COURSE TITLE:

MAGNETS & MORE: Early Childhood Science

NO. OF CREDITS:

5 QUARTER CREDITS
[semester equivalent = 3.33 credits]

WA CLOCK HRS:  
OREGON PDUs:
50
50

INSTRUCTOR:

Kelly Lickteig
kmlickteig@gmail.com

 

COURSE DESCRIPTION:

Promote the joy of learning by using magnets, gears, whiffle balls, a tin can band, simple machines, plants, animals, funnels, sensory tubs, paint, and more! Preschool and early childhood teachers will learn how to teach inquiry-based science concepts by using play-based STEM activities to help students meet state standards. Developmentally appropriate STEM lessons and activities will provide a foundation that will propel student learning. Teachers will review and practice all eight components of scientific inquiry with their students. They will create an inquiry-based science classroom environment by applying lessons in life science, physical science, earth science, and space science. Implementation of the lessons will provide standards-based learning, subject integration, and developmentally appropriate literature for students. Classroom tools and resources will be gained, which will further promote the importance of STEM in the early childhood classroom. 

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  • Learned how to teach inquiry-based science concepts using play-based STEM activities.
  • Practiced using inquiry-based lessons to implement, promote, and meet the early childhood state standards at a developmentally appropriate level.
  • Increased their understanding of all eight components of scientific inquiry and how to apply them in the classroom.
  • Reviewed and practiced all eight components of scientific inquiry with their students.
  • Created an inquiry-based science classroom environment through the application of play-based STEM lessons in the areas of life science, physical science, earth science, and space science.
  • Implemented standards-based science lessons that are simple, effective, and engaging to the early childhood student.
  • Discovered, created, integrated, and directly applied ready-to-use classroom resources, lessons, and student literature which support an inquiry-based classroom environment.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.


HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.




 

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%



 

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

Moomaw, Sally and Brenda Hieronymus. More Than Magnets: Preschool and Kindergarten, Standards Edition. St. Paul, MN: Redleaf Press, 2017. ISBN: 9781605545165. On Amazon: New: $29.16, Used: Starting at $25.00

https://www.amazon.com/More-than-Magnets-Standards- Kindergarten/dp/1605545163/ref=sr_1_2?keywords=more+than+magnets&qid=1584856087&sr=8-2

  • Life Cycle Growing Kit: Ranges from $20.00 up to $45.00. These can be bought through Amazon, Insect Lore, or other various websites listed in the syllabus for assignment #3.
  • Indoor Plant Growing Kit: Ranges from $16.00 up to $45.00.
    This is part of an optional assignment, purchasing this kit is not required.
    These can be bought through Amazon, TickleMePlant, or other various websites listed in the syllabus for assignment #4.

Read-Aloud/Picture Book List -
Please refer to this list for assignments #4, #10, and #11.
These books can be rented or bought.

  • Cole, Joanna. The Magic School Bus on the Ocean Floor. Scholastic, 1994.
    ISBN-10: 9780590414319, ISBN-13: 978-0590414319
  • Elsohn Ross, Michael. What's the Matter in Mr. Whiskers' Room? Candlewick, 2007.
    ISBN-10: 0763635669 ISBN-13: 978-0763635664.
  • Davis, Kathryn G. Mr. Ferris and His Wheel. Houghton Mifflin Harcourt Publishing Company, 2014. Hardcover.
    SBN: 978-0-547-95922- 1.
  • Gans, Roma. Let's Go Rock Collecting (Let'S-Read-And-Find-Out Science, Stage 2). HarperCollins; Illustrated edition, 1997.
    ISBN-10: 9780064451703, ISBN-13: 978-0064451703.
  • Gibbons, Gail. From Seed to Plant. Holiday House, 1991.
    ISBN-10: 0823410250, ISBN-13: 978-0823410255.
  • Jenkins, Steve. Almost Gone: The World's Rarest Animals. Harper Collins, 2006.
    ISBN-10: 9780060536008 ISBN-13: 978-0060536008
  • Jones, Tracy. Careers in STEM A to Z. Dorrance Publishing, 2016. Paperback, 32 pages.
    ISBN: 978-1-4809-2736-0.
  • Lauber, Patricia. Be a Friend to Trees. Harper Collins, 1994.
    ISBN-10: 9780064451208, ISBN-13: 978-0064451208.
  • Maloof, Torrey. Science Readers: Rocks and Minerals. Teacher Created Materials, 2014.
    ISBN-10: 148074610X, ISBN-13: 978- 1480746107.
  • Marsh, Laura. National Geographic Readers: Caterpillar to Butterfly. National Geographic Children's Books, 2012.
    ISBN-13: 978- 1426309205
  • McLaurin, Patrice. Have You Thanked an Inventor Today? Digital Arts, Inc, 2016.
    ISBN-10: 0997315202, ISBN-13: 978-0997315202.
  • Myers, Michael J. T is for Turbo: ABC Book (Motorhead Garage Series). CreateSpace  Independent Publishing Platform, 2018. Paperback, 32 pages.
    ISBN-10: 1717277969
  • Pallotta, Jerry. Who Would Win? Battle Royale. Scholastic, Inc., 2018.
    ISBN 978-1-338-20677-7
  • Pellant, Chris. Discover Science: Rocks and Fossils. Kingfisher, 2014.
    ISBN-10: 0753472058, ISBN-13: 978-0753472057.
  • Rabe, Tish. Oh Say Can You Say What's the Weather Today?: All About Weather. Random
    House Books for Young Readers, 2004. Hardcover.
    ISBN-10: 0375822763, ISBN-13: 978-0375822766.
  • Rabe, Tish. There's No Place Like Space: All About Our Solar System. Random House Books for
    Young Readers, 1999. Hardcover.
    ISBN-10: 9780679891154, ISBN-13: 978-0679891154.
  • Reed-Jones, Carol. Salmon Stream. Dawn Publications, 2001.
    ISBN-10: 1584690135, ISBN-13: 978-1584690139.
  • Twamley, Erin. Everyday Superheroes: Women in STEM Careers. Wise Ink Creative Publishing, 2019. Hardcover, 88 pages.
    ISBN-10: 1634892046. ISBN-13: 978-1634892049.
  • More than Magnets, Standards Edition: Science Activities for Preschool and Kindergarten
    ISBN# 1605545163 by Moomaw, Sally, Hieronymus, Brenda.  Buy from Amazon

None. All reading is online.

MATERIALS FEE

Texts $20-$40

ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT

A. INFORMATION ACQUISITION

Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments. 

Assignment #1: Introduce Yourself

#1.  Introduce yourself.  Write a 250-500 word essay to answer the following questions:

  • What is your current professional situation?
  • What brings you the most joy in your work?
  • What are the greatest challenges you face in teaching science?
  • What outcomes do you hope to achieve in taking this course?

Assignment #2: NGSS

#2.  Read Chapter 1 and answer the following questions in a 500-700 word essay:

  • What are the three dimensions of the NGSS?
  • What is scientific inquiry?  Briefly describe all eight components.
  • Describe an inquiry-based classroom.  Why is scientific inquiry important in the early childhood classroom?
  • What is “universal design” and which three principles does it encompass?
  • If you could choose one lesson out of chapter one to use in your classroom, which one would you choose and why?

Assignment #3: Life Science-Animals

Read Chapter 2: Life Science-Animals.
Order a Life Cycle Kit for kids from Amazon, or from Insect Lore.

NOTE: Order your life cycle kit as soon as possible. There are several live options ranging from caterpillars, ladybug larvae, tadpoles, and praying mantises. When you receive your order, set up the habitat as soon as possible. You may do this with your students in your classroom or at home. Take pictures every day to document the changes in the life cycle in real time, and keep a daily journal of what you observe. Submit the pictures and journal and answer the following questions in 250-500 words:

  • Describe what you would include in an animal science center in your classroom.
  • List five books you can easily integrate into your life cycle kit lesson.
  • Provide a brief description of how the life cycle kit lesson meets at least two of the STEM categories
     

NOTE: Order your life cycle kit as soon as possible. Price range varies and typically starts at $20.00.  Links to buying options are below:

Assignment #4: Life Science-Plants

Read Chapter 3: Life Science-Plants. Choose one of the following options:

Option A)
Order a “TickleMe Plant Greenhouse Garden Kit,” a “Plant a Pizza Garden Kit,” or an “Indoor Sunflower Growing Kit.” Other gardening kits will work as well. When you receive your order, set up the garden as soon as possible. Take pictures every day to document the growth of the plants in real-time. Submit the pictures and provide a short description, 1 - 2 pages, of how this lesson meets at least two STEM categories. The links to buying options are below.

  • Explain the importance of studying plants in the early childhood classroom.
  • Describe what you would include in a plant science center in your classroom.
     

NOTE: Order your garden kit as soon as possible. The price range varies and typically starts at $20.00.

                                                           OR
Option B)

Choose one lesson in Chapter 3. Apply this lesson as an instructional tool in your classroom. In a 500-700 word essay, answer the following questions:

  • Explain the importance of studying plants in the early childhood classroom.
  • Describe what you would include in a plant science center in your classroom.
  • Why did you choose this lesson? How did your students respond? What did you like about this lesson? What will you do differently the next time you teach it?
  • Provide a brief description of how this lesson meets at least two of the STEM categories.

                                                               OR

Option C)
Choose one lesson in Chapter 3. Select a read-aloud/picture book to add to the lesson. In 500-700 words, answer the following questions:

  • Explain the importance of studying plants in the early childhood classroom.
  • Describe what you would include in a plant science center in your classroom.
  • Why did you choose this lesson?
  • Briefly describe the book and explain why you chose the read-aloud/picture book and how it will complement the lesson.
  • Provide a brief description of how this lesson meets at least two of the STEM categories.

Assignment #5: Earth & Space Science

Read Chapter 4: Earth and Space Science. Answer the Review Questions. Take pictures of at least 15 items you will use in your earth and space science center in your classroom. Please label each item and submit the pictures.

Assignment #6: Physical Science-Simple Machines & Force, Motion, & Change

Read Chapters 5 and 6: Physical Science-Simple Machines and Force, Motion, and Change. Create a PowerPoint presentation for your students. Name ten common simple machine inventions your students may see in their environment daily. Name ten common physical science inventions that demonstrate force, motion, and change. For each invention, please include: 

  • A brief description of the invention, and a photo of it.
  • The inventor--include a photo.
  • A list of three questions about the invention for your students to answer: these should be specifically designed to address scientific inquiry components.
  • Name one activity or lesson plan that can be used to implement at least four scientific inquiry elements. Name the four elements. 

Assignment #7: Insect Collages

Read Chapter 7.  Watch the YouTube video: https://www.youtube.com/watch?v=2XcVmNt-vEw
Using the step-by-step approach presented in the video and create three of your own (Eric Carle inspired) insect collages. Please attempt to make the insect anatomically correct.  Take pictures of your insects and submit them. Provide a very brief description of how this lesson meets at least two of the STEAM categories.

Assignment #8: Teach Science

Answer the questions below in a 500-700 word essay.  Submit it in the Course Forum. Then read other responses to this assignment and comment on at least one.

  • In your classroom, how do you teach science on a daily basis?
  • In what ways do you feel you are successful in teaching science to young children?
  • How do you feel you can improve in teaching science to young children?
  • What is the most difficult part of teaching science?
  • What is the easiest part of teaching science?
  • How do you currently assess your students?
  • Do you believe it is the most productive way to assess your students?  Why or why not?
  • Did you learn anything new about assessing early childhood students from the text?

Assignment #9: Focusing On Science

Explore the following websites, focusing on science. 

                                               AND

Provide examples or resources about this class’s STEM-related career choices to use with students.

ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT

B. LEARNING APPLICATION

In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments. 

 



Assignment #10: Lesson Plan

Choose a science lesson you have already taught in your classroom.

You may use Flipgrid at https://flipgrid.com/647cf0fd to answer verbally, or you may write a 250-500 word essay to answer the following questions:

  • What are the objectives of this lesson? What will the students be able to do at the end of the lesson?
  • Student’s Level - For what age group and/or ability level is this lesson appropriate?
  • Which (NGSS or your state) standards does this lesson meet?
  • What other subject areas can be integrated into this lesson?

Provide a brief description of your lesson.

  • How do you assess your students in the area of science?
  • After reading the text, do you think you will alter this lesson the next time you teach it? If so, how? If not, why?
  • If you could choose a picture book to add to your lesson, which book would you choose and why?

Assignment #11: Activities

Choose one of the following activities. (If you are not currently teaching in a classroom, choose Option B).

Option A)
Choose any activity from the text (you may choose any play-based activity from any chapter).  Also choose a corresponding picture book either from Appendix B in the text or from the Picture Book List in the syllabus to use with the activity. Implement the lesson and respond to the questions below in 500-700 words.  

  • Briefly describe the lesson and report the standards that were met.
  • Describe how you implemented the lesson.
  • Briefly describe how you used each of the components of scientific inquiry: Hypothesize, Experiment, Observe, Compare/Contrast, Measure, Communicate, Infer, and Use technology/tools. Include a list of questions you asked the students. Include a list of questions the students asked.
  • Report what you feel went well and what could be improved. 
  • Comment on the method of assessment used in the text.  Did you like it? Will you use it again?
  • Comment on the picture book and its effectiveness.
  • Include samples of student work where available.
  • Will you teach this lesson again? Why or why not? If so, what will you do differently? 

                                                           OR

Option B)
​Use this option if you do not have a classroom or students available.

  • Adapt/create a lesson to reflect what you’ve learned in this course. (Do not implement it.)
  • Write a 500+ word article concerning any noteworthy success you’ve had as a teacher with one or more students involving early childhood inquiry-based, developmentally appropriate science/STEM education. Please refer to the guidelines for our blog What Works: Teaching at its Best prior to writing your article.
  • When you submit your article to your instructor, please also email a copy to Yvonne Hall, yvonne@hol.edu THI blog curator.
  • Indicate whether or not you are OK with having your article considered for publishing on our website.
  • Submit your article to your instructor via Response field and the modified lesson via Submit Lesson.
  • As you submit your lesson, consider sharing it with other teachers taking our courses by checking the lesson library box.

Assignment #12: (500 Level ONLY)

Choose three (3) of the following options:

Option A)
Read the article “From Puddles to Pigeons: Learning about Nature in Cities.” Write a review and answer the following questions in a 250-500 word essay.
https://www.naeyc.org/resources/pubs/yc/nov2018/learning-about-nature-cities

  1. What are your thoughts on using technology in the early childhood classroom for science inquiry?
  2. How can you encourage science inquiry using games in your classroom?
  3. How can you facilitate or promote more outdoor science in your classroom?

                                                                  OR

Option B)
Read the article, “Growing in STEM. The Design Process: Engineering Practices in Preschool.” Write a review and answer the following questions in a 250-500 word essay. 
https://www.naeyc.org/resources/pubs/yc/sep2018/design-process-engineering-preschool

  1. Do you currently practice the engineering design process in your classroom? If yes, how? If not, why?
  2. How can you further promote the engineering design process in your classroom?

                                                                    OR

Option C)
Create your own list of children’s books you can integrate into science lessons organized by the areas of life science, physical science, earth science, and space science.  Choose four books for each area of science. Write two to three sentences describing each book and how it can promote STEAM in your classroom.  

                                                                      OR

Option D)
An assignment of your own choosing with the instructor’s approval.

C. INTEGRATION PAPER

Assignment #13: (Required for 400 and 500 Level)

SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)

Write a 350-500 word Integration Paper answering these 5 questions:

  1. What did you learn vs. what you expected to learn from this course?
  2. What aspects of the course were most helpful and why?
  3. What further knowledge and skills in this general area do you feel you need?
  4. How, when and where will you use what you have learned?
  5. How and with what other school or community members might you share what you learned?


INSTRUCTOR COMMENTS ON YOUR WORK:

Please indicate by email to the instructor if you would like to receive comments on your assignments.

QUALIFICATIONS FOR TEACHING THIS COURSE:

I currently live in Reno, Nevada.  I am a native to the Pacific Northwest and grew up in Madras, Oregon.  I graduated from Western Oregon University with a Bachelor of Science in Interdisciplinary Studies.  During my undergraduate studies, I studied abroad in Macerata, Italy and traveled to several Western European countries.  I have  a Master of Arts in Teaching degree from Willamette University.

I have experience teaching various grade levels in both public and private schools.  The majority of my experience comes from teaching at the elementary level, specifically fourth and fifth grade.  I also have experience with preschool and middle school students. 

Upon starting a new position in the private sector in the Kansas City area, I was assigned the task of creating and managing a resource room.  I taught students ranging in grades from Kindergarten to eighth grade, as well as both learning disabled and gifted students. I am genuinely passionate about education and enjoy finding the creativity potential in every subject.

BIBLIOGRAPHY

MAGNETS & MORE: Early Childhood Science

Baratta-Lorton, Mary.  Mathematics Their Way.  Menlo, Park, CA: Addison Wesley Publishing Company, 1995.

Barbour, Ann.  Learning at Home: PreK-3, Homework Activities That Engage Children and Families.  Thousand Oaks, CA: Corwin Press, 2010.

Blobaum, Cindy.  Geology Rocks!: 50 Hands-On Activities to Explore the Earth.  WorthyKids, 2004. ISBN-10: 1885593295, ISBN-13: 978-1885593290.

Carlson, Laurie. Green Thumbs: A Kid’s Activity Guide to Indoor and Outdoor Gardening.  Chicago Review Press, 1995.   ISBN-10: 155652238X, ISBN-13: 978-1556522383

Dorling Kindersley. Space: A Visual Encyclopedia. New York: Dorling Kindersley Limited, 2010.  ISBN-10: 075666277X, ISBN-13: 978-0756662776.

Gestwicki, Carol.  Developmentally Appropriate Practice: Curriculum and Development in Early Education.  Belmont, CA: Wadsworth, Cengage Learning, 2011.

Hauser, Jill.  Gizmos and Gadgets: Creating Science Contraptions That Work (and Knowing Why). WorthyKids, 2004. ISBN-10: 1885593260, ISBN-13: 978-1885593269.

Moomaw, Sally and Brenda Hieronymus.  More Than Magnets: Preschool and Kindergarten, Standards Edition. St. Paul, MN: Redleaf Press, 2017.  ISBN: 9781605545165. 

Moomaw, Sally and Brenda Hieronymus.  More Than Counting: Preschool and Kindergarten, Standards Edition.  St. Paul, MN: Redleaf Press, 2011.

Oljace, Glory.  STEM is Elementary: How Elementary Science, Technology, Engineering, and Mathematics Prepares Students to Beat the Gaps!  Bethel, MN: STEM is Elementary, LLC, 2012.

Sousa, David Anthony and Thomas J. Pilecki.  From STEM to STEAM: Brain-Compatible Strategies and Lessons Thant Integrate the Arts. Thousand Oaks, CA: Corwin, 2018. ISBN-10: 150632245X, ISBN-13: 978-1506322452.

VanCleave, Janis. Janis VanCleave’s Animals: Spectacular Science Projects. John Wiley and Sons, Inc., 1993.  ISBN: 0-471-55052-3.

VanCleave, Janis. Janis VanCleave’s Chemistry for Every Kid. John Wiley and Sons, Inc., 1989. ISBN: 0-471-62085-8

Willans, Art and Cari Williams.  Freedom to Learn: Using Behavioral Science to Develop New Teaching Methods. New Society Publishers, 2018.  ISBN: 978-0-86571-878-4.

Williams, Robert A., Debra Cunningham, and Joy Lubawy.  Preschool Math.  Beltsville, MD: Gryphon House, Inc., 2005.