1

The Nature of Science & Technology

Scientific Thinking

Physical Setting

Living Environment

Mathematical World

Common Themes

Other

1

1.1 Observe, describe, draw & sort

M1.4.6

Arrange and describe objects in space by position and direction: near, far, under, over, up, down, behind, in front of, next to, to the left or right of.

E1.5.2

Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details.

E.1.5.4

Use descriptive words when writing.

E.1.7.5

Use descriptive words when speaking about people, places, things, and events.

2.1 Counting, identifying, measuring w/whole #Ős up to 100

3.1 Recognize & explain water as a liquid or solidÉconservation of matter

4.1 Identify when stories give plants/animals human attributes.

5.1 Place objects in order using #Ős (up to 10)

6.1 Observe/describe that models may be like and not like their real example.

E.1.5.4

Use descriptive words when writing.

E.1.7.5

Use descriptive words when speaking about people, places, things, and events.

 

 

1

The Nature of Science & Technology

Scientific Thinking

Physical Setting

Living Environment

Mathematical World

Common Themes

Other

1

1.2 Investigate, observe to obtain answers to questions.

2.2 Investigate & judge reasonableness of answers w/sums & differences, single-digit

 

 

 

3.2 Investigate water evaporating in a open container vs. a closed container

4.2 Observe/describe differences among a common group of organisms.

E.1.5.4

Use descriptive words when writing.

E.1.7.5

Use descriptive words when speaking about people, places, things, and events.

5.2 Make & use picture graphs to describe observations.

M1.1.10 Represent, compare, and interpret data using pictures and picture graphs.

 

6.2 Observe/describe how things may change in ways and stay the same in others.

E.1.5.4

Use descriptive words when writing.

E.1.7.5

Use descriptive words when speaking about people, places, things, and events.

 

1

1.3 Recognize & demonstrate, observe over time.

2.3 Explain how to solve numerical problems

 

 

 

3.3 Investigate (observe & measure) sun warmth of land, air, and water

 

4.3 Observe/explain that animals eat for food.

H1.1.4  Recognize the existence of internal organs and functions of the body parts working together.  How the body  needs food and water for energy, growth and body health.

5.3 Observe/describe patterns in nature and objects people make.

E.1.5.4

Use descriptive words when writing.

E.1.7.5

Use descriptive words when speaking about people, places, things, and events.

 

 

1

The Nature of Science & Technology

Scientific Thinking

Physical Setting

Living Environment

Mathematical World

Common Themes

Other

1

1.4 Use of tools to investigate & observe

2.4 Measure length (inches, cm, or nonstandard units

3.4 Observe & describe movement

E.1.5.4

Use descriptive words when writing.

E.1.7.5

Use descriptive words when speaking about people, places, things, and events.

H1.4.1  Recognize that family influences our choices of physical activity.

H1.4.2  OneŐs physical and recreational activity choices may be influenced by oneŐs culture. 

4.4 Explain that most living things need water, food, & air.

 

 

 

1

 

2.5 Demonstrate what can be seen w/a magnifier.

3.5 Recognize & demonstrate that objects fall, unless being held up.

 

 

 

 

1

 

2.6 Describe & compare #, shape, texture, size, weight, color, motion

E.1.5.4

Use descriptive words when writing.

E.1.7.5

Use descriptive words when speaking about people, places, things, and events.

 

 

 

 

 

1

The Nature of Science & Technology

Scientific Thinking

Physical Setting

Living Environment

Mathematical World

Common Themes

Other

1

 

2.7 Write brief informational descriptions from observations.

E.1.5.4

Use descriptive words when writing.

E.1.7.5

Use descriptive words when speaking about people, places, things, and events.

 

 

 

 

 

 

2

The Nature of Science & Technology

Scientific Thinking

Physical Setting

Living Environment

Mathematical World

Common Themes

Other

2

1.1 Manipulate an object to obtain info

2.1 Give estimates of numerical answers, then check.

M2.5.1

Measure and estimate length to the nearest inch, foot, yard, centimeter, and meter.

3.1 Observe/describe events w/a repeating pattern in nature

M.2.1.2

Identify the pattern of numbers in each group of ten, from tens through nineties.

E2.5.5

Use descriptive words when writing.

 

 

4.1 Observe/identify helpful external features of plants/animals from different environments

5.1 Recognize & explain that measurements are not always whole numbers

M2.1.8

Recognize fractions as parts of a whole or parts of a group (up to 12 parts).

M.2.1.9

Recognize, name, & compare the unit fractions: ½, 1/3, ¼, 1/5, 1/6, 1/8, 1/10, and 1/12.

6.1 Investigate that most objects are made of parts.

M2.4.3

Investigate and predict the result of putting together and taking apart two-dimensional and three-dimensional shapes.

 

2

1.2 Use tools to gain info

M2.1.11

Collect & record numerical data in systematic ways.

2.2 Make quantitative estimates, then check.

M.2.2.5

Use estimation to decide whether answers are reasonable in addition problems.

M2.5.1

Measure and estimate length to the nearest inch, foot, yard, centimeter, and meter.

3.2 Compare/describe/recognize/chart daily & seasonal weather changes. 

M2.1.12

Represent, compare, and interpret data using tables, tally charts, and bar graphs.

M2.5.8

Estimate temperature. Read a thermometer in Celsius and Fahrenheit.

E.2.2.7

Interpret information from diagrams, charts, and graphs.

4.2 Observe/describe how animals use animals/plants for shelter & nesting.

E2.5.5

Use descriptive words when writing.

5.2 Recognize & explain that it is often useful to estimate.

M.2.2.5

Use estimation to decide whether answers are reasonable in addition problems.

6.2 Observe/explain that models may not be the same size, missing detail, and may not be completely functional.

E2.5.5

Use descriptive words when writing.

 

 

2

The Nature of Science & Technology

Scientific Thinking

Physical Setting

Living Environment

Mathematical World

Common Themes

Other

2

1.3 Describe (written & verbal) & compare w/others

E2.5.5

Use descriptive words when writing.

E.2.5.6

Write for different purposes and to a specific audience or person.

2.3 Estimate/measure w/cups & pints

M2.5.5

Estimate and measure capacity using cups and pints.

3.3 Observe/describe rocksÉsizes, shapes-  tiny to large

E2.5.5

Use descriptive words when writing.

4.3 Observe/explain water, food and/light needs of plants & animals.

E2.5.5

Use descriptive words when writing.

5.3 Observe & describe how changing one thing can cause change in something else, e.g., exercise & heart rate

E2.5.5

Use descriptive words when writing.

H.2.3.4  Explain why sleep and exercise are necessary for proper growth.

H.2.6.3.  Explain that exercise increases heart rate and that it is a good thing for your body.

6.3 Describe that things can change in different ways & small changes may be detected by taking measurements.

E2.5.5

Use descriptive words when writing.

 

 

 

2

1.4 Make new observations after disagreement among initial observations

2.4 Assemble, describe, take apart, &/or reassemble w/or w/o a reference

M.2.4.3

Investigate and predict the result of putting together and taking apart two-dimensional and three-dimensional shapes.

3.4 Observe/describe how animals & plants can cause change in their surroundings.

E2.5.5

Use descriptive words when writing.

4.4 Recognize/explain that living things are almost everywhere- different kinds in different places.

E2.5.5

Use descriptive words when writing.

5.4 Recognize & explain that ideas are more likely to be believed with good reasons for them.

E2.5.5

Use descriptive words when writing.

 

 

2

The Nature of Science & Technology

Scientific Thinking

Physical Setting

Living Environment

Mathematical World

Common Themes

Other

2

1.5 Work in a team & still communicate oneŐs own conclusions

 

2.5 Draw pictures w/brief descriptions of a key feature of an object.

3.5 Investigate freezing, mixing, cutting, heating or wetting Échanging properties vary per material.

4.5 Recognize/explain that natural materials can be recycled & used again in nature.

E2.5.5

Use descriptive words when writing.

H.2.7.2  Name sources of pollution and why it creates an unhealthy environment.

H.2.7.3  Explain the 3 RŐs.  Re-use, reduce and recycle.

5.5 Explain that some events can be predicted w/certainty & some cannot.

H.2.6.3 Predict the outcomes of health behavior.  Sunscreen/sunburn; helmets/head-injuries,

 

 

2

1.6 Use tools-investigate, observe, measure, design, build

 

3.6 Discuss energy as a means to cook & heat homes.

E2.5.5

Use descriptive words when writing.

4.6 Observe/describe different external features of people.

E2.5.5

Use descriptive words when writing.

H.2.4.1  Give examples of different family features, family structures and family roles.

5.6 Explain that one can study a group by observing a few specimens.  (May not tell us everythingÉ)

 

 

2

The Nature of Science & Technology

Scientific Thinking

Physical Setting

Living Environment

Mathematical World

Common Themes

Other

2

1.7 Recognize & describe recycling

E2.5.5

Use descriptive words when writing.

 

3.7 Investigate/observe movement affected by pushing/pulling.

 

4.7 Recognize/discuss that people are more like each other than other animals.

 

 

 

2

 

 

3.8 Demonstrate/observe movement w/magnets.

4.8 Examples of different roles in families & communities.

H.2.4.1  Give examples of different family features, family structures and family roles.

 

 

 

 

 

NATIONAL Research on Science Education...What does the research say?

 

*    The majority of lessons incorporate content that is significant and worthwhile.

*    Teachers seem confident in their ability to teach science and provide accurate content information.

*    Fewer than 1 in 5-science lessons É

-  Are strong in rigor.

-  Include teacher questioning that is likely to enhance student conceptual understanding

-  Provide "sense-making" appropriate for the needs of the student and the purposes of the lesson.

*    A drop in US international standing occurs between the 4th and 8th grade.

*    The best predictor of whether a student will complete a B.S./B.A. is the intensity & quality of that student's secondary school curriculum.

*    Accelerated curricular tracks receive clearer signals about college preparation.

*    Theory:  The brain is constantly searching for meaning and seeking patterns and connections, and adapts in response to external stimuli. 

*    Authentic learning situations increase the brain's ability to make connections and retain new information.

*    Brain-based teaching strategies:  manipulatives, active learning, field trips, guest speakers, & real-life projects (many learning styles and multiple intelligences), interdisciplinary curriculum

 

High-quality lessons share some common features...

*     Provide opportunities for students to grapple with content in meaningful ways.

*     Giving students experience with phenomena, making real-world connections, playing games that focus on important learning goals, and/or using contrived texts to motivate learners are all used effectively.

*     Start where the students are and provide opportunities for students to deepen their understanding.

*     Classroom learning environment that is both respectful and challenging of students.

*     Teachers make sure students are intellectually engaged, monitor student understanding with lesson progression and help students make sense of the concepts being addressed.

 

Low-quality lessons share some common features...

*     Learning environments that are lacking in respect and/or rigor.

*     Questioning that emphasizes getting the right answer and moving on w/o focusing on student understanding.

*     Just starting or ending with no particular motivation, w/o summarizing or other "sense-making."

 

Inquiry strategy that addresses some of the research...

 

1. What is the problem/issue/topic that you want to know about?

2. What do you already know about this topic?

3. Explore/Investigate/Collect Evidence (continuum of guided to open)

*     Labs

*     Activities

*     Demonstrations

*     Textual research

*     Expert/community contact

 4. Conclusion...what do you know now?

 5. What might be next questions?  What would you still like to know?  Unanswered questions?

 

 


INDIANA UNIVERSITY

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Last updated: 05 December 2005

Comments: Jose Bonner, OSO

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