Science

1. Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

2. Science “Young children, like scientists, have a sense of wonder and natural curiosity about objects and events in their environment (California Preschool Learning Foundations, Volume 3, p. 48).” Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

3. Science The science foundations include content based on “…children’s existing intuitive knowledge and interests related to science and on concepts children can explore directly in their everyday environment.” (California Preschool Learning Foundations, Volume 3, p. 55) Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

4. Science Physical Sciences foundations explore: • Properties of objects (sound, light and shadow, weight, flexibility) and different materials including solid and nonsolid substances. Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

5. Science Physical Sciences foundations explore: • Changes in objects (taking apart, combining and mixing, solid to liquid). • Movement of objects • Relationship of properties to movement such as pushing heavy versus light objects. Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

6. Science Life Sciences foundations explore: • Properties and characteristics of living things, such as the difference between living and nonliving things, appearances, habitats, behaviors, and changes and growth over time. • A beginning understanding that all living things (humans, plants, animals) have basic needs such as food and water. Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

7. Science Earth Sciences foundations relate to: • Characteristics and properties of earth materials such as rocks, soil, air, and water in children’s immediate environments. • Observing and describing changes in the earth, such as in objects in the sky like the sun, moon, and stars. • Tracking of weather and seasons. Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

8. Science Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

9. Science • Where are there similarities? • Are there differences relating to experiences in urban, rural, coastal, or mountain settings or experiences? • Which responses reflect experiences in formal schooling and which reflect experiences in everyday lives? Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

10. Science • Are values or cultural differences in beliefs about natural events and materials reflected in the responses? What do these responses suggest about working with these domains in early care and education settings? Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

11. Science: Learning Experience 2 http://www.wested.org/facultyinitiative/

12. Science Scientific Inquiry (skills and language related to science) 1.0 Observation and Investigation 2.0 Documentation and Communication Physical Sciences 1.0 Properties and Characteristics of Nonliving Objects and Materials 2.0 Changes in Nonliving Objects and Materials Science: Learning Experience 2 http://www.wested.org/facultyinitiative/

13. Science Life Sciences 1.0 Properties and Characteristics of Living Things 2.0 Changes in Living Things Earth Sciences 1.0 Properties and Characteristics of Earth Materials and Objects 2.0 Changes in the Earth Science: Learning Experience 2 http://www.wested.org/facultyinitiative/

14. Science Children using scientific inquiry • Describe objects and events • Raise questions about objects and events • Use observation and measurement • Compare and contrast objects and events Science: Learning Experience 2 http://www.wested.org/facultyinitiative/

15. Science Children • Make predictions and check them • Make inferences and form generalizations • Record information • Share findings and explanations Science: Learning Experience 2 http://www.wested.org/facultyinitiative/

16. Science Science: Learning Experience 2 http://www.wested.org/facultyinitiative/

17. Science • What most surprised you about this exercise? • What did you enjoy most? What did you learn? • What questions did this exercise raise for you? • How did this experience affect your ideas about science and young children? Science: Learning Experience 2 http://www.wested.org/facultyinitiative/

18. Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

19. Science Scientific Inquiry (skills and language related to science) 1.0 Observation and Investigation 2.0 Documentation and Communication Physical Sciences 1.0 Properties and Characteristics of Nonliving Objects and Materials 2.0 Changes in Nonliving Objects and Materials Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

20. Science Life Sciences 1.0 Properties and Characteristics of Living Things 2.0 Changes in Living Things Earth Sciences 1.0 Properties and Characteristics of Earth Materials and Objects 2.0 Changes in the Earth Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

21. Science Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

22. Science Completing the puzzle: • Assemble the pieces to show the organizational structure of the domain • Identify the 4 strands • Place appropriate substrands and foundations under each strand • Consider whether each foundation describes what children know or can do at around 48 or 60 months of age Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

23. Science • What pattern do you notice between the foundations for the two age groups? • How would you decide if a child has acquired the skills and knowledge for the foundation at the 48-month age level or the 60-month age level? What information about the child would you need? Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

24. Science • What stands out for you? • Which specific foundations were easier to place? Which ones were more challenging? Why? • What are some examples you have seen of these foundations? • Which strand is the least familiar to you? How could you learn more about that strand? Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

25. Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

26. Science Scientific Inquiry (skills and language related to science) 1.0 Observation and Investigation 2.0 Documentation and Communication Physical Sciences 1.0 Properties and Characteristics of Nonliving Objects and Materials 2.0 Changes in Nonliving Objects and Materials Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

27. Science Life Sciences 1.0 Properties and Characteristics of Living Things 2.0 Changes in Living Things Earth Sciences 1.0 Properties and Characteristics of Earth Materials and Objects 2.0 Changes in the Earth Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

28. Science • What is critical information that teachers should know about the science foundations? • What are the key vocabulary terms in this domain that teachers should know? Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

29. Science • What made it easy or difficult to decide which foundation was being portrayed? • What similar challenges might occur when observing children to determine their progress in learning the skills or knowledge described in the foundations? • What might teachers need to know or plan to do to address those challenges? Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

30. Science • What images or words from the role playing are you still thinking about? • Which foundations did you find it easiest to develop an example for? To identify? Which were the most difficult to develop? To identify? Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

31. Science • What additional considerations should teachers be aware of when observing children to see how they may be demonstrating the knowledge and skills described in the science foundations? • What will you take from this learning experience to your work on the science foundations with young children? Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

32. Science “Science is for all students, regardless of age, sex, cultural ethnic background, disabilities, aspirations, or interest and motivation in science.” (National Committee on Science Education Standards and Assessment and National Research Council 1996, 20) Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

33. Science • Children approach scientific inquiry and explanation having various linguistic, social, and cognitive skills. • Cultural background may shape the development of some scientific concepts. • Experiences with the natural world affect children’s understanding of science concepts. Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

34. Science • Many children in California are learning about scientific concepts and skills while acquiring English. • Some children may communicate their science knowledge and skills using nonverbal means of communication. Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

35. Science Principles of Universal Design for Learning • Multiple means of representation • Multiple means of expression • Multiple means of engagement Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

36. Science Principles of Universal Design for Learning • Multiple means of representation • Providing information in a variety of ways so the learning needs of all of the children are met (California Preschool Learning Foundations, Volume 3, pg. xiv). Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

37. Science Principles of Universal Design for Learning • Multiple means of expression • Allowing children to use alternative methods to demonstrate what they know or what they are feeling (California Preschool Learning Foundations, Volume 3, pg. xiv). Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

38. Science Principles of Universal Design for Learning • Multiple means of engagement • Providing choices for activities in the setting or program that facilitate learning by building on children’s interests (California Preschool Learning Foundations, Volume 3, pg. xiv). Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

39. Science Resources: • Adapting Early Childhood Curricula for Children with Special Needs (Eighth edition) by Ruth E., Cook, M. Diane Klein, and Annette Tessier. • Inclusive Early Childhood Education: Development, Resources, and Practice (Sixth edition) by Penny Low Deiner. Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

40. Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

41. Science The preschool learning foundations for the science domain are aligned with: • Science Content Standards for California Public Schools (California Department of Education, 2000). • National Science Education Content Standards (National Committee on Science Education Standards and Assessment and National Research Council 1996). Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

42. Science http://www.cde.ca.gov/be/st/ss/index.asp Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

43. Science http://www.nap.edu/openbook.php?record_id=4962&page=R1 Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

44. Summary: California Kindergarten Science Content Standards Physical Sciences 1. Properties of materials can be observed, measured, and predicted. As a basis for understanding this concept: • Students know objects can be described in terms of the materials they are made of (e.g., clay, cloth, paper) and their physical properties (e.g., color, size, shape, weight, texture, flexibility, attraction to magnets, floating, sinking). Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

45. Summary: California Kindergarten Science Content Standards Physical Sciences (continued) • Students know stories sometimes give plants and animals attributes they do not really have. • Students know how to identify major structures of common plants and animals (e.g. stems, leaves, roots, arms, wings, legs). Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

46. Summary: California Kindergarten Science Content Standards Life Sciences 2. Different types of plants and animals inhabit the earth. As a basis for understanding this concept: • Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects). Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

47. Summary: California Kindergarten Science Content Standards Life Sciences (continued) • Students know stories sometimes give plants and animals attributes they do not really have. • Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs). Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

48. Summary: California Kindergarten Science Content Standards Earth Sciences 3. Earth is composed of land, air, and water. As a basis for understanding this concept: • Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms. Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

49. Summary: California Kindergarten Science Content Standards Earth Sciences (continued) • Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants. • Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved. Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

50. Summary: California Kindergarten Science Content Standards Investigation and Experimentation 4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Science: Learning Experience 5 http://www.wested.org/facultyinitiative/