SCIENCE – Early Childhood Instructor: Email: Phone: Office: Class

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SCIENCE – Early Childhood

Instructor: Phone: Class Schedule:

Email: Office: Office Hours:

Course Description: This is an introductory course designed to instruct Early Childhood Educators and prospective teachers develop an awareness of the importance of science curriculum and design lesson plans that guide young children in science investigation. Activities in this course will pertain to life science, physical science, earth and environmental science. The process of integrating science with other curriculum areas will be included in writing of developmentally appropriate lesson plans. Investigation will include the use of observation and exploration skills, problem solving and the organizing of information. Required Text: Selly, P. (2012). Early childhood activities for a greener earth. St. Paul, MN: Redleaf press Martin D. (2000). Constructing early childhood science. Independence, KY: Cengage Learning. Other readings from: Chaille, C. & Britain L. (2002). The Young Child as Scientist: A Constructivist Approach to Early Childhood Science Education (3rd ed.). Upper saddle River, NJ: Pearson Education, Inc. Online Resources: • National Association for the Education of Young Children. Teaching Young Children (NAEYC). Developmentally Appropriate Practice and Play Video o www.naeyc.org/tyc/next/video/dap •

Division for Exceptional Children (DEC). Recommended Practices Video o http://www.decrecpractices.org/

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Division for Exceptional Children and National Association for the Education of Young Children: Joint Position Statement (2009): o http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf

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Creative Curriculum o http://teachingstrategies.com/curriculum/

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Highscope o http://highscope.org/Content.asp?ContentId=1

Early childhood inclusion: A joint position statement o http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS. pdf Preparing Early Childhood Professionals for Inclusion (PEPI) o http://teachingresearchinstitute.org/pages/show/project-pepi

Course Format: This class will include readings, hands-on active learning, small and large group discussion, individual reflective journaling, individual writing and presentations. CEC = Council for Exceptional Children DEC = Division for Early Childhood INTASC = Interstate New Teacher Assessment Consortium NAEYC = National Association for the Education of Young Children ODE= Oregon Department of Education Course Outcomes: Students will be able to: 1. Apply first-hand knowledge of the wide variety of experiences available to the young child in the area of science in inclusive environments: NAEYC Std. 1 ,4, 5; DEC Std. 2, 3. 2. Describe the teacher’s role in planning developmentally appropriate science activities and lesson plans: NAEYC Std. 1, 5; DEC Std. 2. 4. Present, extend, and evaluate science activities, including activities that have accommodations or adaptations for all children. NAEYC Std. 3, 5; DEC Std. 5, 7, 8. 5. Describe commonalities between math and science. NAEYC Std.1, 4; DEC Std. 3, 4. 6. Promote young children’s concept development through problem solving. NAEYC Std. 1, 4, 5; DEC Std. 2, 3. 7. Develop skills in planning for science investigation. NAEYC Std. 1,4; DEC Std. 7 8. Develop an awareness of fundamental concepts of science. NAEYC Std. 1, 4; DEC Std. 7.

Student Inclusion Competencies: 1. Demonstrate knowledge of typical and atypical child development. (DEC, NAEYC, ODE) 2. Describe the characteristics of children with various learning needs in inclusive settings. (DEC, CEC, NAEYC) 3. Apply current research on child development across all areas of development, including temperament and play, to implement recommended practices in inclusive settings. (DEC, ODE) 4. Develop, implement, and evaluate learning experiences and strategies with respect and consideration for the diversity of culture, class, and ability of young children and their families. (DEC, NAEYC, ODE) 5. Apply evidenced-based practices and current technology to address the child's needs. (DEC) 6. Use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children's development and learning. (DEC, NAEYC, ODE) Communication with the Instructor: If you have questions, concerns, or need to talk about assignments, etc. please contact the instructor through email, phone call, or visit during office hours. Students Needing Course Accommodations: If you feel you may need an accommodation for any type of disability, please contact Disability Services (telephone number). Instructors do not determine accommodations. Assignments: All assignments are due on the date specified by the instructor. Unless prior permission from the instructor has been obtained, no late assignments will be accepted.

Academic Dishonesty: Dishonesty in any method such as, but not limited to, plagiarism or cheating on tests and assignments will not be tolerated. Students who misrepresent their work or commit other acts of academic dishonesty may receive a failing grade for the course. When you refer to someone else’s work, you must give them credit in the form of a citation or reference. Email: Please check your student email account regularly in order to receive any class announcements or clarifications. Active Participation: Participation and attendance are essential to this course. Each person's unique responses and insights help our class reflect and grow in new ways. This course has been designed using a highly practical curriculum involving book browsing, literature discussion groups, class discussions as well as working with students within an early childhood and/or elementary school setting. Although adult learning styles vary, preparation for and active participation in class and small groups is required for the learning process and to succeed in this course. Active participation will require reading the text and articles for small group discussions as well as preparing for discussion by critically reflecting on your own thoughts and connections about your reading, observations, and experiences. Reading, writing, and sharing in small groups or with the whole class helps create and sustain our community of learners. Absences, habitual tardiness, and/or leaving early will lower your final grade. If you must miss a class session, make arrangements to talk with me regarding your absence. I will arrange for you to make up for the absence. Unapproved late assignments and multiple missed classes affect your final grade.

Tentative Course Schedule** Based on a 8 week course meeting 2 times a week Week Activities What's Due 1 Introductions Read both text: chapters 1 and 2 Review course syllabus & expectations Concept Development in Science A. How concepts develop 2

B. Promoting young children’s concept development through problem solving C. The basics of science D. Inclusive planning for science investigations

Read both text chapters 3, 4 and 5

3

Fundamental Concepts in Science A. Language and concept formation B. Integrating the science throughout the early childhood curriculum

Read both text chapters 6 and 7

4

C. Developmentally appropriate science applications for all young children Overview of Science Areas of Study A. Life science B. Physical science C. Earth and space science

Read both text chapters 8 and 9 Due: Science Field Exploration

5

D. Environmental science E. Health and nutrition The Science Environment A. Materials and resources for science B. Fieldtrips for science discovery

Read chapters 10, 11,12 and 13 from Constructing early childhood science

6

C. Creating opportunities for classroom discovery D. Code of practice on pets and animals in schools

Due: 5 information books to help with curriculum development

7

The Science Curriculum A. Webbing to develop curriculum B. Selecting science activity plans for young children Teaching process skills in science investigation: Observation Comparing Counting Classifying Defining Communicating Hypothesizing Predicting

Read chapters 14,15, and 16 from Constructing early childhood science

8

Due: 5 children’s storybooks Read chapters 17,18,19 and 20 from Constructing early childhood science

Testing Experimenting D. Guide young children in collecting and sorting objects 9

Involving Parents and Community A. Parent newsletters B. Fieldtrip involvement C. Resource sharing D. Science events E. Community visitors

10

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Finals Week

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Wrapping up discussions Complete post-assessment Final Presentations Final Presentations

Read chapters 21, 22 and 23 from Constructing early childhood science

Due: Science Activity Center 1st group Due: Science Activity Center 2nd group

** Class assignments and calendar are subject to change with prior notice Assignments: Attendance and Participation-25 points Regular attendance and participation. Students should consult with the instructor when absence is anticipated. Absences will affect course grade. Each class session we will discuss the readings from the previous week. Please be prepared with notes from the readings. These notes will then be turn in at the end of class weekly. Science Activity Center-35 points Develop a Science Activity Center in one of the following science areas: • Life Science • Physical Science • Earth and Environmental Science This will be your final for the class. You will set-up and take down the activity in class. You will present to the other students how children will use your activity, why you feel it is important, what age group you are targeting and discuss extension activities that could be done. Then you will do a mock trial with 3-4 students of working through the project. Each student is responsible for 1 science activity. Science Field Exploration-10 points Explore a science field in your local area, collect information and write a 3 page paper to share with the other students on how you might use the science field in a child care program or early learning classroom. 5 information books to help with curriculum development-15 Points Write a 5 page paper that includes the use of 5 information books that you would use to help create or support curriculum. Each book should include APA format and a brief summary with specific details of the book, what developmental areas are target and how you would use it to support the curriculum. 5 children’s storybooks -15 Points Write a 10 page paper that includes the use of 5 information books that you would use to help create or support curriculum. Each book should include APA format and a brief summary with specific details of the book, how you would use it, what age group you would use it for and how you feel it supports the curriculum in the classroom or program. Total Points for all Assignments = 100 Total class points available: 100

Grading: A = 95-100% A- = 90-94% B+ = 87-89% B = 84-86%

B- = 80-83% C+ = 77-79% C = 74-76% C- = 70-73%

D+ = 67-69% D = 64-66% D- = 60-63% F = below 60

Code of Student Responsibility Members of this class are expected to read and adhere to The Code of Student Responsibility. The code describes academic dishonesty as well as examples of classroom disruption, and explains how the code may be applied. An online version is available at http://wou.edu/student--click on Policies and Documents to review. Diversity Statement In this class, the expectation is of mutual respect. (Enter your Community College name here) is an inclusive community that celebrates diversity and strives to reflect the diversity of our pluralistic society in our faculty, staff and students. We do not discriminate on the basis of race, class, linguistic, background, religion, gender identity, sex, sexual orientation, ethnicity, age, or physical ability. In this class the goal is to establish an environment that values and nurtures individual and group differences and encourages engagement and interaction. Understanding and respecting multiple experiences and perspectives will serve to challenge and stimulate all of us to learn about others, about the larger world and about ourselves. By promoting diversity and intellectual exchange, we will not only mirror society as it is, but also model society as it should and can be. (Niki Young, Ph.D., Center for Teaching and Learning)