Elizabeth Klammer Course Introduction Welcome to EDCI 300: Using Children's Literature in Science Education.

This education course for non-science majors will examine the usage of trade books for children and methods of increasing science literacy skills through the use of these books. Identification and integration of trade books in STEM content areas with multiple strategies in multimedia to increase science reading comprehension will be a focus of the course. This course will be over a six week period and each week will have a learning module and a class discussion assignment. The National Science Teacher Association recommends many trade books for engaging and reinforcing students in STEM. The book Pond, by Gordon Morrison is an excellent book. The book Song of the Water Boatman & Other Pond Poems, by Joyce Sidman is wonderful way to collaborate with the English Teacher and integrate creative writing into science. The National Science Teachers Association website, www.nsta.org/publications/ostb/ostb2013.aspx lists the organizations recommendations for trade books. Students are required to obtain access to children's trade books. Your public library is an excellent resource, as well as discount book stores. You are not required to purchase trade books, however you may want to invest in them after you create lesson plans using them. The final project will be a weekly lesson plan on a trade book recommended by NSTA from any year. The lesson plan will be an incorporation of all five module teaching tools used. Examples include the reading of the trade book in class, using a variety of technologies in the classroom, utilizing the TEKS or Next Generation Science Standards. See my example below.

TEKS 4th Grade Science 112.15-Investigations are used to learn about the natural world. 112.15.a-(Introduction)4A- Within the living environment, students know and understand that living organisms within an ecosystem interact with one another and their environment. The students will recognize that plants and animals have basic needs, and they are met through a flow of energy known as food webs. Students will explore how all living organisms go through a life cycle and that adaptations enable organisms to survive in their ecosystem. 112.15b-(Knowledge and Skills)Scientific Reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. 112.15b2-The student uses scientific inquiry methods during laboratory and outdoor investigations. A. plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer their questions. B. collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing and concept maps; C. construct simple tables, charts bar graphs and maps using tools and current technology to organize examine and evaluate data. D analyze data and interpret patterns to construct reasonable explanations form data that can be observed and measured E. perform repeated investigations to increase the reliability of results and F. communicate valid, oral and written results supported by data.

Methods of Assessment "What's In The Pond?" Pretest will be given to assess prior knowledge of life in a pond. Teacher reads Pond, by Gordon Morrison Students will print drawings or graphics from Ipads or computers, of their vocabulary words to make a word wall. Students will make presentation on their words. Students will complete laboratory microscopic pond life check off sheet. Through guided inquiry, students will design a plan of action to discover "what else is in the pond?" 10 points for each day late (100 pt) Students will create a duty list and safety contract for the group. Students will create a safety brochure using a publisher program.

Student will maintain an Excel group data log for their investigation of the pond. Students should continue to write any questions they have about the pond in their data log for further discussion. Student's will perform simple data mining to find out frog populations in the 1990's or earlier to present day. Students will create a graph using excel (bar, pie, or line) for presentation. Students shall create a PowerPoint, video a song, to represent their findings about the pond. 100 points

112.15b.10- Organisms and environments. The student knows that organisms undergo similar life process and have structures that help them survive within their environment. C. Explore, illustrate, and compare life cycles in living organisms.

Students will create a Voicethread to share, that represents the life cycles of the pond. 100pts. Final project: students will collect trash in and around pond and write group articles about the ecology of the pond and how we must protect it. Student will post their report on the www.greenribbonschools.org website. 100 points

Logistics EDCI 400 Using Children's Literature in Science Education (3 cr) Fall 2014 Distance Education: August 25-October 5th course work Course work will be delivered asynchronously through the internet and students will need access to computer, email. Blackboard Learn 9.1 Learning Management System will deliver and manage course information, content, discussion board, and assignment materials. If you need technical support, please contact the college's technical support via their email. Instructor: Mrs. Elizabeth Klammer, Manager of Creativity and Innovation, Dallas Arboretum and Botanical Gardens, Rory Meyers Children's Garden. For questions or comments, please email or call: eklammer@dallasarboretum.org, 469-644-4233.

Required Textbook: Teaching Science Through Trade Books, by Christine Anne Roye, Emily Morgan, and Karen Ansberry. ISBN: 978-1-936959-13-6.

Learning Outcomes:

Student will know the historical use of trade books in Science Classroom. Student will know how to use the five E's with trade books. The five E's are: Engage, Explore, Explain, Elaborate and Evaluate.

Student will create multimedia representations of activities that their students would do in class. Voicethread, Prezi, Blog, discussion boards, etc.

Students will develop lesson plans that adhere to National Science Education Standards: Content Standards K-4 and with A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

Students will create products various multimedia technologies, such as Prezi, Voicethread, Wiki's, Blogs, Moviemaker, etc.

Course Policies: Weekly assignments and discussion board comments are due on the following dates: As adult learners, if an emergency requires additional time on an assignment, please contact instructor immediately and make arrangements for completion of required work. As adult learners, you realize that distance education requires time management. Please do not wait till the last day or hour to complete an assignment.

Instructional Activities: Module 1. Purpose of using trade books in the classroom. Increasing student's interest in science, technology, engineering and mathematics is a major goal in creating twenty-first century learners. Fewer women and minorities are entering science and math fields. A recent survey of female and minority chemists and chemical engineers faulted schools and colleges for failing at "engaging and nurturing" women and minorities to pursue careers in science and technology, engineering and mathematics". (Hirsch, 2010) It is important to reach these potential science and math students at an early age, when their self esteem is being developed. The major benefit of using trade books in the classroom is increasing student engagement. Books with colorful graphics and illustrations, capture the imagination of the student. This also sparks an interest in reading for the student. Traditional textbooks are assumed to be difficult reading or boring to many students. Hirsch, Michael. New York Teacher Issue. April 1, 2010. Objectives: Students will read chapter one of Teaching Science Through Trade Books Students will read a suggested book from Teaching Science Through Trade Books, conduct one activity for that book and write a 200 word review and post on a blog or wiki. Email instructor with internet address of blog or wiki. Discussion 1. Discuss your favorite childhood trade book? How could it used in a lesson? Post to Blackboard. Due date August 31, 2014

Module 2. Trade books in Science There is a variety of topics in science that can be extrapolated from trade books. Books that have stories about animals and plants are easily adapted for the biology or life science sections of a curriculum. Animals Up Close is excellent is showing animal adaptations. The use of trade books also are very helpful in supporting your English Language Learners students in learning new science terms and in overall English content. Physical Science opens up with trade books such as, The Story of Snow: The Science of Winter's Wonderland. Earth and Space Science open up with books such as, Cars On Mars: Roving the Red Planet and Global Warming and the Dinosaurs: Fossil Discoveries at the Poles. I have found that there is less classroom disruptions and more "on task" moments when reading to my class. Students are in the "inquiry mode" and begin to ask questions concerning the lesson. Objectives: Students will read Chapter 4, A Closer Look and perform one of the activities. Students will read a NSTA recommend trade book in the biological sciences and create a travel brochure using Microsoft publisher or similar to the "world" described in the book. Students will email brochure as an attachment to the instructor. Discussion 2. What area in Science is your favorite? Research the list of NSTA approved books and see if that topic has been addressed. Is your favorite area addressed? If not, speculate why. Post on Blackboard. Due date September 7, Module 3. Trade books for Technology Twenty-first century skills in technology are in demand and the pressure of incorporating technology knowledge and skills into the everyday curriculum is demanding. The usage of trade books in the content area of technology is desirable in engaging students. Books like The Boy

Who Invented TV: The Story of Philo Farnsworth, and Inventions allow students to imagine themselves as inventors in technology. Objectives: Students will choose a technology activity from Teaching Science Through Trade Books and perform one activity. Student will write a 100-200 report on the results and email to instructor. Students will use Skype and contact an "outside" technology professional and interview them about how best to incorporate technology into the classroom. "Outside" means, this will be someone out of your social network. Email and arrange for a Skype. Educational professionals in technology are willing to help other professional educators. Discussion 3. What is your favorite social media and why? Due date September 14,2014 Module 4. Trade book for Engineering. Teaching the concepts of engineering can be very challenging to an educator who is expected to adhere to the new Next Generation Science Standards. "There are both practical and inspirational reasons fro included engineering design as an essential element of science education." 'We anticipate that the insights gained and interests provoked from studying and engaging in the practices of science and engineering during their K-12 schooling should help students see how science and engineering are instrumental in addressing major challenges that confront society today, such as generating sufficient energy, preventing and treating diseases, maintainingsupplies of clean water and food, and solving the problems of global environment change."(NGSS)

Trade books release some of this daunting pressure by allowing the teacher to share the adventure of engineering through literature and by hands on experiences. The trade books allow the students to envision themselves as the engineers. Objectives: Student will read chapter six of Teaching Science Through Trade Books and perform one activity. Student will write a 100-200 report on the results and email to instructor. Student will use Lync or Skype and synchronously communicate and instruct each other on building the "marshmallow problem". Take screen shots of each other's work and email to instructor. http://www.marshmallowchallenge.com Discussion 4. What was the most challenging about the marshmallow experience? How could you use this in teaching engineering and collaboration? Post on Blackboard. Due date September 21,2014 Module 5. Trade book for Mathematics Utilizing trade books to teach mathematics can allow abstract concepts to be "real" to many students and with students with learning differences. The colorful graphics and illustrations can bring math to "life" to the student and allow the math concepts to fully comprehended. Trade books in math allow for math and literature to come together and improve reading skills. This supports differentiate instruction and support English Language Learners. (Lightle) The National Council of Teachers of Mathematics recommends the best math literacy trade books for elementary school on a regular basis in their journals. A few recommendations are:

Fraction Action, by Loreen Leedy, How big is a foot?, by Rolf Myller and Growing Patterns: Fibonacci Numbers in Nature by Sarah C. Campbell and Richard P. Campbell. Objectives: Students will read chapter five of Teaching Science Through Trade Books, read suggested book and write a 100-200 word report on the results. Students will create on a Showme Interactive Whiteboard or a VoiceThread a daily elementary math lesson. Lightle, Kimberly. Middle School Math and Science, msms.ehe.osu.edu/2010/05/20teachingwith-trade-books-math. Accessed: 11/05/13. Discussion 5. What do you consider the most difficult math concept to teach to children? How

could this concept be generated into a story line? Due date September 28,2014 Evaluations for Modules 1-5 100 points each Category Objective One Objective Two Discussion Points 40 40 20

Module 6. Final Project: Weekly STEM lesson plan You may want to invest in the purchasing of a trade book or a know of a trade book easily accessible to you for this final project. You most likely will be using it again!

Keeping the interest of children is fundamental in the pedagogy of teaching. Choose your book carefully and think of activities that will create excitement in your classroom. Books that are colorful and that have good content hold the attention of students. Books with websites and research notes can be very helpful. Look at the list provided on the NSTA website for books that have proved well in the classroom. www.nsta.org/publications/ostb Objectives: Your final project is to create a weekly lesson plan in one area of STEM. Including the technology from the past five weeks, develop a five day lesson plan that engages the student with one or more trade books and uses the other four E's to generate an exciting plan of action. TEKS or NGSS standards are included in final product.

Final Product Evaluation: 100 points Category Final Product includes five E's in five days in one STEM area. Instructional activities are included TEKS or NGSS are included Discussion 25 25 25 Points 25

Discussion 6. What STEM subject would you write a children's trade book on? Explain your answer on Blackboard. Due date October 5, 2014 Total points for the course: 600 points