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SCE 4310
Course Assignments
Teaching Science in Elementary School (K-6) Syllabus (pdf) Schedule Assignments Rubrics
Assignment |
Date |
Value |
Grading |
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Ongoing |
15 % |
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Week 5 |
15 % |
A = 4.00 (97) 93 – 100 %
A- = 3.67 (91) 90 – 92 %
B+ = 3.33 (88) 87 – 89 %
B = 3.00 (84.5) 83 – 86 %
B- = 2.67 (81) 80 – 82 %
C+ = 2.33 (78) 77 – 79 %
C = 2.00 (74.5) 73 – 76 %
C- = 1.67 (71) 70 – 72 %
D+ = 1.33 (68) 67 – 69 %
D = 1.00 (64.5) 63 – 66 %
D- = 1.00 (61) 60 – 62 %
F = 0.00 (50) below 60 %
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| Converted Inquiry Lesson |
Week 7 |
10 % |
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Week 9
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15 %
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Weeks 13 |
15 % |
| Science Education Thematic Unit Plan |
Ongoing |
30 % |
FINAL GRADE |
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out of 100 % |
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Assignment |
Expectations
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You are expected to have read the assigned readings each week. This is essential for demonstrating evidence that you have read and thought about the main ideas presented in the readings. Quick writes consist of responses to questions about the readings and other thoughts you might have about them. It is your responsibility to ask specific questions about any readings that are not clear to you.You will conduct several science activities (experiments or investigations) and then reflect on experiencing learning science through inquiry activities. The expectation is that you demonstrate active learning through quick writes, activities, & discussions by making connections to assigned readings and learning experiences, and tying together theory and field experiences to online discussions.
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The first quiz covers mainly pedagogy in the science classroom.
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For this assignment you will revise a non-5E lesson into a hands-on/minds-on inquiry lesson using the 5E model using the principles of Backward Design. The final lesson plan will meet curricular objectives and state and national standards for some ideas elementary school students learn within the lesson. The lesson should include components as described on the assessment rubric. Such elements are: objectives (mapped to state or national standards), assessment strategies, learning plan, modifications for students with special needs, technological tools, related resources, and background/conceptual content understanding.
The lesson will also include a 1-2 paragraph rationale. The first paragraph should explain why the lesson was modified and in what ways the 5E lesson best supports student learning and understanding. The second paragraph should detail how the lesson was improved by detailing major aspects that were modified.
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The second quiz covers mostly science content and teaching strategies.
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Prepare a science lesson using the Backward Design framework and 6E principles that meet curricular objectives and state and national standards fro some ideas elementary students learn within the lesson. The lessons include components as described on the assessment rubric. Lessons contain such elements as: objectives (mapped to state or national standards), a project rationale, the theoretical basis for the project, a learning progression, assessment strategies, related resources, differentiation fro students with special needs, technological tools, and background/conceptual content understanding.
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Design a thematic science unit that includes components as described on a separate rubric. Generally, this is a plan for teaching a big idea in a minimum of two weeks (and maximum of six weeks). This assignment contains such elements as a detailed summary of the unit, weekly schedule, resource list, a detailed learning progression, an essential or driving question, an inquiry lesson plan, 4 centers (1 connected to language arts, 1 to mathematics, and 1 incorporating technology), and suggestions for diverse learners. The unit should be designed around a project that drives student learning. |
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Detailed requirements for each assignment can be found on the assessment rubric page.
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