Exploring Science Concepts

1. Exploring Science Concepts Grade Two November 2010

2. Workshop Overview Day One • Review Grade 2 Curriculum • Exploring Physical Science Strand C Forms of Energy and its relevancy to Earth Systems Strand A Objects in the Universe Day Two • Exploring Physical Science Strand E Forces and Motion using FOSS Day Three • Engineering is Elementary- To Get to the Other Side: Designing Bridges

3. 2009 NJCCCS Science • 5.1 Science Practices • 5.2 Physical Science • 5.3 Life Science • 5.4 Earth Systems Revision driven by two key questions: • What are the core scientific concepts and principles that all students need to understand in the 21st century? • What should students be able to do in order to demonstrate understanding of the concepts and principles?

4. Best Practices in Science • Stimulate interest by providing direct experience with materials (inquiry) • Help children observe more effectively • Asking the right question at the right time • Help children to communicate their thinking and developing ideas • Draw connections between the classroom and real world

5. Productive Questions Attention-focusing questions- “have you seen” or “do you notice” type of Q often associated with the start of inquiry Measuring and counting questions- “how many?” “how long?” “how often?” Comparison questions- “In what ways are X and Y similar? Different?” Carefully phrased comparison questions can help children bring order into chaos and unity in variety. Action questions- “what happens if..” while working on these types of problems children uncover relationships; children must collect the data themselves Problem-posing questions- “can you find a way to…”

6. Grade 2 Curriculum • CPI 5.2.2.C.1 means… • Let’s examine the alignment document . It shows: • Unit Length • CPI • Enduring Understanding (student should understand that…) • Be able to do to demonstrate understanding

7. Physical ScienceStrand C Forms of Energy Please complete the following: • Apple in the Dark • Birthday Candles • Can it Reflect Light?

8. 5.2.2.C.2 • Students should understand that an object can be seen when light strikes it and is reflected to a viewer’s eye. If there is no light, objects cannot be seen. • If students understand they should be able to apply a variety of strategies to collect evidence that validates the principle that if there is no light, objects cannot be seen.

9. Apple in the Dark Purpose: • To elicit students’ ideas about how we see objects • Identify if students know that light must be reflected off an object and enter the eye in order for a non-light emitting object to be visible Explanation: • Best response is… • However, research shows students hang onto the idea that the object is illuminated by light or the eye is the activator of vision when light is present.

10. Research shows… • (1989)456 high school students were asked to explain what happens between a book and the eyes of a girl who is reading the book. Only 31% able to describe a correct model of light reflection and vision. • (1983)Similar study of 12-15 year olds who revealed alternative ideas: • Simply light helps us see better • the eye is the activator of vision rather than the receiver • something goes from the eye to the book • light illuminates an object so we can see it

11. Research shows… • (1990) significant number of children believe people can see in the dark; more prevalent among city dwellers than children living in rural areas; in both groups, over 40% believe that cats can see in total darkness • (1995) Annenberg/CPB Private Universe Project conducted interviews with children who persisted if they waited long enough they would eventually see

12. MOSAIC: Misconception-oriented standards-based assessment resources for teachers Karen in the Dark

13. 5.2.2.C.2 • What prior experiences need to be considered? What knowledge needs to be thought about? • How might you begin the study of light? What probing questions might be asked? • What activities might we devise to help students in grade 2 develop concrete images of the abstract concept of light?

14. Video Clips to Start the Exploration of Light Light Montage Seeing in the Dark Anshu Finds Different Light Sources in His Bedroom at Night A Torch as a Light Source Light Travels in Straight Lines *all clips from BBC Learning Zone Broadband Class Clips

15. 5.2.2.C.2 Possible Explorations • Provide investigations so students may begin to understand that phenomenon can be observed, measured, and controlled in various ways. • Provide observational evidence for light travelling from a source and reflections (Reflect light off of white paper, black paper, ball of aluminum foil, off of mirror onto object/ provide different contexts) • Allow students to draw directional diagrams that include a light source, an object, and the eye to show how the eye sees an object

16. Use of Formative Probes Birthday Candles: • Purpose: To elicit students’ ideas about how light travels outward from its source. Identify if students recognize that light will travel out until it comes in contact with matter that may change its direction. Also demonstrates that there is light in the space between the visible part of the object that they detect and their eyes. Can it Reflect Light? • Purpose: To elicit students’ ideas about light reflection off ordinary objects and materials. It is designed to find out if student recognize that all non-light-emitting objects that we can see reflect some light or if they believe that only certain types of objects reflect light.

17. Strand C Forms of Energy Please complete the following: Me and My Shadow Moonlight Objects in the Sky

18. 5.2.2.C.3 Students should understand that when light strikes substances and objects through which it cannot pass, shadows result. If students understand then they should be able to present evidence that represents the relationship between a light source, solid object, and the resulting shadow.

19. 5.2.2.C.3 • What prior experiences need to be considered? What knowledge needs to be thought about? • How might you begin the study of light and shadows? What probing questions might be asked? • What activities might we devise to help students in grade 2 develop concrete images of the abstract concept of light?

20. 5.2.2.C.3 Possible Explorations Questions to investigate: • What type of objects block light? Allow it to pass? Reflect it? • Which items make the best shadows? • What happens when a light is placed closer to the item? • What happens when the light source is moved farther away from the item? • Do shadows appear at night? Video clips:: • Where do light and shadows come from? • How Shadows are Made

21. Relevancy to Earth Systems Strand A Objects in the Universe 5.4.2.A.1 Students should understand that the sun is a star that can only be seen during the day. The Moon is not a star and can be seen sometimes at night and sometimes during the day. The moon appears to have different shapes on different days. If students understand then they should be able to determine a set of general rules describing when the Sun and Moon are visible based on actual sky observations.

22. Relevancy to Earth Systems Strand A Objects in the Universe 5.4.4.A.1 Objects in the sky have patterns of movement. The Sun and Moon appear to move across they sky on a daily basis. The shadows of an object on Earth change over the course of a day, indicating the changing position of the Sun during the day. For grade 2, • Investigate shadows over a period of time and examine data for patterns. • Compare observations of the Sun with observations of the moon over time. • Model and describe the Earth, Sun, Moon system.

23. Relevancy to Earth Systems Strand A Objects in the Universe Moonlight Purpose: to elicit students’ ideas about light and the Moon. The probe is designed to find out what students think is the source of a full Moon’s light. Objects in the Sky Purpose: to elicit students’ ideas about when objects can be seen in the sky. Their explanations revel their thinking about the role of light and distance in seeing sky objects.

24. Tools and Lessons www.rsdscience.wikispaces.com BBC interactive simulations: Light and Dark How We See Things Light & Shadows Science NetLinks: Sky Lessons 1-4