By John Eichinger
Technology doesn't exist in a vacuum and, as a result, just isn't taught that approach. In that spirit, actions Linking technology with arithmetic, K-4 is a hands-on advisor for preservice and inservice effortless university academics who are looking to attach technological know-how guide with different parts of analysis together with visible arts, social sciences, language arts, and particularly math. The 20 discovery-based and academically rigorous actions supplied during this quantity increase scholars wisdom of the realm round them, motivate their common interest, and advertise the advance in their problem-solving abilities. the teachings reminiscent of Digging Into Soil, Exploring the Mysteries of Fingerprints, and What Makes a ship go with the flow? are instructor pleasant, too, requiring no complex services in any topic sector and utilizing merely low-cost and simply available fabrics. every one incorporates a checklist of wanted fabrics, a step by step process, dialogue questions, and evaluation innovations. actions align with the newest nationwide criteria for either technology and math and canopy themes from all clinical disciplines.
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Extra info for Activities Linking Science With Mathematics, Grades 5–8 (ALSM)
Were students able to recognize geometric shapes in their tower designs? ) 3. Were students able to measure accurately? ) ACTIVITIES LINKING SCIENCE WITH MATH, 5–8 45 4 ACTIVITY The Tower Challenge 4. Were students able to explain similarities and differences between real towers and their own paper towers? 1 Sample rubric using these assessment options Achievement Level Developing 1 Proficient 2 Exemplary 3 Were students actively involved in building and analyzing the design of free-standing paper towers?
2. , skyscraper, radio tower, Eiffel Tower, Washington Monument, Egyptian obelisk, Leaning Tower of Pisa). This could be done on an individual basis, by cooperative groups, or by the entire class. 3. , library, internet, interviews) into various towers of interest: strange towers, tallest towers, towers in history, most beautiful towers, and so on. 46 NATIONAL SCIENCE TEACHERS ASSOCIATION PHYSICAL SCIENCE 4. Rather than building a tall tower, have students design and construct a beautiful tower, a functional tower, an intimidating tower, and/or a fantasy tower.
1 Sample rubric using these assessment options Achievement Level Developing 1 Were student groups able to successfully design and construct their own load-bearing structures out of pipe cleaners? Unsuccessfully attempted to design and construct a load-bearing structure Were students able to draw effective Attempted to draw conclusions about designing loadsignificant conclusions bearing structures? about structural design, but were unable to do so Proficient 2 Exemplary 3 Successfully designed and constructed a loadbearing structure Took a leadership role in the successful design of their team’s structure Drew several significant conclusions about the design of their own structure Clearly explained and discussed several significant conclusions about their own and others’ structural designs Other Options and Extensions 1.
Activities Linking Science With Mathematics, Grades 5–8 (ALSM) by John Eichinger