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WELCOME!

WELCOME!. Science: Experience, Explore, Explain. Connie Hvidsten Science Specialist, Curriculum and Intervention Sacramento County Office of Education. In this workshop:. Learn how to incorporate standards-based science into after school programs

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WELCOME!

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  1. WELCOME! Science: Experience, Explore, Explain Connie Hvidsten Science Specialist, Curriculum and Intervention Sacramento County Office of Education

  2. In this workshop: • Learn how to incorporate standards-based science into after school programs • Explore the importance of experiences and student centered explorations to augment classroom instruction • Look at model for developing science-centered, student centered activities when there are no science geeks on staff • Participate in a model activity on light, shadows and color based on 3rd grade science standards with an extension of 7th grade standard on light and reflection

  3. After school programs: A perfect opportunity to integrate science experiences and student exploration:* based on student interest and curiosity ** tied to the standards *

  4. Brainstorm! Get a picture in your mind of a group of your after-school participants. Have they ever indicated an interest or curiosity in the natural world? Brought you a bug or something interesting from the play yard? Asked why the sky is blue? Share with your group some science related student interests.

  5. CA Science Standards: 3 Content Strands: • Earth Science • Life Science • Physical Science One Strand focusing on process skills: • Investigation and Experimentation (I & E)

  6. Skim the standards. Can you find places where student interests mesh with science standards? Content Strands? I & E?

  7. Student experiences and explorations in after school programs do not need to be specifically tied to grade level.

  8. The most recent research indicates that: • What children are capable of at a particular age is the result of a complex interplay between maturity, experience and instruction. • Experience plays a critical role in facilitating the development of many aspects of reasoning, often trumping age. • Children are far more competent in their scientific reasoning than earlier suspected. • Motivation and attitudes toward science play a critical role in science learning, fostering students’ use of effective learning strategies that result in deeper understanding of science. • Students learn science by actively engaging in science practices, including exploring and sharing ideas with peers. Taking Science To School National Research Council, 2006

  9. Exploring light and shadow

  10. Get into groups (no more than 4) Get your materials • White board • Flashlight • Wood block

  11. What did we do? Messing Around (experiencing the world/phenomenon) Structured Activity Constrained Inquiry

  12. Is it Standards-based? Third Grade: Light has a source and travels in a direction. As a basis for understanding this concept, students know light can be blocked to create shadows. Students know the color of light striking an object affects the way the object is seen. Seventh Grade: Students know that light travels in straight lines if the medium it travels through does not change. Students know light can be reflected, refracted, transmitted and absorbed by matter.

  13. Is this something you might try in terms of lesson design with any content area?

  14. What did we do? • Messing Around: Free exploration with a limited set of materials to start finding out about the phenomena and raise questions. Messing around lets kids get excited about the concept and gain ownership of the process while they make some basic observations they will use later in the process. • Structured Activity: Activity designed to give students a specific experience that illustrates the concept you are exposing them to or that gives them a new way to think about the phenomena. This is where kids develop useful vocabulary and practice with scientific process skills. • Constrained Inquiry: Students ask and investigate a question of their choice with a slightly expanded set of materials than in the messing around stage. The range of questions is limited by the small set of materials, so the inquiry remains manageable and predictable.

  15. Multi-grade extension: 3rd grade standard: Students know light is reflected from mirrors and other surfaces 7th grade standard: Students know the angle of reflection of a light beam is equal to the angle of incidence. LASER LIGHT MAZES!

  16. WARNING Lasers are dangerous. They can damage the color receptors in the eyes! • Do NOT shine lasers at anyone’s face • Do not put your face down where other students are shining their lasers

  17. After school programs can engage students in ways that make them want to come back for more! Kid-centered, curiosity-based science activities are one way to grab and hold student interest AND allow students to explore and experience their world in a way that classroom teachers and classroom structure often cannot provide.

  18. Science Rules! Enjoy the rest of the conference

  19. Contact information: Connie Hvidsten Sacramento County Office of Education Phone: (916) 228-2644 E-mail: chvidsten@scoe.net

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