By: John Eichinger
|$23.16 - Member Price |
$28.95 - Nonmember Price
Activities Linking Science With Math, K-4
|Type of Product:||NSTA Press Book (also see downloadable PDF version of this book)
based on 1 review
|Publication Title:||Activities Linking Science With Math Series
|Grade Level:||Elementary School
|Read Inside:||Read a sample chapter: What Makes a Boat Float?
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
[Read the full review]
Science does not exist in a vacuum and, therefore, shouldn’t be taught that way. In that spirit, Activities Linking Science With Math, K-4, is a hands-on guide for preservice and inservice elementary school teachers who want to connect science instruction with other areas of study—including visual arts, social sciences, language arts, and especially math.
The 20 discovery-based and academically rigorous activities provided in this volume enrich students’ awareness of the world around them, encourage their natural curiosity, and promote the development of their problem-solving skills. The lessons—such as "Digging Into Soil," "Exploring the Mysteries of Fingerprints," and "What Makes a Boat Float?"—are teacher friendly, too, requiring no advanced expertise in any subject area and using only inexpensive and easily accessible materials. Each includes a list of needed materials, a step-by-step procedure, discussion questions, and assessment techniques.
Activities align with the latest national standards for both science and math and cover topics from all scientific disciplines.
(mouse over for full classification)
Scientists and inventors
Newton’s laws of motion
Acids and bases
Scientific habits of mind
Using scientific equipment
Nature of science and technology
|Intended User Role:||Curriculum Supervisor, Elementary-Level Educator, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Interdisciplinary, Professional development, Science safety, Teacher content knowledge, Teacher preparation, Teaching strategies
Matrix: Key Instructional Strategies Used in Each Activity
Activity 1: Investigating Textures
Activity 2: What Do You See? Visual Observation
Activity 3: Science and Math on Television
Activity 4: A One-Sided Paper Loop—The Möbius Band
Activity 5: Alphabet Taxonomy
Activity 6: Your Very Own Museum—Making Collections
Activity 7: Creating Art Projects From Recycled Materials
Activity 8: Experimenting With Force and Motion Using Origami Frogs
Activity 9: What Makes a Boat Float?
Activity 10: Investigating the Properties of Magnets
Activity 11: Applying Simple Chromatography
Activity 12: Investigating Surface Tension and Soap
Activity 13: Learning About Acids and Bases
Activity 14: Digging Into Soil
Activity 15: Observing and Sorting Rocks
Activity 16: Exploring Evaporation
Activity 17: Examining Colors, Color Perception, and Sight
Activity 18: Exploring the Mysteries of Fingerprints
Activity 19: Making Prints From Fruits and Vegetables
Activity 20: Examining Serial Sections of an Apple
Customers who bought this item also bought
National Standards Correlation
This resource has 74 correlations with the National Standards.
- Physical Science
- Properties of objects and materials
- Objects have many observable properties, including the ability to react with other substances. (K-4)
- Objects have many observable properties, including size, weight, shape, color, and temperature. (K-4)
- The observable properties of objects can be measured using tools, such as rulers, balances, and thermometers. (K-4)
- Objects are made of one or more materials, such as paper, wood, and metal. (K-4)
- Objects can be described by the properties of the materials from which they are made. (K-4)
- The properties of objects can be used to separate or sort a group of objects or materials.
- Properties and changes of properties in matter
- A substance has characteristic properties, such as density, a boiling point, and solubility. (5-8)
- Position and motion of objects
- The position and motion of objects can be changed by pushing or pulling. (K-4)
- Light, heat, electricity, and magnetism
- Light travels in a straight line until it strikes an object. (K-4)
- Light can be reflected by a mirror, refracted by a lens, or absorbed by the object. (K-4)
- Electricity in circuits can produce light, heat, sound, and magnetic effects. (K-4)
- Electrical circuits require a complete loop through which an electrical current can pass. (K-4)
- Magnets attract and repel each other and certain kinds of other materials. (K-4)
- Motion and Forces
- If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. (5-8)
- Life Science
- The characteristics of organisms
- Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking. (K-4)
- Humans and other organisms have senses that help them detect internal and external cues. (K-4)
- The world has many different environments, and distinct
environments support the life of different types of organisms. (K-4)
- Organisms and environments
- All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.
- An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment.
- When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.
- All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial.
- Humans depend on their natural and constructed environments. Humans change environments in ways that can be either beneficial or detrimental for themselves and other organisms.
- Earth Science
- Properties of earth materials
- Earth materials are solid rocks and soils, water, and the gases of the atmosphere.
- The varied Earth materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food.
- Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply.
- Structure of the earth system
- Some changes in the solid earth can be described as the "rock cycle." (5-8)
- Old rocks at the earth's surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions, and the rock cycle continues. (5-8)
- Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle." (5-8)
- Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground. (5-8)
- Water is a solvent. As it passes through the water cycle it dissolves minerals and gases and carries them to the oceans. (5-8)
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Ask a question about objects, organisms, and events in the environment. (K-4)
- Plan and conduct a simple investigation. (K-4)
- Employ simple equipment and tools to gather data and extend the senses. (K-4)
- Use data to construct a reasonable explanation.
- Communicate investigations and explanations.
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Develop descriptions, explanations, predictions, and models using evidence.
- Think critically and logically to make the relationships between evidence and explanations.
- Use mathematics in all aspects of scientific inquiry.
- Understandings about scientific inquiry
- Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world. (K-4)
- Scientists use different kinds of investigations depending on the questions they are trying to answer.
- Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4)
- Scientists make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations. (K-4)
- Scientists review and ask questions about the results of other scientists' work. (K-4)
- Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. (5-8)
- Science and Technology
- Abilities of technological design
- Propose a solution.
- Implementing proposed solutions
- Evaluate a product or design.
- Communicate a problem, design, and solution.
- Implement a proposed design.
- Evaluate completed technological designs or products
- Communicate the process of technological design
- Understanding about science and technology
- People have always had questions about their world. Science is one way of answering questions and explaining the natural world.
- People have always had problems and invented tools and techniques (ways of doing something) to solve problems.
- Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do.
- Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. (5-8)
- Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as quantity, distance, location, size, and speed. (5-8)
- Technology provides tools for investigations, inquiry, and analysis.
- Scientific inquiry is driven by the desire to understand the natural world, and technological design is driven by the need to meet human needs and solve human problems. (9-12)
- History and Nature of Science
- Science as a human endeavor
- Science and technology have been practiced by people for a long time.
- Many people choose science as a career and devote their entire lives to studying it.
- Some scientists work in teams, and some work alone, but all communicate extensively with others. (5-8)
- Science requires different abilities, depending on such factors as the field of study and type of inquiry. (5-8)
- Science is very much a human endeavor, and the work of science relies on basic human qualities, such as reasoning, insight, energy, skill, and creativity--as well as on scientific habits of mind, such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. (5-8)
- Process Standards for Professional Development
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science guide and facilitate learning. In doing this, teachers
- Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
- Orchestrate discourse among students about scientific ideas.
- Teachers provide students with the time, space, and resources needed to learn science.
- Create a setting for student work that is flexible and supportive of science inquiry.
- Make the available science tools, materials, media, and technological resources accessible to students.
- Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
- Nurture collaboration among students.
“This guide will help pre-service and in-service elementary school teachers who want to connect science instruction with other areas of study, including visual arts, social sciences, language arts, and especially math. Based on constructivist theory and aligned with the latest national standards for science and math, the book’s 20 activities rely on hands-on instruction, guided discovery, and open-ended challenges, and are designed to encourage students’ natural curiosity and develop problem-solving skills. They require no advanced expertise in any subject area, and use only inexpensive and easily accessible materials. Each activity includes a step-by-step procedure, discussion questions, options and extensions, and assessment rubrics, plus citations for books, articles, and other supplementary resources for teachers. Many activities include worksheets for students.”
Annotation ©2009 Book News Inc. Portland, OR
||An excellent source of ideas
||Reviewed by: Donald Albin Jr. (Carlisle, PA) on June 21, 2009
||This is an excellent activity book for the teacher of science in Grades K-4. Yet, it is more than an activity book. It provides an instructional framework that is modeled in each of the complete lesson/activity plans. The framework ties directly to inquiry-based learning. The author focuses the teacher’s attention on the students, prompting teachers to “take your cues from them (the students)” (Eichinger, 2009, p. 5). Furthermore, the author focuses the teacher’s attention on clear learning objectives—objectives that are aligned with national standards. This book is a resource that is meant to be adapted to a specific school environment, and provides many examples of adaptations for specific learners.
Activities Linking Science with Math, K-4 provides, within each of the 20 activities, numerous ideas for purposeful exploration, meaningful discussion, authentic assessment, and further thought. All of the activities are applicable to Grades 3 to 4, and 90% of the activities are applicable to Grades K-2 as well. Most of the activities can be student-lead or teacher-lead, adjustable to the needs of a specific classroom. The activities allow the students hands-on experience with practical and thought-provoking subjects in science, and link science to simple and applicable mathematical principles. Some of the exciting activities guide the students in: understanding the function of the eye by creating a model, exploring botany by dissecting and stamping with fruits and vegetables, uncovering geological differences by digging into soil, learning to love science by making collections from nature, recognizing patterns in alphabet and number shapes, and identifying similarities and differences in texture. The activities presented in this book are engaging to students.
Meaningful discussion ideas are provided for each activity. The discussion questions are open-ended, allowing students to think for themselves; allowing room to debate in groups. As an example, Activity #14 (entitled “Digging into Soil) prompts students with the question, “How can you tell the difference between the different soil components?” Pondering this question helps students synthesize their hands-on learning. They will think about particle size, color, and feel; and what makes dirt different. Multiple questions are provided for each activity.
Ideas for authentic assessment are presented both in descriptive form and in the form of a rubric. The rubric could be used “as-is” by the teacher, or could be adjusted to specific classroom needs. All of the assessments focus on whether the students demonstrated true understanding of the scientific and mathematical concepts. The assessments identify student performances either during the activity or during the discussion. On example assessment from the digging into soil activity is, “Could students reach meaningful conclusions about the differences between the three different samples?” The author proposes that student understanding may be assessed via informal observations, formal discussions, or journaling. Assessment is an integral part of the experiences provided in this book.
Finally, included in every activity are multiple opportunities to extend student learning. This is accomplished by proposing future investigations. For example, the digging into soil activity proposes, “Students can collect and compare soil samples from different locations.” This specific investigation leads students to consider greater diversity.
Perhaps the greatest contribution of this book is that it provides the teacher with ideas; not just ideas, but very detailed explorations associated with each idea. What’s more, these ideas are tied to NSES Standards for science and NCTM Standards for mathematics, so a teacher can be very purposeful with each learning experience. This book proves to be a very valuable resource in leading students in exploration and achieving inquiry-based learning.
If you wish to add your review, click here.