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					Cal WonderWorks
  Training Manual


          Table Of Contents
       -The Observational Visit
             -Module Tips
            -Teaching Tips
 -CA Science Standards for grades 1-5
                          The Observational Visit & Preparation

•   Classroom:
Does the room have a sink?
Are the kids already in groups?
Layout of groups/kids.
•   Students:
Note number of students in the class.
How do they interact with the teacher?
•   Ask the teacher:
What are the kids currently learning in science?
How does he get attention?
•   Wonderworks?
How many kids have done Wonderworks and what modules have they done?
•   Schedule:
Establish at least a tentative schedule of which weeks you will be going out.
•   Module:
Ok the modules with the teacher.


• Meet with your group:
Organize the presentation.
Who is presenting what, and
        when?
Anticipate problems and questions.
Decide on questions for the kids.
• Presentation materials:
Get any posters or other props ready beforehand.
• Call your teacher:
Make sure he knows that you are coming that week
• Contact equipment person:
Call or email, give at least 4 days notice!


                                        Teaching Skills

     I.   Decide What You’re Going To Do
             a. Setup
                     i. Can you arrange supplies at the students’ desks?
                    ii. Are there things you would like to distribute later? Eg ice or other
                        perishables
                   iii. Are there things or main discussions you would like to write on the
                        board?
                   iv. What will you say and who’s saying what (plan as much as you can)
                    v. Identify key concepts, nothing is ever obvious for elementary kids
                   vi. Brainstorming is very helpful
                           1. Determine the level of the group, how in depth should you go
                               in the experiment is according to how much the students have
                               learned so far about the topic
                  vii. Try out the experiment with your group first
                           1.

    II.   Modeling the Activity
            a. Teamwork:
                     i. all work together to demonstrate the how the students should be
                        doing the experiment
                    ii. help the students do the experiment, depending on the age of the
                        students you might have to do most of the steps, but keep them
                        involved in the experiment!
                                Presentation Guidelines and Tips


                                            INTRODUCTION

•   What did we do last time?:
Brief review of concepts.
•   Start with questions:
Engage kids with questions, refer to everyday things they can relate to.
•   Look to the module for suggestions.
•   Use visual aids.
•   Keep it short!
Don't speak for too long.
We tend to lose their attention with too many words.
•   Anticipate:
Lots of kids will have answers, try to get to as many as possible but keep it moving.


                                           DEMONSTRATION

• Procedure:
Outline on the board VISUALLY (how many spoons of what material, etc.)
• Stress safety:
Say: good scientists protect themselves, etc....
Don't taste, smell
       materials.
Explain why safety is important.
• Show them:
Show them the right way and the wrong way, ask for FEEDBACK to make sure they
       understand.

                                               ACTIVITY

• Move around:
Make sure you move around the classroom to cover all of the kids during the
      activity.
• One group member per table:
If the class is smaller, have one group member cover each table.
• What do I do?
Try to get them to answer their own questions about procedures (what does the
      board say? etc.)
• Questions:
Try to keep them interested by asking questions about what they see, what they
      expected, etc.

                                        DISCUSSION/CONCLUSION

•   Main idea:
Relate your main concept with the activity.
•   Relate new concept to daily life.
•   What does the data mean? What does it tell us? How can we use this info?
•   Preview:
Give a preview of the next session if the sessions are a contiuation of one another.
•   Thank you
Say thanks for paying attention and see you next time!
•
                                       TIPS/CLASSROOM CONTROL

• Teacher's method:
Whatever the teachers does to get attention wil probably work best.
• Clapping, hand on head, lights...
• Use your teacher:
We are not there to discipline, we should not have to ever yell.
• Move them around:
Bring them to a common place for intro and discussion to keep them from
       playing with the materials.
• Divide the tasks:
During the intro/discussion the group members that are not presenting can
       be setting up tables, or cleaning up, etc.
• Be flexible:
If they find something interesting, go with it!
Grade 1                                                       between two descriptions of the same object or
                                                              phenomenon.

Physical Sciences                                            Grade 2
1. Materials come in different forms (states), including
solids, liquids, and gases. As a basis for understanding      Physical Sciences
this concept:                                                 1. The motion of objects can be observed and measured.
a. Students know solids, liquids, and gases have              As a basis for understanding this concept: a. Students
different properties.                                         know the position of an object can be described by
b. Students know the properties of substances can             locating it in relation to another object or to the
change when the substances are mixed, cooled, or              background. b. Students know an object’s motion can be
heated.                                                       described by recording the change in position of the
Life Sciences                                                 object over time.
2. Plants and animals meet their needs in different           c. Students know the way to change how something is
ways. As a basis for understanding this concept:              moving is by giving it a push or a pull. The size of the
a. Students know different plants and animals                 change is related to the strength, or the amount of force,
inhabit different kinds of environments and have              of the push or pull.
external features that help them thrive in different          d. Students know tools and machines are used to apply
kinds of places.                                              pushes and pulls (forces) to make things move.
b. Students know both plants and animals need water,          e. Students know objects fall to the ground unless
animals need food, and plants need light.                     something holds them up. f. Students know magnets can
c. Students know animals eat plants or other animals for      be used to make some objects move without being
food and may also use plants or even other animals for        touched.
shelter and nesting.                                          g. Students know sound is made by vibrating objects
d. Students know how to infer what animals eat from           and can be described by its pitch and volume.
the shapes of their teeth (e.g., sharp teeth: eats meat;      Life Sciences
flat teeth: eats plants).                                     2. Plants and animals have predictable life cycles. As a
e. Students know roots are associated with the intake of      basis for understanding this concept: a. Students know
water and soil nutrients and green leaves are associated      that organisms reproduce offspring of their own kind
with making food from sunlight.                               and that the offspring resemble their parents and one
Earth Sciences                                               another. b. Students know the sequential stages of life
3. Weather can be observed, measured, and described.          cycles are different for different animals, such as
As a basis for understanding this concept: a. Students        butterflies, frogs, and mice.
know how to use simple tools (e.g., thermometer, wind         c. Students know many characteristics of an organism
vane) to measure weather conditions and record                are inherited from the parents. Some characteristics are
changes from day to day and across the seasons. b.            caused or influenced by the environment.
Students know that the weather changes from day to            d. Students know there is variation among individuals
day but that trends in temperature or of rain (or snow)       of one kind within a population.
tend to be predictable during a season.                       e. Students know light, gravity, touch, or environmental
c. Students know the sun warms the land, air, and water.      stress can affect the germination, growth, and
Investigation and Experimentation                             development of plants.
4. Scientific progress is made by asking meaningful           f. Students know flowers and fruits are associated with
questions and conducting careful investigations. As a         reproduction in plants.
basis for understanding this concept and addressing the       Earth Sciences
content in the other three strands, students should           3. Earth is made of materials that have distinct
develop their own questions and perform                       properties and provide resources for human activities.
investigations. Students will:                                As a basis for understanding this concept: a. Students
a. Draw pictures that portray some features of the thing      know how to compare the physical properties of
being described.                                              different kinds of rocks and know that rock is composed
b. Record observations and data with pictures,                of different combinations of minerals. b. Students know
numbers, or written statements.                               smaller rocks come from the breakage and weathering
c. Record observations on a bar graph. d. Describe the        of larger rocks.
relative position of objects by using two references (e.g.,   c. Students know that soil is made partly from
above and next to, below and left of).                        weathered rock and partly from organic materials and
e. Make new observations when discrepancies exist             that soils differ in their color, texture, capacity to retain
water, and ability to support the growth of many kinds        eye. i. Students know people once thought that earth,
of plants.                                                    wind, fire, and water were the basic elements that made
d. Students know that fossils provide evidence about          up all matter. Science experiments show that there are
the plants and animals that lived long ago and that           more than 100 different types of atoms, which are
scientists learn about the past history of Earth by           presented on the periodic table of the elements.
studying fossils.                                             2. Light has a source and travels in a direction. As a
e. Students know rock, water, plants, and soil provide        basis for understanding this concept:
many resources, including food, fuel, and building            a. Students know sunlight can be blocked to create
materials, that humans use.                                   shadows.
Investigation and Experimentation                             b. Students know light is reflected from mirrors and
4. Scientific progress is made by asking meaningful           other surfaces.
questions and conducting careful investigations. As a         c. Students know the color of light striking an object
basis for understanding this concept and addressing the       affects the way the object is seen.
content in the other three strands, students should           d. Students know an object is seen when light traveling
develop their own questions and perform                       from the object enters the eye.
investigations. Students will:                                Life Sciences
a. Make predictions based on observed patterns and not        3. Adaptations in physical structure or behavior may
random guessing.                                              improve an organism’s chance for survival. As a basis
b. Measure length, weight, temperature, and liquid            for understanding this concept: a. Students know plants
volume with appropriate tools and express those               and animals have structures that serve different
measurements in standard metric system units.                 functions in growth, survival, and reproduction. b.
c. Compare and sort common objects according to two           Students know examples of diverse life forms in
or more physical attributes (e.g., color, shape, texture,     different environments, such as oceans, deserts, tundra,
size, weight).                                                forests, grasslands, and wetlands.
d. Write or draw descriptions of a sequence of steps,         c. Students know living things cause changes in the
events, and observations.                                     environment in which they live: some of these changes
e. Construct bar graphs to record data, using                 are detrimental to the organism or other organisms, and
appropriately labeled axes.                                   some are beneficial.
f. Use magnifiers or microscopes to observe and draw          d. Students know when the environment changes, some
descriptions of small objects or small features of            plants and animals survive and reproduce; others die or
objects.                                                      move to new locations. e. Students know that some
g. Follow oral instructions for a scientific investigation.   kinds of organisms that once lived on Earth have
                                                              completely disappeared and that some of those

Grade 3                                                       resembled others that are alive today.
                                                              Earth Sciences
                                                              4. Objects in the sky move in regular and predictable
Physical Sciences                                            patterns. As a basis for understanding this concept: a.
1. Energy and matter have multiple forms and can be           Students know the patterns of stars stay the same,
changed from one form to another. As a basis for              although they appear to move across the sky nightly,
understanding this concept:                                   and different stars can be seen in different seasons. b.
a. Students know energy comes from the Sun to Earth in        Students know the way in which the Moon’s appearance
the form of light. b. Students know sources of stored         changes during the four-week lunar cycle.
energy take many forms, such as food, fuel, and               c. Students know telescopes magnify the appearance of
batteries. c. Students know machines and living things        some distant objects in the sky, including the Moon and
convert stored energy to motion and heat.                     the planets. The number of stars that can be seen
d. Students know energy can be carried from one place         through telescopes is dramatically greater than the
to another by waves, such as water waves and sound            number that can be seen by the unaided eye.
waves, by electric current, and by moving objects.            d. Students know that Earth is one of several planets
e. Students know matter has three forms: solid, liquid,       that orbit the Sun and that the Moon orbits Earth. e.
and gas. f. Students know evaporation and melting are         Students know the position of the Sun in the sky
changes that occur when the objects are heated. g.            changes during the course of the day and from season to
Students know that when two or more substances are            season.
combined, a new substance may be formed with                  Investigation and Experimentation
properties that are different from those of the original      5. Scientific progress is made by asking meaningful
materials. h. Students know all matter is made of small       questions and conducting careful investigations. As a
particles called atoms, too small to see with the naked       basis for understanding this concept and addressing the
content in the other three strands, students should         Students know many plants depend on animals for
develop their own questions and perform                     pollination and seed dispersal, and animals depend on
investigations. Students will:                              plants for food and shelter. d. Students know that most
                                                            microorganisms do not cause disease and that many are
a. Repeat observations to improve accuracy and know
                                                            beneficial.
that the results of similar scientific investigations       Earth Sciences
seldom turn out exactly the same because of differences     4. The properties of rocks and minerals reflect the
in the things being investigated, methods being used, or    processes that formed them. As a basis for
uncertainty in the observation.                             understanding this concept:
b. Differentiate evidence from opinion and know that        a. Students know how to differentiate among igneous,
scientists do not rely on claims or conclusions unless      sedimentary, and metamorphic rocks by referring to
                                                            their properties and methods of formation (the rock
they are backed by observations that can be confirmed.
                                                            cycle).
c. Use numerical data in describing and comparing           b. Students know how to identify common rock-forming
objects, events, and measurements. d. Predict the           minerals (including quartz, calcite, feldspar, mica, and
outcome of a simple investigation and compare the           hornblende) and ore minerals by using a table of
result with the prediction. e. Collect data in an           diagnostic properties.
investigation and analyze those data to develop a logical   5. Waves, wind, water, and ice shape and reshape
conclusion.                                                 Earth’s land surface. As a basis for understanding this
                                                            concept:
                                                            a. Students know some changes in the earth are due to
Grade 4                                                     slow processes, such as erosion, and some changes are
                                                            due to rapid processes, such as landslides, volcanic
                                                            eruptions, and earthquakes.
Physical Sciences                                          b. Students know natural processes, including freezing
1. Electricity and magnetism are related effects that       and thawing and the growth of roots, cause rocks to
have many useful applications in everyday life. As a        break down into smaller pieces.
basis for understanding this concept: a. Students know      c. Students know moving water erodes landforms,
how to design and build simple series and parallel          reshaping the land by taking it away from some places
circuits by using components such as wires, batteries,      and depositing it as pebbles, sand, silt, and mud in other
and bulbs. b. Students know how to build a simple           places (weathering, transport, and deposition).
compass and use it to detect magnetic effects, including    Investigation and Experimentation
Earth’s magnetic field. c. Students know electric           6. Scientific progress is made by asking meaningful
currents produce magnetic fields and know how to            questions and conducting careful investigations. As a
build a simple electromagnet. d. Students know the role     basis for understanding this concept and addressing the
of electromagnets in the construction of electric motors,   content in the other three strands, students should
electric generators, and simple devices, such as            develop their own questions and perform
doorbells and earphones.                                    investigations. Students will:
e. Students know electrically charged objects attract or    a. Differentiate observation from inference
repel each other.                                           (interpretation) and know scientists’ explanations come
f. Students know that magnets have two poles (north         partly from what they observe and partly from how
and south) and that like poles repel each other while       they interpret their observations.
unlike poles attract each other.                            b. Measure and estimate the weight, length, or volume
g. Students know electrical energy can be converted to      of objects.
heat, light, and motion.                                    c. Formulate and justify predictions based on cause-
Life Sciences                                               and-effect relationships.
2. All organisms need energy and matter to live and         d. Conduct multiple trials to test a prediction and draw
grow. As a basis for understanding this concept: a.         conclusions about the relationships between
Students know plants are the primary source of matter       predictions and results.
and energy entering most food chains.                       e. Construct and interpret graphs from measurements.
b. Students know producers and consumers                    f. Follow a set of written instructions for a scientific
(herbivores, carnivores, omnivores, and decomposers)        investigation.
are related in food chains and food webs and may
compete with each other for resources in an ecosystem.
c. Students know decomposers, including many fungi,         Grade 5
insects, and microorganisms, recycle matter from dead
plants and animals.
3. Living organisms depend on one another and on their      Physical Sciences
environment for survival. As a basis for understanding      1. Elements and their combinations account for all the
this concept: a. Students know ecosystems can be            varied types of matter in the world. As a basis for
characterized by their living and nonliving components.     understanding this concept: a. Students know that
b. Students know that in any particular environment,        during chemical reactions the atoms in the reactants
some kinds of plants and animals survive well, some
                                                            rearrange to form products with different properties. b.
survive less well, and some cannot survive at all. c.
Students know all matter is made of atoms, which may          As a basis for understanding this concept: a. Students
combine to form molecules.                                    know most of Earth’s water is present as salt water in
c. Students know metals have properties in common,            the oceans, which cover most of Earth’s surface.
such as high electrical and thermal conductivity. Some        b. Students know when liquid water evaporates, it turns
metals, such as aluminum (Al), iron (Fe), nickel (Ni),        into water vapor in the air and can reappear as a liquid
copper (Cu), silver (Ag), and gold (Au), are pure             when cooled or as a solid if cooled below the freezing
elements; others, such as steel and brass, are composed       point of water.
of a combination of elemental metals.                         c. Students know water vapor in the air moves from one
d. Students know that each element is made of one kind        place to another and can form fog or clouds, which are
of atom and that the elements are organized in the            tiny droplets of water or ice, and can fall to Earth as
periodic table by their chemical properties.                  rain, hail, sleet, or snow.
e. Students know scientists have developed instruments        d. Students know that the amount of fresh water located
that can create discrete images of atoms and molecules        in rivers, lakes, underground sources, and glaciers is
that show that the atoms and molecules often occur in         limited and that its availability can be extended by
well-ordered arrays.                                          recycling and decreasing the use of water.
f. Students know differences in chemical and physical         e. Students know the origin of the water used by their
properties of substances are used to separate mixtures        local communities.
and identify compounds.                                       4. Energy from the Sun heats Earth unevenly, causing
g. Students know properties of solid, liquid, and gaseous     air movements that result in changing weather patterns.
substances, such as sugar (C6HO6), water (H2O), helium        As a basis for understanding this concept: a. Students
(He), oxygen (O2), nitrogen (N2), and carbon                  know uneven heating of Earth causes air movements
12                                                            (convection currents). b. Students know the influence
dioxide (CO2). h. Students know living organisms and          that the ocean has on the weather and the role that the
most materials are composed of just a few elements.           water cycle plays in weather patterns.
i. Students know the common properties of salts, such         c. Students know the causes and effects of different
as sodium chloride (NaCl).                                    types of severe weather. d. Students know how to use
Life Sciences                                                weather maps and data to predict local weather and
2. Plants and animals have structures for respiration,        know that weather forecasts depend on many variables.
digestion, waste disposal, and transport of materials. As     e. Students know that the Earth’s atmosphere exerts a
a basis for understanding this concept: a. Students know      pressure that decreases with
many multicellular organisms have specialized                 distance above Earth’s surface and that at any point it
structures to support the transport of materials.             exerts this pressure equally in all directions.
b. Students know how blood circulates through the             5. The solar system consists of planets and other bodies
heart chambers, lungs, and body and how carbon                that orbit the Sun in predictable paths. As a basis for
dioxide (CO2) and oxygen (O2) are exchanged in the            understanding this concept: a. Students know the Sun,
lungs and tissues.                                            an average star, is the central and largest body in the
c. Students know the sequential steps of digestion and        solar system and is composed primarily of hydrogen
the roles of teeth and the mouth, esophagus, stomach,         and helium.
small intestine, large intestine, and colon in the function   b. Students know the solar system includes the planet
of the digestive system.                                      Earth, the Moon, the Sun, eight other planets and their
d. Students know the role of the kidney in removing           satellites, and smaller objects, such as asteroids and
cellular waste from blood and converting it into urine,       comets.
which is stored in the bladder.                               c. Students know the path of a planet around the Sun is
e. Students know how sugar, water, and minerals are           due to the gravitational attraction between the Sun and
transported in a vascular plant.                              the planet.
f. Students know plants use carbon dioxide (CO2) and          Investigation and Experimentation
energy from sunlight to build molecules of sugar and          6. Scientific progress is made by asking meaningful
release oxygen.                                               questions and conducting careful investigations. As a
                                                              basis for understanding this concept and addressing the
g. Students know plant and animal cells break down            content in the other three strands, students should
sugar to obtain energy, a process resulting in carbon         develop their own questions and perform
dioxide (CO ) and water (respiration).                        investigations. Students will:
2                                                             a. Classify objects (e.g., rocks, plants, leaves) in
Earth Sciences                                                accordance with appropriate criteria.
3. Water on Earth moves between the oceans and land           b. Develop a testable question.
through the processes of evaporation and condensation.        c. Plan and conduct a simple investigation based on a
student-developed question and write instructions
others can follow to carry out the procedure.
d. Identify the dependent and controlled variables in an
investigation. e. Identify a single independent variable
in a scientific investigation and explain how this
variable can be used to collect information to answer a
question about the results of the experiment. f. Select
appropriate tools (e.g., thermometers, meter sticks,
balances, and graduated cylinders) and make
quantitative observations. g. Record data by using
appropriate graphic representations (including charts,
graphs, and labeled diagrams) and make inferences
based on those data. h. Draw conclusions from scientific
evidence and indicate whether further information is
needed to support a specific conclusion.
i. Write a report of an investigation that includes
conducting tests, collecting data or examining evidence,
and drawing conclusions.

				
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