vels: learning about our world - puentes culturales
TRANSCRIPT
VELS: Learning About Our World
Presented by: Sally Anderson Greg DeFrancisCamille Catlett
Good Morning!
Today’s Facilitators:
• Sally Anderson,
Vermont Center for the Book
• Greg DeFrancis,
Montshire Museum of Science
• Camille Catlett,
FPG Child Development Center
Visions & Dreams
For now and into the future, we hope that participants will…
1. be inspired to use the VELS in your practice and gain support from
the depth of reflective work that has constructed this tool.
2. help communicate this tool to your districts, colleagues, and
communities.
3. build a sense of community with others participating in the VELS
Institutes to support your professional growth.
Today’s Agenda
VELS at a Glance An Introduction with Shorthand
Learning About Our World: An Overview
Exploring Force and Motion Small group work
VELS Elements and Domains
Inclusive instruction
Literature links
Gumdrops!
Lunch
Building a Town Small group work
VELS Elements and Domains
Inclusive instruction
Literature links
Gumdrops!
Wrap-up for Today
What are gumdrops?
This is Your Brain on Engineering
This is Your
Brain on
Engineering!
Learning About Our WorldThree domains and multiple elements
Mathematics Science Social Studies
Exploring Forces and Motion
An example of working in the Science domain
Elements: Physical Sciences; Engineering Design
Goals:
1. Children construct concepts of the
properties of matter, sound, motion and
energy through exploration and
investigations.
2. Children design, experiment, construct,
alter, and problem solve to modify the
natural world and meet their needs and
wants.
Exploring Forces and Motion
Balls and Ramps:
• Work in groups of 3-4 at your table.
• Create a ramp with materials provided.
• Explore how balls roll down the ramp. With partners, talk about: • Do all the balls roll the same distance from the ramp?
• How can you change the ramp to make the ball roll further? Not as far?
• Use descriptive words to describe the different balls.
• How can you change the slope of the ramp? What words would
you use to describe the slope?
• Does you ball have enough force to knock over a small block at the bottom of the ramp?
• What can you change so your ball can knock over more than one block?
• Experiment with the ramp and collect data:• What data can you collect about your balls and ramp experiment? Mathematics?
• How many ways can you measure the distance the balls roll beyond the ramp?
• What are some ways you can represent the data you collected?
Exploring Forces and Motion
Marble Runs:
• Work in groups of 3-4 at your table.
• Discuss with your partners your design.
• Cut the boxboard into strips.
• Attach the strips to the large corrugated board.
• Engineer the best solution to make the ramps
• Make changes to improve your design.
• Problem solve to make a marble run where the marble:
• Speeds up (increases velocity).
• Slows down (decreases velocity).
• Changes direction.
• Hits a second marble.
• Falls into a cup.
Exploring Forces and Motion
Debrief
• Good inquiry
• Activity incorporates engineering
and design
• Incorporates mathematics
– embedded in activity in relevant way to
integrate domains
• Collaboration
Exploring Forces and Motion
Connecting to the Standards
At your table:
Using VELS, discuss which Learning
About Our World section Science
domain & Learning Elements aligned
with this morning’s work. Practice use
of shorthand to reference the VELS!
Exploring Forces and Motion
Connecting to the Standards
At your table:
Using VELS to discuss what Math has to
do with it, can you connect to Domains
from other sections that were aligned
with this morning’s work?
Exploring Forces and Motion
At your table:
• Read Piper’s story.
• Discuss at your table how you would adjust this activity to best meet Piper’s needs.
Being
inclusive of
all learners
Exploring Forces and Motion
Literature Links
Unlocking Learning:
Science as a Lever for
English Learner Equity
Using Language to Promote “Science Talk”
Additional Resources…can be
found at link below…
http://www.mothergooseprograms.org/ve
ls-institute-2/
www.montshire.org
Please return by 1:00 Enjoy !
Time for Lunch!
Building a Town
• Elements: Physical and Cultural
Geography; Engineering; Geometry
and Spatial Reasoning.
• Goals:
Children construct concepts about
the physical characteristics and
locations of familiar to more distant
places, and the impacts of people
on the environment. Also construct
concepts of their own cultural
identity and appreciates others’
cultures.
Building a Town
Work in groups of 3-4 at your table
• Discuss with your partners what a
community needs.
• Decide one structure to build.
• Design on planning sheet.
• Get approval for design.
• Use materials available to build.
Improve your design.
• Measure when appropriate.
• Add your structure to the town.
Building a Town
Building a Town
An example of working in the Social Studies domain
Debrief
• Good inquiry
• Activity incorporates
engineering and design
• Incorporates math – embedded
in activity in relevant way
• Collaboration
Connecting to VELS
At your table:
Using VELS, discuss what section
Learning Elements and Domains from
other sections were aligned with this
morning’s work.
Practice your shorthand!
Connecting to the Standards
How would you develop this activity for your classroom?
What will you change to meet your age group’s needs?
Which age group(s) do you work with?
Building a TownBeing Inclusive of All
At your table:
• Read Marisol’s story.
• Discuss at your table how you
would adjust this activity for best
meet Marisol’s needs.
Building a Town
End of Day Exit Ticket
Write Down …
•3 things you learned today
•2 things you want to share with others about VELS Learning About Our World
•1 thing you want to know more about
Creativity Takes Time
Creativity Takes Time
Where can you find this Gumdrop?
https://www.youtube.com/watch?v=VPbjSnZnWP0