SCIENCE COMPANION INTRODUCTION TO THE COLLECTIONS FROM NATURE STUDY Susan Taddei February 17, 2012

Morning Agenda Looking Back at Rainbows, Color, and Light  Successes, Challenges, and Troubleshooting  Technology Looking Ahead to Collections from Nature  Content: Big Ideas and I Wonder Circle  Logistics: Lesson Tour  Spring schedules, Technology availability, etc.  Wrap-Up/Reflection

Goals for the Day To collaborate with colleagues and Science Companion trainers to…  Reflect on Rainbows, Color, and Light including content, logistics, and technology.  Feel comfortable and excited about using your next Science Companion module, Collections from Nature!

Rainbows, Color, and Light  What were some successes with this unit?  Share student work.  Did the technology activities change how you view science and/or technology in the classroom?  Any new tech resources to share? Ideas for additional tech activities?  What is the optimal number of each tech tool to have in your classroom?  Other challenges, questions, or issues?

Kindergarten Vision  Imagine if you could start all over with no constraints at all…  What would your Kindergarten look like?  What would your children be doing?  What would your role be?

Why is Science Companion a good fit for Kindergartners?  The study areas were chosen to reflect and be compatible with the kinds of activities that already routinely occur in many kindergarten classrooms.  The strength of the Kindergarten Science Companion is that is suggests how to pursue these endeavors with an eye towards discovering the science inherent in each.  Science Companion asks a great deal from children intellectually – thinking, theorizing, making connections, communicating, and collaborating.

Why is Science Companion a good fit for Kindergartners? Six in-depth studies Collections from Nature Class Pet Constructions Dirt, Sand, and Water My Body Rainbows, Color, and Light

Why is Science Companion a good fit for Kindergarten Teachers?  Flexible Model  Half-day or Full-day schedules  The studies do not have to follow a linear sequence  Not every child has to do every activity  Activities can be done in whole groups, small groups, at a science center, or a combination

Why is Science Companion a good fit for Kindergarten Teachers?  Can be integrated with other disciplines  Language Arts  Math  Art  Social Studies

Why is the Collection from Nature Study an especially good fit for Kindergarten?  You and your class get to choose the topic of study!  Children’s interests  Your interests  Seasonal phenomena  Important information for them to know  The topics may vary but the scientific process and the big ideas will be consistent

Collections from Nature: Big Ideas  We can collect and explore objects to learn more about them.  We can investigate materials in many ways, including careful observation, weighing and measuring, looking in books, and asking experts.  We can describe, sort, and classify objects according to their similarities and differences.  The forms of objects may be related to their functions/uses.

Inquiry: Children learn science by engaging in the work of scientists. I Wonder: notice, ask questions, state problems I Think: consider, gather information, predict I Try: experiment, model, test ideas, repeat I Observe: watch, examine, measure I Record: record data, organize, describe, classify, graph, draw I Discover: look for patterns, interpret, reflect, conclude, communicate discoveries

Kindergarten Science Center Well-equipped Organized Inviting Accessible Updated Encourage ownership Time to observe

Lesson Tour During the Lesson Tour, you may want to take notes on the “Activity Note-Taking Sheet” in your handout packets.

Collections from Nature Seek, Find, and Share Go outside! Collections from home Extensions – tally collection Think and Wonder Class meeting What do we want to know? How will we find out? Class book

Collections from Nature Explore Form and Texture Observational drawing Individual books Painting Collage Molds and Casts Imprinting

Collections from Nature Sort and Classify Attributes Vocabulary Weigh and Measure Tools (such as balance scales) Mathematical terms

Collections from Nature Twenty Questions Vocabulary Review Identify and Research Field guides How do we communicate what we discover?

Collections from Nature Explore Form and Function “Job” of item in nature How do people use the item? Guess and Count Estimation Comparing objects

Collections from Nature Visits and Visitors Trip to see a museum exhibit Invite an expert to your class Make a Museum Share your study with other classes and parents

Brainstorming  In small groups, decide on a topic of study besides rocks.  Use an activity note-taking sheet to think of what activities in the Collections from Nature study best align with that topic.  What books, art experiences, math experiences, experts, and field trips would you like to include?

Story

Suggested Spring Schedule…  …is in your handout packet. A few notes:  These are just guidelines…you can adjust as needed. TAKE A MOMENT: Look at your schedule alongside the Table of Contents in your Teachers Lesson Manual.

Technology Enhancements…  …are available IF (and only if) you want to use any of them!  Technology Overview Tables  Print  District science wiki  iTLMs  Download from the Access server  Copy from a Flash drive/CD

Getting Ready to Teach Logistics for getting started:  What are you and your students interested in?  Set up an area in your classroom for a science center.  Collaborate with families and other teachers.  Arrange for visitors and/or field trips. TAKE A MOMENT: What do you want to do this afternoon in terms of planning and/or preparation?

Questions?? Don’t be Shy! Contact: Susan Taddei Connect with colleagues and CEMSE on the district science wiki Also check out for lots of helpful information!

Kindergarten Assessment  Children should be assessed “in the act” of being scientists  Assessment should be age-appropriate and non- threatening  Different forms  Enable children to show what they know using skills they are comfortable with (speaking, drawing, experimenting)  Assessment should be ongoing and inform instructional decisions  Developmental changes  Are they “getting” the content?