digging into earth sciences in the preschool years volume 3, science domain ©2015 california...

Digging into Earth SciencesDigging into Earth Sciences in the Preschool Yearsin the Preschool Years

Volume 3, Science DomainVolume 3, Science Domain

©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

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OutcomesToday we will:•Interact with earth materials•Read the Earth Sciences strand from the Preschool Learning Foundations (PLF, Vol. 3) •Connect the PLF reading to strategies from the Earth Sciences strand of the Preschool Curriculum Framework (PCF, Vol. 3)•Identify strategies specifically supportive to dual language learners in the earth sciences•Practice utilizing UDL strategies to enhance opportunities to support all children in the earth sciences •Plan an activity to apply all ideas from the day with engaging family strategies

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Of all the paths you take in life, make sure some of them are dirt.

- John Muir

Beautiful Life

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https://youtu.be/wG0QALNLgXw

Natural Environment

Children’s direct contact with the natural environment enhances their connection to nature and constitutes an essential and critical dimension of healthy development (Kellert 2002). PLF, Vol.3, p. 59

©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN).

(05/2015)

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Two California Department of Education Resources

WhatWhatWhatWhat

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HowHowHowHow


Early Learning Development System

Foundations: Science Domain

Foundations: Science Domain

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Framework: Science Domain

Framework: Science Domain


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With teachers’ guidance, children’s

everyday interactions and

direct contact with objects and earth

events can become rich, inquiry

experiences of earth sciences.

PCF, Vol. 3, p. 215


Earth Sciences Scavenger HuntLet’s Dig In

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Scavenger Hunt Debrief

• Earth materials • Natural objects in the sky (e.g., sun, moon,

stars, clouds) and how they appear to move

• Changes in the weather• Changes in the environment• Caring for and respecting the environment

Is your interest peaked by anything?Is your interest peaked by anything?

As a group, stand up if you have As a group, stand up if you have something on your group chart that might something on your group chart that might create an opportunity to “dig into.”create an opportunity to “dig into.”

Is your interest peaked by anything?Is your interest peaked by anything?

As a group, stand up if you have As a group, stand up if you have something on your group chart that might something on your group chart that might create an opportunity to “dig into.”create an opportunity to “dig into.”

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Earth Sciences

• Earth materials • Natural objects in

the sky (e.g., sun, moon, stars, etc.), and how they appear to move

• Changes in the weather

• Changes in the environment

• Caring for and respecting the environment

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Summary Table of Science Foundations11


Match the Key Concepts to the Foundations

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Another View of Foundations and Key ConceptsFoundations Strand: Foundations Strand:

Earth ScienceEarth Science

Foundations Foundations Substrand: Substrand:

Properties and Properties and Characteristics Characteristics

in Earth in Earth MaterialsMaterials

Key Concept: Key Concept: Earth materials Earth materials

Foundations Substrand: Changes in the EarthFoundations Substrand: Changes in the Earth

Key Concept:Key Concept:

Natural Natural objects in the objects in the sky and how sky and how they appear they appear

to moveto move

Key Concept: Key Concept: Changes in Changes in

weatherweather

Key Concept: Key Concept: Changes in Changes in

the the environmentenvironment

Key Concept: Key Concept: Caring for Caring for

and and respecting respecting

the the environment environment

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Physical Environment vs..

Social EnvironmentThe indoor and outdoor environments provide the context for children’s physical and social explorations and construction of scientific concepts.

PCF, Vol. 3, p. 142

The indoor and outdoor environments provide the context for children’s physical and social explorations and construction of scientific concepts.

PCF, Vol. 3, p. 142

The social environment must support exploration and investigation and encourage children to pursue their own questions and develop their ideas.

PCF, Vol. 3, p. 147

The social environment must support exploration and investigation and encourage children to pursue their own questions and develop their ideas.

PCF, Vol. 3, p. 147

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Close your eyes while I tell you a story.

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Dig Deep and Compare

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• Find your Key Concept handout.• Number off at your table (1, 2, 3, 4, 5):

1. Earth Materials (Foundation 1.1)

2. Natural Objects in sky (Foundations 2.1)

3. Changes in Weather (Foundation 2.2)

4. Changes in Environment (Foundation 2.3)

5. Caring for and Respecting Environment (Foundation 2.4)

(Dr. Oznot, CPIN Presentation, 2014)

• Locate and read your assigned foundation in the PLF.

• Answer the questions about your foundation. Be prepared to share with your group.


Overarching principles17

What can you What can you gather about gather about the teachers the teachers role from the role from the

rainbow?rainbow?

Read the Read the overarching overarching principles in principles in the rainbow.the rainbow.



Video to Show Teacher Role:


Foundation 1.1: Earth Materials48

Mo

nth

s48

Mo

nth

s • Investigate characteristics (size, weight, shape, color, texture) of earth materials such as sand, rocks, soil, water, and air. 60

Mo

nth

s60

Mo

nth

s• Demonstrate increased ability to investigate and compare characteristics (size, weight, shape, color, texture) of earth materials such as sand, rocks, soil, water, and air.

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Naturally occurring Naturally occurring materials found on materials found on

earth, including earth, including minerals, rocks, soil, minerals, rocks, soil,

and water. and water.

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Preschool Children Can…[Preschool children can]

observe, explore,

compare,

and ponder about earth materials in

their environment. PCF, Vol. 3, p. 216

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Explore and Experiment

Invite children to explore and experiment

with earth materials. PCF, Vol. 3, p. 219

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Criteria for Sorting23

Encourage Encourage children to children to come up come up with their with their own criteria own criteria for sorting… for sorting… PCF, Vol. 3, p. 218PCF, Vol. 3, p. 218



Sorting ChallengeDirections:

• The person who most recently visited national park goes first.

• This person sorts the materials on the table and identifies the method of sorting.

• Next, the person to the right sorts the materials without repeating any prior sorting method.

• This process repeats (moving to the right) until the group cannot think of any further ways to sort the materials.

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DRDP (2015)25


Sorting Challenge: Part 226

• Look at the right half of the chart.

• During the game, did your group exemplify all the levels of sorting?

• Discuss with your group and come to a consensus.


Questions for Reflection

• What opportunities do you provide to encourage children to collect, explore, compare, and sort earth materials?

• How can you add more opportunities?

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OPTIONAL Sorting Video

• Watch the video and notice:– Sorting behavior– Variation in earth materials

used

• After the video, discuss what you could add to provide opportunities for the “increased ability to observer and compare.”

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Foundation 2.1: Natural Objects in the Sky

48 M

on

ths

48 M

on

ths 2.1 2.1 Observe and Observe and

describe natural describe natural objects in the sky objects in the sky (sun, moon, stars, (sun, moon, stars, clouds) and how they clouds) and how they appear to move and appear to move and change. change.

60 M

on

ths

60 M

on

ths 2.12.1 Demonstrate an Demonstrate an

increased ability to increased ability to observe and describe observe and describe natural objects in the natural objects in the sky and to notice sky and to notice patterns of movement patterns of movement and apparent changes and apparent changes in the sun and the in the sun and the moon. moon.

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• What is the main difference between 48 and 60 months?• What opportunities do you need to provide as a teacher to

support this development?

Extensions …[science]

experiences provide ideal opportunities to expose all children, including English learners, to new words and scientific vocabulary…

PLF, Vol. 3, p. 54

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©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool

Instructional Network (CPIN). (04/2015)


Understanding Cross-Cultural Differences

…all children start with similar mental representations of the earth. PLF, Vol.3, p. 93

Mental representations of the earth held by children who live in different cultures may contain some elements from their particular culture. PLF, Vol. 3, p. 93

Developed Over Developed Over TimeTime

Developed Over Developed Over TimeTime

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Moon Example

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Engage children in observing and describing the sun and the moon and other natural objects in the sky. PCF Vol. 3, p. 222

Invite children to

make predictions PCF Vol. 3, p.

222

Teacher traced shadow of flower at:•10:30 am (beginning outside time)•11:30 am (end of outside time)•12:15 (as children left)

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Use technology to support children’s scientific experiences.PCF, Vol. 3, p. 144

• Use your device to download the Star Chart App (made by NASA).

• Hold your device to the sky. What do you see?

• Take your science journal with you and document your observations.

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(05/2015)


How would you use the Star Chart App with your children?

Preschool children can notice, observe, and describe day/night, weather, and seasonal changes, butare not ready to grasp scientific explanations for such earth phenomena.

Remember

Remember

Remember

Remember

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Foundation 2.2: Changes in the Weather

48 M

on

ths

48 M

on

ths 2.2 2.2 Notice and Notice and

describe changes in describe changes in weather.weather.

60 M

on

ths

60 M

on

ths 2.22.2 Demonstrate an Demonstrate an

increased ability to increased ability to observe, describe, observe, describe, and discuss changes and discuss changes in weather.in weather.

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Weather

•Read this Read this vignette.vignette.

•How does this How does this example differ example differ from the from the “common” “common” weather weather recording at recording at circle?circle?

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Exposing children to “science talk” helps them to establish a pattern of “scientific conversations,” which may assist in developing patterns of “scientific thinking” (Eshach 2006, 14). PLF, Vol. 3, p. 54

Transition to Observation38



Remember to

Remember to: • Connect

home language to English

• Engage the Whole Body in Learning

DLL research papers, Paper 3, p. 107.


Wind Sock

• Provide children with opportunities

to observe, record, and discuss the weather

PCF Vol. 3., p. 222

I wonder how I could I wonder how I could measure the wind?measure the wind?


What idea are you going to let soar?

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Make a Prediction

[Research shows that] preschool children are capable of using their knowledge to make predictions for different natural phenomena. PLF, Vol. 3, p. 84

• At your table group, create a chart to document predictions about the wind.

• Each group member should document their prediction.

• Go outside and test your hypothesis using your tool.

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Foundation 2.3: Changes in the Environment

48 M

on

ths

48 M

on

ths 2.3 2.3 Begin to notice Begin to notice

the effects of weather the effects of weather and seasonal and seasonal changes on their own changes on their own lives and on plants lives and on plants and animals.and animals. 60

Mo

nth

s60

Mo

nth

s 2.32.3 Demonstrate an Demonstrate an increased ability to increased ability to notice and describe notice and describe the effects of weather the effects of weather and seasonal and seasonal changes on their own changes on their own lives and on plants lives and on plants and animals.and animals.

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Explore Earth Materials

Use opportunities to explore earth materials in Use opportunities to explore earth materials in the context of studying living thingsthe context of studying living things… … PCF, Vol.3, p. 219PCF, Vol.3, p. 219

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Consideration Consideration should be made should be made for children with for children with special needs special needs through through assistance by assistance by teachers or peers teachers or peers or adaptation of or adaptation of materials so they materials so they are able to fully are able to fully participate and participate and make make observations. observations. PCF, Vol. 3, p. 218PCF, Vol. 3, p. 218 ©2015 California Department of Education (CDE) with the WestEd Center for Child & Family

Studies, California Preschool Instructional Network (CPIN). (05/2015)


What idea are you going to dig into?

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Foundation 2.4: Caring for the Environment

48 M

on

ths

48 M

on

ths 2.3 2.3 Develop Develop

awareness of the awareness of the importance of caring importance of caring for and respecting the for and respecting the environment, and environment, and participate in participate in activities related to its activities related to its care.care.

60 M

on

ths

60 M

on

ths 2.32.3 Demonstrate and Demonstrate and

increased awareness increased awareness and the ability to and the ability to discuss in simple discuss in simple terms how to care for terms how to care for the environment, and the environment, and participate in participate in activities related to its activities related to its care.care.

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Significance of Environmental Concerns[Preschool children [Preschool children

can] recognize the can] recognize the significance of significance of environmental environmental

concerns such as:concerns such as:•Water pollutionWater pollution

•Air pollutionAir pollution•LitteringLittering

•OvercrowdingOvercrowding•Natural resource Natural resource

managementmanagementPLF, Vol. 3, p. 93PLF, Vol. 3, p. 93

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(05/2015)

Protect the Environment

Engage children in caring for and protecting the environment through everyday routines in the preschool environmentPCF, Vol. 3, p. 226

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©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network

(CPIN). (05/2015)

Collect and use recycled materials. PCF, Vol. 3, p. 226

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What will you try?

• Read this section of the framework (PCF, Vol. 3, p. 225).

• Get out the Daily Routine handout.

• Add two new ideas you read in the framework that you want to try.

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Engaging

Families

The preschool environment,

home, and community are

connected through science.

PCF Vol. 3., p 141


Use Earth Science to Engage Families

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Thank you for examining Earth Thank you for examining Earth Science with us!Science with us!


digging into earth sciences in the preschool years volume 3, science domain ©2015 california...

Documents

child family studies

wested center

preschool yearsvolume

earth sciences strand

earth sciencespractice

earth events

earth materialsread

engaging family strategies