STEMin’the’Early’Childhood’ Environment · 11/11/2012 ·...

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STEM in the Early Childhood Environment

Cheryl Evere* CCIU

STEMathon 2015

Visual metaphor?? STEM in the preschool environment Who? What? When? Where? Why? How?

Boston Children’s Museum-‐ STEM Sprouts

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It all begins with....

Shellyterrell.com

Key principles 1-‐ Children have the capacity to engage in scienIfic pracIces and develop understanding at a conceptual level. 2-‐ Adults play a central and important role in helping young children learn science. 3-‐ Young children need mulIple and varied opportuniIes to engage in STEM exploraIon and discovery. 4-‐ Young children develop STEM skills and knowledge in both formal and informal seQngs 5-‐ Young children develop STEM skills and knowledge over Ime. 6-‐ Young child develop STEM skills and learning by engaging in experienIal learning.

Adapted from NSTA Posi<on Statement: Early Childhood Science Educa<on

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EffecIve Teaching PracIces

– IntenIonal teaching – Teaching for understanding – Encouraging inquiry – Providing real world contexts

IntenIonal Teaching •  ThoughVul planning to integrate science and math.

•  Remembering that technology is “tools”.

•  InserIng engineering, if it applies.

•  Considering developmental learning trajectories.

•  Being prepared for “teachable moments”.

Teaching for Understanding •  Conceptual in nature •  Builds on previous knowledge •  Solves problems independently •  Vocabulary in context

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Encouraging Inquiry •  Allowing students to generate quesIons

•  AnIcipaIng student quesIons

•  SupporIng experimentaIon

Components of ScienIfic Inquiry •  PredicIng •  Observing •  ExperimenIng •  Comparing •  Measuring •  Inferring •  CommunicaIng

Providing Real World Contexts •  Children learn best when engaged in everyday experiences that are relevant to their lives.

•  DisInguishing “fact” from “ficIon”

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Visual metaphor?? STEM in the preschool environment Who? What? When? Where? Why? How?

Resources Boston Children’s Museum STEM Sprouts-‐ hap://www.bostonchildrensmuseum.org/stem-‐sprouts Center for Early EducaIon in STEM-‐ hap://www.uni.edu/ceestem/ NCTM’s IlluminaIons-‐ hap://illuminaIons.nctm.org/ NSTA Early Years Community/Blog-‐ hap://nstacommuniIes.org/blog/category/earlyyears/ Prekinders-‐ hap://www.prekinders.com/ Start Young! Early Childhood Science AcIviIes-‐ NSTA, 2006

Resources ¡  STEM Resources from PBS PreK-‐5

§ Curious George hap://pbskids.org/curiousgeorge/ § Fetch! With Ruff Ruffman hap://pbskids.org/fetch/ § It’s a Big Big World hap://pbskids.org/bigbigworld/home.html § Sid the Science Kid hap://pbskids.org/sid/ § Dragonfly TV hap://pbskids.org/dragonflytv/ § EekoWorld hap://pbskids.org/eekoworld/ § Kraas’Creatures hap://pbskids.org/kraascreatures/ § Cyberchase hap://pbskids.org/cyberchase/ § ZOOM hap://pbskids.org/zoom § PBS Parents Guide to Early Math (PreK-‐2) hap://pbs.org/parents/earlymath

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Thank you….. Cheryl EvereA Curriculum, Instruc<on and Professional Learning Coordinator Science Consultant Chester County Intermediate Unit 455 Boot Rd Downingtown, PA 19335 [email protected] 484-‐237-‐5336

Activity #1: What is “Work’?

An introduction to work, and forces.

Essential Questions

� What is work? � What is force? � What force is required to move an object

from one place to another? � How can work be done with the least

amount of effort or force?

Vocabulary

� Work �  Force �  Energy �  Tool

Procedure

Give children two containers- one half filled with Cheerios and the other empty. Use a variety of different shapes and sizes of containers. Also provide them with a spoon.

Ask them to move the Cheerios from one container to the other. (Do not give them any direction as to how to do this.)

After allowing children to try this for 5 minutes or so, ask them about the experience- ◦ Was it easy to do? ◦ What made it easy or hard? ◦  Can they think of an easier way to do this task?

Procedure continued

After the discussion, provide the children with a variety of different utensils to repeat the same procedure- scoop, gravy ladle, larger spoon, small cup

After about 5 minutes, ask….. ◦  Was it easier to move the Cheerios with a different tool?

Now to the science-

Ask children: ◦ What tool is “best” for moving the Cheerios? Why?

◦ Does the size and shape of the container make any difference to your answer?

After this discussion, explain that when they

moved the Cheerios from one container to another they were doing “work”. ◦ What part of their body was doing the work? ◦ Did a “tool” make the work easier? ◦ Did they use energy to do the work?

More science

◦  If it was easy to do they did not use much energy or “force” to move the Cheerios. If it was hard to do, they did use a lot of energy or “force” to move the Cheerios. ◦ Can they think of other tools that make “work” easier? REMEMBER: If they make work easier, they did not use as much “force” to get the word done.

◦  (Adapted from: Using Tools to Move Water.NSTA blog, 2009)

References:

Early Years Blog ." Home - NSTA Blogs. N.p., n.d. Web. 12 Nov. 2009. <http://blogs.nsta.org/EarlyYearsBlog/archive/2009/03.aspx>.

Created for Lit2Go on the web at fcit.usf.edu

— � —

Once upon a time there were four little Rabbits, and their names were—

Flopsy, Mopsy, Cotton-tail, and Peter.

They lived with their Mother in a sand-bank, underneath the root of a very big fir-tree.

“Now, my dears,” said old Mrs. Rabbit one morning, “you may go into the fields or down the lane, but don’t go into Mr. McGregor’s garden: your Father had an accident there; he was put in a pie by Mrs. McGregor.”

“Now run along, and don’t get into mis-chief. I am going out.”

Then old Mrs. Rabbit took a basket and her umbrella, and went through the wood to the baker’s. She bought a loaf of brown bread and five currant buns.

Flopsy, Mopsy, and Cotton-tail, who were good lit-tle bunnies, went down the lane to gather blackberries;

But Peter, who was very naughty, ran

straight away to Mr. McGregor’s garden, and squeezed under the gate!

First he ate some lettuces and some French beans; and then he ate some radishes;

And then, feeling rather sick, he went to look for some parsley.

But round the end of a cucumber frame, whom should he meet but Mr. McGregor!

Mr. McGregor was on his hands and knees planting out young cabbages, but he jumped up and ran after Peter, waving a rake and calling out, “Stop thief.”

Peter was most dreadfully frightened; he rushed all over the garden, for he had forgot-ten the way back to the gate.

He lost one of his shoes among the cab-bages, and the other shoe amongst the pota-toes.

After losing them, he ran on four legs and went faster, so that I think he might have got

away altogether if he had not un-fortunately run into a goose-

berry net, and got caught by the large buttons on his jacket. It was a blue jacket with brass but-tons, quite new.

Peter gave himself up for lost, and shed

big tears; but his sobs were overheard by some

The Great Big Treasury of Beatrix Potter

The Tale of Peter Rabbit


— � —

The Tale of Peter Rabbit by Beatrix Potter


— � —

friendly sparrows, who flew to him in great ex-citement, and implored him to exert himself.

Mr. McGregor came up with a sieve, which he intended to pop upon the top of Pe-ter; but Peter wriggled out just in time, leaving his jacket behind him.

And rushed into the toolshed, and jumped into a can. It would have been a beautiful thing to hide in, if it had not had so much water in it.

Mr. McGregor was quite sure that Peter was somewhere in the toolshed, perhaps hid-den underneath a flower- pot. He began to turn them over carefully, looking under each.

Presently Peter sneezed— “Kertyschoo!” Mr. McGregor was after him in no time,

And tried to put his foot upon Peter, who jumped out of a window, upsetting three plants. The window was too small for Mr. Mc-Gregor, and he was tired of running after Pe-ter. He went back to his work.

Peter sat down to rest; he was out of breath and trembling with fright, and he had not the least idea which way to go. Also he was very damp with sitting in that can.

After a time he began to wander about, going lippity—lippity—not very fast, and looking all around.

He found a door in a wall; but it was locked, and there was no room for a fat little rabbit to squeeze underneath.

An old mouse was running in and out over the stone doorstep, carrying peas and beans to her family in the wood. Peter asked her the

way to the gate, but she had such a large pea in her mouth that she could not answer. She only shook her head at him. Peter began to cry.

Then he tried to find his way straight across the garden, but he became more and more puzzled. Presently, he came to a pond where Mr. McGregor filled his water-cans. A white cat was staring at some goldfish; she sat very, very still, but now and then the tip of her tail twitched as if it were alive. Peter thought it best to go away without speaking to her; he has heard about cats from his cousin, little Benjamin Bunny.

He went back towards the toolshed, but suddenly, quite close to him, he heard the noise of a hoe— scr-r-ritch, scratch, scratch, scritch. Peter scuttered underneath the bushes. But presently, as nothing happened, he came out, and climbed upon a wheelbarrow, and peeped over. The first thing he saw was Mr. McGregor hoeing onions. His back was turned towards Peter, and beyond him was the gate!

Peter got down very quietly off the wheel-barrow, and started running as fast as he could go, along a straight walk behind some black-currant bushes.

Mr. McGregor caught sight of him at the corner, but Peter did not care. He slipped un-derneath the gate, and was safe at last in the wood outside the garden.

Mr. McGregor hung up the little jacket and the shoes for a scare-crow to frighten the blackbirds.


— � —

The Tale of Peter Rabbit by Beatrix Potter


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Peter never stopped running or looked be-hind him till he got home to the big fir-tree.

He was so tired that he flopped down upon the nice soft sand on the floor of the rabbit-hole, and shut his eyes. His mother was busy cooking; she wondered what he had done with his clothes. It was the second little jacket and pair of shoes that Peter had lost in a fortnight!

I am sorry to say that Peter was not very well during the evening.

His mother put him to bed, and made some camomile tea; and she gave a dose of it to Peter!

“One table-spoonful to be taken at bed-time.”

But Flopsy, Mopsy, and Cotton-tail had bread and milk and blackberries for supper.

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