Alexandra Davis, Module 8 Syllabus

EDEE 638 Spring 2015

Teaching of Early Childhood Math and Science
Instructor:

Ms. Alexandra Davis

Contact information:

(843)290-3002
msadavis@gmail.com
Please use email as a primary form of contact

Office hours:

Will respond to emails and phone calls Tuesdays, Thursdays

and Sundays between 4-7 PM.

Course Introduction:
This course is designed for prospective early childhood teachers, grades PreK-2. Study of the
methods and materials for teaching math and science at the early childhood level is the primary
intent. Both pedagogy and content will be addressed throughout the course. Teacher Candidates
(TCs) will integrate pedagogy across disciplines to create constructivist lessons that meet
individual and group needs using questioning, cooperative grouping, inquiry, critical thinking,
and process skills. Social and cultural awareness is included through discussion, which focuses
on the educational psychology work of Piaget and Vygotski. It is not the intent of the instructor
to make students teach in an inquiry fashion; rather this class will teach the components of
inquiry teaching and constructivist learning using an inquiry approach. Ultimately each student
must develop their own style of teaching.
Due to the online format of this course, students will complete variety of activities both
synchronous and asynchronous. Students will read weekly posted articles from NCTM/NSTA
publications, as well as read in their assigned text weekly. From these readings, students will
post weekly reflections to assigned prompts on a discussion board and discuss with one peer
each week via video conferencing such as Skype. The instructor will post an annotated
PowerPoint to correspond to each module, as well as exemplary lesson plans and videos from
online resources. Ultimately, students will create a final unit portfolio for a topic and grade level
of choice, as well as a presentation using voicethread or other software to share with the class.
Required Texts:
Charlesworth, R. & Lind, K. (2013). Math and science for young children (7th edition). Belmont,
CA: Wadsworth.
Texts you may want to add to your library:
101 Science Poems and Songs for Young Learners by M. Goldish
Teaching Science Through Trade Books by C. Royce, E. Morgan, & K. Ansberry
Science is by S. Bosak

Alexandra Davis, Module 8 Syllabus

Teaching STEM in the Early Years by S. Moomaw
Uncovering Student Ideas in Primary Science by P. Keeley
Other Course Materials:
South Carolina Mathematics and Science Standards K-3 (online:
http://ed.sc.gov/agency/se/instructional-practices-and-evaluations/)
Common Core Standards for mathematics K-3 (online: http://www.corestandards.org/Math/)
NCTM Standards K-3 (online: http://nctm.org/standards)
NGSS Standards K-3 (online: http://www.nextgenscience.org/next-generation-science-standards)

Course Goals and Objectives:

The successful student will be able to:
Plan Math and Science Activities
Understand Mathematic and Scientific Content
Recognize Inquiry Teaching and Learning
Comprehend Content Pedagogy
Appreciate Learner Diversity
All teacher preparation programs in the College of Charlestons School of Education (SOE) are
guided by a commitment to the conceptual framework of Making the Teaching and Learning
Connection. Three elements of teacher competency are fundamental to this framework; teachers
must (1) understand and value the learner, (2) know what and how to teach and assess within a
conducive learning environment, and (3) understand themselves as professionals. In addition,
these competencies are foundational to the learning and assessments within this course,
facilitating the development of knowledge, skills, and dispositions necessary for becoming an
effective teacher.
Below are the specific end-of-course outcomes related to these teacher competencies. They are
derived from the standards set forth by the National Council of Measurement in Education
(NCME) and relate to those of the (1) School of Education (SOE), (2) National Council for
Accreditation of Teacher Education (NCATE), (3) National Association for the Education of
Young Children (NAEYC), and State Standards for Teacher Education (SC). They, therefore,
indicate the expectations for teacher candidates within the School of Education, early childhood
teachers and elementary-grades teachers.
1. Teacher candidates (TCs) will develop the understanding of how students learn to construct
mathematical ideas from the concrete elementary experiences through the development of
thinking abilities in middle grades.
2. TCs will articulate a vision of school mathematics that supports access of all students to a
curriculum that emphasizes important mathematical concepts; effective and engaging research-

Alexandra Davis, Module 8 Syllabus

based instructional practices; and high expectations with appropriate accompanying
accommodations. SOE II, III; NCATE 2d, 3d; NAEYC 4b
3. TCs will convey an appreciation for the discipline of mathematics including its history and the
contributions of diverse cultures to the field. SOE II, VII; NCATE 2d; SC 4 (diverse learning
styles)
4. TCs will articulate the knowledge that mathematics curriculum must be coherent and focused
on important useful concepts that are connected within the discipline and across disciplines. SOE
II; NCATE 2d, 2i, 3a; NAEYC 4b
5. TCs will recognize the importance of the role of student ideas, interests, and needs in the
design, implementation, and evaluation of mathematically-based learning experiences. SOE I;
NCATE 2d, 3a, 3d; NAEYC 4b; SC 4
6. TCs will demonstrate an understanding of the need for a variety of instructional strategies to
effectively address developmental, ability and learning style needs of PK-3 students exhibiting
diversity in its many forms. SOE III; NCATE 4; NAEYC 1, 4b; SC 4
7. TCs will develop the knowledge of, and dispositions that value, ongoing, systematic, formal,
and informal assessment as an integral part of instruction that guides and enhances learning. SOE
VI; NCATE 4; NAEYC 3, 4b
8. TCs will communicate about and through mathematics verbally and in writing using both
everyday language and mathematical representations. SOE II; NCATE 2d, 3e; NAEYC 4b
9. TCs will demonstrate knowledge of the organization of the content standard areas of number
and operations, algebra, geometry, measurement, data analysis and probability within the PK-3
mathematics curriculum as prescribed by the NCTM and the SC Standards. SOE II; NCATE 2d;
NAEYC 4b; SC 7
10. TCs will demonstrate the value and integrative nature of the process standards of problem
solving, reasoning, communication, connections, and representations within the PK-3
mathematics curriculum as prescribed by the NCTM and the SC Standards. SOE II; NCATE 2d,
3c; NAEYC 4b, 4c; SC 7
11. TCs will demonstrate competency in, and an understanding of the value of, a breadth and
depth of mathematical knowledge and skills that extend beyond the level for which the TC is
preparing. SOE II; NCATE 2d
12. TCs will state characteristics of a positive classroom environment conducive to the
promotion of student confidence in their abilities to understand and use mathematics. SOE I &
III; ETC 1; SC 6
13. TCs will formulate appropriate objectives and student participation activities for math
lessons. SOE III; ETC 2, 3
14. TCs will demonstrate the ability to (1) relate mathematical concepts through the use of
manipulatives and (2) incorporate appropriate technology into classroom instruction. SOE II &
III; ETC 2; SC 16
15. TCs will develop awareness and be able to communicate how mathematics relates to various
career options with the goal of emphasizing to students the usefulness of mathematical content.
SOE V; ETC 2; SC 4
Understanding and valuing the learner:
1. Identify students cognitive development with regard to content and process. SOE I, II, III
NACTE 3A, 3B, 4, 5B NAEYC 1, 4C; EEDA 4

Alexandra Davis, Module 8 Syllabus

2. Select developmentally appropriate hands-on science teaching materials (manipulative,
software, hardware, etc.) SOE II, IV NACTE 2C, 3A NAEYC 4; EEDA 5, 7
3. Identify students misconceptions in their field experience and use these examples to develop
experiences to assist children in their developing conceptions. SOE II NACTE 3A, 3B, 3C, 4
NAEYC 3
4. Plan an inquiry-based science center for Pre K 3 students, using the SC Science Standards
and NGSS. SOE I, II, III NACTE 2C, 2I, 3A, 3D NAEYC 4A, 4B, 4C; ISTE 1
5. Demonstrate the on-going nature of assessment through formative and summative
evaluations that are both formal and informal. SOE VI NACTE 4 NAEYC 3; ISTE 2
6. Recognize achievements of diverse groups of people and their contributions. SOE II
NACTE 5A NAEYC 2
Knowing what and how to teach and assess and how to create environments in which
learning occurs:
1. Perform the basic and integrated process skills of science (observation, communication,
classification, metric measurement, prediction, inference). SOEII NCATE 2C NAEYC4, 4B
2. Establish the relationships between science content and process. SOE I, II, III NACTE 3A
NAEYC 4, 4B
3. Plan for the uses of technology in the classroom. SOE II, IV NACTE 2C, 3A NAEYC 4;
EEDA 16; ISTE 3
4. Write developmentally appropriate lesson plans, including age appropriate safety and
management. SOE I, II, III, IV NACTE 2I, 3A
5. Conduct an in-class scientific investigation. SOE I, II, III NACTE 2C
Understanding yourself as a professional:
Observe various science education and science occupations. SOE II NACTE 5A, 5D NAEYC
2; ISTE 5

Alexandra Davis, Module 8 Syllabus

Grading and Assignments
Late submissions of assignments are unacceptable under normal circumstances. Please do not
attempt to submit any assignments after the due date. I will NOT accept any late work.
Any written assignment submitted is considered a final product that will be graded on both what
is written (clarity, depth, and insight) and how it is written (the form of the written work).
Therefore, it is crucial to realize that correct grammar and spelling, proper punctuation,
adherence to assignment guidelines, and neatness will affect your grade. As an educator, you will
be expected to demonstrate competency not only in verbal but also in written communication
with parents, administrators, and other educators. Please use the resources around you to
proofread and to edit your work. Rubrics for all assignments are provided on OAKS to assist
you.
Assignment
Due Date
Points
Weekly Reading Online Discussion
Sun. and Wed. 12 x 5 pts
Technology Resource List
20 pts
5E Learning Cycle Lesson Plans
4 x 40 pts
Experiment or Discrepant Event
25 pts
Book Bag
25 pts
Learning Center
20 pts
Historical Book (group)
20 pts
Article Reviews
2 x 10 pts
Final Portfolio
100 pts
TOTAL POINTS
450 pts
Due dates for course assignments are listed in the course calendar or are announced in class. No
LATE assignments will be accepted. If there is a problem with submitting the assignment on
time, please contact the professor ahead of time to ask for an extension (only extenuating
circumstances will be allowed).

GRADING SCALE:
A
AB+
B
BC+
C
CF

93-100
91-92.9
89-90.9
86-88.9
84-85.9
82-83.9
79-81.
77-78.9
Below 77

Alexandra Davis, Module 8 Syllabus

Course Readings and Assignments:
Listed in the table below are the topics, due dates, and assignments that are projected in this
course. Readings in the text and journal articles in italics and should be read prior to the class.
Week
Topics
1
Intro
Science Attitudes
History, Standards
2
Constructivism
Concept Development
Learning Cycle
5-E Lesson Planning

Date

Activities, Readings, and Assignments Due

- Review annotated Powerpoint Introduction
- Download SC Science Standards grades K-2 and
Common Core Math Standards grades K-2
Read: Text Chapters 1-3, Constructivism and the 5-Es,
Mathematics & the Learning Cycle
Review annotated PowerPoint Week 2
Read and review posted 5-E Sample Lessons
Watch 5-E Lessons:
https://www.teachingchannel.org/videos/first-gradescience
Discussion Prompts:
The learning cycle is used in curriculum development and lesson
planning, including the 5-E model. Using chapters 1-3 in your text,
as well as the assigned articles, post a discussion thread
addressing the following questions.
1.
2.
3.

How does the learning cycle and 5-E model fit with the
ideas of Piaget, Vygotsky, and naturalistic experiences?
How does this model need to be modified for early
childhood classrooms?
Briefly describe an example of a 5-E lesson for either
math or science in the grade level of your choice.

Read through the CCSS Practice Standards

(http://www.corestandards.org/Math/Practice). Be sure to post by
midnight Sunday.
1.
2.

Learning Differences
Assessment
Technology
Inquiry, Discrepant Events

Compare these standards to the Strands of Mathematical

Proficiency. How do they align? What Proficiencies are met
or not met?
Record one example of an event outside of math class
that you think is an example of CCSS Practice Standards
in action.

Read: Chapters 4-7, 6-E Learning Model, Teaching by

Tiering
Review annotated PowerPoint Week 3
Read and review posted Assessment Samples
Search for discrepant events on YouTube
Discussion Prompts:

Alexandra Davis, Module 8 Syllabus

Technology
1. How does technology (E-Search) enhance the 5-E learning
cycle?
2. Provide and explain one example of how technology has affected
the way mathematics is taught.
3. Find and post an example of a website that you think would be a
good resource for your classroom. Include the grade level and
math standard that is addressed by this resource.
Diverse Learners
1. How is equity in the classroom different from teaching all
students equally?
2. Describe an example of tiered learning for a math lesson.
Include how you would group your students and why that would be
most appropriate for the learning objective.

Fundamental Math
Concepts
Number Sense
Process Skills
LP Workshop

Read: Chapters 8, 9, 23, 25, Chapter 33, Early Number

Instruction
Technology Resource List Due
Review annotated PowerPoint Week 4
Read and review posted Number Sense Activities
Watch
https://www.teachingchannel.org/videos/counting-byten-lesson
https://www.teachingchannel.org/videos/skip-countingwith-kindergarteners
Discussion Prompts
Watch the video about developing number sense in a kindergarten
classroom: Mathematics in the Early Years
1. What is number sense and what is one strategy used to develop
number sense in this classroom?
2. Give one example of differentiation or assessment seen in the
video.
3. Share one tip, activity, or strategy that you took away from this
video for your own classroom. Include why you liked it.
Four-year old Arianne is playing hide and seek with her
friends. She is it. She covers her eyes counts to fourteen and
asks, What comes next? However, the other children have
already hidden and do not answer her. She starts over but stops
at fourteen again, uncover her eyes, and begins her search.
Later, Arianne plays a card game with Jabari and Alexi. When the
game is over, Arianne spreads her cards out to count how many
she has collected. She starts by pointing to each card as she says,
in turn, One, two, three, four, five. However, she soon loses
track of the cards she has counted. She begins to rattle off
numbers as she randomly points to different cards counting some
cards twice.
Arianne youre not counting right, says Alexi. You cant just
keep counting the same cards over again. Its easier if you put
these [the counted cards] in a different pile, he adds.

Alexandra Davis, Module 8 Syllabus

With Alexis help, Arianne counts her cards One, two, three, four,
five, six, seven, eight, nine, ten, eleven, twelve. She concludes
she has twelve cards.

What are the inherent concepts of counting in this

vignette? Consider the following: cardinality, rote counting,
rational counting and one-to-one correspondence. What are
Arianne's strengths and weaknesses?

NOS & NOM

Blooms
Questioning
Experimental Design

Read Art of Asking Questions, Questioning your way to

the Standards, The Art (and Science) of Asking
Questions, Assessingwith Problem Writing, Cookbook
to Experimental Design
Lesson Plan 1 Due
Review annotated PowerPoint Week 5
Read and review posted Blooms Activity to complete
with partner via Skype
Discussion Prompts
Using the articles assigned this week, discuss the following
questions.
- In your opinion, what are the 5 most important tips or steps to
being a good questioner?
- What is productive question? Describe an example in the early
education classroom.
- What are some strategies to use when a student answers
incorrectly or with an incomplete solution?
Compare the Depth of Knowledge Wheel to Bloom's Taxonomy
Wheel. Which do you prefer? Why?
Write a short example of an activity that would fit on each level of
your preferred chart.
Depth of Knowledge
Bloom's

Problem Types
Reasoning
Life Science
Physical Science
Share Experiment/Event

Read Chapters 10, 24, 27, Chapters 34, 35

Experiment or Discrepant Event Due
Review annotated PowerPoint Week 6
Read and review posted Addition and Subtraction
Activities
Watch https://www.teachingchannel.org/videos/grade-1math
Discussion Prompts
After reading Chapter 27, watch this Video. (stop at 6:25, when
they start discussion ELA)
1. What are the benefits of using open-ended problems in the early
childhood math classroom?

Alexandra Davis, Module 8 Syllabus

2. How do open-ended problems aide in differentiation?
3. How will open-ended problem solving help prepare your
students for future math classes?
4. Refer back to Chapter 3, page 44. Create a nonroutine problem
for your peers to solve.
** When reflecting, solve your peer's nonroutine problem
using two strategies (ideas on pgs 44-45)

Literacy, trade books

Roleplay
Units
Songs & Poems

Place Value, Base 10

Earth and Space Science
Book bag presentations

Centers
Notebooking

10

Fractions
Patterns
Environment

11

PBL
Center Share

12

Measurement
Geometry
Data
Health and Nutrition

13

STEM
Kits, Textbooks
@ home
Book Share

14

Technology in the
classroom

Chapters 15, 22
Science and Literacy Framework
Tales, Tasks, Tools, and Talk
Strengthening Connections
Lesson Plan 2 Due
Chapter 30
Power of Ten-Frame Tiles
Virtual Place Value
What Does Algebraic Thinking Look Like?
Chapter 36
Book Bag Due
Chapter 39
Science and Literacy Centers
Organizing Centers in the Early Grades
Centers for All
Nonfiction Literacy in Kindergarten
Moon Journal
Chapters 14, 29 17,28
Chapter 37
Creating, Naming and Justifying Fractions
Representations in Teaching and Learning Fractions
Lesson Plan 3 Due
8 Essentials
Main Course
Where does our food come from?
Center Due
Chapters 18, 19, 32 12, 20, 31
Chapter 38
Young Childrens Ideas About Geometric Shapes
The Impact of Challenging Geometry and Measurement
Lesson Plan 4 Due
Chapter 41
STEM of Inquiry
Kinder-Science Fair
Optimization
History Book Due (post final by Friday)
Post draft prior to class
Article Reviews Due

Alexandra Davis, Module 8 Syllabus

16

Portfolio Workshop
Article Share
Portfolio Presentations

4-7

** Dates and Assignments are subject to change**

Alexandra Davis, Module 8 Syllabus

Participation:
Each teacher candidate is expected to participate in online discussions and group work.
Weekly Reading Discussion on OAKS:
A reading discussion prompt or two will be posted each week on OAKS that align with the
assigned reading in the textbook or journal articles for that week. To maximize the development
of how to teach mathematics and science, it is imperative to engage in the readings. Some of the
readings will be addressed in class assignments, but due to the vast body of pertinent literature in
this field, some of the topics covered in the out-of-class readings will not. Therefore, to ensure
active engagement with the readings and maximum knowledge gained from this course, you will
be responsible for reflecting on readings throughout the semester.
Please post a discussion thread for prompt(s) by midnight on the Sundays. Then respond to two
of your classmates by 4 PM on Wednesday. This assignment is not a summary of the reading,
but a reflection on each weeks reading by indicating points of confusion, descriptions of
AHA! moments, topics connected to field, topics connected to personal experiences in school
or with other children in school, and/or topics of concern (elaborating on why a concern). DO
NOT SUMMARIZE; SUMMARIES ARE NOT REFLECTIONS. Reponses to your classmates
should not be one word answers, but comment with your own ideas or questions. Each week is
five points, three points for your post and one point for each response.
Each week you will also discuss the readings with an assigned partner via Skype or other video
chat software. Your partner will change each week. It is up to you when you schedule these
meetings, but you must email a screenshot of your interaction by midnight each Wednesday.
Final Portfolio:
All assignments completed in the course will be polished and compiled into a portfolio. All
materials should center around a particular unit and grade level of choice. The final portfolio will
be presented to the class upon completion.
HONOR SYSTEM:
All courses in the School of Education are conducted under the Honor Code of the College of
Charleston. The Honor Code specifically forbids lying, cheating, attempted cheating, stealing,
attempted stealing and plagiarism. Students at the College are bound by honor and by their
acceptance of admission to the College to abide by the code and to report violations. As
members of the College community, students are expected to evidence a high standard of
personal conduct and to respect the rights of other students, faculty, staff members, community
neighbors, and visitors on campus. Students are also expected to adhere to all federal, state, and
local laws. Faculty members are required to report violations of the Honor Code or Code of
Conduct to the Office of Student Affairs. Conviction of an Honor Code violation in this class
will result in the grade of F for the course. As a student at the College you have agreed to
uphold the policies outlined in the Student Handbook: A guide to civil and honorable conduct
(2003/2004) both in your coursework and as a representative of the College of Charleston in
field experiences and clinical practice situations. Violations to the Code of Conduct outlined on
pages 10-11 in the Student Handbook will be reported to the Honor Board.

Alexandra Davis, Module 8 Syllabus

As EDEE is a dual program, in that we certify candidates for teacher certification, professors
reserve the right to document violations that would impact student certification (e.g., attendance
in field experiences and clinical practice, professionalism in schools, etc.).
ADA Accommodations:
In compliance with the American with Disabilities Act (ADA), all qualified students are entitled
to reasonable accommodations. Please notify the instructor during the first week of class of
any accommodations needed.
Required Technology:
Enrollment in this course requires you to utilize the following computer applications:
PowerPoint, Excel, Internet/WWW, OAKS via Internet, e-mail, Skype, and Word Processing.
It is expected that you can utilize the above listed computer applications. These computer
applications are available in the College of Charleston managed computer labs located in JC
Long, the Library, and various other campus locations. If you do not have reliable access to
these applications you should plan to use the campus computer laboratories.

Alexandra Davis, Module 8 Syllabus

Technology Resource List (20 pts)
Find five early childhood math or science technology resources (websites or apps). Use the chart
below to review and rate these resources.
*Remember this this will be included in your final portfolio, so choose resources that align with
your chosen grade level and unit topic.
Resource 1
Content Area
Topic
Name of
App/Website
Cost
Last Update
Device Needed
Ratings or
Review by
others
Easy
Navigation?

Accurate
Content? How
do you know?

Developmentally
Appropriate?

Overall Rating
(1 to 5)

Resource 2

Resource 3

Resource 4

Resource 5

Alexandra Davis, Module 8 Syllabus

Class Experiment or Discrepant Event (25 pts)
1) Students will present a 5-15 minute demonstration on a science topic using VoiceThread
or annotated PowerPoint with video. The presentation should focus on a concept that
might be difficult for students to learn and is better shown through a demonstration
2) The demonstration should use science supplies or manipulatives and involve the audience
(i.e., the students).
3) Once the demonstration is over, the presenter must be able to help teach the audience the
correct scientific concept related to the demonstration. This can be done explicitly or
implicitly. If done implicitly, then be careful about making sure that the concept is
actually taught or learned.
4) Presenter will have to answer questions at the end of the presentation.
Criterion
Content
Knowledge
ACEI 2c;
NMSA 3;
NSTA 4

Exemplary (5 pts.)

Knows content,
provides examples,
applies content to new
items, answers
questions, and
provides detail.
Presenter provides
some type of suspense
or problem to solve.
Clarity of
Enunciates well.
Speech
Speaks at a moderate
pace, has good
volume, and limits the
use of ums, you
know, and uhs.
Audience
The Audience is
Participation included by way of
questioning,
predicting,
participation, and
observing.
Presentation is
student-centered.
Organization There is a logical
sequence. Materials
are ready.
Presentation is
between 5 and 15

Proficient (4 pts.)
Understands and
promotes some
correct content. Does
not apply content or
give many examples.
No real problem is
presented.

Unsatisfactory (3 Wt. Pts.

pts)
Presentation lacks
2 10
detail in content. No
links are made to
new situations.
Incorrect content is
provided.

Mumbles some
words. Speaks
quickly, soft in voice
projection, and uses
ums, you know,
and uhs.
Audience is only
considered in less
than 2 of the actions.
Presentation is
student-centered.

Soft spoken. Speaks

too slowly or
quickly and uses
many ums, you
know, and uhs.

Audience is not
considered in the
presentation.
Presentation is
teacher-centered.

The sequence is
staggered. Materials
are not ready.
Presentation is under
5 minutes.

The sequence is not

present. Materials
are not ready.
Presentation is
either really short or

Alexandra Davis, Module 8 Syllabus

minutes.

over 15 minutes.

Alexandra Davis, Module 8 Syllabus

Rubric for 5-E Lesson Plans (40 pts)
Criterion
5 pts.
Accommodations Describes student with
PS 7; NMSA 5
disability
Lists two ways to
accommodate disability
Technology
Uses more than one PPt. or
ISTE 2
video for content.
Is integrated well with
lesson plan.
Is placed well in the order
of the lesson.
Engage
Is student-centered and
NSTA 3; NSMA
focuses on student
4; PS 5
interest and background
knowledge.
Engages student.
No direct instruction of
content.
Transition to Explore.
Explore
Is student-centered and
NSTA 3; NSMA
involves interaction with
4; PS 5
items or resources.
Activity is hands-on.
Describes a question or
problem to solve.
Explain
Teacher-centered.
NMSA 3; NMSA Lists content necessary for
4; NSTA 4;
students to learn.
ACEI 2c
Explains how teacher
gets content to students.
Logical flow of content and
ideas.
Elaborate
Applies knowledge to more
NSTA 2; NSTA
than one situation.
7; NMSA 3
Students develop the
external applications and
examples.
Teacher provides models of
applications and
examples.
Applies to new context.
Evaluate
Instrument or activity is
NSTA 8; NMSA
provided and summarizes
5
content learned.

3 pts.
1 pt.
Describes student with
Describes
disability
student with
Lists one way to
disability
accommodate disability
Uses one PPt. or video for
Provides
content.
technology in
Is placed well in the order of the form of a
the lesson.
video or PPt.

Engages student.
No direct instruction of
content.
Transition to Explore.

Engages
student.

Involves interaction with

items or resources.
Activity is hands-on.

Activity is
hands-on.

Teacher-centered.
Lists content necessary for
students to learn.
Logical flow of content and
ideas.

Teachercentered.
Lists content
necessary for
students to
learn.

Applies knowledge to more

than one situation.
Teacher provides models of
applications and
examples.
Applies to new context.

Teacher
provides
models of
applications
and examples.

Instrument is provided.
Directions and key are
provided.

Instrument is
provided.

Alexandra Davis, Module 8 Syllabus

Handouts/
Resources

Directions and key are

provided.
Hand-outs are provided,
appropriate, and
connected to content.

Hand-outs are provided, and Hand-outs are

connected to content.
provided.

Alexandra Davis, Module 8 Syllabus

Learning Center (20 pts)
For your students, daily life IS science. Research indicates that all children can learn science and
should have the opportunity to become scientifically literate as early as possible. Effective
science learning requires hands-on contact with materials, time to investigate and manipulate
those materials and time to contemplate the results. Create a learning center that covers a math or
science objective in your chosen unit. The center must demonstrate a meaningful, challenging
learning experience for all young children. Present the center via VoiceThread or annotated
PowerPoint.
Include the following parts in a document:
1. Standards being addressed and objectives
2. A description of the activity for a teacher to replicate including a list of required
materials.
3. Student directions and handouts
For class presentation:
1. All materials needed for the center
2. Directions and handouts for the students (us!)
LEARNING CENTER EVALUATION FORM
Points
Earned

Math or Science standard is stated with objectives (Common Core, NGSS

and/or SC)

____/2

Activities are developmentally appropriate and meet the needs of diverse

learners

____/10

Directions are easy to follow

_____/2

Activities are integrated with other subject areas and relate to the science
process skills

Higher level thinking is required (above the literal level)

_____/4

_____/2

Alexandra Davis, Module 8 Syllabus

Total

_____/20

Alexandra Davis, Module 8 Syllabus

Book Bag (25 pts)
A wealth of childrens literature exists that illustrates mathematical concepts. Select and bring to
class three books that may be used to supplement mathematics instruction. Provide classmates
with a half-page summary for each book including the title, author, publisher, a synopsis, SC
standard, CC standard, picture of cover of book, and ideas for when and how each book might be
used to teach mathematical concepts.
Additionally, select one book and align it with a SC & CC mathematics or science standard
standard. Develop and write up ONE activity that will be sent home for students or parents to do
with their child along with a childrens literature book.
The book bag will need to include the following parts:
1. A bag/briefcase to put all of the materials needed to complete the activity
2. A childrens literature book related to math or science content and standard (it can be one of
the three already described)
3. A parent letter explaining activity to parents in detail or instruction sheet for students
4. An assessment for student to accompany activity (worksheet);
5. A teacher page listing standards, objectives, and including a rubric for how student sheets will
be graded
6. Manipulatives or supplies needed to perform the activity
For All 3 Books Provided to
Class
General Book Information

Synopsis

Standard Alignment

Application

For Classmates

Points Earned
Provide Lexile or Grade
Level (See lexile.com); Title;
Authors; Illustrators (if
applicable); and Publishers

______/1.5
(1/2 pt per book)

Description of book

______/1.5

Picture of book

(1/2 pt per book)

SC Standard alignment

______/3

CC Standard alignment

(1 pt per book)

Clearly states ideas for

when and how each book
might be used to teach
mathematical concepts
Provided classmates with
hole-punched, third-of-apage summary of each (1

______/3
(1 pt per book)

______/1

Alexandra Davis, Module 8 Syllabus

page total)
For Chosen Book
Materials

Bag & Book (2 pt)

Parent letter or Instruction
sheet: Explains activity (2 pts)
Assessment (2 pt)
Teacher page: Standards
(SC & CC) connections (1 pt),
objectives (1 pt), grading
criteria (1 pt)

______/11

Activity (quality &

creativity) (2 points)
Overall Project
Preparation, Quality, and
Care

Overall quality
Care taken in the general
appearance

______/2

Demonstration:
enthusiasm and clarity

______/2

Sharing

TOTAL

______/25

Alexandra Davis, Module 8 Syllabus

Historical Book (20 pts)
Each group will be assigned a grade level for which to create a class book. Each group member
will develop a page for the class book. The theme of the book will be mathematics as it relates to
an important site in Charleston.
Select a site in Charleston. The following need to be included on the book page:
1. A picture of the site in Charleston or surrounding area
2. A synthesized paragraph of historical or important information about the site with references
3. A mathematics problem that relates to the picture or site with answer
4. A SC standard for the activity cited at the bottom of the page.
5. A CC standard for the activity cited at the bottom of the page.
6. The students name that created the book page at the bottom of the page.

Page
Picture

Synopsis

Points Earned
Picture of the site in
Charleston or surrounding
area
Historical information about
the site

____/2

_____/6

Important information about

the site
Clearly states references
Mathematics Problem

Creation of a math problem

that relates to the picture and
the site

_____/6

Answer to the math problem

Standard

Clearly states corresponding

SC and Common Core
standard for the
problem/activity at the
bottom of the page

____/3

Book
Preparation, Quality, Care

Overall quality
Overall creativity

_____/3

Alexandra Davis, Module 8 Syllabus

APA formatted citations
Free of grammatical and
spelling errors
Care taken in general
appearance
TOTAL
_____/20

Alexandra Davis, Module 8 Syllabus

Journal Article Reviews (10 pts each)
Read two science or math articles from teacher journals, such as Science and Children or
Young Children. Write a two-page, double-spaced, typed review of the article. For each review,
include a summary (2 pts.), one half page in length and a reaction paper that is one page and a
half in length (8 pts). Each review must address the one of the four science areas: life, physical,
earth, space and the fifth articles must be about teaching science using technology.
Score
Describe what the
article is about.

Describe what is
new, to you, about
this practice and how
you plan to become
effective with the
information.

Describe how this

will look in your
classroom, include
accommodations or
modifications that
may need to occur.

Effectively present
this information in a
concise fashion to
your classmates
APA style and
grammar are correct.

Thorough 2 pts

Adequate 1 pts

Inadequate 0 pt