Two out of three fourth graders cannot read proficiently and seven out of ten inner-city and rural fourth graders cannot read at the most basic level (Paige, 2002). With increasing pressure on teachers to elevate reading proficiency because of NCLB, how do you envision a math/science education curriculum that supports literacy while still proving a rich environment for science inquiry and problem-based math learning? For example, how can you balance math practice problems, not drill, with your approach?
One of the further challenges of implementing a problem-based math and science curriculum is that assessment questions often require strong reading comprehension skill levels as well as science and math conceptual understanding. Visit the NAEP site explored in science methods and choose one science and one math question that you could use for your thematic unit as either a pre- or post assessment. What literacy skills would students also have to have to be successful on your selected question?
Please post these in your grade bands ~ Thank you!!!
Wednesday, October 31, 2007
Wednesday, September 19, 2007
Week #4 Critique Integrated Curriculum
Compare SAE curriculum to AIMS or GEMS curriculum.
You have seen how the math and science is integrated within the SAE curriculum (Jet Toy). Compare this to an AIMS or GEMS curriculum (found in the TRC).
You have seen how the math and science is integrated within the SAE curriculum (Jet Toy). Compare this to an AIMS or GEMS curriculum (found in the TRC).
Tuesday, September 11, 2007
Jet Toy/Force and Motion Questions
Week #3: Jet Toy/Force and Motion Questions
The math involved in the World in Motion Jet Toy curriculum is graphing distance traveled vs. weight carried. Is this activity appropriate for the level of student you have been researching? Describe exactly what you would have a class do? In other words, what mathematics are they learning or are you teaching?
The science concepts involved in the curriculum include Newton's Laws of Motion. What force and motion concepts would you want students in a K-2 band to know before exploring factors which can affect the distance traveled by the Jet Toy constructed in math methods? How did you decide this? (Hint: NSES). How would you adapt the learning episodes we explored in science methods to develop these force and motion concepts?
The math involved in the World in Motion Jet Toy curriculum is graphing distance traveled vs. weight carried. Is this activity appropriate for the level of student you have been researching? Describe exactly what you would have a class do? In other words, what mathematics are they learning or are you teaching?
The science concepts involved in the curriculum include Newton's Laws of Motion. What force and motion concepts would you want students in a K-2 band to know before exploring factors which can affect the distance traveled by the Jet Toy constructed in math methods? How did you decide this? (Hint: NSES). How would you adapt the learning episodes we explored in science methods to develop these force and motion concepts?
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