Class 7

Suzanna DunnCity UniversityScience Standards, Curriculum and Assessment: Part 1Why science with young children?Why do we teach science to young children?What are your experiences as a child with science?3 minutesHookStudents who are introduced to science at a young age will have greater success with science later onStudents see science as fun, full of questioning, wondering, thinking, and exploringQuestioning, observation, and prediction skills span content areasGreat language development2ObjectivesThree parts:Early learning guidelines, EALRS and best instructional practicesDesigning science lessonsScience assessmentsObjectives for Part 1Students will be able to explain the six areas of science used in Washington State early learning benchmarks and standards.Students will be able to analyze a published science center by stating what standards or benchmarks the center fulfills and how the center is best practice.

Assessment of Current Science KnowledgeWrite and be ready to share:What are the science benchmarks and grade level standards for Pk-3?What is appropriate science curriculum for students PK-3?What instructional strategies are appropriate in science for students PK-3?2 minutes of writing, 2 minutes of sharingPre-assessment use information to highlight certain topics during the rest of the lesson4NSTA Position PaperRead the position paperMark 3 pieces of information you think are criticalCreate 1 question

Be prepared to share with partner and whole class

1 minute quick overview5Science CurriculumScience with Infant, ToddlerObservation with sensesWork in natural environmentInvestigation of leavesObserving shapes, sizes, colorsFeeling textures and veins in leavesInvestigation of plantsObserving different types of plants, including fruits and vegetable plantsInvestigation of pineconesAdding fish tank to classroomConnect observation with language

1 minute7Science with PreschoolersPlay and science are intertwinedTeachers push for deeper thinking connected to science conceptsStart with where the children are at learn what their current understanding is of science concepts and build from thereCant assume you will know what the children will like (observing worms)Dramatic play dressing up to be a scientistExploratory play using tubes to explore water flow (can be combined with dramatic play)Taking big topics and making them child-sized so they apply to their lives (why we wear raincoats when it rains)

1 minute8Science Lessons with Young ChildrenSetting the stageUse documents/materials from the previous dayShow new materials and ask questionsOff a challenge to launch a new investigationObserve engagementWatch interaction between children and with the materialsHelp guide students to deeper understandingsMaximize engagementProvide encouragement and support for struggling studentsFocus attention on scienceUse strategic questions to help guide discussionsUse science specific vocabulary

1 minute9Science Lesson with K-3Extend learningRepresentation group writing, drawing, labelingDiscussionsOpen endedFocus on science topics being exploredAsk for explanations (Why do you think that? How do you know?)Use wait timeUse childrens work and teacher documentation to encourage children to reflect on what they didAvoid explaining the sciencePeer/small group talking

1 minute10Young Children and Science: CurriculumTopics may range, but should meet the following criteria:Drawn from life, physical, earth/space sciences as experienced in the daily lives of childrenBased on important science ideasDevelopmentally appropriateAccessible to direct explorationAbout things/events children can explore over timeEngaging, challenging, and funDiscussion: Do dinosaurs, solar system, and rain forests fit this criteria?Discuss with a partner and be ready to share with class.1 minute overview5 minute discussion11Science Curriculum: What fits?Life science Physical characteristics of living thingsBasic needs of living thingsSimple behaviors of living thingsRelationship between living things and their environmentsLife cyclesVariation and diversityPeoplePhysical scienceProperties of liquids and solidsPosition and motion of objectsProperties and characteristics of soundProperties and characteristics of lightEarth & space scienceProperties of earth materialsWeatherPatterns of movement and changes in the sun and moonSeasons

1 minute12Lesson PlanningLife Science: Infant-Kindergarten School GardenPlay and inquirySenses: textures, smells, color, sound, tasteWeather and connection to growing thingsConnection to cooking and eatingSocial interactionRisk taking/trying new thingsDiscussions of safety

2 minutes14Classroom Garden Cont.Building relationships with peers and natureWorking together to create plan for gardenWorking together to build, plant, and care for gardenLearn care and responsibilityDeeper understanding of diversity in nature and in humans

2 minutes15Classroom Garden Cont.Physical and motor developmentPulling up weedsFeeling objectsWalking like certain animals or growing like the plantsCognitive developmentComparing and classifyingWeather, seasons, life cyclesParts of plantsObservation skillsProblem solving strategiesLiteracy connections through read alouds

2 minutes16Classroom Garden Cont.Language developmentAsk open ended questions.Ask intentional questions.Talk about your own thoughts. (I wonder why the snow is melting today.)Let children talk and debate theories. Guide them in the direction of the correct information.Use childrens initial theories to help guide instruction.2 minutes17Benchmarks & GLEs met by Class GardenK-1K-1 LS1B All plants and animals have various external parts. K-1 LS1C The parts of a plant or animal appear different under a magnifier compared with the unaided eye. K-1 LS1F Most plants have roots to get water and leaves to gather sunlight.K-1 LS2A There are different kinds of natural areas, or habitats, where many different plants and animals live together. K-1 LS2B A habitat supports the growth of many different plants and animals by meeting their basic needs of food, water, and shelter. K-1 LS2C Humans can change natural habitats in ways that can be helpful or harmful for the plants and animals that live there.K-1 LS3A Some things are alive and others are not. K-1 LS3B There are many different types of living things on Earth. Many of them are classified as plants or animals. K-1 LS3C External features of animals and plants are used to classify them into groups.Group work: Infant/Toddler, Preschool, 2rd-3rd 2 minutes to go over example, 10 minutes for group work, 5 minutes for sharingGroup work and informal assessment what benchmarks/GLEs would be met for the classroom garden for infant/toddler, preschool, 2nd-3rd students meet with small group and then share with large group18Physical ScienceInfant/toddler: Balls & BlocksExploring a variety of balls Rolling, bouncing, laying on, pattingDifferent textures and sizesPutting balls through tubesKicking and throwing balls of different sizes/typesBuilding a block tower to then knock it down in a variety of ways, including using a ball to knock it down

2 minutes19Physical SciencePreschool: Building StructuresBuilding with a variety of materialsExperiences with gravityHow characteristics of materials affect stabilityK-1: Balls and RampsProperties and characteristics of ballsComparing rolling and bouncing of different ball typesMaking own balls and ramps2nd-3rd: Force Makes Things MoveUsing different types of force to stop, move, change direction of objectMeasure and compare distance moved by using different strengths of force

2 minutes20Benchmarks & GLEs for Balls and Blocks2nd 3rd 2-3 PS1A Motion can be described as a change in position over a period of time. 2-3 PS1B There is always a force involved when something starts moving or changes its speed or direction of motion. 2-3 PS1C A greater force can make an object move faster and farther. 2-3 PS1D The relative strength of two forces can be compared by observing the difference in how they move a common object.Group work: Infant/Toddler, Preschool, K-12 minutes to go over example, 10 minutes for group work, 5 minutes for sharingGroup work and informal assessment what benchmarks/GLEs would be met for the balls and block experiments for infant/toddler, preschool, K-1 students meet with small group and then share with large group21Earth & Space ScienceWhat are the benchmarks/GLEs for earth/space science?What are some example activities?

Infant/toddlerPreschoolK-12-310 minutes for group work, 5 minutes for sharingWork in small groups and share with large group. Informal assessment for learning of standards and benchmarks and connection to curriculum.22Science LessonsQuick overview of the lessonThe field of scienceAge/grade levelConnection to benchmark/EALR7 minutes of group work, 3 minutes of sharingWork in small groups to read lesson and prepare the four topics above.23Science AssessmentWhat science assessments do you currently use?Variety of formsDrawingsDrawing and dictationPhotographsRecord of language/conversation/interviewAsk open-ended questionsJournalsCollected over timeGroup evidence

3 minute discussion 5 minute lecture24