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Child Development in Science

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Shantel Wyke

on 6 February 2016

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Transcript of Child Development in Science

.-Inquiry Process.
.-History and Nature of Science.
.-Science in Personal and Social Perspectives.
.-Life Science.
.-Physical Science.
.-Earth and Space Science.
Science in Personal and Social Perspectives
Science in Personal and Social Perspectives
--

Science and Technology in Society
--

Human Population Characteristics
--

Examples of work
.
Arizona science standards
Arizona Science Standards
Inquiry Process
Scientific Method
Grade 2: Formulate questions, predict results of investigation, record data with simple tools (i.e. thermometer, rulers, etc.), organize data using tables, tally graphs, etc.
Grade 3: Plan an investigation, use customary units to measure objects, analyze data in bar graphs
Grade 4: Formulate predictions based on observed cause and effect relationships, identity trends in the data
Grade 5: Locate information (e.g., book, article, website) related to an investigation, form conclusions
Communicate results of investigations
History & Nature of Science
Individuals' scientific contributions
Nature of Scientific Knowledge
Grade 2: Identify parts of systems too small to be seen (plant & animal cells)
Grade 3: Describe how components within a system influence each other
Grade 4: Explain the role of experimentation in scientific inquiry
Grade 5: Describe qualities of the scientists’ habits of mind (e.g., openness, skepticism, integrity, tolerance)
Science in Personal & Social Perspectives
Changes in environments
Impact of Technology
Grade 2: Describe technological contributions made by people (i.e. automobile - Henry Ford, telephone - Alexander G. Bell, etc.)
Grade 3: Describe the development of different technologies (e.g., communication, entertainment, transportation, medicine) in response to resources, needs, and values
Grade 4: Describe benefits (e.g., easy communications, rapid transportation) and risks (e.g., pollution, destruction of natural resources) related to the use of technology
Grade 5: Explain how scientific knowledge, skills, and technological capabilities are integral to a variety of careers
Life Science
Functions of Systems
Grade 2: Identify Parts of Systems (i.e. circulatory system – heart, arteries, veins, blood)
Grade 4: Classify animals by identifiable group characteristics:
vertebrates – mammals, birds, fish, reptiles, amphibians
invertebrates – insects, arachnids
Grade 5: Identify the following types of muscles:
cardiac – heart
smooth – stomach
skeletal – biceps
Life Cycles
Grade 3: Explain how growth, death, and decay are part of the plant life cycle.
Physical Science
Properties & Changes in Matter
Grade 2: Demonstrate that water can exist as a solid, liquid, or gas
Grade 5: Distinguish between mixtures and compounds
Grade 3
Energy & Magnetism
Demonstrate that light can be:
reflected (with mirrors)
refracted (with prisms)
absorbed (by dark surfaces)
Grade 4: Demonstrate that electricity flowing in circuits can produce light, heat, sound, and magnetic effects
Earth & Space Science
Changes in the Earth & Sky
Grade 2: Analyze the relationship between clouds, temperature, and weather patterns
Grade 3
Properties of Earth Materials
Identify the layers of the Earth:
crust
mantle
core (inner and outer)
Grade 4
Earth's Processes & Systems
Describe how currents and wind cause erosion and land changes
Grade 5: Describe how Earth’s rotation results in day and night at any particular location
Standards:
- Inquiry Process
- History and Nature of Science
- Science in Personal and Social Perspectives
- Life Science
- Physical Science
Example of work
6th grade

• Early childhood
2-6

Middle Childhood
Early Adolescence
Child Development in SCIENCE
Late Adolescence
14-18 yrs old
Inquiry Process
Observations, Questions, and Hypotheses
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Scientific Testing (Investigating and Modeling)
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Analysis, Conclusions, and Refinements
--

Communication
--
Formulate predictions, questions, or hypotheses based on observations. Evaluate appropriate resources.
6 - 10 years old
2nd - 5th Grades
Classroom Activity
Design and conduct controlled investigations.
References
Evaluate experimental design, analyze data to explain results and propose further investigations. Design models.

Communicate results of investigations.
History and Nature
of Science
History of Science as a Human Endeavor
--

Nature of Scientific Knowledge
--

Describe the interactions between human populations, natural hazards, and the environment.
Develop viable solutions to a need or problem.
Analyze factors that affect human populations.
Life Science
Interdependence of Organisms
--

Biological Evolution
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Matter, Energy, & Organization in Living Systems
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Understand the role of the cell and cellular processes.
Understand the molecular basis of heredity and resulting genetic diversity.
Analyze the relationships among various organisms and their environment.
Understand the scientific principles and processes involved in biological evolution.
Understand the organization of living systems, and the role of energy within those systems.
Physical Science
Structure and Properties of Matter
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Motions and Forces
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Conservation of Energy and Increase in Disorder
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Understand physical, chemical, and atomic properties of matter.
Analyze relationships between forces and motion.
Understand ways that energy is conserved, stored, and transferred.
Chemical Reactions
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Investigate relationships between reactants and products in chemical reactions.
Interactions of Energy and Matter
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Understand the interactions of energy and matter.
Earth and Space Science
Geochemical Cycles
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Energy in the Earth System
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Origin and Evolution of the Earth System
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Origin and Evolution of the Universe
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Analyze the interactions between the Earth’s structures, atmosphere, and geochemical cycles.
Understand the relationships between the Earth’s land masses, oceans, and atmosphere.
Analyze the factors used to explain the history and evolution of the Earth.
Analyze the factors used to explain the history and evolution of the Earth.
Identify individual, cultural, and technological contributions to scientific knowledge.
Understand how science is a process for generating knowledge.
Overview of Development
Late Adolescence
14-18 yrs old
Inquiry Process
History & Nature of Science
Science in Personal & Social Perspectives
Life Science
Physical Science
Earth & Space Science
Inquiry Process
PO 3. Represent a chemical reaction by using a balanced equation.
The age range is between 14 and 18
The skill level varies; depends on individual
The child is average within the age and developmental range
http://felisa01pd2011.wikispaces.com/thinking-about-our-thinking
Piaget would agree with these standards because they comply with his view of Formal Operational
logical systems
prepositional logic
formulate and test hypothesis
http://www.azscience.org/
Camps
Scout Workshops & Camp-Ins
Bio Buzz Family Series
Summer Science Education Internship Program
Arizona Science Center
Gives students out of school activities that are engrossed with science studies to assist with further scientific development
Notes:
Stadard 1:
- Formulate predictions, questions, or hypotheses based on observations. Locate appropriate
resources.
- Design and conduct controlled investigations.
- Analyze and interpret data to explain correlations and results; formulate new questions.
-Communicate results of investigations
Standard 2:
-Identify individual, cultural, and technological contributions to scientific knowledge
-Understand how science is a process for generating knowledge.
Describe the interactions between human populations, natural hazards, and the environment.
Standard 3:
- The connection to science and events in their life become more connected
Standard 4:
-standard changes based on grade level 6th grader focus on living organisms then add population off organisms. 8th is reproduction
Standard 5:
-solar system is covered in early stages one in 7th and 8th focus moves more towards oragnaisms
"The Science Standard Articulated by Grade
Level." (March, 2005). K12 Academic Standards. Arizona Department of Education. N.p., n.d. Web. 19 Feb. 2015. http://www.azed.gov/standards-practices/science-standard/

Science Education In Europe Critical Reflection. (n.d.). Retrieved February 28, 2015, fromhttp://
www.nuffieldfoundation.org/sites/default/files Sci_Ed_in_Europe_Report_Final.pdf

Pearson. (2014). Development In The Academic Domains. In Pearson Custom Library Tel 215
Child and Adolecence Development Arizona State University (pp. 133-134). Pearson Learning Solutions.




Make three suggestions for future teacher
Description
Which is 5th grade level, & which is 2nd grade level?
Why?
http://mrs-robbins.blogspot.com/2011/09/teaching-scientific-method-with-popcorn.html
http://4.bp.blogspot.com/_qItA1nTeOcQ/S6vYrSEJaWI/AAAAAAAAA8A/MxR0NPtvwdg/s1600/PICT0083.JPG
History & Nature of Science
3rd Grade
Systems influence each other
http://makeithappenwithmrvb.blogspot.com/2013_11_01_archive.html
5th Grade
http://3.bp.blogspot.com/-SX3PAKYbblI/UmXWn2bmmxI/AAAAAAAACnI/bcgCpR24Q94/s1600/photo-44.JPG
The Circulation Game
http://www.ellenjmchenry.com/homeschool-freedownloads/lifesciences-games/circultationgame.php
-6th graders are working on identifying difference between hypothesis, prediction and question. THey are learning to apply scientic process to an experiment and everyday life
-
-8th graders are formulating experiments and testing hypothesis to prove their theory and reapplying when results dont compute
8th grade
Milestones
children construct rather than absorb their knowledge.

children tend to identify cause and effect relationships in the world.
By
Shantel, Serena, Gabi, and Meshal

Middle Childhood
2nd - 5th Grade
Scientific Method
Scientific Method:
In the lower grades like 2nd, 3rd, and even 4th, teachers start out with simple experiments or class experiments with the bare minimum of work so that the kids will understand simple concepts. In 5th and 6th grade, experimentation is taken to an independent level in which the kids are having different experiments by themselves or with a partner, with a heavy workload.


Grades 2-3 focus on the inquiry process, history & nature of science, and science in personal & social perspectives, while grades 4-6 focus on life science, physical science, and Earth and space science
Systems
The Human Body
Earth
*know the students.
*use activities that require using senses.
*engage the students with activities.

standard 1
-observe common objects using multiple senses
-ask questions based on experiences with objects
-predict results of an investigation based on the five senses.
standard 2
-give examples of how divers people use science in daily life.
-identify how divers people have made important contributes to scientific innovations
inquiry process
Abstract thinking begins to become developed
Begin to think critically about observation
Design a plan to test hypothesis
Identify patters or similarities and verbally or visually display the information

• Begin to connect scientific process to other aspect or life

Understand the impact of human on biological and geological systems create solution
s

• Begin to understand the influence of society has on science and important figures like Newton

• Develop the understanding of living organisms


Purpose of activity
: To learn (or review) information about circulation. Basic science concepts covered: distribution of oxygen to cells and carbon dioxide to lungs via red blood cells, production of red blood cells in bone, delivery of sugar and protein to cells via the blood stream, delivery of wastes to the kidneys for disposal out of the body, the heart as the driving force that keeps the blood moving, the "map" of the circulatory system in and out of lungs, heart and body parts.

Description
: This is a two-team game that can accommodate 2-6 players (possibly 7 or 8). Players spin the heart spinner to find out how many beats the team gets that turn. Each player gets to move either a blood cell or a food or waste token towards its goal--either cells or the lungs or the kidneys. Oxygen and carbon dioxide must ride on top of red blood cells. Food and waste molecules can simply move along the track without the help of a red blood cell. The first team to get all their oxygen and food delivered and all their waste and carbon dioxide disposed of wins the game.

Target age group
: ages 8-14

Time allowance
: 30-60 minutes to assemble (time greatly depends on how much coloring is done and if assembly is being done by students in class or adults ahead of time) and 30-45 minutes to play


Materials needed
: Copies of the pattern pages on white card stock, scissors, X-acto knife, clear packaging tape, colored pencils, white glue, thin cardboard (cereal boxes work)

Goal:


"Map" the circulatory system in and out of lungs, heart and body parts.
Learn information about the circulatory system
1. Players spin the heart spinner

2. Each player gets to move either a blood cell or a food or waste token towards its goal--either cells or the lungs or the kidneys.

3. Oxygen and carbon dioxide must ride on top of red blood cells.

4. Food and waste molecules can simply move along the track without the help of a red blood cell.

5. The first team to get all their oxygen and food delivered and all their waste and carbon dioxide disposed of wins the game.
Science in Alternative settings
- Primary schools in Britain science standards are similar to the U.S.

-Home schooling have similar aspects but different sequence and focus

-Special education Classes aspects of the standards


Early Childhood
Pre-K -1st
Early Adolescence
6th-8th grade
Science at age 10-14
The Cell
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Molecular Basis of Heredity
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Full transcript