Kindergarten Content in NGSS Fundamentals and applications
Slide 2
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
Slide 3
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
Slide 4
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
Slide 5
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.
Slide 6
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
Slide 7
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
Slide 8
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
Slide 9
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.
Slide 10
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?
Slide 11
Concepts Forces Friction Gravity Mass Weight Volume Capacity
Area Energy Kinetic Energy Potential Energy Transformations
Inertia
Slide 12
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.)
Slide 13
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.
Slide 14
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.
Slide 15
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.
Slide 16
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?
Slide 17
Friction Surfaces
Slide 18
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
Slide 19
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.
Slide 20
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.
Slide 21
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
Slide 22
Collisions -- Momentum Momentum = m x v In a collision,
momentum transfers from one object to another.
Slide 23
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.
Slide 24
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
Slide 25
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.
Slide 26
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
Slide 27
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/
Slide 28
Changing forms of energy
Slide 29
Slide 30
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.
Slide 31
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.
Slide 32
Weather Consider ways to describe: Precipitation Temperature
Wind speed Wind direction Cloud cover Sunlight conditions
Slide 33
Cloud Cover
http://www.globe.org.uk/resources/teaching/cloudmeasure/cloudmeasure.pdf
A B C D
Slide 34
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
Slide 35
Radiation, Sunlight and Weather Electromagnetism there is a
relationship between electricity and magnetism. Electromagnetic
spectrum Solar spectrum
Slide 36
Electromagnetic Spectrum
Slide 37
Slide 38
Effects of sunlight
http://www.windows2universe.org/teacher_resources/teach_icealbedo.html
Slide 39
Slide 40
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
Slide 41
Solar Radiation and Atmosphere
Slide 42
Albedo
Slide 43
Albedo
Slide 44
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.
Slide 45
Weather Putting Heat Transfer Together Radiation Sunlight heats
the surface Conduction Surface heats air Convection Air rises,
carrying heat
Slide 46
Albedo Remote sensing
Slide 47
Climate Change Combination of solar influx, atmospheric
chemistry, and albedo.
Slide 48
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
Slide 49
Why does the weather matter?
Slide 50
Draw a plant
Slide 51
What do plants need? Sunlight Nutrients A secure place Water
Air Why?
Slide 52
How do plants needs related to heat transfer? Radiation
Conduction Convection And then theres Evaporation
Slide 53
Put a bag on it!
http://water.usgs.gov/edu/gallery/watercyclekids/transpiration-bag.html
Slide 54
And then theres Evapotranspiration
Slide 55
How do substances enter and leaveleaves Stoma Stomata
Slide 56
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
Slide 57
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
Slide 58
The Water Cycle
Slide 59
Earth Systems System Subsystem Boundaries Inputs Outputs Flow
Interdependence Differentiation