to take announced and unannounced exams and quizzes; unfortunately, if missed, they may not be made up. Also, it is not easy and often impossible to make-up in-class work done in small groups, workshops, etc. Thus make sure to be in class.


3. Assignments: Please note the due dates for assignments. Work must be submitted on these dates and possibilities of late submission must be discussed with the instructor. However, you may choose to accept a 20% loss of grade and hand in work late at any time after the due date up until the last day of class. Written assignments must be typed and double-spaced. Work should follow current APA style and be grammatically correct.

4. Exams/Quizzes: There will be announced or unannounced exams and quizzes over topics

covered in class and/or assigned readings.

5. Grades:

3 Workshops including 75 points (25 points each) - 3 Lesson Plans (30 points – 10 points each) - 3 Presentations (30 points – 10 points each) - 3 Reflective Logs (15 points – 5 points each)

Math, Science, & Social Studies Lesson Plans and Justifications 135 points - 9 Lesson Plans (90 points – 10 points each) - 9 Justifications (45 points – 5 points each)

Math Instruction in Perspective 60 points Exams/Quizzes 100 points Attendance 30 points Participation 30 points

A: 387-430 pts B: 344-386 pts C: 301-343 pts D: 258-300 pts F: 257 pts & below

Assignments (items in italics following each assignment relate to the areas of the conceptual framework at MSUM—knowledgeable, reflective, humanistic, and creative)

1. Workshops: Students will help to create workshops for the rest of the class and teach math,

science, and social studies lessons. Each and every student will do three workshops, one in each subject matter, throughout the semester. Each workshop involves 3 different assignments including Lesson Plan writing, Presentation, and Reflective Log writing. Below is the direction for each assignment:

a. Lesson Plan: Select an activity to teach a math, science, or social studies concept you are

assigned to teach. Run your ideas by me as you choose your activity. Then write a lesson plan before your workshop, post it to D2L so that everyone in class can see it, and submit a hard copy to me on the day you present. Your lesson plan should include: Topic of the Lesson – Grade Level – Lesson Purpose – MN Standards – Rationale – Prerequisite – Materials – Lesson Outline – Gearing Up – Gearing Down – Assessment (more detailed information about the format of lesson plan will be provided in class).

b. Presentation: You will assume the role of a classroom teacher and teach the lesson you planned to your peers in class. Your lesson should involve hands-on experiences in which the whole class will participate and be about 15-20 minutes long. In case you need to construct or prepare materials for your presentation, try to use free, inexpensive, and recycled ones. After each presentation, the whole class will debrief the lesson.

c. Reflective Log: After your presentation, critically reflect on your lesson. Think about what went well, what problems you encountered if any, what surprises – either good or bad – you had in the course of your lesson if any, what could have been done differently, how the lesson would work differently if it were in a real primary classroom, and so on. Then write a reflective log that summarizes your critical reflection and submit it to the instructor on the following class session of your presentation. (knowledgeable, reflective, and creative)


Standards addressed: D1, D3, D5a, D5b, D5c, D5d, D5e, D5f, D5g, D5h, D6a, D6b, D6c, D6d,

D6e, D7a, D7b, D7c

2. Math, Science, and Social Studies Lesson Plans and Justifications: Familiarize yourself with Minnesota Academic Standards, especially for Math, Science, and Social Studies Standards for the primary grade levels. Then pick 3 standards indicated below from each of the Math, Science, and Social Studies Standards, prepare 3 lesson plans to teach each of the standards, and provide justifications as to what makes your way of teaching the best teaching the specific standards (concepts) chosen. That means you will prepare a total of 9 lesson plans and justifications. 3 lesson plans and 3 justifications for each subject area are due a week after each subject area is covered in the class. (knowledgeable, creative, and reflective) Math Standards: Number sense, geometry, and measurement Science Standards: Plants, air, and earth Social Studies Standards: Social relationships and phenomena, differences among people, community, and nations, and civics

Standards addressed: D1, D3, D5a, D5b, D5c, D5d, D5e, D5f, D5g, D5h, D6a, D6b, D6c, D6d,

D6e, D7a, D7b, D7c 3. Math Instruction in Perspective: The purpose of this assignment is for you to find out how

math concepts covered in the course are presented in the primary grade textbooks and think about if they are addressed in the way you would address the concepts for the grade level you are looking at. By doing so, you will not only become familiar with some of the major features of math textbooks that are used in the primary grades, but also be able to reflect on your instructional strategies in relation to the textbooks. For this assignment, first you will need to decide what three math concepts you will look at from all the math concepts discussed in class. Second, you will need to locate the math textbooks that are used in Fargo-Moorhead area schools at the Curriculum Materials Center in the library. Third, you will have to examine the ways in which the concepts you picked are presented in those textbooks and make comparison to your own instructional strategies. Finally write a report that summarizes the following: what are some similarities and differences between the way the textbook present the concept you chose and the way you would teach the concept, what are some of the strengths or weaknesses of the textbook, and how you would utilize the textbook if it were adopted by your school district in the future. It should be about 3-4 pages long, approximately one page devoted to each concept. More detailed information on this assignment will be given in class. (knowledgeable and reflective)

Standards addressed: D3, D5a, D5b, D5c, D5d, D5e, D5f, D5g, D5h

Course Schedule

Weeks Topics Reading Standards 1

Getting started; look over textbooks and syllabus Teaching Child-Centered Math Discussion topics:

ü How children learn and understand mathematics

ü Teaching with problems

Van de Walle & Lovin, Chap. 1

D1, D3


ü Planning a problem-based classroom ü Assessment in a problem-based classroom

2

Number Concepts and Number Sense Discussion topics:

ü Early counting and number sense ü Early number sense ü Relationships among numbers 1 through 10,

10 through 20 ü Relationships for numbers ü Numbers to 100 ü Number sense and the real world


D1, D3, D5a, D5b, D5c, D5d, D5e, D5f, D5g, D5h

Operations and Story Problems Discussion topics:

ü Addition and subtraction ü Teaching addition and subtraction ü Problem structures for multiplication and

division ü Solving story problems



3

Basic Facts Discussion topics:

ü From concepts to strategies to fact mastery ü Strategies for addition facts ü Strategies for subtraction facts ü Strategies for multiplication facts ü Division facts and “Near Facts”



Base-Ten Concepts and Place Value Discussion topics:

ü Children’s pre-base-ten concepts ü Goals of place value development ü Models for place-value ü Developing place-value concepts and

procedures ü Number sense development ü Activities for flexible thinking



4

Whole Number Computation Discussion topics:

ü Computational fluency ü Development of invented strategies ü Invented strategies for addition and

subtraction ü Invented strategies for multiplication and

division ü Traditional algorithm



Geometric Concepts Discussion topics:

ü Geometry goals for students ü Geometric thought: reasoning about shapes




and relationships ü Shapes and properties activities ü Transformation activities ü Location activities ü Visualization activities

5

Measurement Concepts Discussion topics:

ü The meaning and process of measuring ü Developing measurement concepts and

skills ü Measuring length ü Measuring area ü Measuring volume and capacity ü Measuring weight and mass ü Measuring time ü Introducing standard units



Early Fraction Concepts Discussion topics:

ü Sharing and the concept of fractional parts ü Models for fractions ü From fractional parts to fraction symbols ü Fraction number sense ü Equivalent-fraction concepts



6

Algebraic Reasoning Discussion topics:

ü Repeating patterns ü Growing patterns ü Patterns with numbers ü Representing ideas ü Variables and equations ü Relations and functions



Data and Probability Discussion topics:

ü Gathering data to answer questions ü Classification and data analysis ü Graphical representations ü Describing a set of data ü Probability on a continuum ü Sample spaces and probability ü Short-run versus long-run results

Van de Walle & Lovin, Chap. 11&12


7

Air Discussion topics:

ü Science appropriate primary children ü Science process skills ü Properties of air ü Science experiments on the properties of air ü Characteristics of air pressure ü Science experiments on air pressure

Tolman, Topic 1 D1, D3, D6a, D6b, D6c, D6d, D6e


ü Bernoulli’s principles and related experiments

Water Discussion topics:

ü Properties of water ü Science experiments on properties of water ü Condensation and related experiments ü States of water and related experiments ü Capillary action and related experiments


8

Weather and the Earth Discussion topics:

ü Watching weather ü Weather instruments: Constructing wind

vane ü Composition of the earth ü Science activities and experiments

pertaining to the composition of earth ü Rocks and science activities

Tolman, Topics 3 & 4 D1, D3, D6a, D6b, D6c, D6d, D6e

Plants and Seeds Discussion topics:

ü Identifying plants in children’s environment ü How plants grow ü Growing plants activities ü Parts of plants and activities ü Traveling seeds and related activities


9

Animals Discussion topics:

ü Different kinds of pets and pet care ü Animals in neighborhood ü Observing birds ü Animals in the classroom

Tolman, Topic 6

D1, D3, D6a, D6b, D6c, D6d, D6e

Animal Life Cycles and Adaptations Discussion topics:

ü The concept of growing up ü Changes in people and animals ü Life cycle of animals: frog and butterfly ü Different ways of adaptations


10

Body, Health, and Nutrition Discussion topics:

ü Five senses and related experiments ü Importance of washing hands ü Eating healthy and related activities

Tolman, Topics 9, 10 & 11 D1, D3, D6a, D6b, D6c, D6d, D6e

Nature of Matter and Energy Discussion topics:

ü States of matter ü Experiments on changes in states of matter ü Different forms of energy and conserving

energy



11

Light and Sound Discussion topics:

ü Light and shadow ü Sound and related experiments


Simple Machines, Magnetism and Static Electricity Discussion topics:

ü Simple tools and machine and related experiments

ü Magnets and related experiments ü Static electricity and related experiments

Tolman, Topics 16, 17 & 18

D1, D3, D6a, D6b, D6c, D6d, D6e

12

Social Skills Discussion topics:

ü Development of social skills ü Factors affecting social development ü Self-concept ü Relating to others: communicating, sharing,

making friends, and conflict resolution ü Activities that help children develop social

skills

S. C. & R., Chap. 5 D1, D3, D7a, D7b, D7c

Culture, Diversity, and Values Discussion topics:

ü Culture ü Diversity ü How children learn about others ü How children learn values ü What values should be taught ü Activities that help children develop anti-

bias values

S. C. & R., Chap. 6

D1, D3, D7a, D7b, D7c

13

History Discussion topics:

ü Time ü Change ü The continuity of human life ü The past ü Methods of the historian ü Activities that help children understand

time, change, and the past


Geography Discussion topics:

ü Earth: Land and water ü Direction and location ü Relationship within places ü Spatial interactions ü Activities that help children develop the key

concepts in geography


14

Economics Discussion topics:



ü Development of economic concepts ü Scarcity, production, and career ü Activities that help children develop

economic concepts Civics and Government Discussion topics:

ü Democratic values ü Political concepts ü Ownership and pride ü Activities that help children develop active

citizenship


15 Global Connections Discussion topics:

ü Interconnectedness and interdependency ü Global education ü Activities that help children understand

global connections


How Early Childhood Standards Are Taught and Instructed

8710.3000 Standards Instruction Assessment D. A teacher of young children in the primary grades plans, designs, and implements developmentally appropriate learning experiences. The teacher must understand:

(1) the cognitive, social and emotional, physical, and creative development of primary-aged children and how children's development and learning are integrated

Throughout the semester students discuss and learn physical, social, emotional, language, cognitive, and creative development of primary grade children in the context of planning developmentally appropriate math, science, and social studies lessons.

Lesson Plans and Workshops: Students are required to write math, science, and social studies lesson plans and present them to their peers in class. One of the evaluation criteria for lesson plans and workshops is a demonstration of the understanding of how primary-aged children’s development and learning are integrated.

(3) how to create learning environments that emphasize play, active manipulation of concrete materials, child choice and decision making, exploration of the environment, and interactions with others;

Throughout the semester students discuss and learn individual differences in primary grade children in their development and approaches to learning.

Lesson Plans and Workshops: In their lesson plans and workshops students are required to specify different ways to meet the needs of individual children in the forms of gearing down and gearing up ideas.

(5) the central concepts and tools of inquiry for teaching mathematics, including:

(a) the use and understanding of mathematics and of how primary-

Reading: Van de Walle & Lovin Ch 1-Teaching Child-Centered Math

Lesson Plans and Workshops: Students are required to write math


aged children learn mathematics to guide instruction that develops children's understanding of number sense and number systems, geometry, and measurement;

(Discussion topics: How children learn and understand mathematics, problem-based teaching, planning a problem-based classroom); Ch 2-Number Concepts and Number Sense (Discussion questions: Early counting and number, early number sense, relationships among numbers 1-10, 10-20, numbers to 100, number sense and real world); Ch 7-Geometric Concepts; Ch 8-Measurement Concepts.

lesson plans on number sense and number system, geometry, and measurement for primary grade children and present them to peers in class.

(b) planning activities that develop primary-aged children's understanding of mathematics and increases their ability to apply mathematics to everyday problems;

Reading: Van de Walle & Lovin (2006). Teaching Student-Centered Mathematics: Grades K-3. Throughout the semester, students read and discuss ways to present math problems in real life context for children to understand math concepts and apply mathematics to everyday problems (Discussion Topics: Number sense and the real world, story problems in children’s real life context). Also students learn about using contextual problems that children can apply mathematics to science experiments or social studies questions.

Lesson Plans and Workshops: Students write math lesson plans for primary grade children and present them to peers in class. One of the assessment criteria for students’ lesson plans and workshops is whether they incorporate problem-solving situations in real life context or in the context of learning where children understand and apply mathematics to everyday problems.

(c) helping primary-aged children experience mathematics as a way to explore and solve problems in their environment at home and in school through open-ended work that includes child-invented strategies with different problems, games, and authentic situations;

Reading: Van de Walle & Lovin (2006). Teaching Student-Centered Mathematics: Grades K-3. Throughout the semester, students read and discuss ways to help primary-aged children explore and solve problems at home and in school and encourage children to utilize invented strategies when solving problems rather than following any set formula or algorithm (Discussion topics include Invented Strategies for Addition, Subtraction, Multiplication, and Division)

Lesson Plans and Workshops: Students write math lesson plans for primary-aged children and present them in class. One of the assessment criteria for students’ lesson plans and workshops is whether they present open-ended math problems so that primary-aged children can solve them using their own invented strategies rather than try to teach specific ways to solve the problems posed.

(d) selecting and creating a variety of resources, materials, and activities for counting and studying patterns and mathematical relationships;

Reading: Van de Walle & Lovin Chs. 2, 3, 4, & 10. Students select and create resources (lesson plans), materials (math manipulatives), and activities for counting, patterns, and mathematical relationships.

Lesson Plans and Workshops: Students select and create a variety of resources, materials, and activities for counting, patterns, and mathematical relationships through their lesson plan writing and workshops.

(e) building learning environments where children can construct their own knowledge for learning

Reading: Van de Walle & Lovin, Ch 1-Teaching Child-Centered Math Students discuss and explore ways

Lesson Plans and Workshops: Students write math lesson plans for primary-aged children and present


mathematics; to create learning environments based on the constructivist ideas of children’s learning and development.

them in class. One of the assessment criteria for students’ lesson plans and workshops is whether their lessons allow children to construct their own understanding and make sense of mathematical concepts.

(f) providing objects, counters, charts, graphs, and other materials to help primary-aged children express ideas, and represent and record problem solving through numbers and symbols;

Reading: Van de Walle & Lovin, Chs 1-12. Throughout the semester students discuss and explore instructional strategies that encourage children to express, represent, and record their mathematical thinking and problem solving process using different media including objects, counters, charts, graphs, and other materials.

Lesson Plans and Workshops: Students write math lesson plans for primary-aged children and present them in class. One of the assessment criteria for students’ lesson plans and workshops is whether they allow children to express, represent, and record their mathematical ideas and problem solving through different media including objects, counters, charts, graphs, and other materials.

(g) using field trips, science experiments, cooking and snack times, sports, and games to use mathematics to solve problems, to symbolize phenomena and relationships, and to communicate quantitative information; and

Reading: Van de Walle & Lovin, Chs 1-12. Students discuss and examine ways to integrate science, social studies, and other everyday experiences into math lessons so that children can solve problems, symbolize numeric relationships, and communicate numerically.

Lesson Plans and Workshops: Students write math lesson plans for primary-aged children and present them in class. One of the assessment criteria for students’ lesson plans and workshops is whether they integrate other subject matters or everyday experiences into math lessons so that children can solve problems, symbolize numeric relationships, and communicate numerically.

(h) asking questions to clarify how primary-aged children perceive a problem, develop a strategy, and understand different approaches to reasoning and thinking in mathematics;

Reading: Van de Walle & Lovin, Chs 1-12. Students discuss and explore ways to frame questions to clarify how primary-aged children perceive a problem, develop a strategy and understand different approaches to reasoning and thinking in mathematics.

Lesson Plans and Workshops: Students write math lesson plans for primary-aged children and present them in class. Students are required to list key questions they as teachers should ask to children in order for them to clarify children’s mathematical thinking process.

(6) the central concepts and tools of inquiry for teaching science, including:

(a) supporting primary-aged children's enthusiasm, wonder, and curiosity about the world and increase their understanding of the world;

Reading: Tolman Chs 1-18. Students discuss and explore discovery oriented, inquiry based science learning that support primary-aged children’s curiosity about the physical world and help them understand their world better.

Lesson Plans and Workshops: Students write discovery oriented and exploratory science lesson plans for primary-aged children that support children’s enthusiasm, wonder, curiosity, and understanding about the world. They also present them in class.

(b) building on primary-aged children's capabilities for using their senses to acquire information by

Reading: Tolman Chs 1-18. Students discuss and examine ways to build on primary-aged children’s

Lesson Plans and Workshops: Students identify science process skills that are incorporated into their


examining, exploring, comparing, classifying, describing, and asking questions about materials and events in their environment;

capabilities for using science process skills such as observing, comparing, classifying, communicating, describing, predicting, and inferring and to ask questions about materials and events in their environment.

science lesson plans for primary-aged children, list questions for children about materials and events in their environment.

(c) creating engaging and useful interdisciplinary projects that introduce primary-aged children to the major ideas of science;

Reading: Tolman Chs 1-18. Students discuss and explore ways to create interdisciplinary projects that teach primary grade children about major ideas of science including water, air, animals, plants, simple tools and machines, light, magnetism, and energy.

Lesson Plans and Workshops: Students prepare science lesson plans that integrate other subject matters for primary-aged children and present them in class.

(d) encouraging primary-aged children to make predictions, gather and classify data, carry out investigations, make observations, and test ideas about natural phenomena and materials; and

Reading: Tolman Chs 1-18. Students discuss and examine ways to encourage children to use science process skills such as observing, predicting, collecting and classifying data, and testing hypotheses to learn about natural phenomena and materials.

Lesson Plans and Workshops: Students plan science lesson plans while incorporating science process skills so that primary-aged children can learn about their natural world using science process skills that scientists use.

(e) designing experiences to help primary-aged children construct and build their knowledge of science;

Reading: Tolman Chs 1-18. Students discuss and explore constructivist approaches to teaching science from which children build their own understanding and knowledge of scientific concepts.

Lesson Plans and Workshops: Students write science lesson plans for primary-aged children in which children are actively explore and construct their own understanding of the natural phenomena.

(7) the central concepts and tools of inquiry for teaching social studies, including:

(a) building on primary-aged children's experiences in their classrooms, homes, and communities to enrich understandings about social relationships and phenomena;

Reading: Seefeldt, Castle, and Falconer Ch 5-Social Skills Students discuss and examine ways to help primary-aged children understand social relations and build social skills based on their experiences in their classrooms, homes, and communities.

Lesson Plans and Workshops: Students write social studies lesson plans on social relationships and phenomena for primary-aged children based on children’s experiences in their classrooms, homes, and communities. They also present them in class in the form of workshop.

(b) leading primary-aged children to examine and discuss similarities, common interests, and needs and important differences among peoples, communities, and nations; and

Reading: Seefeldt, Castle, and Falconer Ch 6-Culture, Diversity, and Values; Ch 11-Global Connections. Students explore ways to help primary-aged children to examine similarities and differences, common interests, and needs among peoples, communities, and nations.

Lesson Plans and Workshops: Students write social studies lesson plans on human diversity, common basic needs, and similarities and differences among people, communities, and nations. They also present them in class in the form of workshop.

c) promoting social development, democratic ideals, civic values, cooperative relationships, and mutual respect within the school community while helping primary-

Reading: Seefeldt, Castle, and Falconer Ch 10-Civic and Government. Students discuss and examine ways to promote democratic ideals, civic values, and

Lesson Plans and Workshops: Students write social studies lesson plans focusing on democratic ideals, civic values and rights, cooperative relationships, and mutual respect


aged children grow as citizens; cooperative relationships within the school community while helping them grow as citizens.

within the school community and helping children grow as citizens. They also present them in class in the form of workshop.

Disability Access Students with disabilities who believe they may need an accommodation in this class are encouraged to contact Greg Toutges, Coordinator of Disability Services at 477-5859 (Voice) or 1-800-627-3529 (MRS/TTY), CMU 114 as soon as possible to ensure that accommodations are implemented in a timely fashion. Academic Honesty “The University expects all students to represent themselves in an honest fashion. In academic work, students are expected to present original ideas and give credit for the ideas of others. The value of a college degree depends on the integrity of the work completed by the student. When an instructor has convincing evidence of cheating or plagiarism, a failing grade may be assigned for the course in which the student cheated. Instructors also may choose to report the offense, the evidence, and their action to the Dean of their college or the Vice President for Academic Affairs. If the instructor (or any other person) feels the seriousness of the offense warrants additional action, the incident may be reported to the Judicial Affairs Officer. The Judicial Affairs Officer will follow procedures set out in the Student Conduct Code. After the review of the case and a fair, unbiased hearing, the Judicial Affairs Officer may take disciplinary action if the student is found responsible (see Student Conduct Code for details)” (https://www.mnstate.edu/sthandbook/policiesprocedures/academichonesty.cfm).

Documents

EECE 426 - Primary Methods: Math, Science, and Social Studies · including Lesson Plan writing, Presentation, and Reflective Log writing. Below is the direction for each assignment: