1. SCIENCE COMPANION , SESSION 3 INTRODUCTION TO THE KINDERGARTEN RAINBOWS, COLOR AND LIGHT STUDY
Susan Taddei
January 24, 2011

2. Introductions… Susan Taddei Psychology and Elementary Education
Early Childhood Curriculum and Instruction
Certified Elementary and Early Childhood Teacher in Illinois, Connecticut, and Massachusetts
Preschool Teacher, First Grade Public School Teacher
Science Companion Writer - Rainbows, Color & Light
Administrative Associate at Calvin Hill Day Care Center, Yale University, New Haven, CT

3. Amelia (9) and Anthony (11)

4. Matthew (5) Kindergartner Artistic Musical Inventive Dangerous
In love…

5. And now your turn… Your name Your school
How long have you been teaching? How long have you been teaching Kindergarten?
Science is…

6. Morning Agenda Goals for the day Bridge from Earlier Sessions
What’s in a Kindergarten Study?
Science Meetings & Science Centers
Kindergarten Assessment
BREAK
Intro to iTLM
Suggested Spring Schedule
Lesson Structure, Lesson Tour, Logistical Planning
Wrap-Up/Reflection

7. Goals for the Day
To review the philosophy and basic principles of Science Companion
To feel comfortable and excited about using your first Science Companion module
To become familiar with features of the program that support a high-quality implementation
To begin planning for implementation
To know where to go with questions, concerns, etc.

8. Science Companion PD: 2010-2011
August – Inquiry: An Exploration and Overview; How Inquiry is Manifested in the Science Companion “I Wonder” Circle
November – Inquiry in Practice: How Does Science Companion Support Inquiry Teaching and Learning?
January – Digging into Your First Unit: Overview, Planning, and Preparation
An overview of the PD for the year. Use to put today’s session in perspective and also to remind people to save detailed questions about particular units for January, when they will be in unit-specific groups.

9. Content and Process Both are important for elementary students.
Both should be developed with age-appropriate activities and expectations.
They should be connected and reinforce one another. For example:
Children learn about the properties of rainbows, color and light by doing careful observation; AND
Children learn how to do careful observations by being given a meaningful context and purpose for developing/practicing this skill (e.g., observing rainbow effects)

10. Inquiry: Children learn science by engaging in the work of scientists.
I Wonder: notice, ask questions, state problems
I Think: consider, gather information, predict
I Try: experiment, model, test ideas, repeat
I Observe: watch, examine, measure
I Record: record data, organize, describe, classify, graph, draw
I Discover: look for patterns, interpret, reflect, conclude, communicate discoveries

11. Habits of Mind
Wondering and thinking about the natural and physical world
Seeking answers through exploration and investigation
Pursuing ideas in depth
Observing carefully
Communicating clearly
Collaborating and sharing
Developing critical response skills

12. Children learn science by engaging in the work of scientists (“inquiry”)
What are the challenges and barriers to using this approach in Kindergarten classrooms? TAKE A MOMENT: Talk about barriers and challenges in your group, as well as strategies you have used to address them. Be prepared to share out.

13. Science Companion: What’s in the Kindergarten Study?
THE REALLY IMPORTANT STUFF
Teacher Activity Manual
ExploraGear Kit
Rainbows, Color, and Light visuals
Our Web Site:
TAKE A MOMENT: Do you have all of these items for your unit? Do a “quick search” of your components to find a useful element or feature to share.

14. Introduction to Kindergarten Science Companion
“You don’t want to cover a subject; you want to uncover it.”
David Hawkins

15. Why is Science Companion a good fit for Kindergartners?
The study areas were chosen to reflect and be compatible with the kinds of activities that already routinely occur in many kindergarten classrooms.
The strength of the Kindergarten Science Companion is that is suggests how to pursue these endeavors with an eye towards discovering the science inherent in each.
(pages 10-13)

16. Why is Science Companion a good fit for Kindergartners?
Six in-depth studies
Class Pet
Collections from Nature
Constructions
Dirt, Sand, and Water
My Body
Rainbows, Color, and Light

17. Why is Science Companion a good fit for Kindergarten Teachers?
Flexible Model
Half-day or Full-day schedules
The studies do not have to follow a linear sequence
Not every child has to do every activity
Activities can be done in whole groups, small groups, at a science center, or a combination
Can be integrated with other disciplines

18. Science Meetings and Other Conversations
Follow your children, rather than a script.
When do you need a science meeting?
How can you invite children to share questions, theories, and observations?
Why is it important to be patient and trust that the conclusions will come?
What can you learn about your students during a science meeting?
(pages 14-15)

19. Kindergarten Science Center
Well-equipped
Organized
Inviting
Accessible
Updated
Encourage ownership
Time to observe
(pages 16-17)

20. Kindergarten Assessment
Children should be assessed “in the act” of being scientists
Assessment should be age-appropriate and non- threatening
Different forms
Enable children to show what they know using skills they are comfortable with (speaking, drawing, experimenting)
Assessment should be ongoing and inform instructional decisions
Developmental changes
Are they “getting” the content?
Assessment should take different forms and should enable children to show what they know in age-appropriate ways, using skills that they are comfortable with.
Assessment should not be threatening or stressful, for children or for teachers
Teachers should tailor assessments to meet the needs of their children, school, and district, as well as the workings of their classroom.

21. Break
Winnie’s color study.

22. Break

23. Accessing the iTLMs
All Science Companion print components (TLM, SN, TM, AB, SRB, Visuals) are available as linked pdfs (the iTLM) on learning.com (very similar to the Everyday Mathematics iTLG).
See your handout packet for instructions for accessing and downloading the iTLMs.
User Name: science
Password: science
District: Arlington Heights
Take a look…

24. Suggested Spring Schedule…
…is in your handout packet. A few notes:
These are just guidelines…you can adjust as needed.
Flexible
Time to study the topic in depth
Opportunities to do extensions
TAKE A MOMENT: Look at your schedule alongside the Table of Contents in your Teachers Lesson Manual. Put an asterisk next to those lessons you are expected to teach this spring.

25. Before You Begin Teaching…
Familiarize yourself with the study (pages 20-21)
Collect Materials
Collect Books
Set up Science Center and prepare classroom
Family Letter

26. Before you Begin Teaching Rainbows, Color and Light
Your classroom
Light source
White wall space
Sink (pages 24-26)
Science Center
Science materials
Art materials
Paper, pencils, colored pencils

27. Rainbows, Color and Light Lesson Clusters
Lesson Clusters are groups of lessons (not necessarily consecutive) that, together, develop/support one another
Science Companion units generally consist of 2-5 lesson clusters
TAKE A MOMENT: Look at the Activities at a Glance page
Introductory activities
Mixing Colors
Rainbow Effects
Culminating activities

28. Big Ideas
Our sense of sight helps us observe and understand our world.
We can observe interesting relationships between light and color.
We can experiment with different pigments and materials to create new color combinations.
We can experiment with light and other materials to create rainbow effects.

29. What is a Scientist? Recommended way to begin (pages 34-35)
Who has read this book with their class already?
Reactions
Suggestions
How might you revisit this book before this study?

30. Opening the Box These materials were sent to you to experiment with!
How might you use these items like a scientist?
What can you learn from these items?
How can we take care of these materials?
pages 36-37

31. Rainbow Effects: Bubbles
Two bubbles found they had rainbows on their curves. They flickered out saying: “It was worth being a bubble just to have held that rainbow thirty seconds.” - Carl Sandburg

32. Science Companion: What’s in a Lesson? Before the Lesson (pages 57-59)
Focus
Materials
Cafeteria trays
Dishpan of bubble solution
Straws
Bubble wands
Flashlights
Setting
Science Meeting for Introductory Discussion (Engage)
Science Center for Hands-on Experimentation (Explore)
Science Meeting for Concluding Discussion (Reflect and Discuss)

33. Science Companion: What’s in a Lesson? During the Lesson
Introductory Discussion (Engage)
I want you to think about the color of bubbles
What are some things you know about the color of bubbles?
We are going to do an experiment to look more closely at bubbles and find out whether or not they have colors.

34. Science Companion: What’s in a Lesson? During the Lesson
Hands-on Experimentation (Explore)
Demonstration (up to a point…)
Materials
Technique
Experimenting on your own in a small group
Record your findings with pictures and words

35. Science Companion: What’s in a Lesson? During the Lesson
Concluding Discussion (Reflect and Discuss)
Science Meeting
Share observations
Share drawings
Discuss discoveries, new questions, any new ideas for experiments, etc.

36. Science Companion: What’s in a Lesson? After the Lesson
Extensions
Science
Art
Language Arts
Connections
What other activities support and extend the learning is this activity?

37. Lesson Tour What is a Scientist? Opening the Box
Rainbow Effects: Prism
Mixing Colored Pigments
Finding Hidden Colors/Spinning Colors
Rainbow Effects: Tub and Mirror
Rainbow Effects: Bubbles

38. Lesson Tour Seeing Light and Color Mixing Colored Light
Rainbow Effects: Outdoors
Rainbow Effects: Recipe for Rainbows
Rainbows in the Sky
Exploring Light and Shadow
Making Colored Windows

39. Getting Ready to Teach:
Logistics for getting started:
Use the Before You Begin Teaching (BYBT) section as a checklist for preparing to teach the unit.
Read the section, Preparing for the Rainbows, Color, and Light Study
Look at the Activities at a Glance to get the big picture for scheduling, etc.
TAKE A MOMENT: What do you want to get accomplished this afternoon in terms of planning and/or preparation?

40. Goals for the Day
To review the philosophy and basic principles of Science Companion
To feel comfortable and excited about using your first Science Companion module
To become familiar with features of the program that support a high-quality implementation
To begin planning for implementation
To know where to go with questions, concerns, etc.

41. Questions?? Don’t be Shy!
Contact: Susan Taddei Also check out for lots of helpful information!