EEC4211 - Integrated Science, Math, and Technology in Early Childhood I

Academic Dean’s Contact Information

LAKELAND DEAN’S OFFICE: LLC 2255              PHONE: (863) 297-1024
WINTER HAVEN DEAN’S OFFICE: WSC 101      PHONE: (863) 297-1020

Polk State College Mission and Program Outcomes

Polk State College, a quality driven institution, transforms lives through the power of education by providing access to affordable associate and baccalaureate degrees, career certificates and workforce employment programs, delivered by diverse, qualified faculty and staff. In line with this purpose, Polk State’s Associate in Science and baccalaureate degree programs develop competence in career areas. This course focuses on the development of competencies related to the following program outcomes:

• Demonstrate the Florida Educator Accomplished Practices (FEAPs)
• Demonstrate Competencies and Skills for Teacher Certification (C&S: Pre-K-3)
• Demonstrate Florida ESOL Endorsement Domain One: Culture
• Demonstrate Florida ESOL Endorsement Competencies in Domain Three: Methods
• Demonstrate Florida ESOL Endorsement Competencies in Domain Four: Curriculum

 
Course Objectives:
Upon successful completion of this course, the student is able to:

Florida Educator Accomplished Practices

Continuous Professional Improvement

5a.       Design purposeful professional goals to strengthen the effectiveness of instruction, and which are based on students’ needs.

5.E       Engage in targeted professional growth opportunities and reflective practices, both independently and in collaboration with colleagues.

5.F       Implement the skills and information acquired during professional development to the teaching and learning process.

Competencies and Skills for Teacher Certification (C&S: Pre-K-3)

Developmental Knowledge

3.8     Identify and apply characteristics of an integrated curriculum.

4. 6 Select and apply strategies, including the use of technology, in developmentally appropriate ways to teach reading, mathematics, science, and social studies.

Mathematics Instruction

1.1   Identify and analyze developmentally appropriate strategies for presenting mathematical concepts, progressing from concrete to semi-concrete, and then to abstract concepts.

1.2   Identify and apply related mathematical concepts such as computation, problem solving, and reasoning.

1.3   Identify and analyze opportunities and strategies to integrate mathematics within other subject areas.

1. 4 Identify mathematical concepts that are appropriate for the PreK-3 curriculum.

1. 5 Select and apply the appropriate use of available tools, including technology (e.g., interactive white boards and computers) and manipulatives in teaching mathematics.

1. 6 Identify the use of mathematical practices to promote critical thinking (e.g., construct viable arguments, make use of structure, and express regularity in repeated reasoning).

1. 7 Select and analyze the uses of a variety of assessments to plan instruction.

1. 8 Select and analyze structured experiences for small and large groups of students according to mathematical concepts.

1. 9 Identify and analyze the attitudes and dispositions underlying mathematical thinking.

Mathematics: Algebraic Thinking

2.1   Identify and extend simple number and nonnumeric repeating and growing patterns using words, variables, tables, and graphs.

2.2   Determine and apply the concepts of equality and inequality in real-world situations (e.g., balancing and comparing quantities).

2.3   Identify and apply function rules using addition and subtraction (e.g., input-output machines and tables).

2.4   Identify and analyze appropriate instructional strategies (e.g., draw a picture, make a table, or act it out) to facilitate student understanding of problem solving.

Number Concepts and Operations in Base Ten

3. 1 Identify the cardinal number for a set, various ways to count efficiently (e.g., counting by ones, skip counting, counting on, counting backwards, and counting collections), and ordinal numbers.

3. 2 Identify pre-number concepts, 1-to-1 correspondence, conservation of numbers, constructing sets to match given criteria, and rote counting.

3. 3 Use knowledge of place value to name, compare, and flexibly represent numbers in base ten (e.g., 22 = 2 tens and 2 ones, 1 ten and 12 ones, or 22 ones).

3. 4 Use place value (e.g., flexibility of numbers) and properties of operations (i.e., commutative, associative, distributive, and identity) to solve problems involving addition and subtraction of multi-digit numbers and multiplication facts through 100.

3. 5 Differentiate between problem-solving strategies that use models, properties of operations, and the inverse relationship of operations.

3. 6 Use area, set, and linear fraction models (e.g., number lines) to represent fractions, including fractions greater than one.

3. 7 Relate the size of the fractional part to the number of equal-sized pieces in the whole.

3. 8 Use models to represent equivalent fractions, including fractions greater than one, and numerical representation of equivalents (e.g., 1/2 = 2/4 = 3/6, the same amount is shaded in the whole).

Mathematics Measurement, Data Collection, and Analyses

4.1    Identify the use of measurable attributes and the appropriate use of metric and customary units to measure and compare length, area, perimeter, and volume.

4.2   Identify effective instructional activities for estimating, telling, and writing time; calculating elapsed time; and counting money.

4.3    Select effective methods to organize, represent, and interpret data (e.g., bar graphs and line plots).

4.4    Solve problems by analyzing data sets, drawing conclusions, and making predictions.

Science Instruction

1.1   Analyze developmentally appropriate strategies for teaching science practices (e.g., observing, questioning, designing and carrying out investigations; developing and using models; and constructing and communicating explanations).

1.2   Identify strategies and skills for facilitating children’s experiences in ways that support their active inquiry, naturalistic exploration, discussion and argument skills, and conceptual development.

1.3   Identify and analyze strategies for formal and informal learning experiences that provide a science curriculum that promotes children’s natural curiosity about the world (e.g., hands-on experiences, active engagement in the physical world, and student interaction with materials).

1. 4 Identify ways to organize and manage the early childhood classroom for safe, effective science teaching and learning (e.g., procedures, equipment, and layout).

1. 5 Identify and select developmentally appropriate formal and informal assessments to evaluate prior knowledge, guide instruction, and evaluate the impact of science experiences on student learning.

1.6   Select and analyze small- and large-group strategies to help students explain the concepts they are learning, provide opportunities to introduce formal science terms, and clarify scientific concepts and misconceptions.

1. 7 Select and apply safe and effective instructional strategies when using curricular and instructional tools and resources such as physical and conceptual models, scientific equipment, realia, and print and digital representations to support and enhance science instruction.

1.8   Apply scientifically and professionally responsible decision-making skills regarding the selection of socially and culturally sensitive science content and activities.

Nature of Science

2.1   Identify and apply basic process skills (e.g., observing, inferring, classifying, and measuring) and developmentally appropriate science practices (e.g., analyzing and interpreting data, constructing explanations, and engaging in argument from evidence).

2.2   Evaluate and interpret pictorial representations, charts, tables, and graphs of authentic data from scientific investigations to make predictions, construct explanations, and support conclusions.

2.3   Analyze the dynamic nature of science as a way of understanding the world (e.g., tentativeness, replication, and reliance on evidence).

2. 4 Identify and select appropriate tools, including digital technologies, and units of measurement for various science tasks.

2.5   Evaluate the relationship between claims (including predictions), evidence (i.e., scientific concepts and observations) and explanations (i.e., linking claims to evidence and drawing conclusions).

2.6   Identify and analyze the attitudes and dispositions underlying scientific thinking (e.g., curiosity, openness to new ideas, appropriate skepticism, and cooperation).

2. 7 Identify and analyze ways in which science is an interdisciplinary process and that STEM disciplines are interconnected (i.e., science, technology, engineering, mathematics).

2. 8 Analyze considerations related to science technology in society including cultural, ethical, economic, political, and global implications.

Earth and Space Science

3. 1 Identify the living and nonliving composition of the Earth’s surface, and the properties of the nonliving materials that make up Earth’s surface (e.g., soil, minerals, rocks, and water).

Physical Science

4. 1 Sort matter by its observable qualitative properties (e.g., shape, color, states, texture, and hardness) and quantitative properties (e.g., mass, volume, temperature, weight, and density).

Life Science

5.1   Identify ways in which plants and animals respond to their environment.

5.2   Identify basic concepts of heredity (e.g., why offspring resemble their parents).

5.3   Classify plants and animals into major groups according to characteristics (e.g., physical features, behaviors, and developmental features).

5.4   Compare the ways living things meet their basic needs through interaction with, and dependence on, one another when sharing an environment (e.g., competition, predation, and pollination).

5.5   Identify the basic characteristics of living and nonliving things.

5.6   Identify and describe the basic structures, behaviors, and functions of plants and animals that allow them to carry out their life processes (e.g., grow, reproduce, and survive).

5.7   Identify and compare the structure and functions of major systems of the human body.

5.8   Identify and compare the predictable ways plants and animals change as they grow, develop, and age.

5.9   Identify and compare the processes of sexual and asexual reproduction in plants, animals, and microorganisms.

5.10 Explore the variety of habitats within ecosystems and analyze how these habitats meet the needs of the organisms that live there.

Florida ESOL Endorsement  

1.1.b. Explore and apply the concept of cultural competence, particularly regarding how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels.

3.1.a.  Demonstrate awareness and use of L2 teaching methods within a historical context.

3.1.b.  Demonstrate awareness of current research relevant to best practices in second language and literacy instruction.

3.2. a. Organize student learning around standards-based content and language learning objectives for students from diverse backgrounds and at varying English proficiency levels.

4.1.e. Plan for instruction that embeds assessment, includes scaffolding, and provides re-teaching when necessary for individual and small-group instruction that successfully meets English language and literacy learning objectives.

4.2.a.  Select and adapt culturally responsive/sensitive, age-appropriate, and linguistically accessible materials.

Additional Course Outcomes:

Upon successful completion of this course, the student is able to:

Demonstrate the ability to write and carry out integrated math and science lesson plans.

Integrate children’s literature and technology where appropriate.

Collaborate with professionals in the field to develop effective lessons.

 

Course Content:
Instruction is built around the integrated STEAM (Science, Technology, Engineering, Arts, and Mathematics) context. The teacher candidate receives instruction in the following:

1. Use of iPad apps for early learners.
2. Lego Education Science for early learners.
3. Use of literacy as a basis for science and math instruction.
4. Use of AIMS (Activities that Integrate Math and Science).
5. Integration of art into the science and math lesson.
6. Lesson planning through integrated formats.
7. Engineering is Elementary: A Hands-On Approach to Engineering.
8. Standards and target assessments within integrated lessons.

Textbook and Other Requirements

Textbook information is provided in the course syllabus, at the campus bookstore, on the campus bookstore website (www.polk.bncollege.com), or via the “Shop Textbook” button on the PASSPORT schedule of classes.

The Gordon Rule

This is not a Gordon Rule course.

Student Help

The professor is available for help during posted hours and by appointment during other non-class hours. Students are encouraged to seek assistance from the professor. To further the educational process, the campus Learning Resources Centers, comprised of the Teaching/Learning and Computing Center (TLCC) JDA Student Success Center, and library, are available for student use. Each resource provides qualified staff and up-to-date equipment and facilities to promote students’ academic success. The TLCCs and JDA Student Success Center provide tutoring services, computing resources, and other instructional support. The library provides information resources, individual and group study space, research assistance, information literacy instruction, and computing resources. Each facility provides free wireless access to the Internet. Polk State College Library, Student Success Center, and TLCC hours of operation and tutoring schedules are posted at each facility and on the College website.

Withdrawing From a Course

Students may officially withdraw from course(s) during any given term, provided they follow the appropriate policy and procedure. Following the conclusion of the Drop/Add Period, a student may officially withdraw without academic penalty from any credit course, provided he or she has submitted the appropriate forms to the Student Services Office no later than the published deadline. The published deadline reflects approximately (but no more than) 70% of the term, based upon the course’s scheduled duration. It is the student’s responsibility to submit these withdrawal forms; failure to do so may result in a grade of F in the course. Under the Forgiveness Policy, a student is allowed only three attempts in any one course: one initial enrollment and two repeats. A student is not allowed to withdraw from a third course attempt. Limited admission programs may have specific guidelines regarding course withdrawal that vary from this policy. Individuals should refer to the student handbook for that program for more information. If a student stops attending class, the grade earned, usually an F, is assigned and posted. Prior to withdrawing from a course, the student should consult with the Financial Aid Office to determine what impact, if any, withdrawal from the course will have on his or her financial aid status. A student cannot use course withdrawal to avoid academic dishonesty penalties. A student who has been penalized for academic dishonesty in a course is not eligible to withdraw from the course.

Repeating a Course

Under the Forgiveness Policy, a student is allowed only three attempts in any one college credit course: one initial enrollment and two repeats. Under certain circumstances, a student may petition to repeat a credit course beyond the three attempts. Limited admission programs may have specific guidelines regarding repeating a course that vary from this policy. Individuals should refer to the student handbook for that program for more information. The student should be aware that repeating a course may result in a higher course cost. A course cannot be repeated unless the previously earned grade is a D, F, or W (the Polk State College Catalog provides further details regarding this process). Prior to repeating a course, the student should consult with the Financial Aid Office to determine what impact, if any, repeating the course will have on his or her financial aid status.

Academic Dishonesty

Each student is responsible for his or her work. It is assumed that each student is honest and will abide by this standard; however, in the event that there is an indication or suspicion of cheating/plagiarism, the situation shall be dealt with in accordance with the published College policy. Copies of this policy are available in the Student Services Office. Students should also refer to the course syllabus for more specific information.

Information Technology Access/Use Policy

All individuals who employ the information technology resources provided by Polk State College (this includes, but is not limited to, telephones, computers, the Polk State College Local Area and Wide Area Networks, and the Internet) must use these resources for academic purposes only. Use of these resources is a privilege, not a right. Inappropriate use can result in revocation or suspension of this privilege.

Equal Access/Opportunity

Polk State College is an equal access/equal opportunity institution committed to excellence through diversity in education and employment. The College complies with all state and federal laws granting rights to students, employees, and applicants for employment or admission to the College. Polk State College does not discriminate on the basis of race, color, national origin, ethnicity, sex, age, religion, sexual orientation, marital status, veteran status, genetic information, disability, or pregnancy in its programs, activities, or employment.

The following person has been designated to handle inquiries regarding the non-discrimination policies:
Valparisa Baker
Director, Equity & Diversity (Title IX Coordinator)
999 Avenue H NE
Winter Haven, FL 33881-4299
Office: WAD 227, 863.292.3602 Ext. 5378, vbaker@polk.edu.

Equal Opportunity For Students With Disabilities

The College complies with The Americans with Disabilities Act and provides equal educational opportunity for qualified individuals. A student with a disability who requires special accommodations or auxiliary aids under The Americans with Disabilities Act (ADA) should contact the Student Services Office on either campus and speak with a Disability Services Advisor or the Coordinator of Disability Services. Note: Limited admission programs may have performance restrictions that apply. Restrictions (where applicable) are outlined in each program’s student handbook.

Search for Open Classes