Unit ‘After reading this unit, you should be abet: Planning for Science |_Develop science concepts with subject area integrations [Explain and use the strategy of webbing in uit planing, Sl _demty and develop science cancepts na lesson and desig lesson plans for teaching scence to chlden © Construct evaluation sategies, Concepts will more likely be retained by childcen if pre sented in a variety of ways and extended over a period of time. For example, aller atrip to the 200, extend the collective experience by having children dictate a story about their tip or have the children build their ovn 200 and demonstrate the eare andl feeding of the animals. The children ean also depict the occupations found atthe zoo, Other activities can focus on following up on pre-vsit dis cussions that directed children to observe specifics at the wo, such as differences in animal noses. Children might enjoy comparing 200 animal noses with those of theit pets by matching pictures of similar noses on a bulletin board. In this way, concepts can continue to be applied and related to past experiences asthe year progresses Additional integrations might include drawing fa- vorite animal noses, ereating plays about animals with specific types of noses, writing about an animal and its 104 os, and creating “smelling activities.” You might even ant to inteoduce reasons an animal has « particular ‘ype of nose. One popular idea Is to purchase plastic animal noses, distribute them to childeen, and play a ‘Mother may I'-like game. Say, “If you have four legs tnd roar, take two steps back, If you have two legs and ‘quack, take three stops forward” Pigare 7-1). Think of haw much more science can be learned i we make connections to other subjects. This requires preparing planned activities and taking advantage of ‘every teachable moment that occurs in your class (0 in troduce children to science Opportunicies abound for teaching sclence in carly childhood. Consider actively involving. children vith art, blocks, dramatic play; woodworking, langua arts, math, and creative movement, Learning centers are one way ta provide excellent integration and provide ‘opportunities for assessment. (Centers are discussed in Unit 39.) The following are ideas meant to encourage your thinking about possible learning centers.—_ es I you have two legs and quack, ake three steps Paintin. Finger palnting helps children learn to perceive with their fingertips and demonstrates he concept of color diflusion as they clean their hands. Shapes cam be recoguizsl by painting with fruit and familiar objects Water center. Concepts such as volume and conservation begin to be grasped when children ‘measure with water and sand, Buoyancy ean be xplored with boats and with sinking and floating objects Blocks. Blocks are an excellent way to introduce children to friction, gravity, and simple machines, Leverage and efficiency can be reinforced with woodworking. Books. Many books Introduce setentiic conc hile telling story. Books with pictures give views of unfamiliar things as well as an ‘opportunity to explore detail and toinfer and discuss. Is Music and rhythmic activities, These let children experience the movement of air against their bodies. Air resistance can also be demonstrated by dancing with a sear, Manipulative center. Children's natural eapacities foringuity can be seen when they observe. ‘group. sort, and order objects during periods of UNIT 7 = Planning forseience 105 play. Children can pair objects, such as animals, ‘and use fundamental sills, such as one-to-one correspondence, Creative play. Dressing, moving, and eating Like an animal will provide children with opportunities for expressing themselves, Drama and poetry are a natural integration with learning about living things, Playground, The playground can provide aan opportunity to predict weather, practice balancing, and experience fiction, Children’s natural curiosity willlead them to many new ideas and explorations, itera. The concrete world of sence integrates especially well with reading and writing. Basic words, object guessing, experience charts, writing stories, and working with tactile sensations all encourage early literacy development, {tisimpoctant to provide children with a variety of ways lo learn science, Even very young children have devel ‘oped definite patterns in the way they learn. Observe a group of children engaged in lee play: Some prefer to ‘work alone quietly: others do well In groups, Personal learning style also extends to a preference for visual or auslitory learning, The teacher in the following scenario oops these individual differences in mind when plan- ning science experiences ‘Ms. Hebert knows that the children in her kinder. arten class exhibit « wide range of learning styles and aviors. For example, Ann wakes up slowly, She hes- itates to jump in and explore, and she prefers to work. ‘alone, On the other hand, Vanessa is social, verbal, anc! ready to go first thing in the morning. As Ms. Hebert plansactivitiestoreinforce the obser vationso flamingos that her class made at the 200, she inchudes experiences ‘that involve both group discussion and individual work. Sonte of the visual, auditory, and small-and large-geoup activities include Namingo number puzzles, drawing ‘and painting flamingos. and acting out how flamingos eat, rest, walk, and honk. inthis way: Ms, Hebert meets the diverse needs of the class and integrates concepts108 SECTION w Con about flamingos into the entire weck (Pigure 7-2), Or anizing science lessons with subject matter correla on in mind ensures lutegration. The following section foullines ways to plan selence lessons and uats To teach effect. teachers must organize what they plan to teach, How they organize depends largely on their teaching situation. Some school districts require that aiestbook seriesor curriculum guide be used when seinnce. Some lave a flly developed program le low, aud others have no established gutdelines Regurless of suite or disteet directives, the strategies AUiseussed in this chupter can be alapted to a varity of teaching sit is know and want te k After assessing what your stud now about @ sclence rople, the frst questions to Development in Mathemates und Selene when organizing for teaching are “What is the appro- priate science content that the children need to know? and "What isthe best way to organize learaing expert ences?” You might have a general topic in mind. such as air. but do not know where to go from there. One technique that might help organize your thoughts is a strategy borrowed from literature. A web depicts a variety of possible concepts and curricular experiences that you might use to develop concepts. By visually depicting your ideas, you will be able co tell at ‘a glance the concepts covered in your unit, As the web nerges, projected activities ean be balanced by sub- ject area (e.g. social studies. movement, art. drama, and math) and by a variety of naturalistic. informal, or structured activ Start your planning by selecting what you want children to know about a topic. For example. the topic air contains many science concepts. Four coneepts ‘about air that are commonly taught to first graders be gin the web depicted in Figure 7-3 and areas follows: 1. Airigallaround us. 2. Air takes up space. 3. Alcan make noise, 4. Aircan be hot or cold Aller selecting the concepts you plan to develop, begin adding appropriate aciviies to achieve yout goal Lonk baek ai Unit 6 and think of some of these strate ies that wil best help you teach about ass Remember that “messing around” time and direct experience are Doth vital for learning. Thedeveloped webin Figure 7—4showsata plance in coneepts and activities that will beinchided in ther AiR CANBE Hot OR coLD AiR 15 ALL |AROUAD US AIR AIR TARES UP SPAc “AIR CAN MAKE NOISE. Bela by mtking web french scence conceptUNIT? Panning rSeence 107 WEE sreeres ano ExeLore Lune ag Books tour capserTyvconcgs 4 sroRy CREATE WEATHER contre reeTi ere “Ano Geary EMPTY BLASS MEASURE eMpeennRE OREAIE enrcearone Ace PheAcnures nae investigare dae : Reaoee AR CAN BE Hor AUR 15 Al OR coiD AROUND us AR AIR TARES oP SPACE (AIRCAN MAKE Na)SE = MAKE BUBBLE + aKa Panneees constRver ‘mneites Minions INSTeUMRaTS © pei ene rer ycars hoe” “Sidi wire tare, scxeare new Bubs Se cae ereave WSTRUNENTS ‘pur We + Exrioee weve © musical -cexrteonae ete. wi snvsteae. "Caneces insreuiiswrs | MiCIIES 4 5 INGrRUWENTS menses.» NR wae ‘Beeclse “soues Pebies sample of webbed uni sy You ay not ant each lf hee ce AGTION VERRS «s but you will have the advantage of Nexdbilty when sour dontdnne Simple Action Words Next turn your attention tohow you willeviluate ——_arrang mate ctildren’s learning. Preschool and primary grid chl- attempt —— iron will be le to verbalize theirtrus understeer lie, wha igo aconcep They simply have not advanced tothe Mt Reale ie oral stages of thinking, Instead, hae students show . “ feir knowledge in ways that con be observed, Have lasify auther organize ‘nem explain, prediet, tell, draw. describe, construct, | collect graph place nd so on (Figure 7-5). These are the verbs thut indi compare identity point ste an action of some kind. For example. as students Compile include report cela toy wy they bare groupe buns tne Compe incioate lees sv certain way. be assured thatthe facts are there and : se are the concepts; one dy. they will come together in CORSE a at a fully developed concept statement, Concept develop. Unt & veaie nent takes ime and cannot be rushed define locate ‘at the webbed unit that you hve developed is a describe map iong-term plan for organizing science experiences around « specie topic. Formal units usually conta Verbs that indicate atin,108 SECTION ‘overall goals and objectives. a series of lessons. and an evaluation plan, Gouls are the broad statements that indicate where you are heading with the tople or out ‘comes you would like to achlewe. state how sou plan to achleve your goals. Practical teaching di- rection is provided by daly lesson plans. An evaluation plan is necessary to assess student learning and your ‘own teaching, There a y of way’ these compo- nents can be organized, but Figure 7-6 outlines the es- sential ingredients. Refer to the “Assessment Sicategles” section of this unit for suggestions on hovr to build on children’s existing knowledge when designing learning experiences, son Plain The les 2 is a necessary component of the unt Ithelps you plan the experlences that will aidin concept development, The following lesson plans idaptable and focuses on developing a science concept, manipulatin materials, and extending and reinforcing the concept wilt additional activities and subject area integratio Refer to Figure 77 and Figure 7-8, the bubble ma- ching, for an example of this lesson plan format Cancept. Concepts are usually the most dificult part of a lesson plan, The temptation is to write an objective ‘or topic tlle. However to really focus your teaching om COMPONENTS IN A UNIT PLAN TOPICICONCEPT What i be topic or concept? Goal Where are you heading? OBFECTIVE How do you plan to achieve your goals? ADVANCED. ‘What do you need to have PREPARATION prepared ta teach this lesson? MATERIALS What will you need? LESSONS ‘What will you wach? EVALUATION Did the students learn what you wanted them to learn? 521-6 Components ie unt planning ‘Concept Development in Mathematics and Science the major concept to be developed, you must find the sclence in what you intend to teach. For example. ask yourself, “What da { want the children to leara about Objective. Then ask, for example, “What do I want the chilkiren fo do in order to help them understand that air (alies up space?” When you have decide! on the bax sic experience, be sure to identiy the process skills that chlldeen will use, fn this way. you will be aware of botlt content and process Define the teaching process in behavioral terms. State what behavior you want the children to exhibit Tis wil make evaluation casier Because you have ated what you expect the children to accomplish. A though many cducatorsstate behavioral objectives with conditions, most teachers find that beginning a state ‘ment with “the child should be able to” followed by an faction verb is an effective way to state objectives. Some ‘examples follow 1 child should be able to describe the parts of ower, ‘The child should be able to construct a diorama of the hhabitat ofa tiger, ‘he child should be able to draw @ picture that shows ferent types of animal noses. Maerials. 1 ebildren are fo manipulate materials ‘you must decide which materials should be organized in ‘advance ofthe lesson. Ask, “What materials will [need to teach this lesson? Adhanced preparation. ‘These ace the tasks that the teaciter needs ta complete prior (o implementing the plan with the children, Teachers should ask them- selves, “What do T need to have prepared to teach this lesson: Procedure. The proceshure section of a lesson plan provides the step-by-step directions for completing the activity with the childzen, When planning the lesson. try the procedure yourself andl ask: "How will this ex- perience be conducted?" You must decide how you will initiate the lesson with ehildren, present the learning ‘experience, and relate the concept to the chlren’s past ‘experiences, Questions that encourage learning shoul be considered and included in the lesson plan It fs recommended that an initiating experience begin the lesson, This experience could be the "messingCONCEPT: “Air takes up space. Bubbles have ait inside of them.” OBJECTIVE: Construct a bubble-making machine by manipulating materials and air to produce bubbles, Observe and describe the bubbles. MATERIALS: Bubble solution of eight tablespoons liguid detergent and one quart water (expensive dete. ‘Bent makes stronger bubbles), straws, four-ounce plastic cups, ADVANCED PREPARATION: | 1. Collect materials. 2. Cut straws into small seetions. | 3. Mix bubble solution PROCEDURE: Initiating Activity: Demonstrate an assembled bub- ble machine. Have children abserve the machine and tell what they think is happening. ‘How to do it: Help children assemble bubble ma chines. Insert straw into the side ofthe eup. Pour the bubble mixture to just below the hole in the side of the cup. Give children five minutes to explore biowing bubbles with the bubble machine. Then ask children to see how many bubbles they can blow. ‘Ask; “What do your bubbles look like? Describe Your bubbles.” Add food coloring for more colorful bubbles “What happens to your bubbles? Do they burst? How can you make them last longer? “What do you think isin the bubbles? How can you tell? What did you blow into the bubble? Can ‘you think of something else that you blow air ito to ‘make larger?” (balloon) | EVALUATION: Were the children able to blow bubbles? 2. Did they experiment with blowing differing amounts of air? 3, Did the children say things like, “Look what happens when | blow real hard?” ‘TENSION: Have students tll a story about the bubble machine as you record it on chart paper: Encourage children to make bubble books with drawings that depict their bubbles, bubble machines, and the exciting time they had blowing bubbles. Encourage the children to write or pretend to write about their pictures. Threes and fours enjoy pretending to write: by five or six, children begin to experiment with inventing their own spellings. Be sure to accept whatever they produce. Have children read theit books to the class. Place them in the library centet for browsing. 3. Make a bubbles bulletin board, Draw a cluster of bubbles and have students add descriptive words about bubbles. 4. Challenge students to invent other bubble machines. (Unit 35 ofthis book contains acti additional concepts of air and bubbles.) Latcia makes buble machine tL jes that teach ‘The bubble machine lesson190 secriOn t around with materials” stage of the learning cycle, a demonstration or diserepant event. or a question, sequence that bridges what you intend to teach with a previous lesson or experience. The idea s that you want to stimulate and Interest the children about what they fare poing to doin the lesson. Extension. To ensure maximum learning of the concept, plan ways to keep the idea going. This can be done by extending the concept and building on sta dents’ interest with additional learning activities, inte grating the concept into other subject areas, preparing learning centers, and so on. You cannot teach a lesson of unit efeetively If you do not plan for assessment. There is no polnt in continuing with another lesson before you know what students ua derstand from the current lesson. Engaging in ongoing assessment of your own teaching and of student prog ess Is essentil to improving teaching and learning, Beur in mind that your major role is to help students build concepts. use process skills. and reject incorrect Ideas. To do this, students should be engaged in mean- lngful experiences and should lave the time and tools rnoeded to learn. Revall that assessment of students! progress and the guidance of students toward self ‘assessment is atthe heart of goo teaching The National Selence Education Stanedads empha sine that the content and form of an assessment task ‘must be congruent with what is supposed {0 be mea- sured, The task of establishing the complexity of the science content while addressing the importance of col- leeting data om all aspects of student science ache ‘ment ean be challenging A variety of assessment formats have been sug- sested that will help to determine whet students under- sand and are able to do with thelr knowledge and how they will apply these learnings, Examples of effective strategies include the use of teacher recorded observations, hich describe what the students are able to do and the areas that need improvement. Interviews or asking ques tons and interacting with the children are effective as- sessinent strategies. Portllos are examples of individ- ual student work that indicate progress, improvement, ‘and accomplishments, and science journal writing eap- ‘Concept Development in athemalies and Seence ‘ures yet another dimension of student understanding. involves assigning fone or more students a fask that will reveal the extent of their thinking skills und level of understanding of sclence concepts. Regardless of the assessment steat egy used. enough information needs to be provided so ‘that both the student and teacher know what needs to bappen for improvement to take place. Additional strat- egies are discussed in Units + and 6 and throughout thertex. Assessment that takes place hefore teaching. is diagnostic in nature and occurs when you assess the children’s experiences and cept. For example, when you ask children where they ikvain comes from, you are assessing what s known about rain and discovering any misconceptions that might exist One clfective strategy for science learning is to build upon children’s existing knowledge and to chil lenge studeats’ preconceptions and misconceptions, Its important to find out what your students already know. or think they know, about a science tupic be fore you begin teaching. A popular method for finding ‘out what students alrealy know is the K-W-L sintegy scribed! by (ile (1986) for literacy and adapted for use in science. in which children are asked what they know, what they want to know, and what they fearned, Most teachers begin by recording the chiklren's br stormed responses to the frst two questions on a large piece of paper that hasbeen divided into three colurnns, each headed by one of the K-W-L, questions. As the responses are recorded. some difference of opinion is bound to occur. Such disagreement is postive and can, provide a speinghoard for student inquiry. At this point potential investigations, projects, ar inauiry tunics can be added to the curriculum plan. Phe scenario on the Following page describes the K-W-L strategy in a pr rmaty classroom As teachers assess student progress during teach: ing, changes in teaching strategles are decided, If one strategy isnot working, try sometbing els. As chilldgen work on projects, you will ind your self interacting with them on an informal basis. Lis ten carefully to children’s comments, and watch them ‘manipulate materials, You cannot help but assess how things are going. You might even want to keep a recor!Ms. Collins is preparing to feaek a unit on pond Iie. She wants to find out what her students al- realy know about hfe in ponds, so she gathers the ass together and asks. “What do you think lives 4 pond” Students are excited to unswter. Rich- ard says that ducks ive in a pond. Ms, Collins asks hhow he knows this, and he tells her be says one at be lake last summer. Ou the large piece of chaet ipet mounted on the board, Ms. Collins writes “ducks” under the heading “What We Know about What Lives in Ponds." Cindy says, “You saw a duck sma lake, but is a pond the same as a lake?” Ms Collins takes the opportunity to write this ques- tion under the heading “What We Want to Know about What Lives In Ponds.” Kate wants to know, Do dicks live in ponds, or da they just swim there sometimes?” Ms. Colfins continaes to write the questions down, as well as other animals that aze suggested. When the process is complete, she asks the students, “How can we find out the ensiers to your questions?” Richard says they should go to ‘pond. Cindy responds that she has a book about ponds that she can bring to schoo! to share. La re minds the class that there is something about ponds on their computer, Kate says maybe they could ‘sk someone who knows about ponds, Ms. Cale lins writes the students’ suggestions: ask someone, ead about Th, use the eomputer, and investigate (Ms, Collins has assessed what her stedents already know. Now she can make further plans for her unit inetnding lessons that wil address the stxlents juestions. 4 your observations or ereatea chart thal reflects arees of concern to you, such asthe attitudes of or the inter actions between students. When observations are writ ten down ia an organized way they are called aneedotel records (Figure 7-9) If you decide to use aneedotal records. be sure to write down dates und names and totell students you are keeping track of things that happen. A review of your records will be valuable when you complete the unit, UNIT7 ® Planning for Science 414 RECORDED OBSERVATIONS Things w record when observing, discus- sing, or keeping anecdotal records Cognitive: How well do the children handle the mate- rials? Do the chikicen cite out-of-schol examples ‘of the science concept? Is the basic concept being studied referred to as the children go about their day Attitude and ski Do the children express like or dislike of the topic? ‘Are there any comments that suggest prej- dice? Do children evidence self-evaluation Are idcas freely expressed in the group? Ae there any specific behaviors thet need to be observed eich time science is Caught? Keeping anecdotal seconds Recording observations ean become a habit and pro- Vides an alditional tool for assessing children’s learning tnd your teaching strategies. Anecilotes ave also invalue able resources for parent conterences. Refer to Units and 6 for an example of assessing prior knowledge wn keuping anecitvsl notes, Responses to «ral questions ext be help In evale wating: while teaching. Facil expressions are espectaly felling. Everyone has observe the Hank look that usu ndicates lack of understanding, This look may be because the question asked was too difficult. $o, ask an easier question or present your question in a diferent manner for inspraves rests One way to assess teach about the netivity in write main ilea questions on the chelkboart, Then. they puta chart next ‘othe questions and label it "What ‘We Found Out.” As the lesson progresses, the chart Is filled in by the class as a way of showing progress and reviewing the lesson of unit isto ask questions son review: Some teachers[Always do the activity first | =10 The golden rule. Another strategy is (o observe children applying the concept, For example, as the Three Billy Goats Gruff (Rounds, 1993) is being reac, Joyce comments, “The Lie billy goat walks just like the goat that we savy at the x00," You know from this statement that Joyce has some idea of how gouts move, (Refer to Units 3 and 4.) Sometimes students have difficulty learning be cause an activity Just doesn’t work. One basic rule when teaching science is: “Always do the activity your self first.” This includes noting questions or possible problems you may encounter. IF you have tromble, then students will to (Figure 7-10). Eva ting the Unit Plar owe well did you design your unit? Reflect and fate your wall plan before you begin teaching the unit ‘and aske yoursalf some questions, such as the following, to help evaluate your work. These questions pull to- gether the major points of this unit 1, Have you related the unit to the ehildren’s prior knowledge and past experiences? 2, Area variety of sclence process skills used in the lesson: 3, Is the science content developmentally ‘appropriate forthe children? How will you ated other subject areas with the ‘ofthe unit? When you use reading and writing activities, do they align with the science content and relate to hhands-on learning? 6. Do youallow for naturalistic, informal, anc directed activities? Have you included a variety ofstrategies toengage students in the active search for knowledge? (Refer to Uni 6.) ‘Concept Development in Mathematis and Scene 8, What opportunities are ineluded for investigation ‘nd prablem solving? 9. Areboth open-ended and narrow questions included? 10. Willthe assessment strategies provide a way to determine ifchildeen can apply what they have learned? 11. What local resources are included in the walt? When publishers design a unit, they usually field test it with a population of teachers. In this case, you fare fiekd-testing the unit as you teack: your students, It is important that you keep noles and records on what worked well and ishat needs to be modified when the lesson is taught again. After teaching the unit you have designed, the National Scfence Faueation Stadards sug~ gest that you take time to reflect on the experience and tse assessment data that you have gathered (0 guide in making judgments about the effectiveness of your teaching. Consider the following categories when mak- ing judgments ubout curricula development appropriateness ofthe science student interest in the content cfectiveness of activities in producing the desined learning outcomes ffetiveness of the selected examples understanding and abilities students must hhave to benefit from the selected activities and examples Some teachers lke to develop resource units. he ve source unit is an extensive collection of activities and suggestions focusing on a single science topic. The at: vantage of eresource unit isthe wide range of appropri- ate strategies available to meet the needs, interests. and abilities ofthe children, As the units taught, additional strategies and integrations are usually udded, For exam ple. Mrs, Jones knows that she is golng to teach a uni ‘on seeds in her kindergarten class, She collects all of the activities and teaching strategies that she can find‘When she ts ready to teach the seed unit she selects the activities that she believes are most appropriate Teachers who design a teaching nit plan to de- velop a science concept, objectives, materials, activities, ‘and evaluation procedures fora speeifle group of chil- ‘ren. This unit ess extensive than a resource wnt and contains exactly what will be taught, a timeline, and the order of activites. Usually, general inidating expert- ences begin the unit and culminating experiences end the unit, The specific teiching unit has value and may toe used again with other classes after appropriate ad nptations have been made, For example, Mr: Wang has nlaned a two-week unit on batteries and bulbs, He has Jecided on activities and planned each lesson period of the two weeks Extending the textbook in a textbook unit is an- other possibilty. The most obvious limitation of this approach is that the school district might change texte books. A textbook unit is designed by outlining the science concepts for the unit and checking the text- book for those alreudy covered in the book or teacher's, rmaaal, Additional learning activities are skled for concepts not include in the text or sometimes to re place those In the text, Inltating activities to spark students’ interest in the tople might be needed, One civamtage of this type of unit Is using the textbook to hetter advantage. For example, after doing animal ac- lUvties. use the text as a resouree to conllrm or extend knowledge. Asking questions can be likened to driving a car with a stick shit. When teaching the whole clas, start in low car with a narrow question that can be answered yes ‘or ng or with & question that has an obvious answer. Ths usually puts students at ease They are happy: they know something. hen, try an open-ended question Unt has many answers, Open-ended questions stmu- late discussion and offer opportunities for thinking. However, if the open-ended question Is usked hefore the class has background information, the ehildren might Just stare at you, duck thelr heads, or exhibit undesir- able behavior. Do not panic: quiccly shift gears and ask ‘narrow question. Then, work your way back to what you want to find oat UNIT7 = Pinnning or Science 113 Teachers who are adept at shifting between nar- row and open-ended questions are probably excellent discussion leaders and have litle wouble with class rom management during these periods Open-ended questions are excellent interest build- ers when used electively For example, consider Ms. Hebert’ initiating activity fora lesson about buoyancy. Ms. Hebert holds a rock over a pan of water and asks @ narrow, yes-or-no question: “Will this rock sink when dropped in water?” Then she asks an open-ended ‘question, “How can we keep the rock from sinking into the water?" The ehildcen answer: "Te string around it Put a spoon under it.” "Grab it." As the discussion progresses, the open-ended ‘question lends the children into discussion about how they can find out if their ideas will work. The teacher provides materials such as plastic containers, clay, and other tems for them to use in designing a device that will float the rock Good! questions excite and motivate children When questions are posed that are open-ended and do rot depend on yes-or-no answers, children will begin to expand their own capacity for problem solving and in uiry learning, Children are more likely to retain science concepts that are integrated with other subject areas. Making con: nicctions between sclence and other aspeets of a child's school day requires that opportunities for learning be well planned and readily available to children. Learning sclenee Ina varity of ways encourages personal learn ing styles and ensures subject integration, The key to effective teaching is organization. (it and lesson planning provides a way to plan what and hhow you want children to learn. A planning web is a Useful technique for depicting ideas, outlining concepts, ‘and integrating content. ‘The three basic types of planning units are re source units, teaching units, and textbook units Teach ers ublize whichever unit best sults thele classroom needs. By asking open-ended and narrow questions, teachers develop science concepts and encourage higher-order thinking sills in thei students,a 114 SECTION T ‘Concept Development in Mathematics and Science Select an appropriate science concept and work im teams f0 constract a planning web of the ‘major concepts that are Important to know. ‘Add the activities that you plan to use to teach these concepts and suggest appropriate asess- ment stratepes. Select lesson from a primary level textbook or Irom a local sclence eutrieulum. Compare the book's presentation of the concept with shat you know about how chiliren learn science Interview a teacher to determine his or her Approach to planning —for example, whether fa textbook sees of curriculum guile is use. hhow flexibility s maintained, and what assess ‘ment techniques are found tolbe most eilective Ask teachers to descelbe bow they plan units ‘and lessons end to compare the sttateyies used during their Best year of teaching with those they tse now, Discuss responses to your ques- tions ine group. Reflect on your past experiences in science dasses. Which were the most exctting units? ‘What is webbing, and how ean ibe apple in designing sence unit? Which process sills ae involved in the bubble machine lesson, cluding extensions? ‘dentify earning cycle components inthe bub- ‘le machine lesson, ‘What strategies could you use to integrate sub ject areas into science? Give an example. st the major components ofa lesson plan for science and describe the importance of each component. Which were the most boring? Do you remet- her what made a wit exciting or dull? Or do you primarily ramember« peciic nce Observe n primary grade science lesson ond write down all of the assessment strategies ted during the lesion. Analyze the strate- fies in terms of what you have leamed abou ‘Can you integrate # cancept in ife science with ceancepis In language arts? After integrating Selence and language arts, add mathematics, Sock studies, art, musi. and drama. Design & question-asking strategy that will help you asses children’s understanding ofthe sense of taste Develop an assessment stra ‘machine lesson in Figuee 7-7. Your assess- iment should include questioning strategies fnd a checklist of behaviors and responses that would gulde your ancedotal record seeping. y lor the bubble dently three strategies for detarmining stu dent progress tn what way will these strategies be used in student assessment? What Js a unit? List thece basie types of units and deseibe how they are used. Explain the diflerence between narrow and fopenvended questions and how each is used ‘What are the strengths and weaknesses ofeach type?BEN (ale, D.4. (1986). KWL: A tenehing mode that develops active reading of expositocy text Me Reading Teicher. 3915), 564-570. Carin, A.A. Bas, Bs & Contant, TL (2005). ‘etn scence as nguly (Le, Upper Saddle her. Nf Prentice all. Forel. (1997), Ponds and technology Sense ant Chile, 3418), 37-29. Harlan, J. & Rivkin, M. (2007) Scinee expences forthe ‘ayo yrs th ed | New York: Memon Jacobson, W... Borgman, A.B, (1990), Seine for laren: book fr terchers. 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