Developmental Framework: Cooking Labs revised: 12/4/2011
DEVELOPMENTAL FRAMEWORK: Cooking Labs
References: Yardsticks: Children in the Classroom Ages 4-14 Chip Wood; Your 6, 7, 8, 9, 10-14 Year Old Gessell Institute for Human Development; NYS Science Standards 4th and 8th grade; Benchmarks for Science Literacy (AAAS)
AGES 6 TO 7 AGES 8 TO 9 AGES 10 TO 11 AGES 12 TO 13
Learning Through Activity
Loves to ask questions. Likes new games and ideas. Learns best through discovery. Loves group games--gravitates toward same gender activities but can easily get out of Highly improved, more confident of skills; can explore delicate work (calligraphy, 12s: Handwork still popular; interest in more complicated visual-motor tasks (carpentry,
Enjoys process, especially a group process, more than product. hand and needs boundaries. linoleum block printing, Japanese brush stroke); art an important vehicle to greater focus mechanical repair, clothing design, architecture, etc.)
in reading and math; interest in rules and challenging rules makes board games,
intellectual puzzles, brain teasers, even tests enjoyable, productive.
Need closure--must complete assignments. Likes using "real/authentic" things when role playing. Begin to see divergence in sexes i.e. Has an increased ability for abstract intellectual pursuits. 12s: Team sports satisfying for many; also individual work in dance, drama, martial arts,
girls dolls, boys tools. Likes to manipulate objects. music, etc.
Loves to dramatize--dress-up and put on shows. Can take and give instructions to each 12s: Enjoys teaching younger children physical skills
other on how roles should be played.
12s: Can help peers with subject matter; does well with peer projects, labs, etc.
12s: integrated learning rather than isolated subjects best.
Most "actively receptive" as learners of factual information. Try to "do it right." 13s: Enjoy solitary activity or working with a single partner on a project
13s: Does not do well in cooperative groups as 12s or older teens -- tendency to argue ,
complain about fairness
13s: Highly critical of teachers (judgmental) either positively or negatively
Developmentally Appropriate Themes
TO COME
Developmental Stages
SIXES EIGHTS TENS TWELVES
Good visual pursuit for reading Speedy works in a hurry Need a great deal of physical activity--large muscle development or will spill over as High energy
acting out behavior
More aware of fingers as tools Full of energy; Needs physical release Able to focus well, concentrate on task Needs a lot of rest
Sloppy, in a hurry--speed is a benchmark of 6 Somewhat awkward Particularly enjoy tracing and copying as fine motor skills strengthen--maps, cartooning Growth spurts; signs of puberty
Noisy Limited attention span Use of tools--protractor, compass, templates introduced successfully Food important--especially mid-morning
Falls backwards out of chairs Vision strong near and far Loves group games, relays, group initiatives, rope courses, team sports and other Physical education and sports valued
organized sports
Learning to distinguish left from right Increased fine motor ability; patience for practice, self-confidence makes all fine-motor
skills more pleasurable
Ability to stay on the line difficult and inconsistent Sustains reading for long periods; visual concentration better; longer periods on the
PHYSICAL
computer; learns word processing other skills
Tracking ability makes reading more possible Begins the idea of training, regular exercise as means to improve physical ability
Works standing up
SEVENS NINES ELEVENS THIRTEENS
Visually myopic Increased coordination Vast appetite for food, physical activity and talking High energy
Works with head down on desk Pushes self to physical limits--race against each other or against a clock Constant motion, restless Skin problems, hygiene an issue
Written work tidy, neat Increase fine motor control--weaving, knitting, carving Physical aggression not uncommon Girls: 95% of mature height (menstruation for most); Boys: voice change for many,
growth spurt a year behind girls
Likes confined space Boys love to rough house--puppy stage Fine motor capability good--can do delicate work, confident of skills, handwork often a Boys awkward, girls more agile
favorite and may aid concentration and serve as emotional outlet.
May complain of headaches, music may aid concentration Upper body strength lacking in both boys and girls
Loves challenge of competition, prefers team sports, improving ability to play as team Too much close eye work may cause headaches and fatigue
Individual large motor skills improve rapidly--likes to measure individual best Think globally, but still can't act locally; i.e. mean to each other
SIXES EIGHTS TENS TWELVES
Highly competitive and can overdo need to win and be first--take competitive edge off Likes to work cooperatively in groups Fairness issues peak and can be solved Adult personality begins to emerge
games when used for learning
Sometimes a poor sport or dishonest, invents rules Resilient, bounces back from mistakes Work very well in groups More reasonable and tolerant than at 11
Any failure is hard, thrives on encouragement Prefers same gender activities Enjoy both family and peers Enthusiastic, uninhibited
Tremendous capacity for enjoyment, likes surprises, treats Trouble with limits and boundaries Usually truthful, developing more mature sense of right and wrong, good at solving social Will initiate own activity
issues
Friends are important (may have a best friend) Friendship groups often include more children than at seven Likes serving as teacher to younger children Empathetic
School replaces home as most significant environmental influence Fairness issues, growing sense of moral responsibility beyond self--arguing Quick tempers may lead to physical outbursts and easily solved Self-aware, insightful
Responds to studies of other cultures, stories that concern fairness, justice Enjoys being noticed, rewarded for efforts Can set realistic goals in the short term
Appears secure
Leadership qualities emerge
Ceremonies, rituals and rewards for significant benchmarks important
Making money becomes important
Access to significant adults (other than teacher or parent) for help with issues of drugs,
SOCIAL
alcohol, sex, violence, family issues important
SEVENS NINES ELEVENS THIRTEENS
Inward, withdrawn Highly competitive Moody, sensitive, extremes of emotion Music becomes a major preoccupation
Sometimes moody, depressed sulking or shy Self aware; individualistic Oppositional, tests limits Peer pressure increases regarding dress, language, music, in-out, being cool
Needs security, structure, constant reinforcement Impatient, critical Often does best away from home Worries about school work
Relies on adults for help Sees adult inconsistencies and imperfections Impulsive, rude, unaware, self-absorbed Humor highlighted by growth of sarcasm
Doesn't like to make mistakes or risk making them Can be sullen and moody Loves to argue Horseplay practical jokes still high in boys
Sensitive to others feelings but sometimes tattles Likes to work with partner of choice, often same gender, cliques begin Difficulty with decisions Collections of things (jewelry, make-up, music, etc.)
Conscientious, serious Fairness issues increase, can be deadly serious about competitiveness thus competition Inclusion/exclusion; height of cliques; seeks to belong
treated lightly with humor
Strong likes and dislikes Likes to negotiate--let's make a deal Desire to test limits, rules, an important developmental milestone--not personal attack--
sense of humor critical
Doesn't like to make mistakes or risk making them Worries (school, the world) need patience, clear language when giving instructions, Saving face important
AVOID SARCASTIC HUMOR--Children are their own worst critics
Second chances important--tendency to give up need encouragements and build up of
ability to complete tasks.
Exasperation on adults part or whining voice leads to more complaints, whininess,
moodiness--to laugh with nines best medicine.
SIXES EIGHTS TENS TWELVES
Likes to "work" Talkative Good listeners, actively receptive Sarcasm emerges
Likes to explain things show and tell popular Listens, but so full of ideas cannot always recall what was said Voracious readers Double meanings, word play, jokes of intellectual interest
Loves jokes and guessing games Likes to explain ideas Expressive, talkative, like to explain Enjoys conversations with adults and peers
Vocabulary expands rapidly Cooperative and competitive Peer "vocabulary" (slang) important
LANGUAGE
SEVENS NINES ELEVENS THIRTEENS
Good listener Descriptive Discovery of the telephone One word answers to adult questions (minimal feedback)
Precise talker Love vocabulary and language play information Impulsive--talks before thinking Street language/peer language important
Likes one to one conversation Use of hyperbole Argumentative, debater Extreme language and volume in face of parental involvement
Vocabulary expanding rapidly Age of negatives: I hate it, I can't, boring, yeah right. Appreciates humor Rudeness
Interested in meaning of words Imitates adult language
Likes to send notes
Interested in codes
SIXES EIGHTS TENS TWELVES
Games of all sorts popular--games, poems, riddles and songs delight and illuminate, Engrossed in activity at hand, loves to socialize at the same time Memorization productive Increased ability to think abstractly
teaching through games produces stronger learning patterns
Artistic explosion--clay, painting, dancing, coloring, book making, weaving, singing tried Likes groups and group activity Increased ability to abstract May show emerging ability in particular skill or content area
out seriously; children need to feel attempts are valued--no right or wrong way
High volume of product with low completion--proud of how much get done, not Very industrious Likes rules and logic Can and will see both sides of an argument
concerned with how it looks
Delight in doing for themselves Often works quickly Classification and collections of interest; likes to organize High interest in current events, politics, social justice--especially if issues have clear
relevance to them; also pop culture, materialism
Social studies must be connected to here and now--can begin to understand past when Concrete operations solidifying Able to concentrate and read for extended periods of time Research and study skills advance with increase of organizational discipline
closely associated with present
Loves to ask questions Basic skills beginning to be mastered Good problem solvers More interest and depth in drama, debate, performance; understanding and
appreciation of importance of rehearsal, revision
Learns best through discovery Growing interest in rules, logic; keen interest in how things put together, how they work; Proud of academic products--love geography, World Book of Records, facts about sports
interest in natural world and classification & TV, spelling, math, computer and electronic games, choral reading, singing, poetry,
plays. Seriation, exactness of strengths--collections, science and math projects, height of
concrete organizational skills
Enjoys process more than product Conscientious with work--pays close attention to form, structure, directions, organization
COGNITIVE
Dramatic play elaborated
Cooperative play elaborated
Representative symbols important
Spatial and functional relationships better understood
Beginning understanding of past when tied to present
Beginning interest in skill and technique for its own sake
SEVENS NINES ELEVENS THIRTEENS
Likes to review learning Industrious and self critical Prefers new tasks and experiences to reflection or revision of previous work Withdrawn and sensitive nature is protective of developing self-concept and intellectual
ideas that are not fully formed
Needs closure, must complete things Dawn of "bigger world" Able to abstract Abstract reasoning and "formal operations" begin to be functional in some 13s
Likes to work slowly Less imaginative Deductive reasoning advances Tentative approach to difficult intellectual tasks; not willing to take big learning risks
Likes to work alone or in pairs Intellectual curiosity Can establish and modify rules, develop hypotheses Like to challenge intellectual as well as social authority
Can classify spontaneously Ability to deal with multiple variables emerges Increased ability to de-center and see world from various perspectives Begins to enjoy thinking about the many sides to an issue, solution or problem
Likes to be read to Trouble with abstractions--large numbers, periods of time or space Loves to argue Wants to know "why do we have to learn this?"
Reflective ability growing Can work in groups--lots of arguing, disputes may take longer than actual activity
Wants work to be perfect--needs to erase Looking hard and often anxious for explanation of facts, how things work, why things
happen as they do, good age for scientific exploration
Likes to repeat tasks Takes pride in finished work but may jump between interests
Likes board games
Enjoys manipulatives
Wants to discover how things work; likes to take things apart
Discovery centers or projects popular--likes to sort and collect
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Developmental Framework: Cooking Labs revised: 12/4/2011
Science Curriculum Themes & Standards
SCIENCE AS INQUIRY
AGES 5 TO 9 AGES 10 -13
Ask a question about objects, organisms, and events in the environment Identify questions that can be answered through scientific investigations
Plan and conduct a simple investigation Design and conduct a scientific investigation
Employ simple equipment and tools to gather data and extend the senses Use appropriate tools and techniques to gather, analyze, and interpret data
Use data to construct a reasonable explanation Develop descriptions, explanations, predictions, and models using evidence
Communicate investigations and explanations Think critically and logically to make the relationships between evidence and explanations
Recognize and analyze alternative explanations and predictions
Communicate scientific procedures and explanations
Use mathematics in all aspects of scientific inquiry
Properties of Objects & Materials, Light, Heat, Electricity & Magnetism Properties and Changes of Properties in Matter, Transfer of Energy
AGES 5 TO 9 AGES 10 -13
Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using A substance has characteristic properties, such as density, a boiling point, and solu bi l i ty, all of which are independent of the amount of the sample. A mixtu re of substances
tools, such as rulers, balances, and thermometers. often can be separated into the original substances using one or more of the characteristic properties.
Objects are made of one or more materials, such as paper, wood, and metal. Objects can be described by the properties of the materials from which they are made ,and those Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. In chemical reactions , the
properties can be used to separate or sort a group of objects or materials. total mass is conserved. Substances often are placed in categories or groups if they react in similar ways; metals is an example of such a group.
PHYSICAL SCIENCE
Materials can exist in different states—solid,liquid, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling. Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with acids. There are more
than 100 known elements that combine in a multitude of ways to produce compounds , which account for the living and nonliving substances that we encounter.
Heat can be produced in many ways, such as burning, rubbing, or mixing one substance with another. Heat can move from one object to another by con du cti on . Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many
ways.
Heat moves in predictable ways,flowing from warmer objects to cooler ones,until both reach the same temperature.
In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light , mechanical motion , or electricity might all be involved in such transfers.
Characteristics of Organisms, Organisms & their Environment Structure & Function in Living Systems, Reproduction & Heredity, Regulation & Behavior, Populations & Ecosystems
AGES 5 TO 9 AGES 10 -13
Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization for structure and function include
cells, organs, tissues, organ systems, whole organisms, and ecosystems.
Each plant or animal has different structures that serve different functions in growth, survival,and reproduction. Reproduction is a characteristic of all living systems; because no individual or ga nism lives forever, reproduction is essential to the continuation of every species. Some organisms
reproduce asexually. Other organisms reproduce sexually.
The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). Humans and other organisms have In many species, including humans, females produce eggs and males produce sperm. Plants also reproduce sexually— the egg and sperm are produced in the flowers of flowering
senses that help them detect internal and external cues. plants. An egg and sperm unite to begin development of a new individual. That new individual receives genetic information from its mother (via the egg) and its father (via the
sperm).
Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different All organisms must be able to obtain and use resources, grow, reproduce , and maintain stable internal conditions while living in a constantly changing external environment .
LIFE SCIENCE
organisms.
All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants. A population consists of all individuals of a species that occur together at a given place and time.All populations living together and the physical factors with which they interact
compose an ecosystem.
Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some microorganisms are producers—they make their own food. All animals,
including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead
organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem.
For eco s ys tems, the major source of energy is sunlight .Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That
energy then passes from organism to organism in food webs.
The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil
composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid
rates. Lack of resources and other factors, such as predation and climate,limit the growth of populations in specific niches in the ecosystem.
Properties of Earth Materials, Changes in the Earth & Sky
AGES 5 TO 9 AGES 10 -13
Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in Soil consists of weathered rocks and decomposed organic material from dead plants,animals, and bacteria. Soils are often found in layers, with each having a different chemical
EARTH & SPACE SCIENCE
different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use. composition and tex tu re .
Soils have properties of color and tex tu re , capacity to retain water, and ability to support the growth of many kinds of plants,including those in our food su pp ly. Water, which covers the majority of the earth’s surface, circulates through the crust , oceans, and atmosphere in what is known as the “ water cycle.” Water evaporates from the
earth’s su rf ace, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the su rface where it collects in lakes, oceans, s oi l , and in rocks
underground.
Weather changes from day to day and over the seasons.Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation.
Abilities of Technological Design, Understanding about Science & Technology, Distinguish Between Natural & Man-Made Objects, Distinguish Between Science and Technological Design
AGES 5 TO 9 AGES 10 -13
IDENTIFY A SIMPLE PROBLEM. In problem identification, children should develop the ability to explain a problem in their own words and identify a specific task and solution related IDENTIFY APPROPRIATE PROBLEMS FOR TECHNOLOGICAL DESIGN. Students should develop their abilities by identifying a specified need, considering its various aspects, and talking
to the problem. to different potential users or beneficiaries. They should appreciate that for some needs, the cultural backgrounds and beliefs of different groups can affect the criteria for a
suitable product.
SCIENCE & TECHNOLOGY
PROPOSE A SOLUTION. Students should make proposals to build something or get something to work better; they should be able to describe and communicate their ideas. DESIGN A SOLUTION OR PRODUCT. Students should make and compare different proposals in the light of the criteria they have selected. They must consider constraints—such as
Students should recognize that designing a solution might have constraints, such as cost, materials, time, space, or safety. cost, time, trade-offs, and materials needed—and communicate ideas with drawings and simple models.
IMPLEMENTING PROPOSED SOLUTIONS. Children should develop abilities to work individually and collaboratively and to use suitable tools, techniques, and quantitative IMPLEMENT A PROPOSED DESIGN. Students should organize materials and other resources,plan their work, make good use of group collaboration where appropriate, choose
measurements when appropriate. Students should demonstrate the ability to balance simple constraints in problem solving. suitable tools and techniques, and work with appropriate measurement methods to ensure adequate accuracy.
EVALUATE A PRODUCT OR DESIGN. Students should evaluate their own results or solutions to problems, as well as those of other EVALUATE COMPLETED TECHNOLOGICAL DESIGNS OR PRODUCTS. S tu dents should use criteria relevant to the original purpose or need, consider a variety of factors that might
children, by considering how well a product or design met the challenge to solve a problem.When possible, students should use measurements and include constraints and other affect acceptability and suitability for intended users or beneficiaries, and develop measures of quality with respect to such criteria and factors; they should also suggest
criteria in their evaluations. They should modify designs based on the results of evaluations. improvements and, for their own products, try proposed modifications.
COMMUNICATE A PROBLEM , DESIGN, AND SOLUTION. Student abilities should include oral, written, and pictorial communication of the design process and product. The COMMUNICATE THE PROCESS OF TECHNOLOGICAL DESIGN. Students should review and describe any completed piece of work and identify the stages of
communication might be show and tell, group discussions, short written reports, or pictures, depending on the students’ abilities and the design project. problem identification,solution design, implementation, and evaluation.
Math Curriculum Themes & Standards
AGES 6 TO 7 AGES 8 TO 9 AGES 10 TO 11 AGES 12 TO 13
SIXES EIGHTS TENS TWELVES
developing understanding of addition, subtraction, and strategies for addition and developing understanding of multiplication and division and strategies for multiplication developing fluency with addition and subtraction of fractions, and developing developing understanding of and applying proportional relationships
subtraction within 20 and division within 100 understanding of the multiplication of fractions and of division of fractions in limited
cases (unit fractions divided by whole numbers and whole numbers divided by unit
fractions)
developing understanding of whole number relationships and place value, including developing understanding of fractions, especially unit fractions (fractions with numerator extending division to 2-digit divisors, integrating decimal fractions into the place value developing understanding of operations with rational numbers and working with
grouping in tens and ones 1) system and developing understanding of operations with decimals to hundredths, and expressions and linear equations
developing fluency with whole number and decimal operations
developing understanding of linear measurement and measuring lengths as iterating developing understanding of the structure of rectangular arrays and of area developing understanding of volume solving problems involving scale drawings and informal geometric constructions, and
length units working with two- and three-dimensional shapes to solve problems involving area,
surface area, and volume
reasoning about attributes of, and composing and decomposing geometric shapes. describing and analyzing two-dimensional shapes. drawing inferences about populations based on samples
SEVENS NINES ELEVENS THIRTEENS
extending understanding of base-ten notation developing understanding and fluency with multi-digit multiplication, and developing connecting ratio and rate to whole number multiplication and division and using formulating and reasoning about expressions and equations, including modeling an
understanding of dividing to find quotients involving multi-digit dividends concepts of ratio and rate to solve problems association in bivariate data with a linear equation, and solving linear equations and
systems of linear equations
building fluency with addition and subtraction developing an understanding of fraction equivalence, addition and subtraction of completing understanding of division of fractions and extending the notion of number to grasping the concept of a function and using functions to describe quantitative
fractions with like denominators, and multiplication of fractions by whole numbers the system of rational numbers, which includes negative numbers relationships
using standard units of measure understanding that geometric figures can be analyzed and classified based on their writing, interpreting, and using expressions and equations analyzing two- and three-dimensional space and figures using distance, angle, similarity,
properties, such as having parallel sides, perpendicular sides, particular angle measures, and congruence, and understanding and applying the Pythagorean Theorem.
and symmetry.
describing and analyzing shapes developing understanding of statistical thinking
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3 highly "we" stage. Highly aware of what other people like and dislike.