Download PDF by John Eichinger: Activities Linking Science With Mathematics, Grades 5–8

By John Eichinger

ISBN-10: 1933531428

ISBN-13: 9781933531427

Technological know-how 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 consultant for preservice and inservice undemanding institution lecturers who are looking to attach technology guide with different components of research 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 understanding of the realm round them, motivate their usual interest, and advertise the improvement in their problem-solving talents. the teachings comparable to Digging Into Soil, Exploring the Mysteries of Fingerprints, and What Makes a ship go with the flow? are instructor pleasant, too, requiring no complicated services in any topic zone and utilizing in simple terms reasonably cheap and simply obtainable fabrics. every one incorporates a checklist of wanted fabrics, a step by step strategy, dialogue questions, and overview suggestions. actions align with the newest nationwide criteria for either technological know-how and math and canopy issues from all clinical disciplines.

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Additional info for Activities Linking Science With Mathematics, Grades 5–8 (ALSM)

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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. Resources Adams. B. 2006. London Bridge is falling down. Science and Children 43 (8): 49–51. Junior Engineering Technical Society. 1989.

Science and Children 44 (9): 38–42. Moyer, P. S. 2001. Patterns and symmetry, Reflections of culture. Teaching Children Mathematics 8 (3): 140–148. Robertson, B. 2008. Science 101: Why do we classify things in science? Science and Children 45 (5): 70–72. Schoffel, J. , and M. L. Breyfogle. 2005. Reflecting shapes: Same or different? Teaching Children Mathematics 11 (7): 378–382. Seidel, J. D. 1998. Symmetry in season. Teaching Children Mathematics 4 (5): 244–249. , and S. Stump. 2007. Characteristics of shapes.

Wire snippers (several pairs) • Pliers (several pairs) • Art books with photos of sculptures and/or actual pieces of sculpture • Photos or illustrations of towers • Lots of pipe cleaners (at least 15 per student group, of various colors if possible) • Scissors • Metric rulers • Lots of pennies (or other small, standardized weights such as washers or fishing weights) • Plastic cups • Balances/scales 50 NATIONAL SCIENCE TEACHERS ASSOCIATION PHYSICAL SCIENCE Connecting to the Standards NSES Grade 5–8 Content Standards: Standard A: Science as Inquiry • Abilities necessary to do scientific inquiry (especially thinking critically, using evidence, and applying mathematics) • Understanding about scientific inquiry (especially emphasizing the value of evidence and mathematics) Standard E: Science and Technology • Abilities of technological design (especially identifying, implementing, and evaluating a design solution) • Understanding about science and technology (especially that science and technology work together, and that technological designs have limitations) NCTM Standards for Grades 3–8: • Geometry (especially identifying, naming, comparing, and applying three-dimensional shapes) • Measurement (especially understanding and applying the metric system) • Problem Solving (especially applying strategies to solve problems) • Reasoning and Proof (especially engaging in thinking and reasoning) Safety Considerations Basic classroom safety practices apply.

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Activities Linking Science With Mathematics, Grades 5–8 (ALSM) by John Eichinger


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