Professor: Dr. Herbert L. Steffy

E-mail: hsteffy@heidelberg.edu

Web Page: www.heidelberg.edu/~hsteffy/

Phone: 419-448-2264

Office: Ed. Center Room 115

Office hours: M-W 3:00-5:00, T-R 1:00-5:00

Drop-ins welcome any other time if I am in my office.

This course will address the development of mathematical and scientific understanding in young children, with emphasis on developmentally appropriate curriculum models, assessment practices, methods, materials, and technology to support their learning. Students will learn to use and evaluate software to enhance and reinforce math and science skills and understanding. Focus is upon methods that encourage student participation through use of various hands-on materials and upon lesson planning (short and long-range) as it relates to assessed student needs, Ohio Competency-based Math and Science Models and district courses of study, and professional standards. Research of related professional literature will be expected. Required field experiences in preschool and K-3 settings (with diverse learners) will enable students to implement the strategies and practices addressed in class. (Taken concurrently with EDU 317 as a "block" experience.)

Minimum GPA 2.5 to enroll. EDU 225, EDU 230, EIS 265

Charlesworth, R. and Lind, K. K. (1999). Math and science for Young Children, (3^rd Ed.).Albany, NY:

Delmar.

Class hours: Monday: 1:00-2:50 Wednesday: 1:00-1:50

Field hours: Early Field: M-10/15, W-10/17, F-10/19

Seminars: Thursday – 11:00 AM 10/18, 11/01, 11/15, 11/29

Course Objectives: [Coded to Early Childhood (EC), Heidelberg College (HC), and Vital Connections (VC) objectives] Each student will:

1. understand and articulate how children develop concepts and skills related to math and science learning. (EC: 1.1; HC: 5; VC: I.A.1-I.A.5, B.2-B.5, II.A.1-II.A.5,B.2, III.A.1-A.2, B.1-B.2)

2. use knowledge of child development and learning to provide learning opportunities to support the development of mathematical and scientific understanding for all young children ages 3-8. (EC: 1.1, 1.2; HC: 5; VC: III.A.1-A.2, B.1-B.2, IV.A.3, B.1-B.3)
3. create appropriate learning environments that enhance mathematical and scientific learning for all young children ages 3-8. (EC: 2.2, 2.4, 4.1; HC: 5; VC: VI.A.1-A.4, B-1-B.4)
4. identify and use a variety of developmentally and individually appropriate curriculum activities and instructional methods based on knowledge of individual children, the community, and curriculum goals and content. (EC: 2.2, 2.4, 4.1; HC: 5, 9; VC: IV.A.1-A.3, B.1-B.3, V.A.1-A.3, B.1-B.3)
5. develop and implement an integrated unit of meaningful learning experiences that enhance math and science learning. (EC: 2.1.3; HC: 5; VC I.A.2, I.B.1-B.5)
6. create, select and evaluate developmentally and functionally appropriate materials, equipment, and technology. (EC: 2.1.5; HC: 5; VC: IV.A.1-A.3, B.1-B.3, V.A.1-A.3, B.1-B.3)
7. select and use appropriate formal and informal assessment strategies to plan activities and to document young children’s growth of mathematical and scientific understanding. (EC: 4.1; HC: 5; VC: VIII.A.1-A.4, B.1-B.4)
8. use Ohio Department of Education Competency Models in Math and Science to inform instruction and assessment. (EC: 4; VC: IV.A.3, VIII.A.3)
9. self-assess instructional practices as a basis for program planning and modification and continuing professional development. (EC: 5.1; HC: 5, 9, 10; VC: I.A.3, B.1, B.3-B.4, IV.B.2)
10. demonstrate professional growth by accessing and using appropriate literature and resources. (EC: 5.5; HC: 5, 10; VC: I.A.3, B.1, B.3-B.4, IV.B.2)
11. observe and participate under supervision of qualified professionals in P-3 settings which reflect diversity of young children’s abilities culture and linguistic backgrounds. (EC: 6.1, 6.2; HC: 4, 7, 9; VC: II.A.1-A.5, B.1-B.5, III.A.1-A.2, B.1-B.2)

Instructional Strategies: (*major components)

*Lecture Problem Solving *Discovery

Practice/Drill Laboratory Practicum

*Viewing, Listening, Answering *Independent Learning Role Playing

*Discussion/Questioning *Library Research *Technology

Clinical/Community Experience *Demonstration/Modeling Other

Course Assignments: (coded to Course Objectives)

1. Class attendance/participation: participate in class discussions and activities.

(CO# 1, 2)

2. Integrated Demonstration Lessons: develop and present 2 demonstration lessons, 1 primarily math and 1 primarily science with components that integrate other subjects across the curriculum. Lessons should reflect the Ohio Math and Science Models and be informed by developmentally appropriate guidelines. (CO# 3, 4, 5, 8)
3. Web Page: add to your personal web page links to resources related to teaching math and science concepts with young children, 3-8 years old. (CO# 1, 6, 8, 10)
4. Resource Lesson File: create 16 lesson plans (one from each of the following units in the text: 9, 10, 11, 12, 17, 18, 19, 20, 27, 28, 29, 30, 34, 35, 36, 37) that teach one of the main concepts in that unit. Each lesson must be correlated to the appropriate grade-level objective(s) in the Ohio Math or Science Models book. Then make copies of each lesson to share with everyone else in this class to create a resource file of lessons. (CO# 1, 2, 3, 4, 5, 6, 7, 8, 10)
5. E-mail Critiques: Read and critique five (5) professional journal articles. All of the journal articles must relate to teaching mathematics or science at the P-3 grade level. Student will then prepare a critique of the article (follow the guidelines below) that will be e-mailed to all other members of the class using a distribution list the professor will prepare. Students will also be expected to respond to at least five critiques of their classmates during the semester. Critiques will be worth 15 points each and responses 3 points each (times 5 = 90 points). (CO# 10)

Critique format: APA format bibliographic entry followed by a summary of the article and your reaction to what the article said including how you anticipate using the information you learned in your own teaching. There are no length requirements but the reaction/reflection must be at least 50% of the total critique assignment. Responses may be brief but should contain substance and reflection. "Good job" and "Great article" are not acceptable responses.

6. Field Journal: E-mail a journal entry to the professor for each day you are in the field (including early field). The e-mail should focus on: what you did, what you observed, what you learned (be sure to mention the developmental characteristics of the children you’re working with), and how your experience relates to what we are learning in class. All entries should also be printed and compiled in a folder that will be turned in at the end of the field experience. (CO# 1, 9, 10, 11)

Rubric: 5 = thorough, reflective, well written

4 = very good response, could include more insight

3 = good, acceptable response but more thought needed

2 = below average, major components missing

1 = weak attempt

0 = not submitted

7. Field Experiences: successfully complete field experience. This includes the following:

(CO# 2, 3, 4, 5, 6, 7, 8, 9, 10, 11)

• Plan and teach math and science lessons. Prepare and turn in a lesson

• Participate in all scheduled meetings with cooperating and supervising

• Maintain a daily field journal (as listed in #7 above)

1. Exam: comprehensive self-selected, constructed response test based on the text,

class notes, and handouts. (CO# 1, 10)

Assignment Points Due Date

1. Class participation 60 daily

2. Demo Lessons 100 TBA

3. Web Page 90 10-03

4. Resource File Lessons 160 10-17

5. E-mail critiques 90 10-17

6. Field Journal 110 daily during field

7. Field Experience 290 10/22-12/7

8. Final Exam 100 12-12

Total 1000

950-1000 A 850-869 B- 720-749 D+

930-949 A- 820-849 C+ 680-719 D

900-929 B+ 780-819 C 650-679 D-

870-899 B 750-779 C- 0-649 F

Attendance Policy:

Persons preparing to teach should exhibit those attitudes appropriate to professional teaching. Therefore students, in accordance with Educational Department Policy, are excused from class only for college business, illness, or family emergency. Absences will excused only when the professor is notified in advance.

It is understood that all work is the student’s own. Please refer to the College policy and procedures for academic dishonesty. Plagiarism could result in the student being dismissed from the College.

If you are a student with a special need, it is your responsibility to notify the professor (via letter from the Learning Center) by the second week of classes so that accommodations can be arranged. Without formal notification, no modifications of course requirements will be made at any time.

Please take advantage of the Learning Center Tutoring Services if you are experiencing difficulty in this (or any other) class. Applications for tutors are available outside the Learning Center office located in Brown Residence Hall. Feel free to contact the Director of the Learning Center at 448-2301 if you need assistance or for additional information.

8-29 W Introductions/Syllabus/Pre-test Read Text Section I

9-3 M History of math/science education

5. W Concept Development Read Text Section II

10. M Fundamental concepts/skills Lesson Plan Set 1 due

9-12 W Language and Math Critique #1 due

Read Text Section III

17. M Applying concepts, attitudes, skills Lesson Plan Set 2 due

9-19 W Application to science Critique #2 due

Read Text Section IV

24. M Symbols and Higher-Level Activities

9-26 W Appendix B Critique #3 due

Read Text Section V

1. M Math concepts and operations Lesson Plan Set 3 due

10-3 W Scientific Investigations Critique #4 due

Web page due

Read Text Section VI

8. M Demo Lessons Lesson Plan Set 4 due

10-10 W Demo Lessons Critique #5 due

Read Text Section VII

Field Schedule:

Early Field 10-15 M 10-17 W 10-19 F

Wk 1 Field 10-22 M 10-24 W Fall Break

Wk 2 Field 10-29 M 10-31 W 11-2 F

Wk 3 Field 11-5 M 11-7 W 11-9 F

Wk 4 Field 11-12 M 11-14 W 11-16 F

Wk 5 Field 11-19 M Thanksgiving Thanksgiving

Wk 6 Field 11-26 M 11-28 W 11-30 F

Wk 7 Field 12-3 M 12-5 W 12-7 F

Seminar Schedule:

Thursdays - 11:00 10-18 11-1 11-15 11-29

Wednesday, December 12 10:00-12:00

Note: Graded exams and course report card may be picked up in Dr. Steffy’s

Barba, R. (1998). Science in the Multicultural Classroom, (2^nd ed.). Boston: Allyn and Bacon.

Billstein, R., Libeskind, S. and Lott, J. W. (2001). A Problem Solving Approach to Mathematics for Elementary School Teachers, (7^th Ed.). Boston: Addison Wesley.

Chaille, C. and Britain, L. (1997). The Young Child as Scientist, (2^nd ed.). New York: Longman.

Dobey, D. C., Beichner, R. J., and Raimondi, S. L. (1999). Essentials of Elementary Science, (2^nd ed.). Boston: Allyn and Bacon.

Esler, W. K. and Esler, M. K. (1996). Teaching Elementary Science, (7^th ed.). Belmont, CA: Wadsworth Publishing.

Friedel, A. E. (1997). Teaching Science to Children, (4^th ed.). New York: McGraw-Hill.

Gamble, R. J. and Wilkins, J. (1995). Math Activities for Young Children. New York: McGraw-Hill.

Krajcik, J., Czerniak, C., and Berger, C. (1999). Teaching Children Science. Boston: McGraw-Hill College.

Riedesel, C. A., Schwartz, J. E. and Clements, D. H. (1996). Teaching Elementary School Mathematics, (6^th Ed.). Boston: Allyn and Bacon.

Reys, R. E., Suydam, M. N., Lindquist, M. M., and Smith, N. L. (1998). Helping Children Learn Mathematics, (5^th Ed.). Boston: Allyn and Bacon.

Ronis, D. (2001). Problem Based Learning for Math and Science. Arlington Heights, IL: SkyLight Professional Development.

Sheffield, L. J. and Cruikshank, D. E. (2000). Teaching and Learning Elementary and Middle School Mathematics, (4^th Ed.). New York: John Wiley & Sons.

Smith, S. S. (2001). Early Childhood Mathematics, (2^nd Ed.). Boston: Allyn and Bacon.

Tolman, M. N. and Hardy, G. R. (1999). Discovering Elementary Science, (2^nd ed.). Boston: Allyn and Bacon.

Van de Walle, J. A. (1998). Elementary and Middle School Mathematics (3^rd ed.). New York: Longman.

The web page doesn’t have to be fancy. All it has to do is work. It should consist of "hot links" to various science and math web sites you have found. Sites should not be "ads" but rather sites that will help you as a teacher better understand this aspect of science and math.

The categories should be as follows:

Under each category you should have at least three (3) sites, giving the complete URL (set up as a hot link) and underneath the URL give a brief description of what is useful about that site. Pick sites that are age-appropriate for your licensure area.

There will be ten (10) areas with three (3) sites each for a total of thirty (30) sites. The hot-linked URL, the brief description, and the appropriateness of the level will be worth three (3) points for each site for a total of ninety (90) points for this assignment.

If you do not currently have a Heidelberg web page or if you need help with this assignment, please see me. Self-help directions are available on the web at http://www.heidelberg.edu/hpage/maint.pl While many of you will have the same sites listed, this is an individual activity and I expect each person to create their own web page.

To get credit for this assignment, simply notify me (preferably by e-mail) that it is posted on your web page and I will access the page to evaluate it for your grade.