Syllabus

In this two-part course, students will learn what inquiry-based learning means as it relates to science and social studies in the elementary classroom, and what are its advantages and challenges over direct instruction. We will create inquiry-based instructional units, and will discuss how different types of scaffolding are used to adapt curriculum to different learners' needs.

Students will be guided through the structure and process of creating inquiry-based lesson sequences, one in science and technology, one in social studies, including a hook lesson to activate student interest; direct instruction in skills and content, development of inquiry questions, guiding students through investigations, documenting results through text, drawings, and photos, and assessment/making learning visible through the use digital media. Students will play the role of K12 students in each other's Google Classrooms, and will give feedback and collaborate on lessons.

Lesson sequences will be implemented using the Google Classroom platform used in most K12 schools, as well as associated educational technology such as ScreenCastify, EdPuzzle, WeVideo, and Nearpod.

In the first part of the course, focusing on science and technology/engineering,we will look at what is meant by science and technology, the Massachusetts Science and Technology/Engineering Frameworks, and what it means to do inquiry. Students will do an inquiry-based science experiment, and an engineering design challenge, both emphasizing the importance of careful observation, questioning, and background content knowledge. Next, we will look at integrating ELA and math skills, through graphs, drawing to scale, and using academic language. Finally, students will create, share, and critique inquiry-based science units using the Google Classroom platform.

In the second part of the course, we will focus on Frameworks-based history and social science questions for the elementary classroom, including maps and geography, economic issues, civics, and history. Using Google Classroom, students will assemble inquiry-based units based on the Inquiry Design Model(IDM) methodology of C3 Teachers(College, Career, and Civic Life) and the National Council for Social Studies, including an IDM Blueprint; a compelling question; supporting questions, assessments, and sources; summative assessment; and taking informed action.

• Week 0: Review of Digital Skills; Enroll in apps

• Week 1: What is STEM?

• Week 2: Science Skills

• Week 3: Inquiry-Based Science

• Week 4: Engineering Design Challenges/Engineering Drawing

• Week 5A: Massachusetts Science Frameworks

• Week 5B: ELA/Math Integration

• Week 6: Creating Unit in Google Classroom

• Week 7: Critique, Revision, and Motivation

• Week 8: Scaffolding and Assessment

• Week 9: What is Social Studies?

• Week 10: Using the Inquiry Design Model in Social Studies

• Week 11: Identifying Sources

• Week 12: Building an Argument and Taking Informed Actions

• Week 14: Presentation and Reflection

GOALS OF THE COURSE:

As a result of participating in this course students will be able to:

• Develop and implement engaging inquiry-based lesson plans in science, technology/ engineering and social studies/history.

• Apply cross-cutting skills in literacy and mathematics to the study of science, engineering, and social studies.

• Develop an understanding of how changes in science, technology, and medicine affect history and society on both a personal and global level.

• Engage in self-reflection as a teacher.

• Effectively utilize educational technology apps and programs

• Explore behavior management techniques in the social studies/science classroom.

• Present lesson plans to a group of peers using effective remote teaching techniques

How to Be Successful in This Course:

Please begin assignments prior to the day it is due. Otherwise you will not have time to ask questions and get feedback. See Tips for Successful Online Learning(from EdX).

This is a 3 credit-hour course; up to 6 hours of work outside of class may be assigned. While all synchronous sessions may not take 3 hours, this assumes that you will watch all weekly content videos, assigned readings, and participate in the online asynchronous Discussion Forum. Learning is an active, not a passive process. It does not happen through listening to the teacher talking. Rather it happens through the learning actively applying skills and concepts to novel situations.

Grading: As a believer in the mastery learning model, I endeavor to use assessment primarily as a means of learning, not as a means of sorting. If work is inadequate, I will work with you to improve it to a level deserving full credit, as long as you are making a good-faith effort.

Complete readings and videos early in each week, and take handwritten notes- they tend to stick better than typed. This allows you time to think about the materials, and ask questions as needed

Participate in the online synchronous 'live' session. There will be one each week to introduce the topics.

Complete the weekly review quizzes. These quizzes are from your materials from that week. The answers will be found in your online readings and videos.

Write a detailed response to each week's discussion question, and respond to at least two other students' posts.Once students are familiar with the online format, all discussion threads will be open. You will have until Sunday to write your original thread and then Wednesday to respond to other students (minimum of two thoughtful, grammatically correct responses). I find that most students are more eloquent and thoughtful in writing than in a real-time Zoom discussion.

Complete each week's written assignment by mid-week, and share for comments and suggestions.Written assignments all relate to the benchmark assessment( the Unit Plan).

Standards for homework assignments:

All submissions should be in a standard format with:

• Your name

• Today's date

• Course title

• Assignment title

• Page Numbers

• A footer with your name and the assignment, page numbers, and all items combined into a single document.