Kindergarten Content in NGSS
Fundamentals and applications
Pedagogy and Andragogy
Andragogy as a study of adult learning originated in Europe in
1950's and was then pioneered as a theory and model of adult
learning from the 1970's by Malcolm Knowles an American
practitioner and theorist of adult education, who defined
andragogy as "the art and science of helping adults learn"
(Zmeyov 1998; Fidishun 2000).
What do you mean by 'adult learning principles'?
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Adults are internally motivated and self-directed
Adults bring life experiences and knowledge to learning experiences
Adults are goal oriented
Adults are relevancy oriented
Adults are practical
Adult learners like to be respected
http://www.qotfc.edu.au/resource/?page=65375
Discussion
In what ways are the practices that
are appropriate for andragogy and
pedagogy alike and different?
Adult learning principles
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Adults are internally motivated and self-directed
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Adults bring life experiences and knowledge to learning experiences
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Adults are goal oriented
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Adults are relevancy oriented
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Adults are practical
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Adult learners like to be respected
Pedagogy
Effective pedagogy
◦ equips learners for life in its broadest sense.
◦ engages with valued forms of knowledge.
◦ recognizes the importance of prior experience and
learning.
◦ requires learning to be scaffolded.
◦ needs assessment to be congruent with learning.
◦ promotes the active engagement of the learner.
◦ fosters both individual and social processes and outcomes.
◦ recognizes the significance of informal learning.
◦ depends on the learning of all those who support the
learning of others.
http://www.tlrp.org/themes/themes/tenprinciples.html
What It Means to Learn Science
The NRC report Taking Science to School concluded that proficiency in science is
multifaceted and therefore requires a range of experiences to support students’
learning. That report defined the following four strands of proficiency, which it
maintained are interwoven in successful science learning:
1.
Knowing, using, and interpreting scientific explanations of the natural world.
2.
Generating and evaluating scientific evidence and explanations.
3.
Understanding the nature and development of scientific knowledge.
4.
Participating productively in scientific practices and discourse.
Framework, p. 251.
Some Assumptions for Today

Adults can learn content through direct instruction—even lecture
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Content knowledge is important—a teacher does not have to know all the science in the
world, but needs to know the science being taught
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It is a good idea for the teacher to know more content than will be shared in the lesson
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It is a good idea for the teacher to know some likely misconceptions and how to address
them
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It is a good idea for the teacher to know what sorts of ideas are and are not age
appropriate
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Some modeling of pedagogy is valuable, but creative teachers are capable of recognizing
“curriculum potential”

One of the most valuable resources in education is the pedagogical content knowledge
(PCK) of teachers—not just content knowledge, but also how to teach the content
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It is more important to gain understanding than to be right, which means asking questions
is often better than knowing answers
Today’s Activities
Many great activities are available at:
Toys from Trash
http://www.arvindguptatoys.com/toys.html
Steve Spangler (Experiments)
http://www.stevespanglerscience.com/lab/e
xperiments
Coin Centrifuge
Spin a coin in a balloon.
What do you observe?
Spin a hex nut in a balloon.
What do you observe?
How are they alike?
How are they different?
http://www.arvindguptatoys.com/toys/deatofwell.html
Is it a “model”?
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Models are used often in science to explore ideas that are in some way(s) inaccessible to
direct exploration—too big, too small, too fast...
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Models are often used in science education to explore ideas that are in some ways
inaccessible.
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There are some scientific models (e.g., molecular models) that are worth teaching
because of their widespread use in science.
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Models have a real-world referent—that is, a model is “of a real thing”.
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Models are imperfect. All models are like the real thing in some ways, and unlike the real
thing in some ways.
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Some things that we make with students are “devices” or “apparatuses”, but not all things
we build are models.
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Some models are so poor that they are more harmful than helpful in conveying meaningful
concepts to children.
Questions
What forms of energy do you observe?
 What causes the object in the balloon to
slow down?
 What evidence is there that energy is
changing form?
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Concepts
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Forces
Friction
Gravity
Mass
Weight
Volume
Capacity
Area
Energy
◦ Kinetic Energy
◦ Potential Energy
◦ Transformations
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Inertia
Newton’s Three Laws of Motion
1.
Every object in a state of uniform (straight line) motion tends
to remain in that state of motion unless an external force is
applied to it. This can include the lack of motion. (Intertia)
2.
The relationship between an object's mass m, its acceleration
a, and the applied force F is
F = ma.
3.
For every action there is an equal and opposite reaction.
Which of these applies to the balloon? (Hint: They’re Laws.)
Kindergarten Science
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Think in terms of wholes and parts, but only visible wholes and parts.
What was the penny touching?
What caused the penny to start moving?
What direction did the penny move when the balloon was still?
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Attention tends to move to the most vivid element—may need redirection.
What did you see?
What did you hear?
What did you feel as you held the balloon?
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ABC – Activity Before Content – Language is introduced after its need is established; as a
way to name experience.
The penny tends to move down, just like we tend to stay on the ground. This is
because of what we call gravity. Gravity is a force that pulls things toward Earth’s
center.
The penny slows down as it rolls along the balloon. This is because of what we call
friction. Friction is force between any two objects that tends to slow them down or
keep them from beginning to move.
Kindergarten Science
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Often, the observation IS the explanation.
What made the penny slow down?
“It rubbed against the balloon and slowed down.”
“It went round and round until there was nothing to
keep it going.”
“It was spinning inside the balloon until it stopped and
fell over at the bottom of the balloon.”
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Mathematical reasoning is useful, but qualitative aspects are
more accessible.
The penny went faster than the nut.
The penny kept moving longer than the nut.
The nut was louder than the penny.
Friction Surfaces
Set up a test so you can put the surfaces
in order by the amount of friction
between them and the block.
 Set up a test to see which surfaces are
most slick.
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What forces and what direction?
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What forces are acting on the block as it slides down the
slope?
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In what directions are the forces acting?
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How are those forces like and different from the forces
acting on the same block that is sitting on a table?
Friction Surfaces
Misconceptions
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Students think that if speed is increasing that acceleration is
also increasing.
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Students regard objects at rest as being in a natural state in
which no forces are acting on the object.
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Students who recognized a holding force, differentiated it
from pushing or pulling forces.
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Students think air pressure, gravity, or an intervening object
(like a table) is in the way keeps and object stationary.
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Students think that the downward force of gravity must be
greater than an upward force for the book to be stationary.
http://www.physicsfirstmo.org/files/Misconceptions.pdf
Misconceptions
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Students think of actively moving objects as having impetus within
them that keeps them moving in the same horizontal direction.
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Students think that an object that is moving horizontally will fall
straight down when it reaches a cliff.
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Most 15 year olds believe that an object will stop moving even
when there is no friction.
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Students believe:
◦ If there is movement, there is a force acting.
◦ If there is a force acting, there is movement.
◦ All forces acting on a moving object act in the direction of the
movement.
◦ Constant speed implies constant force.
How to find misconceptions
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Search online: “
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Visit some favorite misconceptions websites:
misconceptions”
AAAS Science Assessment
http://assessment.aaas.org/topics
Environmental science
http://beyondpenguins.ehe.osu.edu/
Air
http://www.chemistryland.com/CHM107/AirWeBreathe/AirMisconceptions.html
Weather
http://www.csulb.edu/~lhenriqu/NARST2000.htm
Mostly physics, but much more
http://www.amasci.com/miscon/opphys.html
Living versus non-living
http://ed-share.educ.msu.edu/PMsum02/almostsmart/AlmostSmart/Research/livmov.htm
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Ask the children what they think.
Collisions
Build the device.
When everyone is ready, drop
the device from 10 cm.
Describe what happens to the
objects.
Drop the device from different
heights.
Describe the relationship
between
http://www.arvindguptatoys.com/toys/twoballs.html
Collisions -- Momentum
Momentum = m x v
In a collision, momentum transfers from
one object to another.
First Law of Thermodynamics
The total energy of an isolated system is constant; energy can
be transformed from one form to another, but cannot be
created or destroyed.
(Note: This can be stated in several ways.)
But what is “energy”?
Energy is the capacity to
do work or cause change.
Work = force x distance
Change is, well…change.
Collisions -- Momentum
When the only change in energy is the transfer of momentum, then
conservation of energy implies:
Momentum before = Momentum after
Momentum1 = Momentum2
m1 x v 1 = m2 x v 2
If
m
1
is large and m2 is small,
Then v1 can be small and
m xv =m xv
1
1
2
2
v
2
will be large.
Collisions – in real life
Not all the
energy transfers
as momentum.
An object not
connected to the
colliding object
will continue to
move due to
inertia.
Simulating Forces –
Collisions, Pushes, and Pulls
Force and motion basics
https://phet.colorado.edu/en/simulation/forces-and-motion-basics
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Forces and motion
https://phet.colorado.edu/en/simulation/forces-and-motion
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Ramp forces and motion
https://phet.colorado.edu/en/simulation/ramp-forces-and-motion
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Motion 2D
https://phet.colorado.edu/en/simulation/motion-2d
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Ladybug Motion 2D
https://phet.colorado.edu/en/simulation/ladybug-motion-2d
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Collision Lab
https://phet.colorado.edu/en/simulation/collision-lab
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Forms of Energy (One list)
Mechanical- motion or position
of an object. This type of energy
can occur as kinetic and potential
energy. This includes large scale
motion, but also includes sound and
flowing matter.
Thermal- the measure of energy
in the particles of an object or
substance. This type of energy can
occur as kinetic and potential
energy. Depending on the situation,
it can be seen as a special type of
mechanical energy (kinetic energy
of molecules) or radiant energy (i.e.
infra-red)
Chemical- Holds chemical bonds
and compounds together stored as
potential energy. Example:
chocolate, wood, wax, cells in your
body.
Electrical Energy- moving
electrical charges. Example:
electricity, electrical energy from
batteries.
Electromagnetic- Radiant energy
like the light you see everyday or
from the sun. Example: microwaves,
radiation, UV rays. This includes light,
but also heat.
Nuclear Energy- Potential energy
stored in the nucleus of an atom.
Fission is when the atom splits.
Fusion is when nuclei join together
to produce electricity. Nuclear
power plants use fission reactions to
produce electricity. Nuclear fusion
occurs in the sun and other stars.
Adapted from: www.bisd.us/
Changing forms of energy…
Changing forms of energy…
Changing forms of energy…
Students may think…
Instead of thinking…
Plants breathe by inhaling carbon
dioxide and exhaling oxygen.
Plants take in air through their leaves.
Both carbon dioxide and oxygen are
used for different processes.
Photosynthesis requires carbon
dioxide, while respiration requires
oxygen. While plants do release oxygen,
it is a by-product of photosynthesis and
is not released through breathing.
Plants do not breathe. They absorb air
through the stomata (pores) in their
leaves.
Plants obtain their energy directly from Energy from the sun allows the plant to
the sun.
carry out photosynthesis and produce
sugars. Respiration breaks down these
products and provides energy for the
plant.
Changing forms of energy
Students may think…
Instead of thinking…
Sunlight is helpful but not critical.
Sunlight is essential for plant survival.
Sunlight helps plants grow by keeping
them warm.
Chloroplasts in the plant absorb the
sun’s energy for use in photosynthesis.
Soil provides a support structure and
food for plants.
Some plants grow in soil-free
environments. Plants take up water
and minerals from soil, but not “food.”
Plants need things provided by people
(water, nutrients, light)
While people often care for plants
(especially those indoors), plants as a
whole are not dependent on people
for their needs.
Plants need “plant food” to eat.
“Plant food” (fertilizer) can provide
additional minerals and nutrients for
plants. While plants do require these
substances for growth, they can fulfill
these needs through minerals in the
soil and through photosynthesis.
Plants do not “eat.”
Weather
Consider ways to describe:
Precipitation
Temperature
Wind speed
Wind direction
Cloud cover
Sunlight conditions
Cloud Cover
A
B
C
D
http://www.globe.org.uk/resources/teaching/cloudmeasure/cloudmeasure.pdf
Movement of Heat
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Weather is essentially the movement of
heat from one place to another.
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There are principally three ways heat can
move:
◦ Conduction
◦ Convection
◦ Radiation
Radiation, Sunlight and Weather
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Electromagnetism – there is a relationship between
electricity and magnetism.
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Electromagnetic spectrum
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Solar spectrum
Electromagnetic Spectrum
Electromagnetic Spectrum
Effects of sunlight
http://www.windows2universe.org/teacher_resources/teach_icealbedo.html
Solar Radiation and Atmosphere
The atmosphere of Earth is transparent to
visible sunlight; almost all the sunlight in the
visible spectrum passes through the air to
reach the surface of the ground.
Gases in the terrestrial atmosphere, such as
oxygen, ozone, or water vapor, absorb most of
the infrared, ultraviolet, X-ray, and shorter
wavelengths of solar radiation before it
reaches us.
http://history.nasa.gov/SP-402/p40.htm
Solar Radiation and Atmosphere
Albedo
Albedo
Solar Radiation and Atmosphere
The temperature of the air close to the ground
(where people live) is primarily NOT a result of
direct heating by the sun.
The radiation that reaches the ground is reflected
or absorbed. (consider albedo and heat capacity)
Energy from the sun that is absorbed is re-emitted,
usually as heat. (consider conservation of energy)
The sun heats the ground, and the ground heats the
air.
Weather –
Putting Heat Transfer Together
Radiation  Sunlight heats the surface
 Conduction  Surface heats air
 Convection  Air rises, carrying heat
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Albedo – Remote sensing
Climate
Change
Combination of
solar influx,
atmospheric
chemistry, and
albedo.
Weather –
Putting Heat Transfer Together
Air circulation and climate
http://www.kevinflint.org/ppt/chap5/Animation
s/global_circ_anim.html
Global energy balance
http://earthguide.ucsd.edu/earthguide/diagrams
/energybalance/
Moving heat
http://www.informmotion.biz/EarthLabs/Movin
g_Heat.html
Why does the weather matter?
Draw a plant
What do plants need?
Sunlight
 Nutrients
 A secure place
 Water
 Air
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Why?
How do plants’ needs related to
heat transfer?
Radiation
 Conduction
 Convection
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And then there’s Evaporation…
Put a bag on it!
http://water.usgs.gov/edu/gallery/watercyclekids/transpiration-bag.html
And then there’s Evapotranspiration
How do substances enter and
leave…leaves
Stoma
Stomata
Which leads to states of matter…
Water Vapor Animation
http://www.schooltube.com/video/e9082f0713324fb8bf73/Water%20Vapor-%20Molecules-Animation
(Links for other states are here, too)
http://biomodel.uah.es/en/water/extra.htm
 But
be careful
http://kgortney.pbworks.com/w/page/28715420/Class%20Notes
http://www.harcourtschool.com/activity/states_of_matter/
http://www.chem.purdue.edu/gchelp/atoms/states.html
Still, media can be great…
Evaporation
http://www.middleschoolchemistry.com/multimedia/
chapter2/lesson3
Turgor Pressure
Catnip
https://www.youtube.com/watch?v=1I2im8jj29w
Celery
https://www.youtube.com/watch?v=xWUVJTrw4ec
The Water Cycle
Earth Systems
System
Subsystem
Boundaries
Inputs
Outputs
Flow
Interdependence
Differentiation
Earth systems…and living things