science for young learners
TRANSCRIPT
Science for Young LearnersCreating Engaging and Inclusive
Learning Environments
Joan S. Bissell, CSU Chancellor’s OfficeKimberly A. Norman, CSU FullertonJanice Myck-Wayne, CSU Fullerton
4th Annual Transitional Kindergarten Conference
Sacramento, CA
November 7, 2014
Overview
� What we know
� Keys to teaching science to young children
� Science standards and practices in TK
� Exploration of science resources
� Inclusive practices to engage all children
A Head Start on Science…
Diversity in Our Future STEM Leaders
Encouraging a sense of wonder among our
youngest scientists:
• Young children learn about science through
play…
• Science and invention come naturally for
young children…
• Science is in all parts of the classroom and
outdoors…STEM Learning is Everywhere…and
Lab coats and goggles are magical
ALL KIDS INVESTIGATING AND
DISCOVERING SCIENCE
Research on science learning among 4-year-olds:
• Science activities and materials need to be
culturally relevant, part of a child’s world
• Every child, regardless of language or special
needs, can excel in science and engineering
• Science supports ELs—hands-on investigations,
manipulatives, drawing, graphing, cognates
Next Generation Science Standards
(NGSS) for Young Learners
Scientific and Engineering Practices:
• Asking questions, defining problems
• Developing and using models
• Planning and conducting investigations
• Using mathematical thinking
• Analyzing and interpreting data
• Constructing explanations, designing solutions
TK Classroom Research: Challenges but not
Obstacles to World-Class Science
The mystery and joy of STEM can be achieved:
• Children need their own materials to explore
• Play dough is OK—an engineering adventure
• Time for trial and error, excitement and fun
• Discovering is better than “right answers”
• Listen to children, follow their interests, ask genuine questions, give time to answer…
Developmentally appropriate practice!
KEY IDEAS
Teaching Science to Young Children
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Making Connections
Teachers of TK children. . .
� Capitalize on children’s natural curiosity.
– Encourage and be responsive to questions.
– Provide opportunities for open-ended inquiries.
– Establish an environment that promotes exploration.
� Engage children in meaningful hands-on experiences.
– Utilize both indoor and outdoor settings.
– Ensure coherence rather than offer isolated experiences.
– Ground experiences in what children know and want to
know.
– Facilitate progress toward achievement of standards.
9Science for Young Learners Module (2013). CSU Transitional Kindergarten Project. http://teachingcommons.cdl.edu/tk/
Teachers of TK children. . .
� Appreciate the value of play.– Know that children build conceptual understandings through play.
– Recognize that children engage in scientific practices during play.
� Expand children’s language by using scientific terms (“hand lens,” “chrysalis”).
� Integrate the curriculum. For example,– Share literature that supports concept development & generates
interest.
– Have children write and dictate to the teacher their observations.
– Engage children in counting and measuring.
– Support children in expressing scientific understandings through dramatizations or visual images.
10Science for Young Learners Module (2013). CSU Transitional Kindergarten Project. http://teachingcommons.cdl.edu/tk/
Teachers of TK children. . .
� Provide multiple means for all children to engage.
� Ensure the children’s health and safety when working with materials.
� Connect to homes and communities.
– Link classroom science experiences to children’s non-school lives.
– Involve families in science learning experiences, at school or at home.
– Invite community members into the classroom and inform families about community science resources.
11Science for Young Learners Module (2013). CSU Transitional Kindergarten Project. http://teachingcommons.cdl.edu/tk/
Examination of Standards and Practices
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TK bridges the path between preschool and
kindergarten.
Preschool Learning Foundations
4 Strands
1. Scientific & Engineering Practices (select)
• Ask questions, define problems
• Develop and use models
• Plan and conduct investigations
• Analyze and interpret data
• Construct explanations, design solutions
• Argue from evidence
2. Crosscutting Concepts (select)
• Patterns
• Cause / effect
• Scale, proportion & quantity
3. Disciplinary Core Ideas• Physical Science
• Life Science
• Earth & Space Science
• Engineering & Technology
Framework for K-12, NGSS
3 Dimensions
1. Scientific Inquiry
• Make observations
• Ask questions
• Plan investigations
• Gather and interpret
information
• Propose explanations
• Communicate findings and
ideas
2. Physical Sciences
3. Life Sciences
4. Earth Sciences
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Exploration of Resources and Practices
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A CLOSER LOOK AT
INCLUSION
Creating spaces where all children explore, engage, and learn
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Universal Design for Learning (UDL)
� A commitment to increasing access to everyday learning
experiences for all children.
� An approach to designing environments
(& curriculum, learning activities, materials..)
that accommodate the widest possible range of abilities
and experiences.
� Practices that provide multiple and varied ways to teach
and learn.
Resources: CAST – www.cast.org; DEC/NAEYC Position Statement, 2009
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Video
Adapting the Lesson/Activity
3 Types of
ADAPTATIONS
CurricularAdapt what is
taught/learned
InstructionalAdapt how it is
taught/learned (&
how learning is
demonstrated
EnvironmentalAdapt where,
when, &/or with
whom it is
taught/learned
Janney & Snell, 2000 (modified to emphasize learning)
CurricularAdapt what is
taught/learned
InstructionalAdapt how it is
taught/learned &how
learning is
demonstrated
EnvironmentalAdapt where,
when, &/or with
whom it is
taught/learned
Supplementary
Add to general
curriculum
Simplified
Change difficulty
or reduce number
of objectives
Alternative
Teach and embed
functional skills
Janney & Snell, 2000 (modified to emphasize learning)
Adapting the Lesson/Activity
Input
Difficulty, amount,
modality, format,
materials
Output
Difficulty, amount,
modality, format,
materials
Janney & Snell, 2000 (modified to emphasize learning)
CurricularAdapt what is
taught/learned
InstructionalAdapt how it is
taught/learned &how
learning is
demonstrated
EnvironmentalAdapt where,
when, &/or with
whom it is
taught/learned
Adapting the Lesson/Activity
Where
Adapt the locationWhen
Adapt the scheduleWho
Adapt groupings,
staffing
Janney & Snell, 2000 (modified to emphasize learning)
CurricularAdapt what is
taught/learned
InstructionalAdapt how it is
taught/learned &how
learning is
demonstrated
EnvironmentalAdapt where,
when, &/or with
whom it is
taught/learned
Adapting the Lesson/Activity
Reflect – Apply - Extend
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Resources
California Preschool Learning Foundations, Volume 3. (2012). http://www.cde.ca.gov/sp/cd/re/documents/preschoolfoundationsvol3.pdf
California State University (CSU) Transitional Kindergarten Community. TK Modules for Teachers, Instructional Cases for Administrators, and Additional Resources. http://teachingcommons.cdl.edu/tk
Center for Applied Special Technology (CAST). (2006, March 12). Universal design for learning. Retrieved from http://www.cast.org/udl/
Conizeo, K., & French, L. (2002). Capitalizing on children’s fascination with the everyday world to foster language and literacy development. Young Children, (September), 12-18.
English Language Arts/English Language Development (ELA/ELD) Framework. (2014). http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp (adopted 7/9/2014; pre-publication)
Fraser-Abder, P. (2011). Teaching emerging scientists: Fostering scientific inquiry with diverse learners in Grades K-2. Boston: Pearson.
Hamlin, M., & Wisneski, D. B. (2012). Supporting the scientific thinking and inquiry of toddlers and preschoolers through play. Young Children, (May), 82-88.
Hoisington, C., Chalufour, I., Winokur, J., & Clark-Chiarelli, N. (2014). Promoting children’s science inquiry through water investigations. Young Children, (September), 72-79.
McNair, S. (Ed.) (2006). Start young! Early childhood science activities. Arlington, VA: National Science Teachers Association.
23Adapted from the Science for Young Learners Module (2013). CSU Transitional Kindergarten Project. http://teachingcommons.cdl.edu/tk/
Resources (continued)
National Professional Development Center on Inclusion. (2011). Research synthesis points on practices that support inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. Available at http://npdci.fpg.unc.edu
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. http://teachingcommons.cdl.edu/tk/modules_teachers/documents/FrameworkforK-12ScienceEducationcopy.pdf
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. http://teachingcommons.cdl.edu/tk/modules_teachers/documents/FrameworkforK-12ScienceEducationcopy.pdf
National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. Committee on Science Learning, Kindergarten through Eighth Grade. http://www.nap.edu/openbook.php?record_id=11625
National Science Teachers Association (NSTA). (2014). NSTA Position Statement: Early Childhood Science Education.
Next Generation Science Standards (NGSS) for California Public Schools, K-12 http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp
TK California: http://www.tkcalifornia.org/
24Adapted from the Science for Young Learners Module (2013). CSU Transitional Kindergarten Project. http://teachingcommons.cdl.edu/tk/