Rise and Thrive with Science Teaching PK-5 Science and Engineering (2023) / Chapter Skim
Currently Skimming:
1 Moving to "I Can Teach Like This"
1 Moving to "I Can Teach Like This"
Pages 1-28
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This new approach weaves together all three dimensions of learning as laid out in the National Academies' 2012 Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas1 -- scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. When engaging in three-dimensional learning, students: • Use practices (dimension 1)
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She understands the value of science instruction in which students conduct their own investigations. But last year, her students weren't as motivated about their science activities as she would have liked, and she wasn't sure they really understood the disciplinary core ideas and crosscutting concepts she was teaching.
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This year, Ms. Ochoa is using some lessons from science instructional materials suggested by a colleague that are aligned to the NGSS and compatible with threedimensional learning.
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stand how waves move and how this affects floating objects. To pique students' interest in these ideas, the Jorge: I just had a theory that the truck went into lesson centers on the question, "Why do some things like a boat, like one of those boats that bring in wash up on the beach and others don't?
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On another day, the students take the next Figure 1–1. Teacher's rendering of the class's final consensus model step by adding floating objects to the wave bin to represent the chips.
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Because stu dents arrive at their findings by investigating, gathering evidence, and revising their understanding, the disciplinary core ideas and crosscutting concepts that they learn are more likely to stick with them. • Children investigate a meaningful phenomenon.
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The teacher also listens intently for science ideas in the everyday vocabulary of students. As students investigate, the teacher monitors their progress, carefully checking for understanding and providing consistent, clear feedback, as Ms.
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What kinds of instruction make three-dimensional learning happen? Research synthesized in the National Academies' Science and Engineering in Preschool through Elementary Grades: The Brilliance of Children and the Strengths of Educators report has identified certain key features of instruction that help preschool and elementary teachers engage children in three-dimensional learning.
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Implementing instruction for three-dimensional learning is an ongoing, long-term process. Moreover, there are many different ways to teach that are aligned to the Framework for K–12 Science Education and centered on investigation and design.
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In the unit, students investigate how soapbox derby cars move in different ways without engines. They also take on an engineering design challenge by build ing small model boxcars out of cardstock and determining how to make their cars move farther, move faster, and turn around an obstacle.
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To connect to the boxcar derby investigations, students develop phenomenon in Lesson 3, students are engineering design plans for how to introduced to models in engineering. make their boxcars move fast and far They build and explore a model boxcar.
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participating in a soapbox derby try to make their boxcars move fast and talk about their experiences. Sierra: I wonder where the steering wheel is The students in Ms.
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She then continues this same lesson by asking children to work with a partner and brainstorm ideas for making model boxcars move fast, far, and around an obstacle. The children record their ideas through writing and drawing, while Ms.
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Destiny: But then a bigger ramp (positions after children move boxcars on ramps and predict her finger on a box on her sheet representing how far they will go with high or low ramps, they the top of the ramp) would make it go bigger write or draw their observations and ideas, work- (moves her finger like a pretend car to show the ing independently or with partners.
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They lary carefully and purposefully. She encourages consider such questions as what worked well about and supports students in using key vocabulary their designs, what didn't work, what evidence from read-alouds as they investigate and construct supports their conclusions, and what they could explanations.
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The things students noticed and wondered about after seeing the video of moving boxcars set the stage for the questions to be explored. The initial ques tions about how to make a boxcar move fast, move far, and turn were open-ended, rather than presuming a "right" answer.
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• Language arts and literacy can be integrated smoothly into science and engi neering education. This case shows how science and engineering instruction can be designed to incorporate many opportunities to help early elementary children develop literacy.
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Many arguments for elevating science education in elementary school focus on pre paring children for the future. For decades, scientists, educators, political leaders, and others have emphasized that it's critical to start science instruction in the elementary grades to prepare students to take more challenging courses later and eventually to find good STEM-related jobs.
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Equity and justice Instruction anchored in investigation and design can advance equity and justice for all students. This type of instruction starts from the premise that all children, especially those from historically marginalized groups, can engage in scientific and engineering practices when they are supported and can learn and use core ideas and crosscutting concepts from these disciplines.
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In Chapter 2 and subse quent chapters of this guide, you'll find further discussion of ways to embed equity and address issues of justice throughout your science and engineering instruction. This can range from enhancing children's opportunities and access in science and engineering to increasing representation and identity in science and engineering, and from expanding "what counts" as science and engineering to seeing science and engineering as a part of justice movements in your community.12 How can I move toward teaching for three-dimensional learning?
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Rely on your strengths Preschool and elementary teachers typically teach multiple subjects and may not have a specific background or expertise in science and engineering. As a result, you may feel somewhat overwhelmed by the vision of learning described in this chapter.
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After three years of professional development and support from the detailed curriculum and from other teachers and leaders, Hamerstrom was implementing phenomenon-based instruc tion with growing competence and confidence. She offers this advice to other new 13 Group interview, Jan.
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The examples and advice in this guide can provide a starting point. Teachers, researchers, and professional development providers offer these suggestions for easing into new approaches to instruction that integrate knowledge and practices of science and engineering: • Use the structure and supports that come with your curriculum if it's aligned to the three dimensions in the National Academies' Framework for K–12 Science Education.
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Teachers need time to learn a new approach and "play with it in their classrooms," she explained.18 Adapt and differentiate Within the broad elements of instruction anchored in investigation and design, not everyone will teach the same way. Even the best-designed approaches need to be adapted to your own context and your own students.
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Support can come from a variety of formal and informal sources -- your teaching colleagues, your school or district instructional coaches and leaders, professional development providers, curriculum providers, local colleges and universities, and virtual communities, as well as science museums and other informal science learning environments. The epilogue to this guide talks about how educators can help each other move down the path toward three-dimensional instruction and get over the bumps.
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One big systemic challenge in preschools and elementary schools is finding time to teach science and engineering well. In self-contained classrooms, just a small slice of the K–5 school day -- about 20 minutes daily, on average -- is typically devoted to science instruction.19 You want your students to pursue investigations and engineer ing design challenges, but you need a larger chunk of time.
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Not every lesson will be a triumph, but that's part of the process of teaching. Fifth-grade teacher Delia Harewood summed it up in this way: There has been so much trial and error with how to adapt to the instruction.
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