Syllabus
Worcester State University
CI971 Incorporating Children’s Literature Into the Science Curriculum to Enhance Problem Solving
Summer 2018
Ricarda Carfagno, M.Ed. Office Hours: By appointment
(781)383-6326
(781)405-4498 cell
Class Blog: integratingsteamk-6.blogspot.com
Suggested Text: Maslyk,Jacie (2016) STEAM Makers:Fostering Creativity and Innovation in the Elementary Classroom Thousand Oaks, CA: Corwin Press.ISBN-13: 978-150631124
Course Online Component – The following websites and programs will be used for the online portion of this class
Supplemental Materials: Handouts and other specific material will be provided by the instructor during the semester.
Prerequisites: None
Course Description:
In this course teachers will use children's literature in an interdisciplinary manner to teach Steam topics across the curriculum. This course is intended to engage educators in promoting and encouraging a creative, problem solving curriculum. Many topics will be presented that will enhance literacy, math, science and the arts. This course is designed for all classroom and special subject teachers.This course is aligned with the Massachusetts State Frameworks.
Learning Outcomes/Objectives:
Through successful completion of this course graduate candidates will:
1. Draw on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students' level of content knowledge
2. Draw on results of formal, informal assessments as well as knowledge of human development to identify teaching strategies and learning activates appropriate to the specific discipline, age, and range of cognitive levels being taught.
3. Identify appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.
4. Draw on resources from colleagues, families, and the community to enhance learning
5. Incorporate appropriate technology and media in lesson planning
6. Communicate clearly in writing and speaking
7. Use engaging ways to begin a new unit of study or lesson
8. Use instructional technology appropriately
9. To present key concepts related to the process of curriculum design (planning, implementation and assessment) for multi-needs populations to educators
Required Materials: None
Course Policies:
Written Assignments:
1. All assignments must be typed, doubled-spaced, and use APA format when applicable.
2. Assignments must be handed in on the due date unless other arrangements have been made with the instructor.
Attendance Policy:
Regular class attendance is mandatory. Candidates are expected to attend class sessions regularly and participate actively, thoughtfully, and in a collegial manner during discussions and group work. An unexcused absence from any class meetings will result in a reduction of points in the participation grade. Any excused absence will require a doctor’s excuse or other written document acceptable to the instructor.
Grading Policies:
Grades will be evaluated according to course assignments and expectations using the following relative values.
The Grade of 4.0 (A)
The candidate demonstrates sound thinking and memorable performance within the subject and course. The candidate’s work bears evidence that he/she comprehends basic concepts and principles within some depth of insight. When quantifiable measures are used for assessment, the candidate exhibits comprehension of at least 90% of the key concepts and principles presented. The candidate can discuss issues clearly and precisely, recognize questionable assumptions, and identify relevant, competing points of view. The candidate uses sound reasoning to provide solutions to problems.
The Grade of 3.0 (B)
The candidate usually demonstrates sound thinking and performance within the subject
and course. The candidate’s work bears evidence that he/she comprehends basic concepts and principles, though depth of insight may be lacking at times. When quantifiable measures are used for assessment, the candidate exhibits comprehension at least 80% of the key concepts and principles presented. More often than not, the candidate discusses issues clearly and precisely, recognizes questionable assumptions, and identifies relevant, competing points of view. The candidate sometimes uses sound reasoning to provide
solutions to problems.
The Grade of 2.0 (C)
The candidate exhibits mixed thinking and inconsistent performance within the subject and course. The candidate’s work bears evidence of inconsistent comprehension of basic concepts and principles. The candidate rarely, if ever, demonstrates depth of insight. When quantifiable measures are used for assessment, the candidate comprehends at least 70% of the key concepts and principles presented. The candidate has trouble discussing issues clearly and precisely, often fails to recognize questionable assumptions and relevant, competing points of view. The candidate may have trouble finding solutions to some problems due to lack of sound reasoning skills.
Grading:
- Participation includes attendance, punctuality, along with being prepared for class by completing home assignments weekly 5%
- Research & design 8 Steam/ Stem child-centered lessons for your class. These lessons must be done with your students. Please take pictures of the class doing the lessons. 2 of these lessons must integrate literature, math,& art 30%
3. Respond weekly to blog posts. Explain your thoughts on the experiment ,video or article that is posted. Your post is due the day class meets.. Each post must be 1 page. 10%
4. Creative Curriculum Research Paper. Explain the benefits of incorporating Steam/Stem into the Curriculum. You may use articles from the Live Binder 5 pages 20%
5..Share 2 books on the last class. Explain in writing how these books were incorporated into the Stem/Steam lesson 1 page 10%
6. Find 5 Stem /Steam Videos onYou Tube for your grade level.Write a brief description of each,E mail this to ken-carfagno@comcast.net 5%
7. 10 Steam/Steam websites grade level brief description of each website email to
8.Presentation Book Share. Pick 4 or your lessons from number 2. These lessons must be brought in completed. Please bring in all pictures of the class doing the lessons. 15%
Grades are based on the following point scale:
A 100% - 93%
A- 92% - 90%
B+ 89% - 87%
B 86% - 83%
B- 82% - 80%
C+ 79% - 77%
C 76% - 73%
C- 72% - 70%
D+ 69% - 67%
D 66% - 63%
D- 62% - 60%
F 59% - 0%
Americans with Disabilities Act:
Worcester State University and this instructor are committed to the full participation of all students, and will provide accommodations for any student with documented disabilities who are registered with the Disability Services Office. Please contact the instructor _as early as possible to discuss necessary accommodations. All information regarding disabilities will be treated with confidentiality.
http://www.worcester.edu/Diversity/Shared%20Documents/Policv%20that%20you%20may
%20duplicate%20in%20your%20course%20syllabus%20for%20students%20with%20Disabilities.pdf
Academic Honesty Policy:
Academic integrity is an essential component of a Worcester State education. Education is both the acquisition of knowledge and the development of skills that lead to further intellectual development. Faculty are expected to follow strict principles of intellectual honesty in their own scholarship; students are held to the same standard. Only by doing their own work can students gain the knowledge, skills, confidence and self-worth that come from earned success; only by learning how to gather information, to integrate it and to communicate it effectively, to identify an idea and follow it to its logical conclusion can they develop the habits of mind characteristic of educated citizens. Taking shortcuts to higher or easier grades results in a Worcester State experience that is intellectually bankrupt.
Academic integrity is important to the integrity of the Worcester State community as a whole.
If Worcester State awards degrees to students who have not truly earned them, a reputation for dishonesty and incompetence will follow all of our graduates. Violators cheat their classmates out of deserved rewards and recognition. Academic dishonesty debases the institution and demeans the degree from that institution.
It is in the interest of students, faculty, and administrators to recognize the importance of academic integrity and to ensure that academic standards at Worcester State remain strong. Only by maintaining high standards of academic honesty can we protect the value of the educational process and the credibility of the institution and its graduates in the larger community.
http://www.worcester.edu/Academics/Shared%20Documents/academicpoliciesproced ures.aspx?PageView=Shared#academic honesty )
Academic Support Services:
Students who think they may need academic assistance in order to achieve their educational objectives should visit the Academic Success Center as soon as possible to maximize the benefit of the service.
Library Use - from College Wide Library Advisory Committee:
Worcester State Library has access to many articles through online data bases including J STOR, in addition many articles and book chapters are available to students through Inter library Loan (ILL). With a little planning, ILL expands your ability to get credible information sources about topics you pursue in your course work. Finally WSU students are free to use many of the library resources within the consortium. Given all of these resources it is extremely unlikely that you should have to pay for access to individual articles. Please work with the reference librarians to find the appropriate way to access materials you need. You have already paid for these resources through your fees-please make use of them.
Course Topics:
Week 1
Literature Michael Jordan: The Inspiring Story of One of Basketball's Greatest Players
Literature A Basketball Story
Literature Jack and the Parachute
Literature Jack and the Beanstalk
Steam Basketball Tower Challenge
Steam Basketball Shooter
Steam Design a parachute to helpJack escape the giant
Rubrics
Measurement
Gravity
Share
Week 2
Literature Kipper's Beach Ball
Beach Ball Measurement
Steam Beach Ball Tower
Steam Beach Ball Torch
Steam Beach Ball Suitcase
Steam Beach Ball picker Upper
Structure design
Lesson creation
Rubrics
Relay Race Pass the Torch
Share
Week 3
What is Air?
Literature Air Is All Around You
Air is a force
Experiment with wind bag
Steam design Sail for boat •
Steam Pin Wheel
Steam Windmill
Steam Hot Air Balloon
Rubrics
Share
Week 4
Literature. My First Airplane Ride
Literature Who Was Amelia Earhart?
Steam Paper Airplane that can carry cargo
Steam Circle Airplane
Steam Loop Glider
Measurement
Gravity
Lift,Weight, Thrust.,Drag
Rubrics
Share
Week 5
Simple Machines
Literature How Do You Lift A Lion?
Literature Simple Machines
Literature Pull,Lift, and Lower
Literature Roll, Slope and Slide
Steam Catapult
Steam Pulley
Steam Zip Line
Steam Roller Coaster
Steam Car Wheels and Axles
Steam Marble Tracks
Measurement
Forces and Motion
Rubrics
Share
Week 6
Literature Earthquakes
Literature What Was the San Francisco Earthquake?
Literature Three Little Pigs
Steam Build an Earthquake -Proof Structure
Steam Build a house that the big bad wolf cannot blow down
Money for building materials
Geology
Real-World connections
Problem Solving
Inferencing and Predicting
Rubrics
Share
Week 7
Literature. A Boat Full of Animals
Steam Build a Boat out of Tin Foil
Steam Build a Boat out of Cups
Steam Mayflower Boat Building
Steam Make It Move Challenge
SteamPaddle Power
Steam Chain Link Building Challenge
Social Studies
Math
Inferencing and Predicting
Rubrics
Share
Week 8
Literature Towering Homes
Literature Into the Sky
Steam Tower Building Challenge
Steam Balance Building Structure
Steam Spaghetti Tower
Steam Index Card Tower
Steam Cup Challenge
Measuring
Inferencing and Predicting
Problem Solving
Team Building
Rubrics
Share
Week 9
Literature Spoonbill Swamp
Literature Hot,Hotter ,Hottest
Literature Prince William
Steam Adaptations Of Birds Beaks
Steam Clean Up an Oil Spill
Steam Create a New Species
Music Butts Up
Vertebrates /Invertebrates
Animal Classification
Art
Inferencing and Predicting
Problem Solving
Team Building
Rubrics
Share
Week 10
Literature Boston Tea Party
Literature What Was the Boston Tea Party?
Steam Design a crate that will keep your tea bag dry
Steam Build a Water Wheel
Steam Dictionary Hold -Up
Steam Paperclip Chain
Steam Help Save Sam
Steam Build the Biggest Box
Social Studies
Math
Art
Inferencing and Predicting
Problem Solving
Team Building
Rubrics
Share
Week 11
Literature Building Bridges
Literature 13 Bridges Children Should Know
Steam Straw Bridges
Steam Popsicle Bridge
Steam Gumdrop Bridge Building
Steam Hovercraft
Social Studies
Math
Art
Inferencing and Predicting
Problem Solving
Team Building
Rubrics
Week 12
Wrap -up
Presentations
Assignments: Due Date:
- Participation includes attendance, punctuality, along with being prepared for class by completing home assignments Weekly
- Research & design 8 child-centered lessons 7/30, 7/31
3. Blog Posts Weekly
4.Email Videos 8/1
5.Email Websites 8/2
6. Creative Curriculum Research Paper 5 pages 8/2
7 .Book Share 8/3
8.Presentations 8/3
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