Promoting Critical Thinking Through Science for young Children

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Promoting Critical Thinking Through Science for young Children. Macomb Association for the Education of Young Children. Jennifer Gottlieb Science Consultant Macomb Intermediate School District jgottlieb@misd.net 586.228.3464. Welcome!. - PowerPoint PPT Presentation

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<p>Thinking Algebraically with your Child</p> <p>Promoting Critical Thinking Through Science for young ChildrenMacomb Association for the Education of Young Children</p> <p>Jennifer GottliebScience ConsultantMacomb Intermediate School Districtjgottlieb@misd.net586.228.3464Welcome!What conversations might you have with a child about these musical instruments?</p> <p>What is science?</p> <p>What is science?</p> <p>Science MythsScience teaching is better left to the science teacher.Science is difficult.Im not a scientist and dont know enough about science to help my kids.I have to know the answers to all of my childs questions.Science is all about facts and not very interesting.Science requires equipment.Science skills should wait for reading skills.What is science?memorizing facts.</p> <p>memorizing formulas.</p> <p>a way of understanding the world.</p> <p>a way to make intelligent decisions.</p> <p>a process.</p> <p>FUN!</p> <p>Science IS.Science isnt simplyK-12 Next Generation Science StandardsScience is best learned the way scientists learn in the context of classroom practices.</p> <p>Crosscutting ConceptsScience and Engineering PracticesDisciplinary Core Ideas</p> <p>K- 12 Science and Engineering PracticesAsking questionsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanationsEngaging in argument from evidenceObtaining, evaluating, and communicating information</p> <p>What about early childhood?</p> <p>I am among those who think that science has great beauty. A scientist in his laboratory is not only a technician: he is also a child placed before natural phenomena which impress him like a fairy tale.</p> <p>Marie Curie (1867 1934)Tony Wagner</p> <p>they had opportunities to explore, experiment, and discover through trial and error to take risks and fall down.p 30Young Children and ScienceBuild on the sense of wonder present in all childrenLearn about science through playScience processes are more important than science factsScience is everywhere!</p> <p>Science Processes for Young ChildrenAsking questionsDeveloping and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanationsEngaging in argument from evidenceObtaining, evaluating, and communicating information</p> <p>Observing</p> <p>Communicating</p> <p>Comparing</p> <p>Organizing or ClassifyingK - 12Incorporate these science processes into your daily routines</p> <p>Observing: Seeing, hearing, feeling, tasting, and smelling</p> <p>Communicating: oral, written, and pictorial</p> <p>Comparing: Sensory comparisons and linear, weight, capacity, and quantity comparisons</p> <p>Organizing or Classifying: grouping, sequencing, and data gathering</p> <p>Questioning in ScienceGenuine QuestionsQuestions that Encourage Science Process Skills</p> <p>Genuine QuestionsListen to childrenFollow childrens leadsGive children time to answer</p> <p>Examples:How does that smell to you?How can we find out?I wonder what that (critter) might like to eat?Questions that Encourage Science Process SkillsLess open-ended but still many correct answersEncourage exploration, experimentation, and communication not a quiz to find out if they know the correct answer</p> <p>Examples:See if you can find other materials in the room that your magnets will attract?Are any of these rocks shinier than yours?What will children wonder about?Arts and Crafts</p> <p>and what genuine questions might arise from these wonderings?During arts &amp; craftsI dont know. What can we do to find out? Organizing</p> <p>Wow! Look at that! Observing</p> <p>Does this remind you of something youve seen before? Comparing</p> <p>During arts &amp; craftsWhat does this clay look like? Feel like? Smell like? Observing</p> <p>How would you describe the different types of clay? Communicating</p> <p>Which one do we have more of? Comparing</p> <p>During arts &amp; craftsHow are these two beads alike? How are they different? Comparing</p> <p>What patterns can you make? Organizing</p> <p>If you had to sort these materials into two categories, what might those categories be? Classifying</p> <p>During arts &amp; craftsCan you draw/paint a picture of this butterfly? Communicating</p> <p>What happened when you painted red on top of yellow? What will happen if you add more yellow? Communicating/Organizing</p> <p>Can you draw a picture that shows how the snail eats? Communicating</p> <p>What will children wonder about?Manipulatives</p> <p>and what genuine questions might arise from these wonderings?While playing with manipulativesWhich of these things belong together? Organizing</p> <p>Lets put all the things that go together in one group! Organizing</p> <p>What can we call that group? Organizing</p> <p>While playing with manipulativesHow many blocks high is that teddy bear? Comparing</p> <p>What would you need to do to find out how many small blocks can be balanced on this large block? Organizing</p> <p>What color patterns do you notice in this tower? What color block will come next? Organizing</p> <p>While playing with manipulativesCan you use shapes to make other shapes? Organizing</p> <p>What patterns can you make with these shapes? Organizing</p> <p>If you had to sort these into 2 categories, what might those categories be? Classifying</p> <p>While playing with manipulativesWhat could you do to make that marble roll farther? Comparing</p> <p>What would happen if? Comparing</p> <p>What will children wonder about?Large Motor Play</p> <p>and what genuine questions might arise from these wonderings?During large motor playDoes that (odor/sound /texture) remind you of anything else? Comparing</p> <p>What do you think those (things) might be? Organizing</p> <p>What can you find out with the hand lens? Observing</p> <p>What makes you think so? Organizing</p> <p>During large motor playHow many different sounds can you hear while we are on the playground? Observing</p> <p>How is running on the grass the same as running on the pavement? How is it different? Comparing</p> <p>During large motor playWhich one of these objects do you think will fall faster? How could we find out? Comparing</p> <p>What kind of chart might we use to keep track of the way things fall? Communicating</p> <p>During large motor playListen carefully to the music. How might you clap your hands to match the rhythm? Organizing</p> <p>How might you use your body to match the rhythm? Organizing</p> <p>During large motor playWhat would we need to do to find out if running faster makes your pulse rate faster? Organizing</p> <p>What will children wonder about?Sensory Table</p> <p>and what genuine questions might arise from these wonderings?At the sensory tableDoes this remind you of something youve seen before? Comparing</p> <p>Tell me more Communicating</p> <p>Well, what do you think it is? Organizing</p> <p>At the sensory tableCan you build a house? A river? Communicating</p> <p>Do you need dry sand or wet sand to make a pie? Comparing</p> <p>What is the same about water and sand? What is different? Comparing</p> <p>At the sensory tableWhat do we need to do to find out what things float and what things sink? Organizing</p> <p>See if you can find other things in the room that float or sink. Organizing </p> <p>At the sensory tableHow many scoops of water/sand does it take to fill this container? Observing</p> <p>Will this container take more scoops or fewer scoops? Comparing</p> <p>What kind of picture could we make to show how many scoops of water it takes to fill this container? Communicating</p> <p>Lets do some science!As you consider the rocks on your table.What will children wonder about?</p> <p>What are some genuine questions you might ask a child that will lead to a conversation?</p> <p>What are some questions that will encourage a child to engage in science processes?</p> <p>Make a ramp from a cardboard tubeWhat will children wonder about?</p> <p>What are some genuine questions you might ask a child that will lead to a conversation?</p> <p>What are some questions that will encourage a child to engage in science processes?What might you do? At your tablesChoose an activity that children do in your classroom.What will children wonder about?What are some genuine questions you might ask a child that will lead to a conversation?What are some questions that will encourage a child to engage in science processes?Share with your group.</p> <p>Remember..memorizing facts.memorizing formulas.performing intense science experiments and preparing science fair displays.having the right answers.asking the right questions to encourage genuine conversations and science processes.engaging in daily play to find out about the world.demonstrating that SCIENCE is connected to everything!Its NOT simplyIt IS aboutScience is a way of thinking much more than it is a body of knowledge.</p> <p>Carl SaganObservingWhat do you hear? See?CommunicatingHow might you write out a song that you like so that a friend could play it?Observing/ComparingHow would you describe the different sounds?CommunicatingHow might you keep track of what happens?</p> <p>ComparingWhich key is the longest? The shortest?OrganizingWhich sounds are higher? Which sounds are lower?What is a scientist after all? It is a curious man looking through a keyhole, the keyhole of nature, trying to know whats going on.</p> <p>Jacques Yves CousteauIf a child is to keep alive his inborn sense of wonderhe needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in.</p> <p>Rachel CarsonResources: NSTA Press</p> <p>ReferencesRitz, William. A Head Start on Science: Encouraging a Sense of Wonder. NSTA Press. 2007.</p> <p>Wagner, Tony. Creating Innovators: The Making of Young People Who Will Change the World. Scribner. 2012.</p> <p>Next Generation Science Standards http://www.nextgenscience.org/next-generation-science-standards</p> <p>51</p>

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