Qnet : Inquiry and Early Science Skills

1. Qnet: Inquiry and Early Science Skills Those interested in connecting regarding PI34, and PDP come sit and visit! November 8, 2012 Amy Carriere cesa10.k12.wi.us/qnet

2. Session Objectives • Practice using the Teaching Cycle • Show examples of 6 Simple Ways to Assess • Practice using tools to help with Goals and Planning • Wisconsin Model Early Learning Standards • Head Start Child Outcomes • Creative Curriculum Child Indicators • Explore indicators of early scientific skills and knowledge for infants and toddlers and Preschoolers • Create opportunities for how infants and toddlers and Preschoolers acquire those concepts embedded within their routines

3. The Teaching Cycle

4. Simple Ways to Assess • Parent Interviews • Self Portraits • Anecdotal Records • Scribbling Drawing Writing Samples • Developmental Checklists • Audio or Video Recordings

5. The Teaching Cycle

6. Take your observations and lets apply them… • Digging deeper into Planning and Curriculum Goals

7. The Teaching Cycle

8. Learning AboutScientific Skills • Problem Solving • Reasoning • Communication • Connections • Representation

9. So this is what it looks like in young children… • raising questions about objects and events around them; • exploring objects, materials, and events by acting upon them and noticing what happens; • making careful observation of objects, organisms, and events using all of their senses; • describing, comparing, sorting, classifying, and ordering in terms of observable characteristics and properties; • using a variety of simple tools to extend their observations; • engaging in simple investigations in which they make predictions, gather and interpret data, recognize simple patterns, and draw conclusions; • recording observations, explanations, and ideas through multiple forms of representation including drawings, simple graphs, writing, and movement; • working collaboratively with others; and sharing and discussing ideas and listening to new perspectives. (Worth & Grollman 2003, 18)

10. Inquiry and science is embedded throughout the child’s day; It cannot stand alone. It must connect to real life experiences.

12. Instructions for Dividing into Groups • Bring your Standards book, Productive Questions Handout, Sid Science Kid “what can grown ups do” handout, grid if you want to take notes • Decide if you are going to focus on Infant/Toddler or Preschool age (if you serve across the board, come in the middle) • Now Divide those groups into four smaller groups (I should now have 8 total groups) • A rep from each group needs to get a marker, MESS science packet for ideas

13. Activity Directions • You will have 15 minutes at your first poster and 10 min at each additional rotation • As a group read what time of day ( two posters for each time of day) you have, • Then list/describe as many ideas/questions to explore as you can for each of the inquiry and science concepts underneath the area. • For each idea listed let us know if it is an idea for I/T (infant/toddler) or P (preschool) or I/T/P (all).

14. Share Out • each person gets three dots to put up on by his/her top three ideas to share, • Top three with the most dots get shared out from each paper. • As you are listening to the share outs, go back to the third step on the teaching cycle…would any of these ideas help the child I focused on reach his/her goal? • Write it down as an action plan

15. Homework for Next Time: • Bring observation of child engaged in inquiry or science learning • Bring Folders, Nametags and Standards books

16. Those taking it for Tier 3 or University Credit • I need to see this month’s homework • Self Assessment • Child Observation for this month • Next month you will need to bring • Child Observation for the month • Action plan for the month

17. University Credit • Registration and payment must be turned in tonight if taking it for University Credit