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Kindergarten – Grade 2
{
VDOE Summer 2012 Science Institute
K-2 Session
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Kindergarten – Grade 2
{Kindergarten through Grade 2
Revisions to the Science SOL
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Kindergarten – Grade 2
K-2 OVERALL REVISIONS
• Revised the order of the .1 standards
• Added a strong emphasis on the use of data
• Were consist with the use of vocabulary
• Placed an emphasis on the nature of science
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Kindergarten – Grade 2
Revisions to the SOL
Kindergarten• K.6 (added): Living and Nonliving
Grade One• 1.1e: nonstandard measurement only,
measurement of temperature added
• 1.6b: removed Earth’s rotation
• 1.6c: added the relative position of the sun
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Kindergarten – Grade 2
Grade Two
• 2.1e: standard measurement using both metric and standard English units
• 2.3a: identification of distinguishing characteristics of solids, liquids, and gases
• 2.4a: animal life cyclesFROM CF: compare and contrast life cycles of a butterfly and a white-tailed deer.
Revisions to the SOL
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Kindergarten – Grade 2
Grade Two
• 2.5d: added… Fossils provide information about living systems that were on Earth years ago.
• 2.6b: added weather data interpretation
• 2.6c: added weather data used over time
Revisions to the SOL
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Kindergarten – Grade 2
What do you observe?
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Kindergarten – Grade 2
Big Idea: Rigor, Discourse,
and Inquiry Questions drive the
investigation process.
Goal should be to develop thinkers who can do well on
tests, not develop test takers who
cannot think.
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Kindergarten – Grade 2
Big Idea:Design instruction so students are in
charge of their own learning
Learning comes from thinking. Thinking
happens when students are engaged and
working.
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Kindergarten – Grade 2
1. Using your senses, make observations about the object at your table.
2. Using the index cards on your table, generate as many questions as you can about your bottle terrarium.
3. Put one question on each index card.
What are you curious about?
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Kindergarten – Grade 2
Share some questions your group came up with about the bottle terrarium.
Round Table
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Kindergarten – Grade 2
Working with your team, sort your cards into two piles. 1. Investigatable questions-the ones
you think can be investigated by doing something concrete with tools and materials.
2. Noninvestigatable questions— the ones you think cannot be answered by investigating with tools and materials.
Card Sort
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Kindergarten – Grade 2
1. Research: Questions beginning with why are requesting information
rather than suggesting an action that can be taken. Generally, they can be answered by using a reference book,
the Internet, by asking an experienced person, or conducting a survey.
2. Historical: Questions beginning with who are seeking knowledge about
something in the past. Generally, they can be answered by using a reference book,
the Internet, or by asking an experienced person.3. Experimental:
Frequently begin with “What will happen if,” or “How does ____ affect ____ ?”The phrasing of such questions leads to taking some action that would help answer the question.
Types of Investigatable
Questions
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Kindergarten – Grade 2
{Putting Students in Charge!
Let’s Design Our Own Experiment!
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Kindergarten – Grade 2
Start with the 2010 Standards of
LearningK.6 The student will investigate and understand the differences
between living organisms and nonliving objects.
K.7 The student will investigate and understand basic needs and life processes of plants and animals
1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be classified according to certain characteristics.
1.5 The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics
2.4 The student will investigate and understand that plants and animals undergo a series of orderly changes as they mature and grow
2.5 The student will investigate and understand that living things are part of a system
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Kindergarten – Grade 2
Four Question Strategy For
Creating An Experiment
How do (es) ______ act?
(plants)
What materials are
readily available?
How can I change the materials to
affect the action?
How can I measure the response to the action?
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Kindergarten – Grade 2
Four Question Strategy ForCreating Experiment
How do (es) ______ act?
(plants)
What materials are
readily available?
How can I change the materials to
affect the action?
How can I measure the response to the action?
Grow Soil (or substrate)
Type of soil (or substrate)
Number of leaves
Wilt Water Amount of water Height of plant or length of leaves
Bend Containers Place for container
Angle of growth
Produce Seeds Plants Number of plants Number of seeds
Die Seeds Type of Seeds Number of plants
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Kindergarten – Grade 2
What is the effect of
__________ on ____________________?
Our Question
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Kindergarten – Grade 2
Set up your BottleStep 1 – Remove label from the 2-liter bottle. Cut bottle 1 cm below shoulder.
Step 2 – Poke or drill a 1 cm hole in bottle cap.
Step 3 – Thread a thoroughly wet wick strip through bottle top, invert top, and set into base. Wick should reach bottom of reservoir and thread loosely through cap
Step 4 – Fill reservoir with water. Add soil and plants to top chamber. To be effective, the wick should run up into soil, not be plastered along a side of the bottle. For better drainage, place a layer of gravel, sand or vermiculite in the bottom of the soil unit. Saturate wick in water, then insert into column threading through the cap.
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Kindergarten – Grade 2
With your group, create your Bottle Terrarium to test your question
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Kindergarten – Grade 2
Stand up and find a partner when the music stops.
Discuss with your partner what question you were testing
Stand-Up, Hand-Up, Pair-Up
Education is about the development of the habits of mind and thinking disposition that will serve students as learners both in our own classrooms and in the future.
Costa& Kallick, 2009; Ritchhart, 2002
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Kindergarten – Grade 2
{
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Kindergarten – Grade 2
{Big Idea: Learning happens as a result of thinking.Big Idea: Thinking happens because students have the skills and dispositions.
Rigor, Discourse, Inquiry, Oh My!
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Kindergarten – Grade 2
{
Look at your table tent
You will become an expert on one topic area:
#1. Discourse-”Talk Science Primer”
#2. Inquiry- “Essential Features Inquiry”
#3. Rigor-”Educational Leadership”
As you read, use the insert strategy to generate topics to share.
Jigsaw
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Kindergarten – Grade 2
Use Small Post-it Notes to Insert Strategy as you
read
I got it!
This is really interesting!
I don’t get this! Help!
With Your Table Partners Share and Record Main Points
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Kindergarten – Grade 2
Pick a reporter to present your findngs about the
article you read to the whole group
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Kindergarten – Grade 2
Let’s make a pyramid!
Putting it all together
Rigor
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Kindergarten – Grade 2
Sample Simplified Definitions:
* Discourse- Verbal expression in speech or writing. * Inquiry- a seeking or request for truth, information, or knowledge; a question; query.
*Academic Rigor-students demonstrate a thorough in-depth mastery of tasks to develop cognitive skills through reflective thought, analysis, problem solving, evaluation, or creativity. It is the quality of thinking, not the quantity.
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Kindergarten – Grade 2
Beginning lessons with a concrete engaging experience allows for curiosity to hook students into learning.
Rigorous lessons develop student thinking-when students are learning to think on their own they develop habits of mind necessary for lifelong learning.
Discourse, inquiry, and the use of symbols & tools, all support rigorous instruction.
Goal should be to develop thinkers who can do well on tests, not develop test takers who cannot think.
Take-Away Points
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Kindergarten – Grade 2
Lunch!
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Kindergarten – Grade 2
Compare/Contrast 5 E vs. Traditional Lesson
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Kindergarten – Grade 2
{Time to Discuss and Apply!
Mix-Pair-Share
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Kindergarten – Grade 2
Why should we practice discourse?
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Kindergarten – Grade 2
Engage Explore Explain Extend Evaluate
5 E Model of Instruction
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Kindergarten – Grade 2
{
Why should we design using the 5 E model?
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Kindergarten – Grade 2
{Big Idea: Sometimes change can begin with a small step.
Tweaking Lessons:*Three or four lessons on each
table*Grade Level is Designated by
Table Tent*With a partner or by yourself,
please review lesson(s)- noting rigor, inquiry, and opportunities for discourse
* Include additional ideas for Assessment if applicable
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Kindergarten – Grade 2
Gallery WalkSuggestions or
CommentsAssessment Ideas
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Kindergarten – Grade 2
Assessments
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Kindergarten – Grade 2
Technology Enhanced Items
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Kindergarten – Grade 2
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Kindergarten – Grade 2
What do you see? Why?
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Kindergarten – Grade 2
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Kindergarten – Grade 2
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Kindergarten – Grade 2
Next Steps:Discuss with your shoulder
partner how you will take this information back to your school division or
school.
Questions?
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Kindergarten – Grade 2
Evaluation
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Kindergarten – Grade 2
Disclaimer
Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.