Integrated Methods III: Teaching Mathematics, Science and Health in

Early Childhood Education

Catalog Description

Introduce early childhood educators to the theories, strategies, resources, and technology applications appropriate to the science, mathematics and health methodology. Particular emphasis is placed on the linkage to state and national standards, integrated curriculum design, and developmentally-appropriate pedagogy.

Course Outcomes

To provide preservice early childhood teachers with:

Topical Outline

• Oregon and national Standards in science, mathematics and health

• Curriculum Analysis

• Technology applications in science, mathematics and health teaching

• Science for ALL Americans

• Science Equipment and Mathematics Manipulatives

• Classroom Managements: organization, policies, resources and logistics

• Designing lesson and unit rationale, goals, and objectives

• Identifying and Evaluating Resources

• Authentic Performance Tasks and Alternative Assessments

• Developmentally Appropriate Tasks for young children

• MicroTeaching and Peer Coaching

• Modeling Instructional Practices (e.g., team teaching, cooperative learning,

conflict resolution)

• Integrated thematic teaching

• Oregon statutes governing health teaching

• Underrepresented individuals in mathematics and science (equity issues)

Textbooks

1. Troutman, Lichtenberg Mathematics -- A Good Beginning, 5th ed., Brooks/Cole, 1995.

2. Friedl, Alfred E. Teaching Science to Children -- An Integrated Approach, 3rd ed. McGraw-Hill, Inc., 1995.

Grading:

Scores on assignmensts will be based on the scoring guide shown below. The average of these scores will be used to determine semester grades according to the following table:

Grade Average of Scores

A 4.8 - 6.0

A- 4.6 - 4.8

B+ 4.4 - 4.6

B 4.2 - 4.4

B- 4.0 - 4.2

C+ 3.8 - 4.0

C 3.6 - 3.8

Mathematics, Science, Health Methods

Scoring Guide

In each case, a higher score assumes that the paper has fulfilled the

requirements of the previous lower score.
6
  
5
 a) Work is both excellent and memorable

b) Distinctive and sophisticated application of knowledge and skills is demonstrated

c) Thorough and effective application of knowledge and skills is demonstrated

4
 d) Work is clear and well organized

e) Application of essential knowledge and skills is present

e) The assignment is typed, double-spaced

f) Minor errors or omissions do not detract from the overall quality

3
 g) Assignment is turned in on time and is complete

h) Minor errors or omissions detract from the overall quality

2
 i) Assignment is not complete or not turned in on time

j) Partial application of knowledge and skills is demonstrated.

k) Work is superficial, fragmented, or incomplete and needs development

l) Errors or omissions are present

1
 m) Little or no application of knowledge and skills is demonstrated

n) Major errors or omissions are present

NE
 o) No evidence is provided