Explore how the Project Approach is effective for increasing authentic
sensemaking experiences in PreK-2 settings. Grounded in classical procedures of
science, the Project Approach builds a foundation for science learning. A
project, or long-term investigation, begins with children’s questions about the
phenomena of interest, proceeds to cycles of predictions and data collection,
and concludes with representation of learning. Projects provide rich
opportunities for discipline integration, optimizing learning for young children
through integrated curricula. Project work assists teachers in building on
children’s innate abilities and curiosity about phenomena that they find
intensely interesting, such as worms seen on sidewalks after it rains.
Participants will identify key project phases, how to use planning tools for
topic selection, and intentionally teach through standard integration.
Participants will examine documentation of project work including photos and
children’s questions.
TAKEAWAYS:
Examine classroom documentation to evaluate alignment between NGSS sensemaking pillars and the Project Approach components, such as how to select topics for investigation; gather children’s questions; and support young scientists to plan, investigate, collect data, and communicate their learning.
SPEAKERS:
Karrie Snider (Associate Professor: Lee's Summit, MO), Rebecca Wilson (Van Meter Community School District: Van Meter, IA)