STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.

Education EDU 542

Elementary School Science Credit Hours = 3

Length of Course = 16 weeks Prerequisite = EDU 502 Foundations of Curriculum and Instruction

Instructor Information APUS Faculty Course Description (Catalog) The course explores the objectives, methods, and instructional emphasis of elementary school science. It examines research related to elementary school science instruction with emphasis on innovative science programs. It includes an analysis of teaching science to elementary school children with emphasis on current science education trends, science curricular materials, and techniques applicable in the teaching of science in the elementary school. Objectives, philosophy, selection, and organization of science materials and methods are also addressed. A field experience requiring a visit to an elementary school is a required assignment of the course.

Course Scope The course is designed to help prospective teachers interpret children's science experiences and guide their development of scientific concepts. This course is intended for prospective elementary school teachers who will teach several subjects including science. It explores objectives, methods, and content in elementary school science instruction and provides opportunity for preparation of materials for actual classroom use. Course Objectives After successfully completing this course, students will develop:

1. An understanding of recent trends in science education policy and goals. 2. An understanding of the compatibility between science studies (history,

philosophy, and sociology of science), constructivist learning theory, and practices that promote science literacy.

3. An awareness of the diversity of curricular approaches available to elementary science educators, including environmental, STS, inquiry, and interdisciplinary curricula.

4. An ability to design science lessons and units that are developmentally appropriate and sensitive to the needs, values, and interests of a diverse group of students.

5. An ability to construct assessment plans that are compatible with teaching goals and methods and that allow for multiple ways of representing knowledge.

6. An ability to use diagnostic observation skills, instructional strategies, and classroom management techniques to promote science learning in small group or whole-class settings.

7. An ability to use multimedia technologies and trade books to support meaningful learning.

8. An awareness of organizations and resources (human, environmental, and technological) that serve the professional development of elementary science teachers.

9. An ability to establish rules and procedures that ensure the physical safety of children.

10. An understanding of the role of reflection in professional development and lifelong learning.

Course Delivery Method This course delivered via distance learning will enable students to complete academic work in a flexible manner, completely online. Course materials and access to an online learning management system will be made available to each student. Online assignments are due by Sunday evening of the week as noted and include Forum questions (accomplished in groups through a threaded Forum), examination, and individual assignments (submitted for review by the Faculty Member). Assigned faculty will support the students throughout this eight-week course. Course Materials One textbook is required for this course. Carin, A., Bass, J. & Contant, T. (2008). Teaching science as inquiry (11th ed.) Englewood Cliffs, NJ: Prentice Hall ISBN: 0131599496 Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (free PDF, provided in course materials). Science Methods LabPaq 1 http://www.athomescience.com/o-etsm.htm (Note: This textbook contains a number of excellent elementary science teaching activities and all students should carefully read the supplied examples found in each chapter) Other required resources that are provided in the course: www.socialaffairsunit.org.uk/blog/archives/000166.php Inquiry and the National Science Education Standards: A Guide for Teaching and Learning PDF Learning from Advance Organizers PDF WV Elementary Science Standards

www.educationworld.com/a_tech/tech/tech011.shtml http://webquest.org/index.php National Information Center for Youth and Children with Disabilities PDF www.weac.org/resource/june96/speced.htm www.uni.edu/coe/inclusion/philosophy/philosophy.html www.uni.edu/coe/inclusion/philosophy/benefits.html www.uni.edu/coe/inclusion/standards/competencies.html www.uni.edu/coe/inclusion/strategies/content_behavior.html www.uni.edu/coe/inclusion/strategies/inclusive_classroom.html www.hoagiesgifted.org/gifted_101.htm Basic Educational Options for Gifted Students in Schools PDF Initiative to Leave No Child Behind Leaves Out Gifted PDF http://edtech.kennesaw.edu/intech/cooperativelearning.htm www.jigsaw.org http://pubs.usgs.gov/gip/geotime/geotime.html http://en.wikipedia.org/wiki/Deep_time http://pbs.org/wgbh/evolution/change/deeptime/ http://geology.about.com/od/geotime_dating/a/aa052498.htm In addition to the required readings and materials, the following public domain Websites are useful. Please abide by the university’s academic honesty policy when using Internet sources as well. Note Web site addresses are subject to change. American Association for the Advancement of Science http://www.aaas.org/ Association of Science – Technology Centers http://www.astc.org/ Association for Science Teacher Education http://aste.chem.pitt.edu/ Benchmarks online http://www.project2061.org/publications/bsl/online/ch1/ch1.htm International Council of Associations for Science Education http://www.icaseonline.net/ National Association of Academies of Science

http://astro.physics.sc.edu/NAAS/ National Center for Improving Student Learning and Achievement in Mathematics and Science (NCISLA) http://www.wcer.wisc.edu/NCISLA/Publications/#bibliography National Educational Technology Standards (NETS) http://cnets.iste.org/ National Science Teachers Association http://www.nsta.org/ Science and Mathematics Education indicators http://www.ccsso.org/Projects/Science_and_Mathematics_Education_Indicators/ State Indicators of Science and Mathematics Education http://www.ccsso.org/projects/Science_and_Mathematics_Education_Indicators/State_by_State_Report/ Evaluation Procedures Lab Reports (14) Throughout the semester you will complete 14 experiments using the Science Methods LabPaq. For each experiment you will complete a lab report using the forms in the LabPaq manual. The lab report rubric (found later in this section) will be used to assess each lab report. 21 points are possible for each lab report. Discussion Postings (16) Each lab activity will be accompanied by a discussion posting. Topics addressed will relate lab activities to classroom praxis. Students are expected to actively engage in these activities and acquire a philosophical and practical understanding of effective inquiry based elementary science methods. In addition, there are two other discussion postings that address general themes in inquiry based science education. The discussion rubric (found later in this section) will be used to assess each discussion posting. 16 points are possible for each discussion posting. Major Activities (5) You will be required to engage in four major activities related to the development and analysis of lesson plans. Your plan should clearly address the application of a theory of your choice germane to the content of this course that can be gainfully explored within the inquiry framework of science education for elementary students. Specific details related to these assignments are described in course modules, however, in general they must be complete to include teacher notes, handouts, assessments, anticipated trouble spots and approach, as well as standard items such as lesson objectives and expected outcomes. It is expected your lesson plan will become part of your degree portfolio. The graduate rubric (found later in this section) will be used to assess these activities. In addition, the instructor may return lesson plans to students asking for more information or clarification prior to final grading. 28 points are possible for each activity. Midterm Assessment (1) The midterm aassessment will consist of developing a lesson plan related to a lab activity from the LabPaq. You will also be expected to analyze the lesson plan by addressing the following points: 1. What type of knowledge is being addressed. 2. Are there issues related to the Processes of Science that might be problematic for students? Why? If so, how would you address them?

3. What role did an understanding of cognitive stages have in the development of your lesson plan? 4. What types of scaffolding did you use? Why? 5. Discuss how you used the 5E Model to develop this lesson plan. Be specific and provide a rationale for each step. 6. Were there instances in which you chose to use a presentation instead of direct hands-on experiences? If so, why did you choose to do so? (Note – you are NOT required to use a presentation in your lesson plan. Do so only if it makes sense to you.) 7. What types of questioning is included in your lesson plan? Provide a rationale. 8. What types of assessment are embedded in your lesson plan? What types were used in the planning the lesson? What types of questions, if any, do you envision being used after the lesson plan has been "completed"? The graduate rubric (found later in this section) will be used to assess this activity. 56 points are possible for this activity. Final Assessment (1) The final assessment will consist of developing a lesson plan related to a lab activity from the LabPaq. You will also be expected to analyze the lesson plan by addressing the following points: 1. A listing of the appropriate content area standards that relate to your lesson plan. Make sure to note the state. 2. What type of knowledge is being addressed? 3. Are there issues related to the Processes of Science that might be problematic for students? Why? If so, how would you address them? 4. What role did an understanding of cognitive stages have in the development of your lesson plan? 5. What types of scaffolding did you use? Why? 6. Discuss how you used the 5E Model to develop this lesson plan. Be specific and provide a rationale for each step. 7. Were there instances in which you chose to use a presentation instead of direct hands-on experiences? If so, why did you choose to do so? (Note – you are NOT required to use a presentation in your lesson plan. Do so only if it makes sense to you.) 8. What types of questioning is included in your lesson plan? Provide a rationale. 9. What types of assessment are embedded in your lesson plan? What types were used in the planning the lesson? What types of questions, if any, do you envision being used after the lesson plan has been "completed"? 10. How can interdisciplinary connections be made? (For purposes of this activity make sure you include specific activities that will provide for interdisciplinary inquiry. How you wish to accomplish this is up to you.) 11. What accommodations have been made for learners with special needs? 12. What elements of cooperative learning are associated with your lesson plan? 13. How did you address the learning styles / techniques that are common to "digital natives"? 14. As this lab addresses plate tectonics, how did you ensure that students were able to comprehend the associated concept of "Deep Time"? The graduate rubric (found in the Evaluation Procedures section) will be used to assess this activity. 112 points are possible for this activity.

Grading % of Final Grade Lab Reports (21pts each) – 294 points.

30%

Discussion Postings (16pts 26%

each) – 256 points. Major Activities (28pts each) – 140 points.

20%

Midterm Project – 56 points.

12%

Final Project – 112 points. 12% TOTAL – 970 points. 100%

The success of this course depends on our ability to have read the assigned readings closely, to have thought carefully about the points raised or ignored by authors, and to bring to the group your questions and concerns about their theses and positions into the discussions groups. Each modules includes an in-depth description of activities and readings. Having prepared the readings prior to class ensures your productive participation. Classes will typically begin with a thought piece which is related to the module’s activities. We should work to achieve conversational exchanges with each other through Forums and emails, constructively challenging each other to think broadly and critically about ideas or assertions posed by the readings.

In all participation and assignments I am looking for evidence of:

• demonstration of substantial knowledge and higher order thinking and analytic skills and application of facts, concepts, terms, and processes learned/read/discussed;

• critical contemplation, i.e., "grapple" with issues and topics; • appropriate use of knowledge learned; • imaginative thinking and responses to challenges/problems/issues; • exploring underlying assumptions about education and schooling; • clarity of expression and logical connection among ideas expressed; • writing that reflects precise and concise thinking; • excellent grammar, syntax, and spelling.

RUBRICS

LAB REPORT RUBRIC

Excellent Good Satisfactory Needs Improvement

Components of the Report

All required elements are present and additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.

All required elements are present.

One required element is missing, but additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.

Several required elements are missing.

Question / Purpose The purpose of the lab or the question to be answered

The purpose of the lab or the question

The purpose of the lab or the question

The purpose of the lab or the question

during the lab is clearly identified and stated.

to be answered during the lab is identified, but is stated in a somewhat unclear manner.

to be answered during the lab is partially identified, and is stated in a somewhat unclear manner.

to be answered during the lab is erroneous or irrelevant.

Spelling, Punctuation, Grammar

One or fewer errors in spelling, punctuation and grammar in the report.

Two or three errors in spelling, punctuation and grammar in the report.

Four errors in spelling, punctuation and grammar in the report.

More than four errors in spelling, punctuation and grammar in the report.

Drawings / Diagrams

Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are labeled neatly and accurately.

Diagrams are included and are labeled neatly and accurately.

Diagrams are included and are labeled.

Needed diagrams are missing OR are missing important labels.

Participation Used time well in lab and focused attention on the experiment.

Used time pretty well. Stayed focused on the experiment most of the time .

Did the lab but did not appear very interested. Focus was lost on several occasions.

Participation was minimal OR student was hostile about participating.

Error Analysis Experimental errors, their possible effects, and ways to reduce errors are discussed.

Experimental errors and their possible effects are discussed.

Experimental errors are mentioned.

There is no discussion of errors.

Procedures Procedures are listed in clear steps. Each step is numbered and is a complete sentence.

Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences.

Procedures are listed but are not in a logical order or are difficult to follow.

Procedures do not accurately list the steps of the experiment.

Journal / Notebook Clear, accurate, dated notes are taken regularly.

Dated, clear, accurate notes are

Dated, notes are taken occasionally,

Notes rarely taken or of little use.

taken occasionally.

but accuracy of notes might be questionable.

Background Sources

Several reputable background sources were used and cited correctly. Material is translated into student's own words.

A few reputable background sources are used and cited correctly. Material is translated into student's own words.

A few background sources are used and cited correctly, but some are not reputable sources. Material is translated into student's own words.

Material is directly copied rather than put into student's own words and/or background sources are cited incorrectly.

Summary Summary describes the skills learned, the information learned and some future applications to real life situations.

Summary describes the information learned and a possible application to a real life situation.

Summary describes the information learned.

No summary is written.

Calculations All calculations are shown and the results are correct and labeled appropriately.

Some calculations are shown and the results are correct and labeled appropriately.

Some calculations are shown and the results labeled appropriately.

No calculations are shown OR results are inaccurate or mislabeled.

Materials / Setup All materials and setup used in the experiment are clearly and accurately described.

Almost all materials and the setup used in the experiment are clearly and accurately described.

Most of the materials and the setup used in the experiment are accurately described.

Many materials are described inaccurately OR are not described at all.

Conclusion Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.

Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.

Conclusion includes what was learned from the experiment.

No conclusion was included in the report OR shows little effort and reflection.

Variables The relationship between the variables is discussed and trends/patterns logically analyzed. Predictions are made about what might happen if part of the lab were changed or how the experimental design could be changed.

The relationship between the variables is discussed and trends/patterns logically analyzed.

The relationship between the variables is discussed but no patterns, trends or predictions are made based on the data.

The relationship between the variables is not discussed.

Safety Lab is carried out with full attention to relevant safety procedures. The set-up, experiment, and tear-down posed no safety threat to any individual.

Lab is generally carried out with attention to relevant safety procedures. The set-up, experiment, and tear-down posed no safety threat to any individual, but one safety procedure needs to be reviewed.

Lab is carried out with some attention to relevant safety procedures. The set-up, experiment, and tear-down posed no safety threat to any individual, but several safety procedures need to be reviewed.

Safety procedures were ignored and/or some aspect of the experiment posed a threat to the safety of the student or others.

Replicability Procedures appear to be replicable. Steps are outlined sequentially and are adequately detailed.

Procedures appear to be replicable. Steps are outlined and are adequately detailed.

All steps are outlined, but there is not enough detail to replicate procedures.

Several steps are not outlined AND there is not enough detail to replicate procedures.

Scientific Concepts Report illustrates an accurate and thorough understanding of scientific concepts underlying the lab.

Report illustrates an accurate understanding of most scientific concepts underlying the lab.

Report illustrates a limited understanding of scientific concepts underlying the lab.

Report illustrates inaccurate understanding of scientific concepts underlying the lab.

Experimental Experimental Experimental Experimental Experimental

Design design is a well-constructed test of the stated hypothesis.

design is adequate to test the hypothesis, but leaves some unanswered questions.

design is relevant to the hypothesis, but is not a complete test.

design is not relevant to the hypothesis.

Data Professional looking and accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled.

Accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled.

Accurate representation of the data in written form, but no graphs or tables are presented.

Data are not shown OR are inaccurate.

Appearance / Organization

Lab report is typed and uses headings and subheadings to visually organize the material.

Lab report is neatly handwritten and uses headings and subheadings to visually organize the material.

Lab report is neatly written or typed, but formatting does not help visually organize the material.

Lab report is handwritten and looks sloppy with cross-outs, multiple erasures and/or tears and creases.

Experimental Hypothesis

Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied.

Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations.

Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic.

No hypothesis has been stated.

M.Ed. Forum Rubric

APUS Assignment Rubric

Graduate Level

EXEMPLARY

LEVEL

4

ACCOMPLISHED

LEVEL

3

DEVELOPING

LEVEL

2

BEGINNING

LEVEL

1 SYNTHESIS OF KNOWLEDGE

Student exhibits a defined and clear

Establishes a good comprehension of

Student exhibits a basic understanding

Exhibits a limited understanding

(FOCUS/THESIS) understanding of the discussion questions. Response is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements. In addition, the student generates discussion with at least 2 classmates.

topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to strengthen the key focus of assignment.

of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.

of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements. Student does not engage in class discussion.

FOUNDATION OF KNOWLEDGE

Student demonstrates proficient command of the subject matter in the discussion. Post shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.

Student exhibits above average usage of subject matter in discussion. Student provides above average ability to relate course content to examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.

The discussion reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.

Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.

APPLICATION OF KNOWLEDGE (CRITICAL

Student demonstrates a higher-level of

Student exhibits a good command of critical thinking

Student takes a common, conventional

Student demonstrates beginning

THINKING SKILLS) critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.

skills in the presentation of material and supporting statements. Discussion demonstrates the student’s above average use of relating concepts by using a variety of factors.

approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.

understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.

RESEARCH SKILL Student provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by student contributes significantly to the development of the overall thesis. Student incorporates a variety of research resources and methodology in the preparation of discussion.

Student achieves an above average synthesis of research, but interpretation is narrow in scope and description within assignment.

Assignment provides a basic, but borderline perspective of student’s research abilities.

Student fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. The discussion post is not of acceptable quality for graduate-level work.

APUS Assignment Rubric Graduate Level

EXEMPLARY LEVEL 4 ACCOMPLISHED LEVEL 3

DEVELOPING LEVEL 2

BEGINNNIG LEVEL 1

TOTAL POINTS

SYNTHESIS OF KNOWLEDGE (FOCUS/THESIS) [Graduate Learning Outcomes Assessment Objective #4]

Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.

Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.

Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.

Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.

APUS Assignment Rubric Graduate Level

EXEMPLARY LEVEL 4 ACCOMPLISHED LEVEL 3

DEVELOPING LEVEL 2

BEGINNNIG LEVEL 1

TOTAL POINTS

FOUNDATION OF KNOWLEDGE [Graduate Learning Outcomes Assessment Objective #3]

Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.

Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.

The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.

Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.

APUS Assignment Rubric Graduate Level

EXEMPLARY LEVEL 4 ACCOMPLISHED LEVEL 3

DEVELOPING LEVEL 2

BEGINNNIG LEVEL 1

TOTAL POINTS

APPLICATION OF KNOWLEDGE (CRITICAL THINKING SKILLS) [Graduate Learning Outcomes Assessment Objective #5]

Student demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.

Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.

Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.

Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.

APUS Assignment Rubric Graduate Level

EXEMPLARY LEVEL 4 ACCOMPLISHED LEVEL 3

DEVELOPING LEVEL 2

BEGINNNIG LEVEL 1

TOTAL POINTS

ORGANIZATION OF IDEAS/FORMAT

Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence.

Student explains the majority of points and concepts in the assignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with few formatting errors.

Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing.

Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms.

APUS Assignment Rubric Graduate Level

EXEMPLARY LEVEL 4 ACCOMPLISHED LEVEL 3

DEVELOPING LEVEL 2

BEGINNNIG LEVEL 1

TOTAL POINTS

WRITING SKILL [Graduate Learning Outcomes Assessment Objective #2]

Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well- planned research assignment. Assignment is error-free and reflects student’s ability to prepare graduate-level writing for possible publication in a peer-reviewed (refereed) journal.

Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and presents an above-average presentation of a given topic or issue. Assignment appears to be well written with no more than 3-5 errors. Student provides a good final product that covers the above-minimal requirements.

Assignment reflects basic writing and grammar, but with more than 5 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter.

Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs to review and revise assignment.

APUS Assignment Rubric Graduate Level

EXEMPLARY LEVEL 4 ACCOMPLISHED LEVEL 3

DEVELOPING LEVEL 2

BEGINNNIG LEVEL 1

TOTAL POINTS

USE OF COMPUTER TECHNOLOGY/ APPLICATIONS

Student provides a high-caliber, formatted assignment. Learner exhibits excellent use of computer technology in the development of assignment. Quality and appropriateness of stated references demonstrate the student’s ability to use technology to conduct applicable research. Given assignment includes appropriate word processing, spreadsheet and/or other computer applications as part of the final product.

Assignment presents an above-average use of formatting skills, with less than 3 errors. Students has a good command of computer applications to format information and/or figures in an appropriate format. Student uses at least two types of computer applications to produce a quality assignment.

Student demonstrates a basic knowledge of computer applications. Appearance of final assignment demonstrates the student’s limited ability to format and present data. Resources used in assignment are limited. Student may need to obtain further help in the use of computer applications and Internet research.

Student needs to develop better formatting skills. The student may need to take additional training or obtain help from the Educator Help Desk while preparing an assignment. Research and resources presented in the assignment are limited. Student needs to expand research scope. The number of formatting errors is not acceptable.

APUS Assignment Rubric Graduate Level

EXEMPLARY LEVEL 4 ACCOMPLISHED LEVEL 3

DEVELOPING LEVEL 2

BEGINNNIG LEVEL 1

TOTAL POINTS

RESEARCH SKILL [Graduate Learning Outcomes Assessment Objective #1]

Student provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by student contributes significantly to the development of the overall thesis. Student incorporates at least of 7-10 quality references in assignment. Student incorporates a variety of research resources and methodology in the preparation of assignment.

Student achieves an above average synthesis of research, but interpretation is narrow in scope and description within assignment. Assignment contains less than 7 resources, and presents an average overview of key concepts.

Assignment provides a basic, but borderline perspective of student’s research abilities. Student has incorporated less than 4 sources, which does not attempt to cover key elements of assignment.

Student fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment. The paper is not of acceptable quality for graduate-level work.

TOTAL POINTS

Course Outline

16 Week Course

Week Topic(s) Learning

Objective(s) Reading(s) Assignment(s)

1

Understanding the need for science education. The need to teach science as inquiry.

Develop an understanding of recent trends in science education policy and goals. Assess the societal value of teaching elementary science using an inquiry based approach.

Carin, Bass and Contant – Chapter 1 www.socialaffairsunit. org.uk /blog/archives/ 000166.php Inquiry and the National Science Education Standards: A Guide for Teaching and Learning PDF – Forward

Post your biography in the Forum Lab Activity – Experiment 1: The Scientific Method – submit lab report Forum Discussion # 1 – After completing the first lab activity, reflect on exactly what you did. Consider the following questions: 1. If you were to conduct this experiment with elementary age students what modifications do you think would be required? 2. Think about the information on pages 26 – 28 of your text. What types of knowledge are addressed in this experiment? Explain. What types of social attitudes and human values are addressed in this experiment? Explain. Post your answers to the Forum. You may answer both questions together or in seperate sections of the same posting. Read the posts made by fellow students and respond to a few. Observational Journal Contact the instructor to establish a journaling plan for the semester. Be prepared to provide a profile of the school in which you will be observing, including items related to special needs populations. Communication with the instructor will continue until a journaling plan has been established.

Week Topic(s) Learning Reading(s) Assignment(s)

Objective(s)

2

Inductive Learning and Science Education

Explain the basic processes involved in inquiry based learning. Understand the need for systematic approaches to inquiry. Explain age related, cognitive difficulties that may arise in the inquiry process.

Carin, Bass and Contant – Chapter 2

Lab Activity – Experiment 2: Measurement:Length, Mass, Volume, Density, & Time – submit lab report. Forum Discussion #2a - Think about any difficulties you may have had conducting Experiment 2. Now think back to elementary school and imagine what difficulties you would have had with these activities at that age. In a Forum posting, describe what problems you think elementary students might encounter conducting these experiments; especially problems related to observation and measurement. Discuss how you, as a teacher, would help students overcome these problems and achieve mastery. Read the posts made by fellow students and respond to a few. Forum Discussion #2b - Think about any difficulties you may have had conducting Experiment 2. Now think back to elementary school and imagine what difficulties you would have had with these activities at that age. In a Forum posting, describe what problems you think elementary students might encounter conducting these experiments; especially problems related to observation and measurement. Discuss how you, as a teacher, would help students overcome these problems and achieve mastery. In Experiment 2 you were asked to calculate the density of a bolt. For many reasons this activity, as presented, would be inappropriate for all but the most advanced elementary age students. For the second discussion posting in this unit, create an experiment that in which you teach the concept of density to elementary students. Include directions, methods, introductory language you might use, questions and any other content you believe to be valuable. In addition, provide a rationale for why your experiment would be more appropriate for elementary students than the one in Experiment 2. This activity does not need to be laid out in a strict lesson plan format. I am far more interested in content than form. Read the posts made by fellow students and respond to a few.

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3 Understanding Discuss the Carin, Bass and Contant –

How Children Learn

application of constructivist viewpoints of elementary science education and how they apply to elementary science education. Explain how Vygotskian scaffolding applies to science education. Identify strategies for explaining accuracy and precision to elementary students.

Chapter 3

Lab Activity – Experiment 4: Seperation of a Mixture of Solids – submit lab report. Forum Discussion # 3a – Consider two concepts you encountered in Experiment 3: 1. Accuracy and Precision, and 2. Means. Based on your readings and experiences in conducting Experiment 3, what problems do you envision students having with these concepts? Describe how you would present these concepts to students, based on what you now know about how children think at different cognitive stages. (Address the question using the age group, and corresponding cognitive state, that you are most interested in teaching.) Read the posts made by fellow students and respond to a few. Forum

Discussion #3b - Consider Experiment 4. What changes would you make when conducting this lab with elementary students? What types of scaffolding would you provide and at what points? Why?

Read the posts made by fellow students and respond to a few.

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4 Inquiry Based Teaching Strategies

Develop an understanding of inquiry based

Carin, Bass and Contant – Chapter 4

Major Activity 1 – The second part of your text provides you with numerous lab experiments that can be used in your classroom, with an explanation of how the 5E Model applies to each. When you

learning strategies. Explain methods of promoting curiosity in children. Acquire an understanding of national trends in science education

Inquiry and the National Science Education Standards: A Guide for Teaching and Learning PDF – Chapters 1 – 3

begin teaching this will prove to be an excellent resource and is part of the reason I chose this text. Take some time and review a few of the experiments and how the 5E Model is applied to each. Next, go online and search for lab based lesson plans for elementary students (there are LOTS of them out there). Select one and explain what takes place in terms of the 5E Model. If the lesson plan you select does not address all of the phases of the 5E model suggest how you would modify it. Submit a full copy of the lesson plan, a url for the source and your 5E analysis. Though your text provides a very concise summary of the 5E Model you might also wish to examine NASA's verion of the same model, which is contained on the Genesis Mission website. If these links do not work, click here for a copy of the 5E Model provided by NASA. Forum Discussion # 4 – Respond to one of the following three questions: 1. How can we help our students begin thinking like scientists? 2. What is the societal value of using inquiry based learning in the classroom? 3. How do the classroom vignettes build upon the information you reviewed in the last unit? Read the posts made by fellow students and respond to a few.

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5 Using Advance Organizers in Science

Describe situations in which advance organizers are of

Learning from Advance Organizers (PDF document found in course content)

Lab Activity – Experiment 5: Properties of Gases – submit lab report.

Education

benefit in preparing students to learn. Apply Ausebel’s presentation model to elementary science topics.

Develop a framework for assessing safety concerns in elementary science experiments.

Major Activity 2 - Think about the lab you just completed. This is probably a lab activity that would not be easily facilitated in most elementary classrooms, thereby making it an ideal candidate for a presentation. Using the knowledge you have acquired from the reading in this unit, construct a lesson plan for exploring the properties of gases using a presentations framework. In addition, comment on how the steps in your lesson plan correspond to the 5E model. As with many of the activities in this course there are no absolute right or wrong approaches, therefore structure is not nearly as importance as substance. This is intended to reflect the interaction of your teaching philosophy and best practices. Submit this assignment as a word document. Forum Discussion # 5 – After receipt of the above activity from all students I will select one and email it out to all class members (without the creators name or identifying information). On the Forum comment on what changes you would make to the lesson plan and / or what elements you like and why.

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6 Questioning Strategies for Inquiry Based

Describe methods for ascertaining prior knowledge

Carin, Bass and Contant – Chapter 5

Lab Activity – Experiment 6: Microbes Everywhere – submit lab report.

Teaching and Learning

levels. Evaluate strategies for developing effective questions. Explain the role of questioning in inductive learning.

Forum Discussion # 6 – There are many thematic similarities in the type of inquiry that occurs in the video case study – Erien (chapter 5 companion piece) and the Microbes Everywhere lab. Pretend that you will be conducting the Microbes Everywhere with elementary students (you do NOT need to develop a formal lesson plan for purposes of this discussion). Given this scenario compose a reflective piece that addresses the following points? 1. What are some questions you would pose to students during the activity? 2. What do you want students to understand about the activity from your questioning? 3. Why do you think this questions would promote further discussion? Post your reflective piece to the Forum. Read the posts made by fellow students and respond to a few.

7

Assessment and Inquiry

Describe various assessment strategies that are compatible with inquiry based learning. Explain authentic assessment as it relates to hands on activities. Evaluate the need for formative and summative assessment to inquiry based learning.

Carin, Bass and Contant – Chapter 6

Lab Activity – Experiment 7: Spread of Contagion - submit lab report.

Forum Discussion # 7 – In Experiment 7 there are some questions that are part of the

experiment. What types of assessment do these questions represent? How might these questions need modified for use with elementary

students? What other types of assessment would you use? Provide your rationale.

Read the posts made by fellow students and respond to a few.

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8 Midterm Assessment

Using a common lab activity, students will

None

Lab Activity – Experiment 8: Phenotype and Genotype – submit lab report.

integrate course concepts covered to date and contextualize them in a reflective piece related to the lab. Lesson plan design for inquiry based learning.

Midterm For your midterm develop a lesson plan on Phenotype and Genotype for elementary students. For purposes of this activity, assume you are teaching a fifth grade class. Design your lesson plan with the following elements / questions in mind. Also, elaborate on each of these elements / questions. 1. What type of knowledge is being addressed. 2. Are there issues related to the Processes of Science that might be problematic for students? Why? If so, how would you address them? 3. What role did an understanding of cognitive stages have in the development of your lesson plan? 4. What types of scaffolding did you use? Why? 5. Discuss how you used the 5E Model to develop this lesson plan. Be specific and provide a rationale for each step. 6. Were there instances in which you chose to use a presentation instead of direct hands-on experiences? If so, why did you choose to do so? (Note – you are NOT required to use a presentation in your lesson plan. Do so only if it makes sense to you.) 7. What types of questioning is included in your lesson plan? Provide a rationale. 8. What types of assessment are embedded in your lesson plan? What types were used in the planning the lesson? What types of questions, if any, do you envision being used after the lesson plan has been "completed"? These questions need not be answered in any specific order. You can answer them separately from the lesson plan or embed them as notations in the lesson plan you submit. The format, as usual, is up to you. When you have completed your midterm, submit it as a word document.

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9 National, State and Local Standards; The

Develop an awareness of how national state and

Carin, Bass and Contant – Chapter 7

Lab Activity – Experiment 9: Caloric Content of Food – submit lab report.

Impact on Inquiry Based Learning

local standards influence elementary science content and instruction. Critically evaluate standards and goals of inquiry based learning. Relate state standards to instructional strategies and outcomes. Create science lesson plan that is age appropriate and demonstrate relationship to standards

WV elementary science standards

Major Activity 3 - Revise Experiment 9 for use in the elementary classroom. You need only include the procedures you would use; rationales, an explanation of how the activity conforms to the 5E Model, etc., are NOT required. Review the elementary science standards for West Virginia and, in a different color font, paste the applicable standards into your lesson plan. NOTE – it is very likely that this activity will NOT correspond to content area standards for all grade levels. Therefore, you may have to review the content area standards for several grade levels to find an appropriate fit. Forum Discussion #8 - What problems do you envision might occur when attempting to design inquiry-based learning activities around content area standards? Read the posts made by fellow students and respond to a few.

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10 Interdisciplinary Integration

Contextualize science in a historical context.

Carin, Bass and Contant – Chapter 8

Lab Activity – Experiment 10: Introduction to Electrical Circuits – submit lab report.

Evaluate strategies for teaching science in an interdisciplinary context. Explain the need to help students understand connections between science and other content areas. Evaluate challenges associated with teaching elementary science in an interdisciplinary context.

Forum Discussion #9a & b - What problems do you envision might occur when attempting to design inquiry-based learning activities around content area standards? Think about the experiment you have just completed. What connections could you make between an elementary-level appropriate version of this activity and other content areas? What challenges might you face? Read the posts made by fellow students and respond to a few.

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11 Using Technology to Create Inquiry

Demonstrate the use of technology in creating an

www.educationworld.com /a_tech/ tech/tech011.shtml

Major Activity 4 - In the activity that follows, you will be asked to design an interdisciplinary learning activity. Though there are no requirements as to structure, a popular means for initiating

Based Learning Objects

inquiry based learning activity. Evaluate technological applications and determine which are most appropriate for the elementary science classroom.

http://webquest.org/ index.php

technology enhanced inquiry in many content areas is the WebQuest. A simple search for the term WebQuest will provide links to many high quality sources. However, the following might be a good place to start if you are interested in WebQuests. Education World – Creating a WebQuest The WebQuest Page Again, you are NOT required to use a WebQuest in the following activity. This has been provided simply as an additional resource. By now you have undoubtedly formed some type of relationship with many of your classmates. In fact some of you may have become cyber friends. Using what you know about your classmates form groups of 2 or three to complete the following activity. The composition of groups is up to you. I ask only that you email me as soon as you decide who you will be working with. As a team, reconsider Experiment 10 and the subsequent discussion. Decide upon two areas, outside of science, that relate to electrical circuits. Next, create a framework for a series of lesson plans (at least three – one of which may be a variant of Experiment 10) in which students will make interdisciplinary inquiry about electrical circuits. Submit this activity as a word document. I am asking you to complete ONLY a framework for your lesson plans. This may resemble an outline, a series of working notes or other methods that you might use for planning. The only required elements are: 1. Clear connections be made between the content areas. 2. The 5E Model be used across disciplines. This should NOT be an extensive project. A paper of 2 – 3 pages would be considered adequate. I am looking more for evidence of creativity and the ability to teach in an interdisciplinary fashion than I am with a formal document. Forum Discussion #10 - One member of each team should post a copy of their project to the Forum. Individually, review a plan from at least one other group and comment.

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12 Diversity and Inclusion in the Science

Explain the various types of special needs that students

Carin, Bass and Contant – Chapter 9

Lab Activity – Experiment 11: Pendulum and Calculation of g – submit lab report.

Classroom may exhibit in the inclusive classroom. Evaluate modifications that may be required for lesson plans to accommodate all learners.

National Information Center for Youth and Children with Disabilities (PDF in course content) www.weac.org/resource/ june96/speced.htm www.uni.edu/coe/inclusion/ philosophy/ philosophy.html www.uni.edu/coe/inclusion/ philosophy/ benefits.html www.uni.edu/coe/inclusion/ standards/competencies.html www.uni.edu/coe/inclusion/ strategies/ content_behavior.html www.uni.edu/coe/inclusion/ strategies/ inclusive_classroom.html www.hoagiesgifted.org /gifted_101.htm Basic Educational Options for Gifted Students in Schools (PDF in course materials) Initiative to Leave No Child Behind Leaves Out Gifted (PDF in course materials)

Forum Discussion #11 - While doing the Pendulum experiment, you may have recalled the mini case study involving a pendulum activity in your text.

Think about how you might have to modify Experiment 11 for the inclusive classroom. Discuss a couple of the modifications you

envision. In addition, discuss a couple of the problems you believe might occur and how you would handle them.

Read the posts made by fellow students and respond to a few.

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13 Cooperative Learning

Strategies for

Understand the theoretical basis for

the use of

http://edtech.kennesaw.edu /intech/

cooperativelearning.htm

Lab Activity – Experiment 12: Crystal Growing and the Rock Cycle – submit lab report.

Inquiry Based Science

Education

cooperative learning in inquiry

based science education.

Apply cooperative learning strategies

to lesson plan development.

Assess potential

problems associated with the use of cooperative

learning.

www.jigsaw.org

Major Activity 5 - Consider the lab you have just completed, Experiment 12, and the processes you went through. Now, assume this experiment were to be conducted in your classroom in groups

of four. Create an age appropriate lesson plan in which you conduct this experiment using cooperative learning, while still

maintaining the integrity of the 5E Model. Submit your lesson plan as a word document.

Forum

Discussion #11 - Think about the cooperative learning lesson plan you have developed for studying Crystal Growing and the Rock

Cycle. What problems do you envision occurring? Select the most problematic issue and elaborate on it on the Forum.

Read the posts made by fellow students and respond to a few.

14

Helping Students Understand Complex Concepts

Evaluate methods for explaining advanced concepts to elementary students. Discuss practical applications and limitations for engaging elementary students with advanced concepts. Assess the cognitive limitations of elementary students.

http://pubs.usgs.gov/gip/ geotime/geotime.html http://en.wikipedia.org/ wiki/Deep_time http://pbs.org/wgbh/ evolution/change/deeptime/ http://geology.about.com/ od/geotime_dating/a/ aa052498.htm

Lab Activity – Experiment 13: Radioactive Decay – submit lab report. Forum Discussion #12 - Think about the experiment you have just completed and the readings associated with this unit. To understand radioactive decay I am certain you would agree it is necessary for students to be able to comprehend Deep Time. If you were to teach an age appropriate version of this experiment how might you use the characteristics of digital natives to help your students understand Deep Time and thereby the vast quantities of time associated with radioactive decay? Read the posts made by fellow students and respond to a few.

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15 & 16

Final Assessments

All course goals and objectives will be applied to the

None Lab Activity – Experiment 14: Plate Tectonics – submit lab report. Final Assessment

activities in this module.

For your final develop a lesson plan on Plate Tectonics for elementary students. Using the content area standards for the state in which you want to teach (or another state of your choice), locate the appropriate grade level for this activity. Design your lesson plan with the following elements / questions in mind. Also, elaborate on each of these elements / questions. 1. A listing of the appropriate content area standards that relate to your lesson plan. Make sure to note the state. 2. What type of knowledge is being addressed. 3. Are there issues related to the Processes of Science that might be problematic for students? Why? If so, how would you address them? 4. What role did an understanding of cognitive stages have in the development of your lesson plan? 5. What types of scaffolding did you use? Why? 6. Discuss how you used the 5E Model to develop this lesson plan. Be specific and provide a rationale for each step. 7. Were there instances in which you chose to use a presentation instead of direct hands-on experiences? If so, why did you choose to do so? (Note – you are NOT required to use a presentation in your lesson plan. Do so only if it makes sense to you.) 8. What types of questioning is included in your lesson plan? Provide a rationale. 9. What types of assessment are embedded in your lesson plan? What types were used in the planning the lesson? What types of questions, if any, do you envision being used after the lesson plan has been "completed"? 10. How can interdisciplinary connections be made? (For purposes of this activity make sure you include specific activities that will provide for interdisciplinary inquiry. How you wish to accomplish this is up to you.) 11. What accommodations have been made for learners with special needs? 12. What elements of cooperative learning are associated with your lesson plan? 13. How did you address the learning styles / techniques that are common to "digital natives"? 14. As this lab addresses plate tectonics, how did you ensure that students were able to comprehend the associated concept of "Deep Time"? These questions need not be answered in any specific order. You can answer them separately from the lesson plan or embed them as notations in the lesson plan you submit. The format, as has typically been the case throughout the course, is up to you.

When you have completed your final, submit it as a word document. Observational Journal Submit your observational journal for final review and grading.

Selected Bibliography Acklie, D. S. (2003). Community based science education for fourth to sixth graders: Influences of a female role model. Unpublished doctoral dissertation, University of Nebraska. American Association for the Advancement of Science (2001) Atlas of science literacy. Washington, DC: AAAS Ansberry, K. & Morgan, E. (2004). Picture-perfect science lessons: Using children’s books to guide inquiry. Arlington, VA: NSTA Bouillion, L. M. & Gomez, L .M. (2001). Connecting school and community with science learning: Real world problems and school-community partnerships as contextual scaffolds. Journal of Research in Science Teaching 38 (8) 878-898. Campbell, B. & Fulton, L. (2003).Science notebooks: Writing about inquiry. Portsmouth, NH: Heinemann. Carin, A.A., Bass, J.E., & Contant, T.L. (2004). Teaching science as inquiry. (10th ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall. Cobb, P. (2000). Constructivism in social context. In L. P. Steffe & P. W. Thompson (Eds.), Radical constructivism in action: Building on the pioneering work of Ernst van Glaserfeld (pp. 152-178). London: Falmer. Delta Science Reader. (2003). States of matter. Nashua, NH: Delta Education. Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (2000). Making sense of secondary science: Research into children’s ideas. NY: Routledge. Friedl, A.E., & Koontz, T.W. (2004) Teaching science to children: An inquiry approach NY: McGraw Hill Higher Education Fulton, L., & Campbell, B. (2004) Student-centered notebooks. Science and Children, 42 (3), 26-29. Goldston, M. J. (2004). Exploring the natural connections: Stepping up to science and math. Arlington, VA: NSTA Press Harlen, W. (2001). Primary science: Taking the plunge. Portsmouth, NH: Heinemann. Hayes, M. T. & Deyhle, D. (2001). Constructing difference: A comparative study of elementary science curriculum differentiation. Science Education, 85, 239-262. Koch, J. (2002) Science stories: A science methods book for elementary school teachers. Boston: Houghton Mifflin Company Krajcik, J., Czerniak, C. M., Berger, C. F. (2002) Teaching science in elementary and middle school classrooms: A project-based approach. Boston: McGraw-Hill. Markowitz, D. G. (2004). Evaluation of the long-term impact of a university high school summer science program on students’ interest and perceived abilities in science. Journal of Science Education and Technology, 13, 395–407.

Martin, R., Sexton, C., & Gerlovich, J. (2002). Science for all children: methods for constructing understanding (2nd ed.). Boston: Allyn & Bacon. McLoughlin, C., & Acram, T. (Eds) (2005) Teaching in the sciences: Learner-centered approaches. Binghamton, NY: Food Products Press Moghadam, S. H. (2004). An evaluation of the San Jose Children's Discovery Museum after school and weekend program. Oakland, CA: ASSESS. Moore, J. M. (2001). The effects of inquiry-based summer enrichment activities on rising eighth-graders' knowledge of science processes, attitude toward science, and perception of scientists. Unpublished doctoral dissertation, University of Mississippi, Oxford. Moore-Hart, M. A., Liggit, P., & Daisey, P. (2002). Interdisciplinary teaching in a Water Education Training Science Program: Its impact on science concept knowledge, writing performance, and interest in science and writing of elementary students. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. National Research Council (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press. Parker, V., & Gerber, B. (2000). Effects of a science intervention program on middle-grade student achievement and attitudes. School Science and Mathematics, 100(5), 236–242. Roblyer, M. D. & Edwards, J. (2003). Integrating educational technology into teaching. (3rd ed.). Upper Saddle River, NJ: Merrill. Roy, K. (2004) Responsible use of live animals in the classroom. Science Scope, 27 (9), 10- 11. Sherman, S. J. (2000) Science and science teaching: Science is something you can do! NY: Houghton Mifflin Company. St. John, M., Carroll, B., Hirabayashi, J., Huntwork, D., Ramage, K., & Shattuck, J. (2000). The community science workshops: A report on their progress. Inverness, CA: Inverness Research Associates. Weiss, I. R., Banilower, E., McMahon, K.C., & Smith, S. P. (2001). Report of the 2000 National Survey of Science and Mathematics Education. Chapel Hill, North Carolina: Horizon Research, Inc. Wolfinger, D.M. (2005). Project produce. Science and Children, 24 (4) 26-29.

Acronyms and Initializations for Educators ADA American with Disabilities Act LEA Local Education Agency ADD Attention Deficit Disorder LEP Limited English Proficient ADHD Attention Deficit Hyperactivity Disorder LRE Least Restrictive Environment AFT American Federation of Teachers MI Mentally Impaired APA American Psychological Association MMI Mild Mentally Impaired ASCA American School Counselor Association NAESP National Association of Elementary School Principals

ASCD Association for Supervision and Curriculum Development NAME National Association for Multicultural Education

AYP Adequate Yearly Progress NASSP National Association of Secondary School Principals BD Behavior Disorder NBPTS National Board of Professional Teaching Standards BOE Board of Education NCATE National Counsel for Accreditation of Teacher Education CE Continuing Education NEA National Education Association CPD Center for Professional Development (West Virginia) NETS National Education Technology Plan CSO Content Standards and Objectives for WV OSEP Office of Special Education Programs CWS Child Welfare Services OT Occupational Therapy DCIS Division of Curriculum and Instructional Services PBL Problem Based Learning DDS Disability Determination Services PD Professional Development DI Direct Instruction PDK Phi Delta Kappa DOC Department of Corrections PT Physical Therapy DRS Division of Rehabilitation Services PTO/PTA Parent Teacher Organization/Association DSSS Division of Student Support Services S&P Severe & Profound ED Emotionally Disturbed SAT Standard Assessment Test ESL English as a Second Language SEMS Substitute Employee Management System G&T Gifted and Talented SIP School Improvement Plan HI Hearing Impaired TBI Traumatic Brain Injury

ID Indirect Instruction UNESCO United Nations Education, Scientific, and Cultural Organization

IDEA Individuals with Disabilities Act VI Visually Impaired IEP Individual Educational Plan VLE Virtual Learning Environment IS Instructional Support WBL Work Based Learning ISTE International Society for Technology in Education WVBE West Virginia Board of Education

KDP Kappa Delta Pi - International Honor Society in Education WVDE West Virginia Department of Education

LD Learning Disability/Disabled WVEA West Virginia Education Association