K

The Nature of Science & Technology

Scientific Thinking

Physical Setting

Living Environment

Mathematical World

Common Themes

Other

K

1.1 Raise questions

2.1 Counting, identifying, sorting, describing w/whole numbers

MK.1.1 Match sets of objects one-to-one.

MK.1.2 Compare sets of up to ten objects and identify whether one set is equal to, more than, or less than another.

MK.1.6 Compare sets of objects (up to 10.)

MK. 1.8 Use correctly the words one/many, none/some/all, more/less, and most/least.   MK.3.1 Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group.

 

 

 

3.1 Description of materials

MK.4.3 Identify and use the terms: inside, outside, between, above, and below. 

MK.5.1 Make direct comparisons of the length, capacity, weight, and temperature of objects and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler or holds more.

EK.4.3 Write using pictures, letters, and words.

EK.5.1 Draw pictures and write words for a specific reason.

EK.5.2 Draw pictures and write for specific people or persons.

EK.7.3 Describe people, places, things (including their size, color, and shape), locations, and actions.

 

 

 

4.1 Investigate movement

HK.4.1  Describe how exercise and physical movement are better for you then watching TV after school.

 

5.1 Shapes used to describe.

MK.1.9 Record and organize information using objects and pictures. MK.3.2  Identify, copy, and make simple patterns with numbers and shapes.

 

 

6.1 Similarities & Differences

 

K

The Nature of Science & Technology

Scientific Thinking

Physical Setting

Living Environment

Mathematical World

Common Themes

Other

K

1.2 Demonstrate that everyone can do science.

2.2 Description w/drawing & words

 

4.2 Examples of plants & animals

 

 

 

K

 

 

 

4.3 Observe, describe plants & animals appearance & behavior. Alike? Different?

 

 

 

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 #'s 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 #'s (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  One's physical and recreational activity choices may be influenced by one's 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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

107 S. Indiana Ave., Bloomington, IN 47405-7000

(812) 855-7074

Last updated: 05 December 2005

Comments: Jose Bonner, OSO

Copyright 2005, The Trustees of Indiana University

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