Science for Young Learners

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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8

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/


� 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.



� 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.


Examination of Standards and Practices

12

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

14

A CLOSER LOOK AT

INCLUSION

Creating spaces where all children explore, engage, and learn

15

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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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)


taught/learned


taught/learned &how

learning is

demonstrated


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



Input

Difficulty, amount,

modality, format,

materials

Output

Difficulty, amount,

modality, format,

materials



taught/learned


taught/learned &how

learning is

demonstrated


when, &/or with

whom it is

taught/learned


Where

Adapt the locationWhen

Adapt the scheduleWho

Adapt groupings,

staffing



taught/learned


taught/learned &how

learning is

demonstrated


when, &/or with

whom it is

taught/learned


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/

Science for Young Learners

Documents

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