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Ready, Set, Science Chapter 3
Read the chapter (pages 37-58) about Foundational Knowledge and Conceptual Change. Even though the classroom case study takes place in a middle school setting, please read through to see how students are allowed to grapple with complex concepts.
Think about how Ms. Faulkner supported the students in understanding matter. Pointing to teaching strategies Ms. Faulkner used to allow students to grapple with the difficult concepts, engage in sensemaking, and develop their understandings, compare last week’s reading/discussion about pre-teaching vocabulary from STEM Teaching Tool #66 ( http://stemteachingtools.org/brief/66 ). Additionally, connect what you’ve learned from this chapter and the STEM Tool to your experiences in teaching. How do you (or how would you) support young learners dealing with complex concepts? What strategies would you try (or like to try) with young learners as they delve into complex science concepts? Think about effective strategies to support multilanguage learners.
Focus on concepts from Disciplinary Core Ideas (DCI) of Structure and Properties of Matter (PS1.A) for preschool, kindergarten, 2nd grade, or 5th grade). See NYSSLS for standard connections: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/p-12-science-learning-standards.pdf How would you engage your learners in developing conceptual understandings? Share teaching strategies and ideas for teaching about structure and properties of matter for your specific grade level.

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