Kindergarten Content in NGSS Fundamentals and applications.

Kindergarten Content in NGSS Fundamentals and applications

Pedagogy and Andragogy Andragogy as a study of adult learning originated in Europe in 1950's and was then pioneered as a theory and model of adult learning from the 1970's by Malcolm Knowles an American practitioner and theorist of adult education, who defined andragogy as "the art and science of helping adults learn" (Zmeyov 1998; Fidishun 2000). What do you mean by 'adult learning principles'? Adults are internally motivated and self-directed Adults bring life experiences and knowledge to learning experiences Adults are goal oriented Adults are relevancy oriented Adults are practical Adult learners like to be respected http://www.qotfc.edu.au/resource/?page=65375

Discussion In what ways are the practices that are appropriate for andragogy and pedagogy alike and different? Adult learning principles Adults are internally motivated and self-directed Adults bring life experiences and knowledge to learning experiences Adults are goal oriented Adults are relevancy oriented Adults are practical Adult learners like to be respected

Pedagogy Effective pedagogy equips learners for life in its broadest sense. engages with valued forms of knowledge. recognizes the importance of prior experience and learning. requires learning to be scaffolded. needs assessment to be congruent with learning. promotes the active engagement of the learner. fosters both individual and social processes and outcomes. recognizes the significance of informal learning. depends on the learning of all those who support the learning of others. http://www.tlrp.org/themes/themes/tenprinciples.html

What It Means to Learn Science The NRC report Taking Science to School concluded that proficiency in science is multifaceted and therefore requires a range of experiences to support students learning. That report defined the following four strands of proficiency, which it maintained are interwoven in successful science learning: 1. Knowing, using, and interpreting scientific explanations of the natural world. 2. Generating and evaluating scientific evidence and explanations. 3. Understanding the nature and development of scientific knowledge. 4. Participating productively in scientific practices and discourse. Framework, p. 251.

Some Assumptions for Today Adults can learn content through direct instructioneven lecture Content knowledge is importanta teacher does not have to know all the science in the world, but needs to know the science being taught It is a good idea for the teacher to know more content than will be shared in the lesson It is a good idea for the teacher to know some likely misconceptions and how to address them It is a good idea for the teacher to know what sorts of ideas are and are not age appropriate Some modeling of pedagogy is valuable, but creative teachers are capable of recognizing curriculum potential One of the most valuable resources in education is the pedagogical content knowledge (PCK) of teachersnot just content knowledge, but also how to teach the content It is more important to gain understanding than to be right, which means asking questions is often better than knowing answers

Todays Activities Many great activities are available at: Toys from Trash http://www.arvindguptatoys.com/toys.html Steve Spangler (Experiments) http://www.stevespanglerscience.com/lab/e xperiments

Coin Centrifuge Spin a coin in a balloon. What do you observe? Spin a hex nut in a balloon. What do you observe? How are they alike? How are they different? http://www.arvindguptatoys.com/toys/deatofwell.html

Is it a model? Models are used often in science to explore ideas that are in some way(s) inaccessible to direct explorationtoo big, too small, too fast... Models are often used in science education to explore ideas that are in some ways inaccessible. There are some scientific models (e.g., molecular models) that are worth teaching because of their widespread use in science. Models have a real-world referentthat is, a model is of a real thing. Models are imperfect. All models are like the real thing in some ways, and unlike the real thing in some ways. Some things that we make with students are devices or apparatuses, but not all things we build are models. Some models are so poor that they are more harmful than helpful in conveying meaningful concepts to children.

Questions What forms of energy do you observe? What causes the object in the balloon to slow down? What evidence is there that energy is changing form?

Concepts Forces Friction Gravity Mass Weight Volume Capacity Area Energy Kinetic Energy Potential Energy Transformations Inertia

Newtons Three Laws of Motion 1. Every object in a state of uniform (straight line) motion tends to remain in that state of motion unless an external force is applied to it. This can include the lack of motion. (Intertia) 2. The relationship between an object's mass m, its acceleration a, and the applied force F is F = ma. 3. For every action there is an equal and opposite reaction. Which of these applies to the balloon? (Hint: Theyre Laws.)

Kindergarten Science Think in terms of wholes and parts, but only visible wholes and parts. What was the penny touching? What caused the penny to start moving? What direction did the penny move when the balloon was still? Attention tends to move to the most vivid elementmay need redirection. What did you see? What did you hear? What did you feel as you held the balloon? ABC Activity Before Content Language is introduced after its need is established; as a way to name experience. The penny tends to move down, just like we tend to stay on the ground. This is because of what we call gravity. Gravity is a force that pulls things toward Earths center. The penny slows down as it rolls along the balloon. This is because of what we call friction. Friction is force between any two objects that tends to slow them down or keep them from beginning to move.

Kindergarten Science Often, the observation IS the explanation. What made the penny slow down? It rubbed against the balloon and slowed down. It went round and round until there was nothing to keep it going. It was spinning inside the balloon until it stopped and fell over at the bottom of the balloon. Mathematical reasoning is useful, but qualitative aspects are more accessible. The penny went faster than the nut. The penny kept moving longer than the nut. The nut was louder than the penny.

Friction Surfaces Set up a test so you can put the surfaces in order by the amount of friction between them and the block. Set up a test to see which surfaces are most slick.

What forces and what direction? What forces are acting on the block as it slides down the slope? In what directions are the forces acting? How are those forces like and different from the forces acting on the same block that is sitting on a table?

Friction Surfaces

Misconceptions Students think that if speed is increasing that acceleration is also increasing. Students regard objects at rest as being in a natural state in which no forces are acting on the object. Students who recognized a holding force, differentiated it from pushing or pulling forces. Students think air pressure, gravity, or an intervening object (like a table) is in the way keeps and object stationary. Students think that the downward force of gravity must be greater than an upward force for the book to be stationary. http://www.physicsfirstmo.org/files/Misconceptions.pdf

Misconceptions Students think of actively moving objects as having impetus within them that keeps them moving in the same horizontal direction. Students think that an object that is moving horizontally will fall straight down when it reaches a cliff. Most 15 year olds believe that an object will stop moving even when there is no friction. Students believe: If there is movement, there is a force acting. If there is a force acting, there is movement. All forces acting on a moving object act in the direction of the movement. Constant speed implies constant force.

How to find misconceptions Search online: misconceptions Visit some favorite misconceptions websites: AAAS Science Assessment http://assessment.aaas.org/topics Environmental science http://beyondpenguins.ehe.osu.edu/ Air http://www.chemistryland.com/CHM107/AirWeBreathe/AirMisconceptions.html http://www.chemistryland.com/CHM107/AirWeBreathe/AirMisconceptions.html Weather http://www.csulb.edu/~lhenriqu/NARST2000.htm http://www.csulb.edu/~lhenriqu/NARST2000.htm Mostly physics, but much more http://www.amasci.com/miscon/opphys.html Living versus non-living http://ed-share.educ.msu.edu/PMsum02/almostsmart/AlmostSmart/Research/livmov.htm Ask the children what they think.

Collisions Build the device. When everyone is ready, drop the device from 10 cm. Describe what happens to the objects. Drop the device from different heights. Describe the relationship between http://www.arvindguptatoys.com/toys/twoballs.html

Collisions -- Momentum Momentum = m x v In a collision, momentum transfers from one object to another.

First Law of Thermodynamics The total energy of an isolated system is constant; energy can be transformed from one form to another, but cannot be created or destroyed. (Note: This can be stated in several ways.) But what is energy? Energy is the capacity to do work or cause change. Work = force x distance Change is, wellchange.

Collisions -- Momentum When the only change in energy is the transfer of momentum, then conservation of energy implies: Momentum before = Momentum after Momentum 1 = Momentum 2 m 1 x v 1 = m 2 x v 2 If m 1 is large and m 2 is small, Then v 1 can be small and v 2 will be large. m 1 x v 1 = m 2 x v 2

Collisions in real life Not all the energy transfers as momentum. An object not connected to the colliding object will continue to move due to inertia.

Simulating Forces Collisions, Pushes, and Pulls Force and motion basics https://phet.colorado.edu/en/simulation/forces-and-motion-basics Forces and motion https://phet.colorado.edu/en/simulation/forces-and-motion Ramp forces and motion https://phet.colorado.edu/en/simulation/ramp-forces-and-motion Motion 2D https://phet.colorado.edu/en/simulation/motion-2d Ladybug Motion 2D https://phet.colorado.edu/en/simulation/ladybug-motion-2d Collision Lab https://phet.colorado.edu/en/simulation/collision-lab

Forms of Energy (One list) Mechanical- motion or position of an object. This type of energy can occur as kinetic and potential energy. This includes large scale motion, but also includes sound and flowing matter. Thermal- the measure of energy in the particles of an object or substance. This type of energy can occur as kinetic and potential energy. Depending on the situation, it can be seen as a special type of mechanical energy (kinetic energy of molecules) or radiant energy (i.e. infra-red) Chemical- Holds chemical bonds and compounds together stored as potential energy. Example: chocolate, wood, wax, cells in your body. Electrical Energy- moving electrical charges. Example: electricity, electrical energy from batteries. Electromagnetic- Radiant energy like the light you see everyday or from the sun. Example: microwaves, radiation, UV rays. This includes light, but also heat. Nuclear Energy- Potential energy stored in the nucleus of an atom. Fission is when the atom splits. Fusion is when nuclei join together to produce electricity. Nuclear power plants use fission reactions to produce electricity. Nuclear fusion occurs in the sun and other stars. Adapted from: www.bisd.us/

Changing forms of energy

Students may thinkInstead of thinking Plants breathe by inhaling carbon dioxide and exhaling oxygen. Plants take in air through their leaves. Both carbon dioxide and oxygen are used for different processes. Photosynthesis requires carbon dioxide, while respiration requires oxygen. While plants do release oxygen, it is a by-product of photosynthesis and is not released through breathing. Plants do not breathe. They absorb air through the stomata (pores) in their leaves. Plants obtain their energy directly from the sun. Energy from the sun allows the plant to carry out photosynthesis and produce sugars. Respiration breaks down these products and provides energy for the plant.

Changing forms of energy Students may thinkInstead of thinking Sunlight is helpful but not critical.Sunlight is essential for plant survival. Sunlight helps plants grow by keeping them warm. Chloroplasts in the plant absorb the suns energy for use in photosynthesis. Soil provides a support structure and food for plants. Some plants grow in soil-free environments. Plants take up water and minerals from soil, but not food. Plants need things provided by people (water, nutrients, light) While people often care for plants (especially those indoors), plants as a whole are not dependent on people for their needs. Plants need plant food to eat.Plant food (fertilizer) can provide additional minerals and nutrients for plants. While plants do require these substances for growth, they can fulfill these needs through minerals in the soil and through photosynthesis. Plants do not eat.

Weather Consider ways to describe: Precipitation Temperature Wind speed Wind direction Cloud cover Sunlight conditions

Cloud Cover http://www.globe.org.uk/resources/teaching/cloudmeasure/cloudmeasure.pdf A B C D

Movement of Heat Weather is essentially the movement of heat from one place to another. There are principally three ways heat can move: Conduction Convection Radiation

Radiation, Sunlight and Weather Electromagnetism there is a relationship between electricity and magnetism. Electromagnetic spectrum Solar spectrum

Electromagnetic Spectrum

Effects of sunlight http://www.windows2universe.org/teacher_resources/teach_icealbedo.html

Solar Radiation and Atmosphere The atmosphere of Earth is transparent to visible sunlight; almost all the sunlight in the visible spectrum passes through the air to reach the surface of the ground. Gases in the terrestrial atmosphere, such as oxygen, ozone, or water vapor, absorb most of the infrared, ultraviolet, X-ray, and shorter wavelengths of solar radiation before it reaches us. http://history.nasa.gov/SP-402/p40.htm

Solar Radiation and Atmosphere

Albedo

The temperature of the air close to the ground (where people live) is primarily NOT a result of direct heating by the sun. The radiation that reaches the ground is reflected or absorbed. (consider albedo and heat capacity) Energy from the sun that is absorbed is re-emitted, usually as heat. (consider conservation of energy) The sun heats the ground, and the ground heats the air.

Weather Putting Heat Transfer Together Radiation Sunlight heats the surface Conduction Surface heats air Convection Air rises, carrying heat

Albedo Remote sensing

Climate Change Combination of solar influx, atmospheric chemistry, and albedo.

Weather Putting Heat Transfer Together Air circulation and climate http://www.kevinflint.org/ppt/chap5/Animation s/global_circ_anim.html Global energy balance http://earthguide.ucsd.edu/earthguide/diagrams /energybalance/ Moving heat http://www.informmotion.biz/EarthLabs/Movin g_Heat.html

Why does the weather matter?

Draw a plant

What do plants need? Sunlight Nutrients A secure place Water Air Why?

How do plants needs related to heat transfer? Radiation Conduction Convection And then theres Evaporation

Put a bag on it! http://water.usgs.gov/edu/gallery/watercyclekids/transpiration-bag.html

And then theres Evapotranspiration

How do substances enter and leaveleaves Stoma Stomata

Which leads to states of matter Water Vapor Animation http://www.schooltube.com/video/e9082f0713324fb8bf73/Water%20Vapor-%20Molecules-Animation (Links for other states are here, too) http://biomodel.uah.es/en/water/extra.htm But be careful http://kgortney.pbworks.com/w/page/28715420/Class%20Notes http://www.harcourtschool.com/activity/states_of_matter/ http://www.chem.purdue.edu/gchelp/atoms/states.html

Still, media can be great Evaporation http://www.middleschoolchemistry.com/multimedia/ chapter2/lesson3 Turgor Pressure Catnip https://www.youtube.com/watch?v=1I2im8jj29w Celery https://www.youtube.com/watch?v=xWUVJTrw4ec

The Water Cycle

Earth Systems System Subsystem Boundaries Inputs Outputs Flow Interdependence Differentiation

Earth systemsand living things

Kindergarten Content in NGSS Fundamentals and applications.

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