1. Digging into Earth Sciences in the Preschool Years Volume 3, Science Domain
Play this song while participants enter. This resource of songs from NAEYC is great to share with teachers.
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

2. Outcomes Today we will: Interact with earth materials
Read the Earth Sciences strand from the Preschool Learning Foundations (PLF, Vol. 3)
Connect the PLF reading to strategies from the Earth Sciences strand of the Preschool Curriculum Framework (PCF, Vol. 3)
Identify strategies specifically supportive to dual language learners in the earth sciences
Practice utilizing UDL strategies to enhance opportunities to support all children in the earth sciences
Plan an activity to apply all ideas from the day with engaging family strategies
These are the outcomes for today.
Consider posting outcomes on a chart for reference while going through each agenda item.
To achieve these outcomes, there are three handouts we will continue to reference, in addition to the handouts necessary for activities. These handouts are printed on purple paper. Please identify them now (All Domains handout; VPA Guiding Principles handout, Overview VPA Domain handout).

3. Of all the paths you take in life, make sure some of them are dirt
Of all the paths you take in life, make sure some of them are dirt. - John Muir
Beautiful Life
Of all the paths you take in life, some of them should be dirt. -John Muir
Play the “It’s a Beautiful Life” video by This resource can be found in the back of the PCF Vol. 3. or in your Teacher Resources Handout.
After the video, ask:
What did you see?
What spoke to you?
Considering that we are hear today to talk about Earth science what connections did you see between the video and earth science?
Possible debrief connection between video and Earth Science:
When children play with dirt, jump in puddles, collect rocks, observe the rain, or feel the heat of the sun, they have direct contact with aspects of the earth. PCF, p. 215
So everything we saw and thought about in the video is helping children develop understanding of earth science concepts.

4. Natural Environment
Children’s direct contact with the natural environment enhances their connection to nature and constitutes an essential and critical dimension of healthy development (Kellert 2002). PLF, Vol.3, p. 59
Children’s direct contact with the natural environment enhances their connection to nature and constitutes an essential and critical dimension of healthy development (Kellert 2002).
Preschool Learning Foundations (PLF) Vol. 3, p. 59.
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

5. Two California Department of Education Resources
What
How
We will be using two EESD resources during this session.
The Preschool Learning Foundations (PLF), Volume 3, describe how children develop, grow, and learn. They tell us what children should know and be able to do:
At around 48 and 60 months of age
As they complete their first or second year of preschool
With appropriate support
When attending a high-quality preschool program
The preschool foundations are for all children and reflect the diversity found in California.
The Preschool Curriculum Framework (PCF), Volume 3, presents strategies and information to help teachers enrich learning and development opportunities for all of California’s preschool children. In the framework, you’ll find ideas for:
Setting up environments
Encouraging and building on child's self-initiated play
Selecting appropriate materials
Planning and implementing teacher-guided learning activities
(Click to highlight the science icons on each book.)
The second domain of each book addresses our topic for today, preschool science.

6. Early Learning Development System
Framework: Science Domain
Foundations: Science Domain
Briefly go over the five elements:
Element 1: At the center of the system are the Learning and Development Foundations which describe the learning and development infants and toddlers typically demonstrate with appropriate support at around 8, 18 and 36 months. It also describes the learning and development for preschool children that is typically demonstrated with appropriate support at around 48 and 60 months of age. Having statewide foundations provides all teachers and programs with knowledge of the expectations and goals for children in California to use as they plan activities, the environment, and interactions.
Element 2: Infant and Toddler and Prekindergarten Learning and Development Guidelines present information about how to provide high-quality early care and education, including recommendations for program policies and day-to-day practices that will improve program services. In addition, the Preschool English Learners Guide provides teachers with the knowledge and tools they seek to educate preschool English learners most effectively.
Element 3: The first and second volumes of the Curriculum Frameworks. These publications are a resource for teachers to support setting up environments, selecting appropriate materials, supporting children’s self initiated play and learning, and planning and implementing teacher guided learning activities. The frameworks are not a curriculum.
Element 4: The fourth component of the system is the Desired Results System. It is a continuous improvement system that is intended to improve program quality. The system consists of: the Desired Results Developmental Profile© (Which measures children’s progress towards the Desired Results), the Parent Survey (which measures parents’ satisfaction with the program), the Environment Rating Scales (which assesses the classroom environment), and the Program Self Evaluation (which assesses program quality).
Element 5: In California, numerous professional development opportunities are available to assist programs. These include the Program for Infant/Toddler Care (PITC), California Preschool Instructional Network (CPIN), California School-Age Consortium (CalSAC), Family Child Care at Its Best, the mentor programs, pre-service, the CDE/ECE Faculty Initiative Project, the Child Development Training Consortium and the Desired Results Training and Technical Assistance Project. 6

7. With teachers’ guidance, children’s everyday interactions and direct contact with objects and earth events can become rich, inquiry experiences of earth sciences. PCF, Vol. 3, p. 215
With teachers’ guidance, children’s everyday interactions and direct contact with objects and earth events can become rich, inquiry experiences of earth sciences. PCF, Vol. 3, p. 215
What earth materials do you notice in this picture?

8. Earth Sciences Scavenger Hunt Let’s Dig In
Activity 1 - Earth Sciences Scavenger Hunt  
INTENT: Participants engage with earth materials and relate the materials to earth sciences key concepts.
OUTCOMES: Participants read the Scavenger Hunt chart, find items that match each statement on the chart, and compare findings with their group mates.
MATERIALS REQUIRED: Scavenger Hunt chart, Group Mates, Training room environment
TIME: 10 minutes
PROCESS:
Participants find their Scavenger Hunt chart.
Participants look around the room and find items to match the statements from the chart.
After their chart is complete, participants go back to their group mates and compare answers.
SUMMARY:
Participants will experience earth materials through sight and touch.

9. Scavenger Hunt Debrief
Is your interest peaked by anything?
As a group, stand up if you have something on your group chart that might create an opportunity to “dig into.”
Earth materials
Natural objects in the sky (e.g., sun, moon, stars, clouds) and how they appear to move
Changes in the weather
Changes in the environment
Caring for and respecting the environment
Is your interest peaked by anything?
As a group, stand up if you have something on your group chart that might create an opportunity to explore.
Earth materials (soil, sand, rocks, air, water) are part of the natural environment.
Earth materials have different properties.
There are patterns of change in earth phenomena (day/night; seasons).
Natural objects in the sky (sun, moon) are not always in the same place.
Temperature and weather changes can be tracked over time.
Weather and seasonal changes affect the environment.
People should respect and care for the environment.

10. Earth Sciences Earth materials
Natural objects in the sky (e.g., sun, moon, stars, etc.), and how they appear to move
Changes in the weather
Changes in the environment
Caring for and respecting the environment
Think about the scavenger hunt. What did you find and write down that has some connection to:
Earth materials
Natural objects in the sky (e.g., sun, moon, stars, etc.), and how they appear to move
Changes in the weather
Changes in the environment
Caring for and respecting the environment
The list of Key Concepts is in PCF, Vol. 3, page 224. We have condensed the concepts into a general list on the slide.
Earth materials (soil, sand, rocks, air, water) are part of the natural environment.
Earth materials have different properties.
There are patterns of change in earth phenomena (day/night; seasons).
Natural objects in the sky (sun, moon) are not always in the same place.
Temperature and weather changes can be tracked over time.
Weather and seasonal changes affect the environment.
People should respect and care for the environment.
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

11. Summary Table of Science Foundations
While the framework lists the key concepts, the foundations categorize these.
In the foundations, each of these are separate strands, but they do not develop alone. The process of inquiry is a part of each of the Content Strands (physical, life and earth). While we are focusing on Earth today, these science strands are not developed in silo. There is always overlap and integration.

12. Match the Key Concepts to the Foundations
It is important to see the connection between the foundations and key concepts in order to better understand the continuum. Next, go to the appropriates place in the framework to search for the best environment and interaction strategies for the key concepts. This activity will help you create a road map in your brain.
Activity 2 Key Concepts Match Up
intent: Participants read and connect key concepts with the foundations map.
OUTCOMES: Participants read the key concepts and write down which foundations connect with each key concept.
Materials Required: Preschool Learning Foundations (PLF),PPT, Connecting Key Concepts to the Foundations handout, pencil
Time: 10 minutes
Process:
Provide participants with the Connecting Key Concepts to the Foundations handout.
Participants turn to the Earth Sciences section of the Preschool Learning Foundations (PLF).
Participants first locate and read each of the foundations listed on the handout; they then copy the foundations into the appropriate boxes in the first column of the table.
After reading and copying each foundation, participants check off the key concepts that could be included in that foundation. Say to participants, “You will notice that many foundations address multiple key concepts; however, there is likely one key concept that is the ‘best fit’ for each foundation.”
Direct participants by saying, “Now choose a highlighter from your table box and highlight each part of the earth Science foundation that includes a ‘Scientific Inquiry’ skill.”
SUMMARY: Participants will experience earth science concepts.

13. Another View of Foundations and Key Concepts
Foundations Strand: Earth Science
Another View of Foundations and Key Concepts
Foundations Substrand: Properties and Characteristics in Earth Materials
Foundations Substrand: Changes in the Earth
Key Concept: Earth materials
Key Concept: Natural objects in the sky and how they appear to move
Key Concept: Changes in weather
Key Concept: Changes in the environment
Key Concept: Caring for and respecting the environment
This is the debrief chart for the Key Concept Match up. It is just one way to look at it.
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

14. Physical Environment vs.. Social Environment
The indoor and outdoor environments provide the context for children’s physical and social explorations and construction of scientific concepts.
PCF, Vol. 3, p. 142
The social environment must support exploration and investigation and encourage children to pursue their own questions and develop their ideas.
PCF, Vol. 3, p. 147
Teachers can provide children with opportunities to explore the physical properties of
earth materials and to observe, record, and track changes in the weather and how it affects the living world.
PCF, Vol. 3, p. 215
These opportunities are provided through both the Physical and Social Environment.
Physical Environment: The indoor and outdoor environments provide the context for children’s physical and social explorations and construction of scientific concepts.
PCF, Vol. 3, p. 142
Social Environment: The social environment must support exploration and investigation and encourage children to pursue their own questions and develop their ideas.
PCF, Vol. 3, p. 147
In order to guide and enhance these environments, teachers must have some understanding of the key concepts and foundational knowledge children are ready to explore. We will spend the rest of today experiencing these key concepts and gaining a deeper understanding of how to provide meaningful opportunities for children to explore.

15. Close your eyes while I tell you a story.
Activity 3 - Earth Science Visualization
intent: Participants experience using their existing mental representations and reflect on the importance of developing these representations.
OUTCOMES: Participants their close eyes and follow the visualization. After the visualisation, participants will answer questions about the experience.
Materials Required: Trainer Visualization Script (PPT Notes), PPT slide, Group mates
Time: 5 minutes
Process:
Part 1 (Visualization):Begin by reflecting on the physical and social environment with the participants. Today with our scavenger hunt we experienced our physical environment. We also began to engage and develop our social environment. Together, these two environments enable us to understand and create mental representations (schemas) of our world. To better understand the vast importance of schemas, we will do a little visualization.
Part 2 (Post Visualization):As I changed what we were seeing did you feel different? Did you see something different? Did you hear something different? You could do this because you have had first hand experiences with many of these items. You use your previous explorations to create an understanding of the events I am describing. The mental representations children develop in the early years will support their mental representations throughout childhood.
The question for us as teachers then becomes:
Are we creating a culture of inquiry in the social environment so that children are motivated to explore and experience their world—so that they can develop these mental representations? Are we providing the variety of materials in their physical environment needed to develop these representations?
We will spend the rest of the day exploring the foundations so that we can better understand what types of materials to provide and how to specifically support exploration of these materials so that children can develop mental representations with regard to these key concepts.
As we do this we will stop to think about the physical and social environment of our daily routine. We will add ideas do our Daily Routine handout so that by the end of the day we will have a plethora of ideas to “dig into.”
SUMMARY: Participants will experience a visualization experience, reflect on the visualization and the importance of developing mental representations, and consider how to best provide environments that allow for the development of schemas.
Close your eyes while I tell you a story.
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

16. Dig Deep and Compare Find your Key Concept handout.
Number off at your table (1, 2, 3, 4, 5):
Earth Materials (Foundation 1.1)
Natural Objects in sky (Foundations 2.1)
Changes in Weather (Foundation 2.2)
Changes in Environment (Foundation 2.3)
Caring for and Respecting Environment (Foundation 2.4)
(Dr. Oznot, CPIN Presentation, 2014)
Locate and read your assigned foundation in the PLF.
Answer the questions about your foundation. Be prepared to share with your group.
Activity 4 - Dig Deep and Compare  
intent: Participants read the bibliographic notes and identify information about key concepts in the earth sciences.
OUTCOMES: Participants read bibliographic notes, highlight information on key concepts, share information with table group.
 Materials Required: Preschool Curriculum Framework (PCF), PPT, Key Concepts handout, Table group, pencil
Time: 15 minutes
Process: Give the following directions to the group:
Find your Key Concepts handout.
Notice that there are five key concepts.
Number off at each table group (1-5); each table member should be a different number.
Now read the Bibliographic notes; while you read, hunt for the essential information about your key concept. Write down this information on your handout. Be prepared to share this with your group.
After about 8-10 minutes, when you notice that participants are done reading and writing, ask them to share with their group.
Wander around the room while groups share with each other.
After the groups are done sharing, invite participant to look forward.
Optional Debrief: Stomp your feet if you learned something. High-five your neighbor if you have a deeper understanding of the key concepts.
SUMMARY: Participants deepen their understanding of earth science concepts.

17. Overarching principles
Read the overarching principles in the rainbow.
What can you gather about the teachers role from the rainbow?
Read the Eight Principles that guide the development of all the volumes of the curriculum framework. Grounded in early childhood research and practice, the eight principles emphasize offering young children individually, culturally, and linguistically responsive learning experiences and environments.
What can you gather about the teachers role in developing Earth Science from the rainbow?
Take a moment to think about this and then talk with your group.
Group debrief: The teachers role is complex. He/she must follow the child’s lead, know the child’s interest, and individualize the scaffolding of opportunities by conversation, questions, and physical invitations. The teacher has to do a lot of time carefully planning what invitations to have in the environment and how to scaffold the conversation.
“It is a dance-of following the child’s lead, providing the just right support, and expanding the child’s world.”
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

18. Video to Show Teacher Role:

19. Foundation 1.1: Earth Materials
Investigate characteristics (size, weight, shape, color, texture) of earth materials such as sand, rocks, soil, water, and air.
Demonstrate increased ability to investigate and compare characteristics (size, weight, shape, color, texture) of earth materials such as sand, rocks, soil, water, and air.
48 Months
60 Months
48 months: Investigate characteristics (size, weight, shape, color, texture) of earth materials such as sand, rocks, soil, water, and air.
60 months: Demonstrate increased ability to investigate and compare characteristics (size, weight, shape, color, texture) of earth materials such as sand, rocks, soil, water, and air.
PLF, Vol. 3., p. 79
What is the main difference between 48 and 60 months?
What opportunities do you need to provide as a teacher to support this development?

20. Naturally occurring materials found on earth, including minerals, rocks, soil, and water.
Earth materials: Naturally occurring materials found on earth, including minerals, rocks, soil, and water
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

21. Preschool Children Can
…[Preschool children can] observe, explore, compare,
and ponder about earth materials in their environment.
PCF, Vol. 3, p. 216
The preschool environment provides children with a variety of experiences to observe, explore, compare, and ponder about earth materials in their environment. PCF Vol. 3, p. 216
Children’s natural inclination and ability to observe and try to understand their world, to develop conceptual knowledge, and to reason about many scientific concepts make science an excellent fit for the preschool environment.
PLF, Vol. 3, p. 48
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

22. Explore and Experiment
Clay is another earth material that is derived from minerals. When adding water to solid clay, children may discover how it transforms into a soft, slippery material that can be cut, rolled, or flattened. They can also vary the amount of water they add to clay and notice how it affects its texture. Children may discover what happens to clay when it dries out and whether they can make it soft again.
PCF, pp
Facilitate children’s abilities to sort, classify, and identify patterns. Children’s observations and their ability to identify similarities and differences lead naturally to sorting and classifying. Children start putting together objects that belong to the same category, and sorting objects into groups with similar attributes (e.g., “These are big seeds, and these are small ones.” “These rocks are smooth, and these are bumpy.”) Providing opportunities for children to categorize and classify encourages children to focus on physical and other characteristics of objects and provides a foundation for future understanding of the scientific classification of organisms.
PCF, Vol. 3., p 161
Invite children to explore and experiment with earth materials.
PCF, Vol. 3, p. 219
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

23. Encourage children to come up with their own criteria for sorting…
PCF, Vol. 3, p. 218
Encourage children to come up with their own criteria for sorting.
PCF, Vol. 3, p. 218
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

24. Sorting Challenge Directions:
The person who most recently visited national park goes first.
This person sorts the materials on the table and identifies the method of sorting.
Next, the person to the right sorts the materials without repeating any prior sorting method.
This process repeats (moving to the right) until the group cannot think of any further ways to sort the materials.
Activity 5- Sorting Challenge 
INTENT: The intent of this activity is for participants to practice sorting and experience the vocabulary used while sorting.
OUTCOMES: Participants will sort earth materials on their table, discuss how they sorted materials, use the DRDP sorting measure to examine the continuum of sorting, and discuss what the teacher needs to do to enable children to move along the sorting continuum.
MATERIALS REQUIRED: Sorting Tray ( Dip tray), Variety of earth materials such as sea shells, sea glass, dirt, sand, pebbles, feathers, manmade beads, sticks, acorns, river rocks, clay, leaves, lava rocks), Group Mates, DRDP Sorting Chart
TIME: 20 minutes
PROCESS: PART 1 SORT  Participants note the sorting materials at the center of the table. (They may have already explored these during the scavenger hunt).
Explain that we are going to exercise our sorting skills and practice sorting as many different ways as we can together.
The person that visited the national park most recently goes first.
He/she physically sorts the materials any way he chooses. Any combination of and not all the materials need to be used. After the participants are satisfied with their sorting, they explain to the group their sorting criteria. It is fine to discuss the criteria as you are sorting as well. (It is not a guessing game.)
Next the person to their right takes a turn sorting the materials. They can use any criteria they want, except what the first person used. Then they also explain their sorting criteria. Next the person to their right takes a turn.
The challenge goes continuously until the group cannot think of anymore ways to sort –or trainer sees the energy declining and decides to move on (5-8 min).
Example Sorting: Smooth vs.. bumpy, Light vs.. dark, Opaque vs.. see through, Once alive vs.. never alive, Bumpy and triangle like vs.. smooth and circular like, Bumpy and big vs. bumpy and small
While participants are completing this challenge, trainers should walk around making notes about how participants are sorting and the great vocabulary their here.
Bring participants back together by reviewing some of the interesting sorting criteria and vocabulary you observed.

25. DRDP (2015) PART 2 CONNECTING TO DRDP
Show the following slide with Cognition Including Math and Science Measures.
Ask participants to imagine we were all children and they were the teacher who had just watched this challenge. Which of the measures would they have potentially gathered evidence for? Classification is obvious. What others?
Now let’s look closer at the sorting continuo using the DRDP and free resources from the DRDP Web site.

26. Sorting Challenge: Part 2
Look at the right half of the chart.
During the game, did your group exemplify all the levels of sorting?
Discuss with your group and come to a consensus.
PART 2 CONNECTING TO DRDP
Get out the Sorting Chart handout. Fold it in half. We are only going to look at the right half.
Read the top column and notice the progression of the continuum. With your group, which developmental level did you exemplify by your sorting challenge today?
NOTE: Some groups may only have sorting by one criteria and therefore not reached the highest developmental level.  

27. Questions for Reflection
What opportunities do you provide to encourage children to collect, explore, compare, and sort earth materials?
How can you add more opportunities?
PART 3 REFLECTING
Think about what opportunities you need to provide for your children in order for them to move through this continuum
Potential Answers: Time to explore, materials that are different enough they can create unique sorting criteria, models for using unique sorting criteria, etc.
What does this mean for you as a teacher when you are planning your physical environment opportunities?
Potential Answers: Choose materials intentionally, experience materials before putting them out, make sure materials differ visually and tactically, etc.
Find your Daily Routine Handout. Think about the opportunities you have in your classroom now? What new ideas do you have to add?
SUMMARY:
Participants will experience sorting, look at DRDP connections, and use questions for reflection to add an idea for sorting earth materials in their daily routine

28. OPTIONAL Sorting Video
Watch the video and notice:
Sorting behavior
Variation in earth materials used
After the video, discuss what you could add to provide opportunities for the “increased ability to observer and compare.”
Watch the video and notice:
Sorting behavior
Variation in earth materials used
After the video, discuss what you could add to provide opportunities for the “increased ability to observer and compare.”

29. Foundation 2.1: Natural Objects in the Sky
2.1 Observe and describe natural objects in the sky (sun, moon, stars, clouds) and how they appear to move and change.
2.1 Demonstrate an increased ability to observe and describe natural objects in the sky and to notice patterns of movement and apparent changes in the sun and the moon.
48 Months
60 Months
What is the main difference between 48 and 60 months?
What opportunities do you need to provide as a teacher to support this development?

30. …[science] experiences provide ideal opportunities to expose all children, including English learners, to new words and scientific vocabulary…
PLF, Vol. 3, p. 54
Extensions
Observation and investigation experiences provide ideal opportunities to expose all children, including English learners, to new words and scientific vocabulary in English and in their home language, whenever possible.
PLF, Vol. 3, p. 54
They readily acquire vocabulary, such as new nouns, to describe what they are observing (e.g., seeds, fins, nest, worms), and adjectives to describe and compare the properties and characteristics of objects (e.g., transparent, heavier, sticky, longer). They learn the vocabulary associated with the scientific concepts they investigate. PLF, Vol. 3, p. 54
The percentage of dual language learners (DLL) served by California’s kindergarten to grade 12 education system is double the nation’s average (Migration Policy Institute 2010) and half of the total number of preschoolers in California are DLL (Cannon, Jacknoweitx, Karoly 2012; Fortuney Hernandex and Chaundry (2010). DLL papers Paper 4 Family Engagement in Early Childhood Programs, p.120.
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (04/2015)

31. Understanding Cross-Cultural Differences
…all children start with similar mental representations of the earth. PLF, Vol.3, p. 93
Mental representations of the earth held by children who live in different cultures may contain some elements from their particular culture. PLF, Vol. 3, p. 93
Their concept of gravity is also still developing; so children who hold the view of a flat earth would argue that if there were people on the other side of the earth, they would fall off. Older children hold more advanced notions about the earth’s shape and gravity. Children’s concept of earth is being restructured, from a theory based on a flat, stationary earth to a theory based on a spherical rotating earth (Vosniadou and Brewer 1987). Cross-cultural studies of Mexican American, Native American, and Nepali children (Klein 1982; Diakidou, Vosnidau, and Hawks 1997; Mali and Howe 1979), and studies in Israel (Nussbaum 1979), and Greece (Kampeza 2006) found similar results. Mental representations of the earth held by children who live in different cultures may contain some elements from their particular culture (alternation of day and night is attributed to God), but all children start with similar mental representations of the earth. PLF, p 93.
Developed Over Time

32. Moon Example
Engage children in observing and describing the sun and the moon and other natural objects in the sky.
Overall, research indicates that young children hold a concept of earth that conflicts with current scientific theories. Therefore, they cannot intuitively reason about the causes of everyday phenomena they observe, such as the day/night cycle, the seasons, and the apparent motion of the sun and the moon. However, daily interactions and experiences with earth resources and phenomena provide children with a foundation for future understanding of more abstract concepts in earth sciences. PLF, Vol. 3,p. 93.
Classroom Idea: One idea for doing this is using a moon viewer. Children can hold the moon viewer up and look through it to match up the shape of the moon. As the shape of the moon changes, they become aware that yesterday it may have looked different that today.
Engage children in observing and describing the sun and the moon and other natural objects in the sky. PCF Vol. 3, p. 222

33. Invite children to make predictions PCF Vol. 3, p. 222
Teacher traced shadow of flower at:
10:30 am (beginning outside time)
11:30 am (end of outside time)
12:15 (as children left)
Invite children to make predictions.
Teachers can ask questions to focus children’s observations and facilitate the discussion about objects in the sky. PCF, Vol. 3, p. 222.
Classroom Idea: One way to focus children on the changes in the sun is to talk about shadow. Choosing an object in the yard to trace multiple times a day in different colors will help illuminate the idea that the sun changes because the shadow changes.
Remember-Teachers can invite observations and awareness without facilitating conversations on changes in the sun and the moon. PCF, Vol. 3, p. 222.

34. Use technology to support children’s scientific experiences. PCF, Vol
Use technology to support children’s scientific experiences. PCF, Vol. 3, p. 144
Use your device to download the Star Chart App (made by NASA).
Hold your device to the sky. What do you see?
Take your science journal with you and document your observations.
Use technology to support children’s scientific experiences. Technology is part of a child’s world. It can augment and enrich children’s scientific exploration when used correctly.
PCF, p. 144.
Use the Star Chart App as an example of how to explore the sky in a concrete way. Use a journal to practice documenting observations.
User your device to download.
Star Chart App (made by NASA)
Hold your device to the sky-what do you see?
Take your science journal with you and document your observations
NOTE: this app allows you to see the constellations in the sky. You can see the placement of the stars moon and sun.
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

35. How would you use the Star Chart App with your children?
Remember
Preschool children can notice, observe, and describe day/night, weather, and seasonal changes, but are not ready to grasp scientific explanations for such earth phenomena.
Preschool children can notice, observe, and describe day/night, weather, and seasonal changes but are not ready to grasp scientific explanations for such earth phenomena. Preschool children are not ready to grasp the idea that the earth spins around or that the earth moves around the sun (Kampeza 2006; Nussbaum and Therefore they cannot intuitively reason about everyday phenomena such as the day-and-night cycle and causes of weather. Nevertheless, observing and talking about day/night and seasonal changes form a foundation on which a more advanced concept of earth is developed in later years. PLF, p. 60.
Use your daily routine handout and document your idea for including the star chart app in your classroom.

36. Foundation 2.2: Changes in the Weather
2.2 Notice and describe changes in weather.
2.2 Demonstrate an increased ability to observe, describe, and discuss changes in weather.
48 Months
60 Months
What is the main difference between 48 and 60 months?
What opportunities do you need to provide as a teacher to support this development?

37. Read this vignette.
How does this example differ from the “common” weather recording at circle?
Weather
Activity 6 - Weather Vignette
intent: Participants experience reading a vignette and applying the reading to their planning.
OUTCOMES: Participants will read one vignette, identify interesting strategies teachers
use to address weather through conversation, and compare to how they address weather in their classrooms.
Materials Required: PCF Weather Vignette (p. 224), Table groups, PPT (slide 5)
Time: 20 minutes
Process: Part 1 (Read Vignette):
Invite participants to read the “Weather” vignette on page 224 of the PCF.
At their table groups, participants discuss the following questions: What stood out about this vignette? How does this example differ from the “common” weather recording at circle time?
As participants discuss the questions, trainer walks around and makes a note of common answers.
Bring participants together by recapping the answers that you heard discussed. Some possible answers might be: Involves all students, not just the “weather man,” Uses scientific process (e.g., measuring-gathering data)
If not mentioned, trainer shares that children might measure wind instead of just observing that it is windy (extending learning into outside time)
Advance to the next slide and read the “Scientific Language” quote.
Ask the participants: What scientific language is used in the vignette? Record and measure What else could the teacher have said to include more scientific language? Hypothesis, predict, check 
SUMMARY: Participants will read the framework vignette and discuss a meaningful approach to discussing weather during circle time.

38. Transition to Observation
Exposing children to “science talk” helps them to establish a pattern of “scientific conversations,” which may assist in developing patterns of “scientific thinking” (Eshach 2006, 14).
PLF, p. 54.
Exposing children to “science talk” helps them to establish a pattern of “scientific conversations,” which may assist in developing patterns of “scientific thinking” (Eshach 2006, 14).
PLF, Vol. 3, p. 54
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

39. Remember to Remember to: Connect home language to English
Engage the Whole Body in Learning
DLL research papers, Paper 3, p. 107.
Remember to:
Connect home language to English
Engage the Whole Body in Learning
DLL research papers; Paper 3 p 107

40. Wind Sock
Provide children with opportunities to observe, record, and discuss the weather PCF Vol. 3., p. 222
Provide children with opportunities to observe, record, and discuss the weather. Weather is driven by changes in temperature, air movement, and precipitation activity. Common weather phenomena in California include wind, rain, clouds, and in some areas fog and snow. Discussions about the weather can raise children’s awareness to changes in temperatures and provide children with opportunities to use vocabulary to describe the types of weather they experience.
Consideration should be made for children with special needs through assistance by teachers or peers or adaptation of materials so they are able to fully participate and make observations. PCF, p. 218.
Have participants use a variety of recycled and new materials to make a wind sock.

41. I wonder how I could measure the wind?
Activity 7 - Wind Sock  
intent: The intent of this activity is for participants to experience reading a vignette and applying to planning.
OUTCOMES: Participants will read one vignette, identify interesting strategies teachers use to address weather through conversation, compare to how they do weather.  
Materials Required: Engaging Families handout, PPT, Group mates, pencil, PCF (optional)
Time: 20 minutes
Process: Provide participants with the Engaging Families handout. Groups discuss and write a response to the first prompt:
Think about the interests you have observed in your children; list those interests here (e.g., soil, changes in weather, building with earth materials).
Groups discuss and write a response to the second prompt:
Focusing on these interests, what are the bigger key concepts children are engaging with?
Groups discuss and write a response to the third prompt:
Think about the unique local resources in your community; list those resources here (e.g., orange grove, cherry orchard, excavating company, national park, river, local bait shop, etc.):
Invite participants to complete the Action! process:
Look at the list of ideas/strategies to involve and engage families from the preschool curriculum framework (on reverse side of the handout); then:
Choose 3 of the ideas from the involve and engage families list
Consider 2 of the community resources you listed above
Create 1 plan for extending the interests and learning of the children in earth sciences by combining these ideas and resources (family involvement and engagement ideas and community resources)
Share-Out: Stand up and find a partner with whom you share a fondness for an earth material (e.g., both like sand, both like seashells, both collect rocks, both enjoy working with clay, etc.); share your action plan with your partner.
At the chime, partners seek out another pair with a fondness for different earth material; each participant teaches the other pair about their partner’s idea.
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

42. What idea are you going to let soar?

43. Make a Prediction
[Research shows that] preschool children are capable of using their knowledge to make predictions for different natural phenomena. PLF, Vol. 3, p. 84
At your table group, create a chart to document predictions about the wind.
Each group member should document their prediction.
Go outside and test your hypothesis using your tool.
Research indicates that preschool children are capable of using their knowledge to make predictions for different natural phenomena. In domains in which young children have conceptual knowledge, their predictions tend to be relatively reasonable and accurate (Bullock, Gelman, and Baillargeon 1982; Inagaki and Hatano 2002; Zur and Gelman 2004). PLF p 84

44. Foundation 2.3: Changes in the Environment
2.3 Begin to notice the effects of weather and seasonal changes on their own lives and on plants and animals.
2.3 Demonstrate an increased ability to notice and describe the effects of weather and seasonal changes on their own lives and on plants and animals.
48 Months
60 Months
What is the main difference between 48 and 60 months?
What opportunities do you need to provide as a teacher to support this development?

45. Explore Earth Materials
Use opportunities to explore earth materials in the context of studying living things. PCF, Vol. 3, p. 219.
Looking at these two photographs of children’s experience with both earth and life science, what potential questions about environment changes in habitats) can you think of?
Potential Answers:
I wonder why the terrarium needs rocks on the bottom?
I wonder if the straw being wet will effect these red wrigglers?
I wonder how wearing gloves helps maintain the habitat?
The teacher may use this as an opportunity to explore these earth materials with children:
How are gravel and soil different?
Why do you think we need gravel at the bottom and soil on top?
How do these materials help plants grow?
As children investigate the habitats of different animals, they notice that some prefer to live in soil, some live under rocks, and some live in water. This creates the opportunity to explore different earth materials and how they provide for the needs of different animals.
PCF, Vol. 3, p. 219
Use opportunities to explore earth materials in the context of studying living things… PCF, Vol.3, p. 219
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

46. Consideration should be made for children with special needs through assistance by teachers or peers or adaptation of materials so they are able to fully participate and make observations. PCF, Vol. 3, p. 218
Consideration should be made for children with special needs through assistance by teachers or peers or adaptation of materials so they are able to fully participate and make observations. PCF, p. 218.
Gardens are one example of children investigating habitats and noticing changes in earth materials overtime. In this photo, there is a wheelchair raised garden bed. By bringing the ground up, we allow students in wheelchairs to have hands-on experiences with the soil, plant roots, and decomposers in the garden.
(Slide from NPA Forum)
Think about your classroom now. Do you have accommodations like this to enable all students to explore earth materials? Are their any adaptations you should consider adding?
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

47. What idea are you going to dig into?

48. Foundation 2.4: Caring for the Environment
2.3 Develop awareness of the importance of caring for and respecting the environment, and participate in activities related to its care.
2.3 Demonstrate and increased awareness and the ability to discuss in simple terms how to care for the environment, and participate in activities related to its care.
48 Months
60 Months
What is the main difference between 48 and 60 months?
What opportunities do you need to provide as a teacher to support this development?

49. Significance of Environmental Concerns
[Preschool children can] recognize the significance of environmental concerns such as:
Water pollution
Air pollution
Littering
Overcrowding
Natural resource management
PLF, Vol. 3, p. 93
Significance of Environmental Concerns
Research indicates that preschool children can even become aware of ecological events and recognize the significance of environmental concerns such as the effects of water and air pollution, littering, overcrowding, and natural resource management, at a level commensurate with their existing knowledge (Cohen and Horm-Wingerd 1993). PLF, p. 93.
Model care and responsibility for the environment through everyday practices in the preschool environment, such as not leaving water running or lights on, reusing paper, recycling and utilizing recycled materials, and keeping the environment clean by picking up trash. PCF, p. 226.
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

50. Protect the Environment
Engage children in caring for and protecting the environment through everyday routines in the preschool environment PCF, Vol. 3, p. 226
Engage children in caring for and protecting the environment through everyday routines in the preschool environment. Caring practices may include showing responsibility in turning off water after washing hands, taking turns in being the room’s light keeper, saving paper and other materials, participating in sorting recyclable items, and going on a “trash hunt” to clean the yard. PCF, p. 225.
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

51. Collect and use recycled materials. PCF, Vol. 3, p. 226
A variety of reclaimed materials will spark children’s curiosity, enhance children’s playful explorations, and models for children ways to reuse and recycle materials. PCF, Vol. 3, p. 143.
Use these materials with children in different art projects, putting together a construction project or a collage. An activity of “making paper,” one in which children use recycled paper to make paper (soaking it in water and then grinding paper, squeezing it, and laying it out on a flat surface to dry), is a nice way to illustrate for children the use of recycled materials. They can draw or write on the paper they have made and even make a book. Such activities combine science, art, literacy, and social science. PCF, p. 226.
OPTIONAL: For an extended training, you can do Cains Arcade activity here.
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)

52. What will you try?
Read this section of the framework (PCF, Vol. 3, p. 225).
Get out the Daily Routine handout.
Add two new ideas you read in the framework that you want to try.

53. Engaging Families
The preschool environment, home, and community are connected through science. PCF Vol. 3., p 141
The preschool environment, home, and community are connected through science. PCF Vol. 3, p 141.
For families of Dual Language Learners school based family involvement (i.e., volunteering in classroom, attending conferences with teachers) was found to be more predictive of kindergartners early literacy skills in reading, math and general knowledge than other forms of family involvement measured (I.e., home literacy, cognitively stimulating home environment). Lin 2003, p. 131 Family Engagement paper DLL papers.
How can we utilize our resources to facilitate this connection to the classroom with science?

54. Use Earth Science to Engage Families
Activity 8 - Engaging Families
intent: The intent of this activity is for participants to experience reading a vignette and applying to planning.
OUTCOMES: Participants will read one vignette, identify interesting strategies teachers use to address weather through conversation, and compare to how they address weather in their classrooms. Materials Required: Engaging Families handout, PPT, Group mates, pencil, PCF (optional) 
Time: 20 minutes
Process: Provide participants with the Engaging Families handout.
Invite participants to first discuss and then write an answer for the first prompt with their group:
Think about the interests you have observed in your children; list those interests here (e.g., soil, changes in weather, building with earth materials).
Invite participants to first discuss and then write an answer for the second prompt with their group:
Focusing on these interests, what are the bigger key concepts children are engaging with?
Invite participants to first discuss and then write an answer for the third prompt with their group:
Think about the unique local resources in your community; list those resources here (e.g., orange grove, cherry orchard, excavating company, national park, river, local bait shop, etc.).
Invite participants to complete the Action! process:
Look at the list of ideas/strategies to involve and engage families from the preschool curriculum framework (on reverse side of the handout); then:
Choose 3 of the ideas from the involve and engage families list
Consider 2 of the community resources you listed above
Create 1 plan for extending the interests and learning of the children in earth sciences by combining these ideas and resources (family involvement and engagement ideas and community resources)
Share-Out:Stand up and find a partner with whom you share a fondness for an earth material (e.g., both like sand, both like seashells, both collect rocks, both enjoy working with clay, etc.); share your action plan with your partner.
At the chime, partners seek out another pair that are fond of a different earth material; participants will take turns teaching the other pair about their partner’s idea.

55. Thank you for examining Earth Science with us!
©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (05/2015)