COURSE TITLE:
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:
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.
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
Read-Aloud/Picture Book List -
Please refer to this list for assignments #4, #10, and #11.
These books can be rented or bought.
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:
Assignment #2: NGSS
#2. Read Chapter 1 and answer the following questions in a 500-700 word essay:
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:
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:
For those participating in a group collaboration formation, each participant must individually watch all videos and read all articles, books, etc., associated with the course.
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.
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:
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:
Note: For those participating in a group collaboration formation, each participant must individually watch all videos and read all articles, books, etc., associated with the course.
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:
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.
Note: For those participating in a group collaboration formation, each participant must individually watch all videos and read all articles, books, etc., associated with the course.
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.
Assignment #9: Focusing On Science
Explore the following websites, focusing on science.
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:
Provide a brief description of your lesson.
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.
OR
Option B)
Use this option if you do not have a classroom or students available.
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
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
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.
Note: For those participating in a group collaboration formation, each participant must individually watch all videos and read all articles, books, etc., associated with the course.
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:
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.