1. READY KIDS Conference 2014 NaturallyInquisitive Presenters: Christine Duke & Melody Cooper

2. Curious about our session goals? Here they are:  Explore how early childhood teachers and care providers can foster children’s inquisitive nature  Learn questioning strategies that promote inquiry  Gain awareness of KCAS science standards  Make connection between KCAS science standards and Kentucky’s Early Childhood Standards  Discover connections between science, literacy and math

3. Are you inquisitive? Come explore through the lens of a child! What wonderings and questions might a child have related to these items. Please journal any questions a child might ask you regarding these items.

4. Have you noticed? Opportunities for science inquiry are EVERYWHERE!  How do the items on the table relate to the disciplinary core content strands? Life Science Earth Science Physical Science Engineeri ng and Design

5. We wonder… What is keeping teachers from implementing quality science experiences in early childhood?  Turn and talk

6. A New Vision of Science Teaching and Learning The Framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.

7. Goals for Science Education The Framework’s vision takes into account two major goals for K-12 science education: (1) Educating all students in science and engineering. (2) Providing the foundational knowledge for those who will become the scientists, engineers, technologists, and technicians of the future. The Framework principally concerns itself with the first task—what all students should know in preparation for their individual lives and for their roles as citizens in this technology-rich and scientifically complex world. Framework Page 10

8. Inquiry Minds want to Know..  Have you heard of the Next Generation Science Standards? www.nextgenscience.org

9. Conceptual Shifts in the NGSS 1. K–12 Science Education Should Reflect the Real World Interconnections in Science 2. Science and Engineering Practices and Crosscutting Concepts should not be taught in a vacuum; they should always be integrated with multiple core concepts throughout the year. 3. Science concepts build coherently across K-12 4. The NGSS Focus on Deeper Understanding and Application of Content 5. Integration of science and engineering 6. Coordination with Common Core State Standards

10. 3 dimensions- simplest version

11. 1.5: Makes and verifies predictions based on past experiences. 1.4: Collects, describes, and/or records information through a variety of means. 1.2: Investigates simple scientific concepts. 1.1: Explores features of environment through manipulation. Science Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity). 1.3: Uses a variety of tools to explore the environment.

12. Wondering where to start… Plan and implement earning experiences that advance the intellectual development of children;- be intentional! Keep it real…relate to child’s current understanding of the world…no space or Becoming more aware of children’s questions and responding in ways that challenge their thinking further; and Wondering where to start? BE INTENTIONAL ASK PRODUCTIVE QUESTIONS Involve children in inquiry based learning

13. Inquiry based learning We are curious… Tell us what you know about inquiry based learning? Confer with your tablemates… What it is? What it is not?

14. Purposeful Planning-  Design multiple experiences for children to explore a science concept.  Keep the experiences relevant and developmentally appropriate (no dinosaurs or space ships)  Integrate other content areas and look for authentic opportunities to incorporate engineering  Consider utilizing the 5E Instructional Model (See detailed information provided in journal ) Be Intentional

15. Purposeful Planning- Integration  Use non-fiction books on science topics for read-alouds and in reading nooks  Integrate writing instruction with science journals. Remember to ask about their scientific drawings and help students label drawings.  Incorporate standard/non-standard units of measure when making and testing predictions or carrying out investigations.  Plan to use higher level vocabulary with students during questioning, observations, and instruction. Be Intentional

16. Building Language and Scientific Literacy  Model science vocabulary during guided exploration.  Expand on what students say.  Develop understanding of science vocabulary by providing multiple opportunities for students to engage in learning and with materials.  Ask open-ended questions to encourage prediction and problem-solving.  Describe your actions and students’ actions with science vocabulary. Be Intentional Shillady, A. 2013. Spotlight on young children: exploring science. Washington, D.C. National Association for the Education of Young Children

17. Light Exploration TASK: Rotate through the stations and document questions and wonderings from the perspective of a child. Letter off for starting station :  A- Casting Shadows  B- Shadow Box Theatre  C- Properties of Light  D- Light Boxes  E – Path of Light

19. – light LIGHT-Grade 1

20. Appendix E of the NGSS www.nextgenscience.org

21. Let’s PLAY! https://www.youtube.com/watch?v=fnf-GBHn-18 Many of the practices and habits of scientific thinking are inherently part of children’s play!

22. Pair up - Give and Get Role play:  One person shares a wondering or question that they recorded.  The other person responds with a question that promotes inquiry learning  Switch roles!

23. Questions that promote inquiry…  Attention- Focusing &Probing  Measuring and Counting  Comparison  Action  Problem-Posing  Reasoning  Metacognitive Productive Questions Jos Elstgeest, Primary Science

24. Noticings? Take a look at the responses you recorded to the wonderings or child questions. Using the productive questioning page in your journal, compare the responses with those that promote inquiry? What patterns did you notice?

25. Let’s explore our questions!  Noticings?  Which type of questions do you most often ask? (use chart in journal)  How can you modify or revise your responses to foster inquiry and feed the natural curiosity of a child?

26. Developmentally Appropriate Practice in Early Childhood Programs  Recognize preschoolers’ curiosity about what’s around them  Focus on sciences uses and processes in children’s everyday experiences  Interesting experiences and skills should develop key scientific concepts and skills  Curriculum should include all strands (earth, physical, and life sciences)  Teacher uses a variety of strategies to engage preschoolers Copple, C. & S. Bredekamp. 2009. Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC. National Association for the Education of Young Children

27. What good questions did you ask today? ' 'My mother made me a scientist without ever intending it. Every other Jewish mother in Brooklyn would ask her child after school: 'So? Did you learn anything today?' But not my mother. She always asked me a different question. 'Izzy,' she would say, 'did you ask a good question today?' That difference - asking good questions -made me become a scientist!''