1. Suzanna Dunn City University Science Standards, Curriculum and Assessment: Part 1

2. Why science with young children? Why do we teach science to young children? What are your experiences as a child with science?

3. Objectives Three parts: Early learning guidelines, EALRS and best instructional practices Designing science lessons Science assessments Objectives for Part 1 Students 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.

4. Assessment of Current Science Knowledge Write 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?

5. NSTA Position Paper Read the position paper Mark 3 pieces of information you think are critical Create 1 question Be prepared to share with partner and whole class

6. Science Curriculum

7. Science with Infant, Toddler Observation with senses Work in natural environment ▫ Investigation of leaves  Observing shapes, sizes, colors  Feeling textures and veins in leaves ▫ Investigation of plants  Observing different types of plants, including fruits and vegetable plants ▫ Investigation of pinecones ▫ Adding fish tank to classroom Connect observation with language

8. Science with Preschoolers Play and science are intertwined Teachers push for deeper thinking connected to science concepts Start with where the children are at – learn what their current understanding is of science concepts and build from there Can’t assume you will know what the children will like (observing worms) Dramatic play – dressing up to be a scientist Exploratory 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)

9. Science Lessons with Young Children Setting the stage Use documents/materials from the previous day Show new materials and ask questions Off a challenge to launch a new investigation Observe engagement Watch interaction between children and with the materials Help guide students to deeper understandings Maximize engagement Provide encouragement and support for struggling students Focus attention on science Use strategic questions to help guide discussions Use science specific vocabulary

10. Science Lesson with K-3 Extend learning Representation – group writing, drawing, labeling Discussions Open ended Focus on science topics being explored Ask for explanations (Why do you think that? How do you know?) Use wait time Use children’s work and teacher documentation to encourage children to reflect on what they did Avoid explaining the science Peer/small group talking

11. Young Children and Science: Curriculum Topics may range, but should meet the following criteria: Drawn from life, physical, earth/space sciences as experienced in the daily lives of children Based on important science ideas Developmentally appropriate Accessible to direct exploration About things/events children can explore over time Engaging, challenging, and fun Discussion: Do dinosaurs, solar system, and rain forests fit this criteria? Discuss with a partner and be ready to share with class.

12. Science Curriculum: What fits? Life science Physical characteristics of living things Basic needs of living things Simple behaviors of living things Relationship between living things and their environments Life cycles Variation and diversity People Physical science Properties of liquids and solids Position and motion of objects Properties and characteristics of sound Properties and characteristics of light Earth & space science Properties of earth materials Weather Patterns of movement and changes in the sun and moon Seasons

13. Lesson Planning

14. Life Science: Infant-Kindergarten School Garden Play and inquiry Senses: textures, smells, color, sound, taste Weather and connection to growing things Connection to cooking and eating Social interaction Risk taking/trying new things Discussions of safety

15. Classroom Garden Cont. Building relationships with peers and nature Working together to create plan for garden Working together to build, plant, and care for garden Learn care and responsibility Deeper understanding of diversity in nature and in humans

16. Classroom Garden Cont. Physical and motor development Pulling up weeds Feeling objects Walking like certain animals or growing like the plants Cognitive development Comparing and classifying Weather, seasons, life cycles Parts of plants Observation skills Problem solving strategies Literacy connections through read alouds

17. Classroom Garden Cont. Language development Ask 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 children’s initial theories to help guide instruction.

18. Benchmarks & GLE’s met by Class Garden K-1 K-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.magnifier 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.habitat 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.classify Group work: Infant/Toddler, Preschool, 2rd-3 rd

19. Physical Science Infant/toddler: Balls & Blocks Exploring a variety of balls Rolling, bouncing, laying on, patting Different textures and sizes Putting balls through tubes Kicking and throwing balls of different sizes/types Building a block tower to then knock it down in a variety of ways, including using a ball to knock it down

20. Physical Science Preschool: Building Structures Building with a variety of materials Experiences with gravity How characteristics of materials affect stability K-1: Balls and Ramps Properties and characteristics of balls Comparing rolling and bouncing of different ball types Making own balls and ramps 2 nd -3 rd : Force Makes Things Move Using different types of force to stop, move, change direction of object Measure and compare distance moved by using different strengths of force

21. Benchmarks & GLE’s for Balls and Blocks 2 nd – 3 rd 2-3 PS1A Motion can be described as a change in position over a period of time.Motion 2-3 PS1B There is always a force involved when something starts moving or changes its speed or direction of motion.forcespeed 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.common Group work: Infant/Toddler, Preschool, K-1

22. Earth & Space Science What are the benchmarks/GLE’s for earth/space science? What are some example activities? Infant/toddler Preschool K-1 2-3

23. Science Lessons Quick overview of the lesson The field of science Age/grade level Connection to benchmark/EALR

24. Science Assessment What science assessments do you currently use? Variety of forms Drawings Drawing and dictation Photographs Record of language/conversation/interview Ask open-ended questions Journals Collected over time Group evidence