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Objectives

Objectives. Participants will be able to: Identify the Science Key Developmental Indicators State the components of each individual Science KDI Identify classroom materials that support children’s science learning. 2. People Poll.

ruth-haley
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Objectives

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  1. Objectives Participants will be able to: • Identify the Science Key Developmental Indicators • State the components of each individual Science KDI • Identify classroom materials that support children’s science learning 2

  2. People Poll • Walk around the room and find people who fit the statements on the people poll on page 4 of your training booklet. • Write your initials on statements that are true to you, but you can only sign one person’s poll once! 3

  3. Scientists Among Us • In what ways were you scientists? • Did you have to purchase “science kits” from a catalog to be scientists? Or get things from a special table? 4

  4. Children want science to be something they DO, Not something they watch!

  5. Characteristically Us • Turn to page 5-6 in your training booklet • In this activity, we will be classifying ourselves into increasingly more complex groups based on observable characteristics. 6

  6. KDI 45. Observing Children: • Are curious and use all their senses to learn more about the natural and physical world. • Gather information by observing what others do and discovering how tools and materials work. 7

  7. KDI 46. Classifying Children: • Group similar things together. • Identify relationships between things and the categories they belong to. • Look for new ways to organize the knowledge they already have and for ways to fit new discoveries into familiar categories. 8

  8. House of Cards • Working in pairs, build a house of cards. • You may build this structure any way you please, but you can only use the cards you were given! 9

  9. House of Cards • What types of experimenting were you doing during the activity? • How were you making predictions? 10

  10. KDI 47. Experimenting Children: • Experiment to test whether an idea is true or a solution will work. • May encounter problems with materials that they do not have answers for. • Experiment by manipulating materials, using trial and error, and then approaching the problem with possible solutions in mind. 11

  11. KDI 48. Predicting Children: • Indicate through words and/or actions, what they expect an outcome to be. • Think about what happened in similar situations and anticipate what might happen. • Make predictions based on experimentation. 12

  12. Read through the play scenario on page 7 of your training booklet. • In your table group discuss how Luke was drawing conclusions and communicating his ideas. 13

  13. KDI 49. Drawing conclusions Children: • Attempt to fit their observations and reasoning into their existing knowledge and understanding. • Construct knowledge in their own way as they collect data to help them form theories about how the world works (e.g., “It’s night because the sun goes to bed.”). 14

  14. KDI 50. Communicating ideas Children: • Share their questions, observations, predictions, and conclusions. • Talk about, demonstrate, and represent what they experience and think. • Express their interest in and wonder about the world. 15

  15. KDI 51. Natural and physical world Children: Become familiar with characteristics and processes in the natural and physical world (e.g., characteristics of plants and animals, ramps and rocks; processes of growth and death, freezing and melting). Explore change, transformation, and cause and effect. Become aware of cycles that are meaningful to them.

  16. KDI 52. Tools and technology Children: • Become familiar with tools and technology in their daily environment. • Understand the functions of equipment and use it with safety and care. • Use tools and technology to support their play. 17

  17. As a whole group, think back to the house of cards activity… Which tools would have been useful as you built the house of cards? Using Tools

  18. What is Technology? The methods and tools that a society has developed in order to facilitate the solution of its practical problems. 

  19. How Does that Relate to Electronics in Your Classroom? • Computers should be rotated in and out of the classroom • Have computer software that… • More than one child can work on at a time • Does not have right or wrong answers • Allows children to make choices within the program • If available, have cameras for children to use • Incorporate tape recorders

  20. Discovering Your Science Senses

  21. What could you add… Turn to page 13 in your training booklet Choose an area of the classroom that you would like to support with more science and technology experiences. Turn to the page in your TB that has that area on it from the previous activity. Circle three materials that you would like to add to your classroom. ??

  22. How will you add… Turn to page 13 in your training booklet Referring to your application activity what are some obstacles you might run into when trying to add more materials? What are some ideas you have to change these materials or to overcome this obstacle? ??

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