Maht and science for young children 8e charlesworth 1

www.freebookslides.com www.freebookslides.com Math Science and for Young children Eighth Edition Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com dedication This book is dedicated to the memory of a dear friend ADA DAWSON STEPHENS Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com Rosalind ChaRlEswoRth WEBER STATE UNIVERSITY Math Science and for Young children Eighth Edition Australia Brazil Canada Mexico Singapore Spain United Kingdom United States ● ● ● ● ● ● Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com This is an electronic version of the print textbook Due to electronic rights restrictions, some third party content may be suppressed Editorial review has deemed that any suppressed content does not 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www.freebookslides.com Math and Science for Young Children, Eighth Edition Rosalind Charlesworth Product Director: Marta E Lee-Perriard Product Manager: Mark Kerr Content Developer: Kassi Radomski Product Assistant: Julia Catalano Marketing Manager: Chris Sosa © 2016, 2014, Cengage Learning WCN: 02-200-203 ALL RIGHTS RESERVED No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher Content Project Manager: Samen Iqbal Art Director: Marissa Falco Manufacturing Planner: Doug Bertke IP Analyst: Jennifer Nonenmacher IP Project Manager: Brittani Hall Production Service/Project 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leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan Locate your local office at www.cengage.com/global Cengage Learning products are represented in Canada by Nelson Education, Ltd To learn more about Cengage Learning Solutions, visit www.cengage.com Purchase any of our products at your local college store or at our preferred online store www.cengagebrain.com Printed in the United States of America Print Number: 01 Print Year: 2015 Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com BRIEF CONTENTS Preface Acknowledgments About the Author xvii xxi xxiii PART ConCePt DeveloPment in mAthemAtiCs AnD sCienCe PART mAthemAtiCs ConCePts AnD oPerAtions For the PrimAry GrADes 246 Chapter Development, Acquisition, Problem solving, and Assessment Chapter Whole number operations, Patterns, and Fractions 246 Chapter Basics of science, engineering, and technology 48 Chapter Place value, Geometry, Data Analysis, and measurement 282 PART FunDAmentAl ConCePts AnD skills 74 PART investiGAtions in PrimAry sCienCe 314 Chapter Prekindergarten and kindergarten Concepts and skills 74 Chapter 10 overview of Primary science: life science, and Physical science 314 Chapter more Prekindergarten and kindergarten Concepts and skills: early Geometry, Parts and Wholes, and Applications of Fundamental Concepts to science and engineering 112 Chapter 11 earth and space sciences, environmental Awareness, engineering, technology, and science Applications 352 PART APPlyinG FunDAmentAl ConCePts 144 Chapter Pre-k–k: ordering, measurement, and Data Collection and Analysis 144 Chapter integrating the Curriculum 186 PART symBols AnD hiGher-level ConCePts AnD ACtivities 204 Chapter transitioning from Preschool to kindergarten to Primary 204 PART the mAth AnD sCienCe environment 380 Chapter 12 materials and resources: math and science in the Classroom and the home 380 APPENDIX A Developmental Assessment tasks 416 APPENDIX B Children’s Books, magazines and technology resources with math and science Concepts 430 Glossary index 449 456 Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com CONTENTS Preface Acknowledgments About the Author xvii xxi xxiii PART CONCEPT DEvElOPmENT iN mATHEmATiCS AND SCiENCE ChaptER Development, Acquisition, Problem Solving, and Assessment Brain connecTion THE BrAiN AND mATH ANxiETy 19 Technology Today 20 ASSiSTivE TECHNOlOGy 21 1-3 Six Steps in Instruction 21 1-1 Concept Development Assessing 22 Relationships Between Science, Technology, Engineering, Math, and Art (Stem and Steam) SPECiFiC TASk ASSESSmENT 22 Rationale for Standards and Common Core Curriculum Guidelines Choosing Objectives 23 PriNCiPlES OF SCHOOl mATHEmATiCS STANDArDS FOr SCHOOl mATHEmATiCS STANDArDS FOr SCiENCE EDuCATiON NAEyC DAP GuiDEliNES FOr mATH AND SCiENCE The Movement Toward National Core State Curriculum Standards National Standards for Professional Preparation ASSESSmENT By OBSErvATiON 22 Planning Experiences 23 Selecting Materials 23 Teaching 25 Evaluating 26 Problem Solving and Inquiry 26 PrOBlEm SOlviNG AND iNquiry iN SCiENCE 26 Constructivism FOur STEPS iN SCiENCE PrOBlEm SOlviNG 27 PiAGETiAN PEriODS OF CONCEPT DEvElOPmENT AND THOuGHT OvErviEW OF PrOBlEm SOlviNG AND iNquiry iN mATHEmATiCS 27 PiAGET’S viEW OF HOW CHilDrEN ACquirE kNOWlEDGE 11 ASSESSmENT 29 TeachSource Video 5–11 yEArS: PiAGET’S CONCrETE OPErATiONAl STAGE 11 iNSTruCTiON 29 ESTimATiON 31 vyGOTSky’S viEW OF HOW CHilDrEN lEArN AND DEvElOP 12 mulTiCulTurAl PrOBlEm SOlviNG 32 BruNEr’S AND DiENES’ 12 1-4 National Assessment Standards 33 The Learning Cycle 13 Adapting the Learning Cycle to Early Childhood 14 1-2 Types of Learning Experiences 14 HElPiNG CHilDrEN WiTH SPECiAl NEEDS 32 Assessment Methods 34 OBSErvATiONAl ASSESSmENT 35 Naturalistic Experiences 15 ASSESSmENT THrOuGH iNFOrmAl CONvErSATiONS 36 Informal Learning Experiences 15 iNTErviEW ASSESSmENT Adult-Guided Learning Experiences 16 Diverse Learning Styles 17 Helping Children with Special Needs 19 37 Assessment Tasks 38 ExAmPlE OF AN iNDiviDuAl iNTErviEW 38 Assessment Task File 38 Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com Contents vii Record Keeping and Reporting 39 Using the Learning Cycle to Build Concepts 60 Maintaining Equity 42 uSiNG PArT OF THE lEArNiNG CyClE TO BuilD CONCEPTS 62 rESPONSE TO iNTErvENTiON (rTi) 43 Summary 43 Concept Development 43 Strategies That Encourage Inquiry 63 ASSESSiNG AND EvAluATiNG iNquiry lEArNiNG 64 Types of Learning Experiences 43 2-3 Integrating Science into the Curriculum 64 Six Steps in Instruction 44 Children Learn in Different Ways 65 National Assessment Standards 44 Organizing for Teaching Science 65 ChaptER Basics of Science, Engineering, and Technology 48 PlANNiNG FOr DEvElOPiNG SCiENCE CONCEPTS 65 PlANNiNG 67 BASiC SCiENCE ACTiviTy PlAN COmPONENTS 67 2-1 The Framework and Standards for Science Education 50 Assessment Strategies 69 Science as Inquiry and Engineering Design 50 Evaluating the Investigation Plan 70 Processes of Inquiry 51 Three Basic Types of Science Investigations and Units 71 Science Process Skills Used in Inquiry 51 OBSErviNG 51 COmPAriNG 52 ClASSiFyiNG 52 mEASuriNG 52 COmmuNiCATiNG 52 53 iNFErriNG PrEDiCTiNG 53 HyPOTHESiziNG AND CONTrOlliNG vAriABlES = iNvESTiGATiON 53 Developing Scientific Attitudes Used in Inquiry 53 CuriOSiTy SkEPTiCiSm 54 54 POSiTivE APPrOACH TO FAilurE AND SElF-imAGE 54 Engineering Design 54 Science Content Knowledge and Learning and the Development of Literacy 54 OPEN-ENDED AND NArrOW quESTiONS 71 Summary 71 The Framework and Standards for Science Education 71 SCiENCE AS iNquiry 71 SCiENCE CONTENT kNOWlEDGE AND lEArNiNG AND THE DEvElOPmENT OF liTErACy 72 APPrOPriATE SCiENCE CONTENT 72 Concept Understanding in Young Children 72 SElF-rEGulATiON AND CONCEPT ATTAiNmENT 72 DiSCrEPANT EvENTS 72 uSiNG THE lEArNiNG CyClE TO BuilD CONCEPTS 72 STrATEGiES THAT ENCOurAGE iNquiry 72 Integrating Science into the Curriculum 72 OrGANiziNG FOr TEACHiNG SCiENCE 72 Appropriate Science Content 55 liFE SCiENCE 55 PHySiCAl SCiENCE 56 EArTH AND SPACE SCiENCES 56 PART FuNDAmENTAl CONCEPTS AND SkillS 74 ENGiNEEriNG, TECHNOlOGy, AND APPliCATiONS OF SCiENCE 57 ChaptER Prekindergarten and kindergarten Concepts and Skills 74 Important Developmental Factors 57 3-1 One-to-One Correspondence 76 2-2 Concept Understanding in Young Children 57 Pre-Assessment Observation 77 Enhancing Awareness 57 TeachSource Video DATA COllECTiON AND viSuAlizATiON iN THE ElEmENTAry ClASSrOOm 58 Teacher Magic and Misconceptions 59 Activities 77 NATurAliSTiC ACTiviTiES iNFOrmAl ACTiviTiES 77 77 ADulT-GuiDED ACTiviTiES 78 Self-Regulation and Concept Attainment 59 Helping Children with Special Learning Needs Discrepant Events 60 Informal Post-Evaluation 81 82 Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com viii Contents 3-2 Number Sense and Counting Standards and Description 84 Number Sense and Its Relationship to Counting rOTE AND rATiONAl COuNTiNG 84 84 Brain connecTion NumBEr SENSE AND COuNTiNG 86 Informal Pre-Assessment 87 Activities 87 NATurAliSTiC ACTiviTiES iNFOrmAl ACTiviTiES 87 87 ADulT-GuiDED ACTiviTiES 88 Helping Children with Special Needs 93 Logic and Classification Standards and Description 110 PrE-ASSESSmENT ACTiviTiES 110 110 iNFOrmAl POST-EvAluATiON 110 Comparison Standards and Description 110 iNFOrmAl PrE-ASSESSmENT ACTiviTiES 110 110 iNFOrmAl POST-EvAluATiON 110 ChaptER more Prekindergarten and kindergarten Concepts and Skills: Early Geometry, Parts and Wholes, and Applications of Fundamental Concepts to Science and Engineering 112 Informal Post-Evaluation 93 4-1 Expectations and Characteristics of Shape 114 3-3 Logic and Classification Standards for Science and Math 94 Brain connecTion iS GEOmETry HArDWirED iNTO Our BrAiNS? 115 Informal Pre-Assessment 96 Activities 96 NATurAliSTiC ACTiviTiES iNFOrmAl ACTiviTiES 96 96 ADulT-GuiDED ACTiviTiES 98 Helping Children with Special Needs 101 Evaluation 103 3-4 Comparison Standards and Description 103 The Basic Comparisons 105 Informal Pre-Assessment 105 Comparison Activities 105 Shape Activities 117 NATurAliSTiC ACTiviTiES iNFOrmAl ACTiviTiES 117 117 TeachSource Video WHAT iS A TriANGlE? 118 ADulT-GuiDED ACTiviTiES 119 Helping Children with Special Needs 119 PErCEPTuAl-mOTOr CHAllENGES BiliNGuAl GEOmETry 119 122 mulTiCulTurAl GEOmETry 122 Informal Post-Evaluation 122 105 4-2 Spatial Sense and Spatial Concepts 122 106 Brain connecTion SPATiAl iNTElliGENCE 124 NATurAliSTiC ACTiviTiES iNFOrmAl ACTiviTiES Pre-Assessment 116 TeachSource Video COmPAriNG TOWErS TO FiGurE OuT HOW mANy CuBES: A kiNDErGArTEN lESSON 106 ADulT-GuiDED ACTiviTiES 107 Helping Children with Special Needs 107 Informal Evaluation 109 Pre-Assessment 124 Activities 125 NATurAliSTiC ACTiviTiES 125 iNFOrmAl ACTiviTiES 126 ADulT-GuiDED ACTiviTiES 127 Summary 109 Helping Children with Special Needs 127 One-to-One Correspondence 109 Informal Post-Evaluation 127 iNFOrmAl PrE-ASSESSmENT ACTiviTiES 109 109 iNFOrmAl POST-EvAluATiON 109 Number Sense and Counting Standards and Description 109 iNFOrmAl PrE-ASSESSmENT ACTiviTiES 110 110 iNFOrmAl POST-EvAluATiON 110 4-3 Standards and Part–Whole Relationships 130 PArTS OF WHOlES 130 DiviSiON OF GrOuPS iNTO PArTS 130 DiviSiON OF WHOlE THiNGS iNTO PArTS 130 Brain connecTion NEurAl BASiS OF FrACTiON kNOWlEDGE 131 Pre-Assessment 132 Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com 62 Concept Development in Mathematics and Science In the preceding activity, you have seen a functioning model of Piaget’s theory of cognitive development implemented in the classroom The exploration phase invites assimilation and disequilibrium; the concept development phase provides for accommodation; the concept application phase expands the concept, and strategies for retaining the new concept are provided Mr Brown constructed a small bird feeder and placed it outside the window of his prekindergarten room One cold winter day, his efforts were rewarded Students noticed and called attention to the fact that several kinds of birds were at the feeder Brad said that they all looked the same to him Noah pointed out different characteristics of the birds to Brad Ella and Hailey noticed that the blue jay constantly chased other birds away from the feeder and that a big cardinal moved away from the feeder as soon as any other bird approached Students wondered why the blue jay seemed to scare all the other birds and why the cardinal seemed to be afraid of even the small birds They spent several minutes discussing the possibilities Miss Collins decided that the class should make a microwave cake to observe the effects of heating and cooling on cake batter The students helped Miss Collins mix the ingredients and commented on the sequence of events as the cake cooked for seven minutes in the microwave Jackson was the first to observe how bubbles started to form in small patches Then George commented that the whole cake was bubbling and getting bigger After removing the cake from the microwave, many children noticed how the cake shrank, got glossy, and then lost its gloss as it cooled Some lessons can be improved by having children more than just observing and exploring These exploration lessons include data collection as an instructional focus Data collection and interpretation are important to real science and real problem solving Although firsthand observation will always be important, most breakthroughs in science are made by analyzing carefully collected data Scientists usually spend much more time searching through stacks of data than peering down the barrel of a microscope or through a telescope Data collection for young children is somewhat more abstract than firsthand observation Therefore, students must have sufficient practice in making predictions, speculations, and guesses with firsthand observations before they begin to collect and interpret data Nevertheless, young students can benefit from early experience in data collection and interpretation Initial data collections are usually pictorial in © 2016 Cengage Learning® Using Part of the Learning Cycle to Build Concepts Although a formal investigation using the learning cycle is an excellent way to present lessons to children, teaching all lessons in this manner is not desirable At times, exploration and observation might be the full lesson Giving students an opportunity to practice their skills of observation is often sufficient for them to learn a great deal about unfamiliar objects or phenomena In the following scenarios, teachers made use of exploration observations to create lessons P h o t o - First graders identify and list appropriate winter clothes form Long-term patterns and changes that children cannot easily observe in one setting are excellent beginnings for data collection ■■ ■■ Records such as those discussed previously can expose children to patterns during any time of the year After charting the weather with drawings or attaching pictures that represent changing conditions, have children decide which clothing is most appropriate for a particular kind of weather (Photo 2-1) Drawing clouds, sun, rain, lightning, snow, and so on that correspond to the daily weather and relating that information to what is worn can give students a sense of why data collection is useful Growing plants provide excellent opportunities for early data collection Mrs Fox’s first grade class charted the progress of bean plants growing in paper cups on the classroom windowsill Each day, students cut a strip of paper the same length as the height of their plant and glued the strips to a large sheet of newsprint Over a period of weeks, students could see how their plants grew continuously even though they noticed few differences by just watching them After pondering the plant data, Ethan asked Mrs Fox if the students could measure themselves with a strip of paper and chart their growth for the rest of the year Thereafter, Mrs Fox measured each student once a month Her students were amazed to see how much they had grown during the year Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com Basics of Science, Engineering, and Technology 63 Another technique for designing science lessons is to allow students to have input into the process of problem solving and designing investigations This might be called a concept introduction lesson because it utilizes the concept introduction phase of the learning cycle as the basis for a lesson Although initial investigation and problem-solving experiences may be designed by the teacher, students eventually will be able to contribute to planning their own investigations Most students probably will not be able to choose a topic and plan the entire investigation independently until they reach the intermediate grades, but their input into the process of planning gives them some ownership of the lesson and increases their confidence to explore ideas more fully When solving real problems, identifying the problem is often more critical than the skills of attacking it Students need practice in both aspects of problem solving The following examples depict students giving input into the problem to be solved and then helping to design how the problem should be approached Mr Wang’s second-grade class had some previous experience in charting the growth of plants He told his class, “I’d like us to design an investigation about how fast plants grow What things you think could affect how fast a plant grows?” Mr Wang used the whiteboard to list his students’ suggestions, which included such factors as the amount of water, fertilizer, sunshine, and temperature as well as the type of seed, how much the plants are talked to, whether they are stepped on, and so forth Students came up with possibilities that had never occurred to Mr Wang Next, he divided the class into small groups and told each group that it could have several paper cups, seeds, and some potting soil Each group was asked to choose a factor from the list that it would like to investigate Then, Mr Wang helped each group plan its investigation Caleb and Jack decided to study the effect of light on their plant Mr Wang asked them how they would control the amount of light their plants receive Jack suggested that they bring a lightbulb to place near the plants so that they could leave the light on all day Caleb said that he would put the plants in a cardboard box for the hours they were not supposed to receive light Mr Wang asked them to think about how many plants they should use They decided to use three: One plant would receive light all day; one plant would receive no light; and one plant would receive only six hours of light 2-2f Strategies That Encourage Inquiry The fundamental abilities and concepts that underlie science as inquiry establish the groundwork for developing and integrating strategies that encourage inquiry Young children should experience science in a form that engages them in the active construction of ideas and explanations and that enhances their opportunities to develop the skills of doing science In the early years, when children investigate materials and properties of common objects, they can focus on the process of doing investigations and develop the ability to ask questions The following strategies can be used to engage students in the active search for knowledge (Gadzikowski, 2013, and others): ■■ Ask a question about objects, organisms, and events in the environment Children should be encouraged to answer their questions by seeking information from their own observations and investigations and from reliable sources of information When possible, children’s answers can be compared with what scientists already know about the world ■■ Do preliminary research on the question Children compile knowledge relevant to the question from their own experience and by looking at books and asking adults about what they know ■■ Construct a hypothesis The children make their best guess as to the answer to their question ■■ Plan and conduct a simple investigation When children are in their earliest years, investigations are based on systematic observation As children develop, they may design and conduct simple investigations to answer questions (However, the fair tests necessary for experimentation may not be possible until the fourth grade.) Types of investigations that are appropriate for younger children include describing objects, events, and organisms; classifying them; and sharing what they know with others ■■ Employ simple equipment and tools to gather data and extend the senses Simple skills such as how to observe, measure, cut, connect, switch, turn on/off, pour, hold, and hook—together with simple instruments such as rulers, thermometers, magnifiers, and microscopes—should be used in the early years Children can use simple equipment and can gather data by, for example, observing and recording attributes of the daily weather (Photo 2-2) They can also develop skills in the use of computers, tablets, and calculators ■■ Use data to construct a reasonable explanation In inquiry, students’ thinking is emphasized as they use data to formulate explanations Even at the earliest grade levels, students can learn what counts as evidence and can judge the merits of the data and explanations ■■ Communicate investigations and explanations Students should begin developing the abilities to communicate, critique, and analyze their work and the work of other students This communication could be spoken or drawn as well as written The natural inquiry of young children can be seen as they observe, group, sort, and order objects By incorporating familiar teaching strategies, such as providing a variety of objects for children to manipulate and talking to children as they go about what they are doing with objects, teachers can help children to learn more about their world Children Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com 64 Concept Development in Mathematics and Science â 2016 Cengage Learningđ 2-3 inTegraTing Science inTo The curriculum P h o t o - The first graders have been studying meteorology They have dictated their ideas about weather safety and activities also can learn about their world through observations and discussions about those observations When opportunities are provided for children to work individually at constructing their own knowledge, they gain experiences in organizing data and understanding processes A variety of activities that let children use all of their senses should be offered In this way, children may explore at their own pace and self-regulate their experiences Assessing and Evaluating Inquiry Learning Observation is vital for the teacher as she assesses children’s progress It is essential that the teacher watch carefully as the children group and order materials Are the materials ordered in a certain way? Do the objects in the group have similar attributes? Are the children creating a random design, or are they making a pattern? Clues to children’s thinking can be gained by watching what children and having them explain, to each other or to you, what they are doing In the following example, the teacher assesses the students’ abilities to scientific inquiry by making use of an activity that invites children to manipulate objects Mrs Raymond’s classroom contains a variety of objects with a number of characteristics (size, color, texture, and shape) for children to group and sort She has enough sets of keys, buttons, beans, nuts and bolts, fabric swatches, and wooden shapes for each child to work alone To expose children to science content, she also has sets of leaves, nuts, bark, twigs, seeds, and other objects related to the science content that she wants to emphasize As the children group and sort the objects, either by a single characteristic or in some other way, Mrs Raymond observes them carefully and asks them to tell her about how they are organizing the objects The teacher moves around and listens to the individual children as they make decisions She makes notes in the anecdotal records she is keeping and talks with the children: “Can you put the ones that go together in a pile?” “How did you decide to put this leaf in the pile?” Children are more likely to retain concepts that are presented in a variety of ways and extended over a period of time For example, after a trip to the zoo, extend the collective experience by having children dictate a story about their trip or by having them build their own zoo and demonstrate the care and feeding of the animals The children can also depict the occupations found at the zoo Other activities can focus on following up on previsit discussions that directed children to observe specifics at the zoo, such as differences in animal noses Children might enjoy comparing zoo animal noses with those of their pets by matching pictures of similar noses on a bulletin board In this way, concepts can continue to be applied and related to past experiences as the year progresses Additional integrations might include drawing favorite animal noses, creating plays about animals with specific types of noses, writing about an animal and its nose, and creating smelling activities You might even want to introduce reasons an animal has a particular type of nose One popular idea is to purchase plastic animal noses, distribute them to children, and play a game similar to “Mother may I.” Say, “If you have four legs and roar, take two steps back If you have two legs and quack, take three steps forward.” Think of how much more science students can learn if we make connections to other subjects This requires preparing planned activities and taking advantage of every teachable moment that occurs in your class to introduce children to science Opportunities abound for teaching science in early childhood Consider actively involving children with art, blocks, dramatic play, woodworking, language arts, math, and creative movement Interest centers are one way to provide excellent integration and opportunities for assessment (centers are discussed in Chapter 12) The following ideas are meant to encourage your thinking about possible learning centers ■■ ■■ ■■ Painting Finger painting helps children learn to perceive with their fingertips and demonstrates the concept of color diffusion as they clean their hands Children can learn to recognize shapes by painting with familiar objects Water center Children begin to grasp concepts such as volume and conservation when they measure with water and sand They can explore buoyancy with boats and with sinking and floating objects Blocks Blocks are an excellent way to introduce children to friction, gravity, and simple machines and other engineering concepts Leverage and efficiency can be reinforced with woodworking Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com Basics of Science, Engineering, and Technology 65 ■■ ■■ ■■ ■■ ■■ Books Many books introduce scientific concepts while telling a story Books with pictures give views of unfamiliar things as well as an opportunity to explore detail and to infer and discuss Music and rhythmic activities These let children experience the movement of air against their bodies Air resistance can also be demonstrated by dancing with a scarf Movement teaches about body parts and what they can Manipulative center Children’s natural capacities for inquiry can be seen when they observe, group, sort, and order objects during periods of play Children can pair objects such as animals and can use fundamental skills such as one-to-one correspondence Creative play Dressing, moving, and eating like an animal will provide children with opportunities for expressing themselves Drama and poetry are a natural integration with learning about living things Playground The playground can provide an opportunity to predict weather, practice balancing, and experience friction Children’s natural curiosity will lead them to many new ideas and explorations Literacy The concrete world of science integrates especially well with reading and writing Basic words, object guessing, experience charts, writing stories, and working with tactile sensations all encourage early literacy development 2-3a Children Learn in Different Ways It is important to provide children with a variety of ways to learn science Even very young children have developed definite patterns in how they learn Observe a group of children engaged in free play: Some prefer to work alone quietly; others well in groups Personal learning style also extends to a preference for visual or auditory learning (Photo 2-3) The teacher in the following scenario keeps these individual differences in mind when planning science experiences Ms Hebert knows that the children in her kindergarten class exhibit a wide range of learning styles and behaviors For example, Ann wakes up slowly She hesitates to jump in and explore, and she prefers to work alone On the other hand, Vanessa is social, verbal, and ready to go first thing in the morning As Ms Hebert plans activities to reinforce the observations of flamingos that her class made at the zoo, she includes experiences that involve both group discussion and individual work Some of the visual, auditory, and small- and large-group activities include flamingo number puzzles, drawing and painting flamingos, and acting out how flamingos eat, rest, walk, and honk In this way, Ms Hebert meets the diverse needs of the class and integrates concepts about flamingos into the entire week Organizing science lessons in the context of subject matter correlations ensures integration The following section outlines ways to plan science lessons and investigations â 2016 Cengage Learningđ P h o t o - These boys investigate sounds NGSS 2-3b Organizing for Teaching Science To teach effectively, teachers must organize what they plan to teach How they organize depends largely on their teaching situation Some school districts require that a textbook series or curriculum guide be used when teaching science Some have a fully developed program to follow, and others have no established guidelines Currently many states are adopting the Framework (NRC, 2012) and NGSS Lead States (2013) as the guides for K–12 instruction Some states and the NAEYC provide guidance for Pre-K science Regardless of state or district directives, the strategies discussed in this chapter can be adapted to a variety of teaching situations Planning for Developing Science Concepts After assessing what your students know and want to know about a science topic, the first questions to ask when organizing for teaching are, “What is the appropriate science content that the children need to know?” and “What is the best way to organize learning experiences?” You might have a general topic in mind, such as air, but not know where to go from there One technique that might help organize your thoughts is webbing, a strategy borrowed from literature A web depicts a variety of possible concepts and curricular experiences that you might use to develop concepts By visually depicting your ideas, you will be able to tell at a glance the concepts covered in your unit As the web emerges, projected activities can be balanced by subject area (e.g., social studies, movement, art, drama, and math) and by a variety of naturalistic, informal, or adult guided activities Start your planning by asking the students what they know and what they would like to know about the topic Next research what are important ideas children should know about a topic For example, the topic of air contains many science concepts (Photo 2-4) Four concepts about air Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com Concept Development in Mathematics and Science © 2016 Cengage Learningđ â Cengage Learningđ 66 P h o t o - This boy experiments with the topic of air as he runs with the streamer flying in the wind that are commonly taught to young children begin the web depicted in Figure 2-10 and are as follows: Air is all around us Air takes up space Air can make noise Air can be hot or cold After selecting the concepts to develop, begin adding appropriate activities to achieve your goal Look back at section 2-2 in this chapter, and think of some of these strategies that will best help you teach about air Remember that “messing around” time and direct experience are both vital for learning The developed web in Figure 2-11 shows at a glance the main concepts and activities that could be included in this investigation You may not want to use all of these activities, but you will have the advantage of flexibility when you make decisions Next, turn your attention to how you will evaluate children’s learning Preschool and primary grade children will not be able to verbalize their true understanding of a concept They simply have not advanced to more formal stages â Cengage Learningđ F i g u r e - Begin by making a web for each science concept you want to teach F i g u r e - 1 Example of a webbed unit Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com Basics of Science, Engineering, and Technology 67 INSRUCTIONAL PLANNING TOPIC/CONCEPT What is the topic or concept? GOAL Where are you headed? OBJECTIVE How you plan to achieve your goal? ADVANCED What you need to have prepared in order to teach? ACTION VERBS Simple Action Words match measure name order organize place point report select sort state tell PREPARATION MATERIALS ACTIVITIES EVALUATION What will you need? What will you and the children do? What did the students learn as reflected from the evidence you obtained? â Cengage Learningđ design distinguish explain formulate gather graph identify include indicate label list locate map © Cengage Learning® arrange attempt chart circle classify collect compare compile complete contrast count define describe F i g u r e - Components in instructional planning F i g u r e - Verbs that indicate action Basic Science Activity Plan Components of thinking Instead, have students show their knowledge in ways that can be observed, encouraging them to explain, predict, tell, draw, describe, construct, and so on (Figure 2-12) These verbs indicate actions For example, as students explain to you why they think the bubble wrap makes a noise when popped, be assured that the facts are there and so are the concepts; one day, they will come together in a fully developed concept statement Concept development takes time and cannot be rushed ■■ ■■ The webbed plan that you have developed is a longterm plan for organizing science experiences around a specific topic Formal plans usually contain overall goals and objectives, a series of lessons, and an evaluation plan Goals are the broad statements that indicate where you are heading with the topic or outcomes you would like to achieve Objectives state how you plan to achieve your goals Practical teaching direction is provided by daily lesson plans An evaluation plan is necessary to assess student learning and your own teaching These components can be organized in a variety of ways, but Figure 2-13 outlines the essential ingredients Refer to the “Assessment Strategies” section of this chapter for suggestions on how to build on children’s existing knowledge when designing learning experiences Planning The activity plan is a necessary component of the investigation, helping you plan the experiences that will aid in concept development The following plan is adaptable and focuses on developing a science concept, manipulating materials, and extending and reinforcing the concept with additional activities and subject area integrations Refer to Figures 2-14 and 2-15, the bubble machine, for an example of this activity plan format Concept Concepts are usually the most difficult part of an activity plan The temptation is to write an objective or topic title However, to really focus your teaching on the major concept to be developed, you must find the science in what you intend to teach For example, ask yourself, “What I want the children to learn about air?” Objective Then ask, for example, “What I want the children to in order to help them understand that air takes up space?” When you have decided on the basic experience, be sure to identify the process skills that children will use In this way, you will be aware of both content and process Define the teaching process in behavioral terms State what behavior you want the children to exhibit This will make evaluation easier because you have stated what you expect the children to accomplish Although many educators state behavioral objectives with conditions, most teachers find that beginning a statement with “The child should be able to  . .,” followed by an action verb, is an effective way to state objectives Some examples follow: ■■ ■■ ■■ ■■ The child should be able to describe the parts of a flower The child should be able to construct a diorama of the habitat of a tiger The child should be able to draw a picture that shows different types of animal noses Materials If children are to manipulate materials, you must decide which materials should be organized Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com 68 Concept Development in Mathematics and Science “Air takes up space Bubbles have air inside of them.” Construct a bubble-making machine by manipulating materials and air to produce bubbles Observe and describe the bubbles MATERIALS: Bubble solution of eight tablespoons liquid detergent and one quart water (expensive detergent makes stronger bubbles), straws, four-ounce plastic cups ADVANCED PREPARATION: Collect materials Cut straws into small sections Mix bubble solution PROCEDURE: Initiating Activity: Demonstrate an assembled bubble machine Have children observe the machine and tell what they think is happening How to it: Help children assemble bubble machines Insert straw into the side of the cup Pour the bubble mixture to just below the hole in the side of the cup Give children five minutes to explore blowing bubbles with the bubble machine Then ask children to see how many bubbles they can blow Ask: “What your bubbles look like? Describe your bubbles.” Add food coloring for more colorful bubbles “What happens to your bubbles? Do they burst? How can you make them last longer?” “What you think is in the bubbles? How can you tell? What did you blow into the bubble? Can you think of something else that you blow air into to make larger?” (balloon) EVALUATION: Were the children able to blow bubbles? Did they experiment with blowing differing amounts of air? Did the children say things like, “Look what happens when I blow real hard”? EXTENSION: Have students tell a story about the bubble machine as you record it on chart paper Encourage children to make bubble books with drawings that depict their bubbles, bubble machines, and the exciting time they had blowing bubbles Encourage the children to write or pretend to write about their pictures Threes and fours enjoy pretending to write; by five or six, children begin to experiment with inventing their own spellings Be sure to accept whatever they produce Have children read their books to the class Place them in the library center for browsing Make a bubbles bulletin board Draw a cluster of bubbles and have students add descriptive words about bubbles Challenge students to invent other bubble machines (Chapter 10 of this book contains activities that teach additional concepts of air and bubbles.) â Cengage Learningđ CONCEPT: OBJECTIVE: F i g u r e - The bubble machine lesson Digital Download in advance of the lesson experience Ask, “What materials will I need to implement this experience?” ■■ Advanced preparation These are the tasks that the teacher needs to complete prior to implementing the plan with the children Teachers should ask themselves, “What I need to have prepared to implement this activity?” ■■ Procedure The procedure section of a lesson plan provides the step-by-step directions for completing the activity with the children When planning, try the procedure yourself and ask, “How will this experience be conducted?” You must decide how you will initiate the experience with children, present the learning experience, and relate the concept to Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com Basics of Science, Engineering, and Technology 69 â Cengage Learningđ of establishing the complexity of the science content while addressing the importance of collecting data on all aspects of student science achievement can be challenging Figure 2-15 Laticia makes a bubble machine the children’s past experiences Questions that encourage learning should be considered and included in the lesson plan Begin the lesson with an initiating experience This experience could be the messingaround-with-materials stage of the learning cycle, a demonstration or discrepant event, or a question sequence that bridges what you intend to teach with a previous activity or experience The idea is that you want to stimulate and engage the children in what they are going to during the activity ■■ Extension To ensure maximum learning of the concept, plan ways to keep the idea going This can be done by extending the concept and building on students’ interest with additional learning activities, integrating the concept into other subject areas, preparing interest centers, and so on 2-3c Assessment Strategies To teach effectively, you must plan for assessment There is no point in continuing with another more advanced activity before you know what students understand from the current activity Engaging in ongoing assessment of your own teaching and of student progress is essential to improving teaching and learning Bear in mind that your major role is to help students build concepts, use process skills, and reject incorrect ideas To this, students should be engaged in meaningful experiences and should have the time and tools needed to learn Recall that the assessment of students’ progress and the guidance of students toward self-assessment are at the heart of good teaching The content and form of an assessment task must be congruent with what is supposed to be measured The task A variety of assessment formats have been suggested that will help in determining what students understand and are able to with their knowledge as well as how they will apply this knowledge Examples of effective strategies include the use of teacher-recorded observations that describe what the students are able to and the areas that need improvement Interviews or asking questions and interacting with children are effective assessment strategies Portfolios contain examples of individual student work that indicate progress, improvement, and accomplishments; and science journal writing captures yet another dimension of student understanding Performance-based assessment involves assigning one or more students a task that will reveal the extent of their thinking skills and their level of understanding of science concepts Regardless of the assessment strategy used, enough information has to be provided so that both the student and teacher know what needs to happen for improvement to take place Additional strategies are discussed in Chapter 1, earlier in this chapter, and throughout the text Assessment that takes place before teaching is diagnostic in nature and occurs when you assess the children’s experiences and ideas about a science concept For example, when you ask children where they think rain comes from, you are assessing what they know about rain and discovering any misconceptions An effective strategy for science learning is to build on children’s existing knowledge and to challenge students’ preconceptions and misconceptions Before you begin teaching, find out what your students already know, or think they know, about a science topic A popular method for finding out what students already know is the K-W-L strategy, described by Ogle (1986) for literacy and adapted for use in science, in which children are asked what they know (K), what they want to know (W), and what they learned (L) Most teachers begin by recording the children’s brainstormed responses to the first two questions on a large piece of paper that has been divided into three columns, each headed by one of the K-W-L questions As the responses are recorded, some difference of opinion is bound to occur Such disagreement is positive and can provide a springboard for student inquiry At this point, potential investigations, projects, or inquiry topics can be added to the curriculum plan As teachers assess student progress during teaching, changes in teaching strategies are decided If one strategy is not working, try something else As children work on projects, you will find yourself interacting with them on an informal basis Listen carefully to children’s comments, and watch them manipulate materials You cannot help but assess how things are going You might even want to keep a record of your observations or create a chart that reflects areas of concern to you, such as the attitudes of or the interactions between students When observations are written down in an organized way, they are called anecdotal records (Figure 2-16) Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com 70 Concept Development in Mathematics and Science F i g u r e - The golden rule Sometimes students have difficulty learning because an activity just doesn’t work One basic rule when teaching science is always to the activity yourself first This includes noting questions or possible problems you may encounter If you have trouble, the students will, too (Figure 2-17) 2-3d Evaluating the Investigation Plan â Cengage Learningđ Things to record when observing, discussing, or keeping anecdotal records Cognitive: How well the children handle the materials? Do the children cite out-of-school examples of the science concept? Is the basic concept being studied referred to as the children go about their day? Attitude and skill: Do the children express like or dislike of the topic? Are there any comments that suggest prejudice? Do children evidence self-evaluation? Are ideas freely expressed in the group? Are there any specific behaviors that need to be observed each time scienceis taught? â Cengage Learningđ RECORDED OBSERVATIONS F i g u r e - Keeping anecdotal records If you decide to use anecdotal records, be sure to write down dates and names and to tell students you are keeping track of things that happen A review of your records will be valuable when the investigation is complete Recording observations can become a habit and provides an additional tool for assessing children’s learning and your teaching strategies Anecdotes are also invaluable resources for parent conferences Refer to Chapter and section 2-2 of this chapter for examples of assessing prior knowledge and keeping anecdotal notes Responses to oral questions can be helpful in evaluating while teaching Facial expressions are especially telling Everyone has observed the blank look that usually indicates a lack of understanding, which may be the result of asking a question that was too difficult When this occurs, ask an easier question or present your question in a different manner for improved results Or have the students discuss the question with a partner One way to assess teaching is to ask questions about the investigation in an activity review Some teachers write main idea questions on the chalkboard Then, they put a chart next to the questions and label it “What We Found Out.” As the investigation progresses, the chart is filled in by the class as a way of showing progress and reviewing the problem Another strategy is to observe children applying the concept For example, as the Three Billy Goats Gruff (Rounds, 1993) is being read, Joyce comments, “The little billy goat walks just like the goat that we saw at the zoo.” You know from this statement that Joyce has some idea of how goats move (refer to Chapter 1) How well was the investigation designed? Reflect and evaluate the plan before you begin the investigation, and ask yourself some questions, such as the following, to help evaluate your work These questions pull together the major points of this investigation: Is the plan related to the children’s prior knowledge and past experiences? Are a variety of science process skills used in the lessons? Is the science content developmentally appropriate for the children? How will you know? Have you integrated other subject areas with the science content of the investigation? When you use reading and writing activities, they align with the science content and relate to hands-on learning? Do you allow for naturalistic, informal, and adultguided activities? Have you included a variety of strategies to engage students in the active search for knowledge? (This is covered earlier in this chapter.) What opportunities are included for investigation and problem solving? Are both open ended and narrowly focused questions included? 10 Will the assessment strategies provide a way to determine whether children can apply what they have learned? 11 What local resources are included in the plan? When publishers design a plan, they usually field-test it with a population of teachers In this case, you are field-testing the plan as you teach your students Keep notes and records on what worked well and what needs to be modified when the plan is used again After the investigation is completed, it is suggested that you take time to reflect on the experience and use assessment data that you have gathered to guide in making judgments about the effectiveness of your teaching Consider the following categories when making judgments about curricula: Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com Basics of Science, Engineering, and Technology 71 ■■ ■■ ■■ ■■ ■■ Developmental appropriateness of the science content Student interest in the content Effectiveness of activities in producing the desired learning outcomes Effectiveness of the selected examples Understanding and abilities students must have to benefit from the selected activities and examples 2-3e Three Basic Types of Science Investigations and Units Some teachers like to develop resource files The resource file is an extensive collection of activities and suggestions focusing on a single science topic The advantage of a resource file is the wide range of appropriate strategies available to meet the needs, interests, and abilities of the children As the investigation proceeds, additional strategies and integrations are usually added For example, Mrs Jones knows that she is going to have the children investigate the properties of seeds and plants in her kindergarten class She collects all of the activities and teaching strategies that she can find When she is ready to begin the investigation, she selects the activities that she believes are most appropriate Although certain topics may be designated in K–12, in pre-K children’s questions and interests can usually direct investigations Examples may be found in Shillady, 2013 Teachers who design a teaching plan develop a science concept, objectives, materials, activities, and evaluation procedures for a specific group of children This plan is less extensive than a resource file and contains exactly what will be taught, a timeline, and the order of activities Usually, general initiating experiences begin the investigation, and culminating experiences end it The specific teaching plan has value and may be used again with other classes after appropriate adaptations have been made For example, Mr Wang has planned a two-week unit on batteries and bulbs He has decided on activities and planned each lesson period of the two weeks Extending the textbook in a textbook unit is another possibility The most obvious limitation of this approach is that the school district might change textbooks A textbook unit is designed by outlining the science concepts for the unit and checking the textbook for those already covered in the book or teacher’s manual Additional learning activities are added for concepts not included in the text or sometimes to replace those in the text Initiating activities to spark students’ interest in the topic might be needed One advantage of this type of unit is using the textbook to better advantage For example, after doing animal activities, use the text as a resource to confirm or extend knowledge On the other hand, the topics may not be of interest to the children Open-Ended and Narrow Questions Asking questions can be likened to driving a car with a stick shift When teaching the whole class, start in low gear with a narrow question that can be answered by yes or no, or start with a question that has an obvious answer This usually puts students at ease They are happy; they know something Then, try an openended question that has many answers Open-ended questions stimulate discussion and offer opportunities for thinking However, if the open-ended question is asked before the class has background information, the children might just stare at you, duck their heads, or exhibit undesirable behavior Do not panic; quickly shift gears and ask a narrow question Then work your way back to what you want to find out Teachers who are adept at shifting between narrow and open-ended questions are probably excellent discussion leaders and have little trouble with classroom management during these periods Open-ended questions are excellent interest builders when used effectively For example, consider Ms Hebert’s initiating activity for a lesson about buoyancy Ms Hebert holds a rock over a pan of water and asks a narrow yes-orno question: “Will this rock sink when dropped in water?” Then she asks an open-ended question: “How can we keep the rock from sinking into the water?” The children answer: “Tie string around it.” “Put a spoon under it.” “Grab it.” As the discussion progresses, the open-ended question leads the children into a discussion about how they can find out whether their ideas will work The teacher provides materials such as plastic containers, clay, and other items for them to use in designing a device that will float the rock Good questions excite and motivate children When questions are posed that are open-ended and not depend on yes-or-no answers, children will begin to expand their own capacity for problem solving and inquiry learning SummarY 2-1 The Framework and Standards for Science Education The Framework for Science Education and the NGSS provide guidance for science curriculum planning The Framework includes descriptions of the four primary science areas: Physical Science, Life Science, Earth and Space Science, and Engineering, Technology, and Science Applications Each area includes core ideas Our major goal in science education is to develop scientifically literate people who can think critically To teach science to tomorrow’s citizens, process skills and attitudes must be established as major components of any science content lesson Facts alone will not be sufficient for children who are born into a technological world Children interact daily with science Their toasters pop; their can openers whir; and televisions, recording devices, and computers are commonplace Preparation to live as productive individuals in a changing world should begin early in a child’s life Science as Inquiry Inquiry is a major focus of the science learning process It is a constructivist approach that bases learning on children’s interests and their questions about the Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com 72 Concept Development in Mathematics and Science world Process skill application is at the center of inquiry The learning cycle described in Chapter is a mode of inquiry instruction Science Content Knowledge and Learning and the Development of Literacy Science content in each of the core areas is described in the Framework and in the NGSS The manipulation of science materials, whether initiated by the child or the teacher, creates opportunities for language and literacy development Appropriate Science Content Appropriate science content is outlined in the Framework Content at each grade level is included NGSS 2-2 Concept Understanding in Young Children For all the preschool and primary grade developmental stages described by Piaget, keep in mind that children’s views of the world and concepts are not the same as yours Their perception of phenomena is from their own perspective and experiences Misconceptions arise; so help children explore the world to expand their thinking, and always be ready for the next developmental stage Teach children to observe with all of their senses and to classify, predict, and communicate so that they can discover other viewpoints Self-Regulation and Concept Attainment Through selfregulation concepts are built The cognitive structure is modified through the processes of disequilibration, equilibration, accommodation, and assimilation Discrepant Events Discrepant events put students in dis- equilibrium and prepare them for learning Natural events can set the stage for learning Using the Learning Cycle to Build Concepts There are many possible ways to design science instruction for young children The learning cycle is an application of the theory of cognitive development described by Piaget; it can incorporate a number of techniques into a single lesson, or each of the components of the learning cycle can be used independently to develop lessons Strategies That Encourage Inquiry A sequence of strategies what and how you want children to learn A planning web is a useful technique for depicting ideas, outlining concepts, and integrating content The three basic types of planning approaches are resource files in support of investigations, teaching plans that focus on a selected topic, and textbook units Teachers utilize whichever approach best suits their classroom needs By asking open-ended and narrow questions, teachers develop science concepts and encourage higher-order thinking skills in their students FURTheR ReadIng and ReSoURceS Bredekamp, S., & Rosegrant, T (1992) Reaching potentials: Appropriate curriculum and assessment for young children (vol 1) Washington, DC: National Association for the Education of Young Children Bredekamp, S., & Rosegrant, T (1995) Reaching potentials: Transforming early childhood curriculum and assessment (vol 2) Washington, DC: National Association for the Education of Young Children Duschl, R., & Grandy, R (Eds.) (2008) Teaching scientific inquiry: Recommendations for research and implementation Rotterdam: Sense Publishers Harlan, J., & Rivkin, M (2007) Science experiences for the early childhood years: An integrated affective approach, 9th ed Upper Saddle River, NJ: Merrill/Prentice-Hall Lederman, N G., Lederman, J S., & Bell, R L (2005) Constructing science in elementary classrooms Boston: Allyn & Bacon NSTA, National Science Teachers Association (Member Draft, December 2013) NSTA Position statement: Early Childhood Science Education www.nsta.org NSTA, National Science Teachers Association (2002, July) Position statement: Elementary School Science www.nsta.org Weiss, T H (2013, Summer) Any questions? Science and Children, 50(9), 36–41 can support children’s learning, from the initial questions to evaluation of data and information collected ReFeRenceS 2-3 Integrating Science into the Curriculum Charlesworth, R (2014) Understanding child development, 9th ed Belmont, CA: Wadsworth Cengage Learning Children are more likely to retain science concepts that are integrated with other subject areas Making connections between science and other aspects of a child’s school day requires that opportunities for learning be well planned and readily available to children Learning science in a variety of ways encourages personal learning styles and ensures subject integration Organizing for Teaching Science The key to effective teaching is organization Planning provides a way to make clear Committee on Science Learning, Kindergarten Through Eighth Grade Board on Science Education, Center for Education (2007) Taking science to school: Learning and teaching science in grades K–8 Washington, DC: National Academies Press Gadzikowski, A (2013) Preschool and kindergarten strategies for the young scientist In A Shillady (Ed.), Exploring Science, 48–54 Washington, DC: National Association for the Education of Young Children Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com Basics of Science, Engineering, and Technology 73 Gallagher, J M., & Reid, D K (1981) The learning theory of Piaget and Inhelder Monterey, CA: Brooks/Cole Kuhn, M., & McDermott, M (2013, Summer) Negotiating the way to inquiry Science and Children, 50(9), 52–57 National Research Council (2012) A Framework for K–12 Science Education Washington, DC: The National Academies Press NGSS Lead States (2013) Next Generation Science Standards: For states, by states Washington, DC: The National Academies Press NSTA (National Science Teachers Association) (2013, November) Position Statement: The next generation science standards www.nsta.org Ogle, D M (1986) K-W-L: A teaching model that develops active reading of expository text The Reading Teacher, 39(6), 564–570 Rounds, G (1993) Three billy goats gruff New York: Holiday House Rowe, M B (1978) Teaching science as continuous inquiry: A basic, 2nd ed New York: McGraw-Hill Shillady, A (Ed.) (2013) Exploring science Washington, DC: National Association for the Education of Young Children Simon, S (1970) Science in a vacant lot New York: Viking Press Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com Pa r t Fundamental and skills ConCepts C h a p t e r Prekindergarten and Kindergarten Concepts and Skills C h a p t e r More Prekindergarten and Kindergarten Concepts and Skills: Early Geometry, Parts and Wholes, and Applications of Fundamental Concepts to Science and Engineering ChaPter Prekindergarten and k i n d e r g a r t e n ConCepts and skills leaRninG oBJeCtiVes After reading this chapter, you should be able to: 3-1 Assess, plan, teach and evaluate one-to-one-correspondence concept lesson activities following national standards 3-2 Describe, assess, plan, teach, and evaluate number and number sense concept lesson activities following national standards 3-3 Assess, plan, teach, and evaluate logic and classification concept lesson activities following national standards 3-4 Assess, plan, teach, and evaluate comparison concept lesson activities following national standards s ta n d a R d s a d d R e s s e d i n t H i s C H a p t e R NAEYC Professional Preparation Standards Use content knowledge to build meaningful curriculum 5a Understand content knowledge and resources in mathematics DAP Guidelines 2C Know desired program goals 3C Use the curriculum framework to ensure there is attention to important learning goals Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com Common Core State Standards for Math K.CC.A.1 Count to 100 by 1s and by 10s K.CC.A.3 Write numbers to 20 Logic and classification K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category Comparing K.MD.A.1 Describe measureable attributes of objects, such as length or weight K.MD.A.2 Directly compare two objects with a measureable attribute in common to see which object has more of or less of the attribute, and describe the difference NGSS Next Generation Science Standards K-LS1-1 Scientists look for patterns and order when making observations about the world Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it www.freebookslides.com 76 Fundamental Concepts and Skills 3-1 ONE -TO-ONE CORRESPONDENCE One-to-one correspondence is not specifically mentioned in CCSSM However, the National Council of Teachers of Mathematics (NCTM, 2000), whose guidelines guided the development of the CCSSM, state expectations for oneto-one correspondence as it relates to rational counting (attaching a number name to each object counted), as is described later in this chapter Placing items in oneto-one correspondence, as is described in this chapter, is a supportive concept and skill for rational counting One-to-one correspondence is a focal point for number and operations at the prekindergarten level (NCTM, 2006) and is used in connection with solving such problems as having enough (cups, dolls, cars, etc.) for all members of a group One-to-one correspondence is the most fundamental component of the concept of number It is the understanding that one group has the same number of things as another For example, each child has a cookie; each foot has a shoe; each person wears a hat It is preliminary to counting and basic to the understanding of equivalence and to the concept of conservation of number described in Chapter As with other mathematics concepts, it can be integrated across the curriculum (Figure 3-1) Music/Movement ■ Clap hands, stamp foot ■ March in pairs Mathematics Science ■ Unit blocks and accessories ■ Pegboards ■ Montessori insets ■ Chips, cubes, etc ■ One bean seed in each cup of dirt ■ Each student has one nose One-to-One Correspondence Language Arts Art ■ Read Count by Denise Fleming ■ Read The Three Bears or The Three Little Pigs ■ Glue two rows of squares in a one-to-one pattern ■ Draw pictures depicting one-to-one situations Social Studies â Cengage Learningđ Pass one napkin to each child ■ Hold a friend’s hand on a field trip F i g u r e - Integrating one-to-one correspondence across the curriculum Copyright 2016 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it ... 3 51 ChaptER 11 Earth and Space Sciences, Environmental Awareness, Engineering, Technology, and Science Applications 352 11 -1 Standards and Guidelines for Earth and Space... Standards (19 96) and the American Association for the Advancement of Science? ??s (AAAS) Project 20 61, which has produced Science for All Americans (19 89) and Benchmarks for Science Literacy (19 93)... understanding of math, science, engineering, and technology Math and science integrate with technology and engineering to form STEM (see the Science and Children special issue, March 2 010 , and A