Math, Science, and Physical Education

Mathematics and Science: InfoBites:

Mathematics and Science: InfoBites Early math learning predicts later math and reading achievement (Sarema & Clements, 2009) Contact with nature is as important to children as good nutrition and adequate sleep (Hachey & Butler, 2009) Investigations strengthen science learning and develop communication (Zan & Geiken, 2010) Active engagement with materials and the environment allow for authentic rethinking of misconceptions (Zan & Geiken, 2010)

Slide 4:

Students collaboratively investigating properties of rocks and sand Representations of sand by children using the naked eye (“I”), with a magnifying glass, and with a 100X microscope

From a First Grader Doing Sums…..:

From a First Grader Doing Sums….. “I find it easier not to do it [simple addition] with my fingers because sometimes I get into a big muddle with them [and] I find it much harder to add up because I am not concentrating on the sum. I am concentrating on getting my fingers right . . . It can take longer to work out the sum [with fingers] than it does to work out the sum in my head.” [In her head, Emily imagined dot arrays. Why didn’t she just use those?] “If we don’t use our fingers, the teacher is going to think, ‘Why aren’t they using their fingers . . . they are just sitting there thinking’ . . . We are meant to be using our fingers because it is easier . . . which it is not.” (Gray & Pitta, 1997, p. 35)

Creating Math Games from Stories:

Creating Math Games from Stories Math skills: 1-to-1 correspondence, Counting, Classification Matching Prediction Social skills: Following rules Taking turns Working together Using the story “Have you seen my cat? by Eric Carle

Integrating Math & Science:

Integrating Math & Science Mathematical Thinking Question Estimate Investigate Organize data Interpret results Scientific Thinking: Inquiry Ask Predict Experiment Observe Record Conclude

Inquiry Lesson Planning:

Inquiry Lesson Planning The 5 Es are a way of looking at lesson planning that encourages inquiry based thinking. Engage (get the students interested in what you are going to do. This could be a warm up.) Explore (students should spend time looking at, asking questions about, making predictions and or participating with instruments, manipulatives, specimens, objects...) Explain (this is a time of discussion; it may involve students with students, students with the teacher, students with the internet, students with writing,) Elaborate (at this stage you want your students to take the information they have gained and use it in another way; they may create an illustration, a project, or a connection to self, the world, other subjects) Evaluate (this can be done by the teacher with discussions, in test or quiz format, using rubrics to analyze understanding; it may be in portfolio format, or production.

An Example.....:

An Example..... Math Number sense Patterns & functions Geometry & spatial relations Measurement Data analysis & probability Science Observation Classification Experimentation Collect & analyze data Source: http://ecrp.uiuc.edu/v6n1/bellous.html Think how these objectives can be integrated into a Unit/Study of trees.

Healthful Living: Health Education:

Healthful Living: Health Education COMPETENCY GOAL 1: The learner will develop knowledge and skills to enhance mental and emotional well-being. COMPETENCY GOAL 2: The learner will develop knowledge and skills to enhance personal and consumer health. COMPETENCY GOAL 3: The learner will develop healthy and effective interpersonal communication and relationship skills. COMPETENCY GOAL 4: The learner will apply knowledge and behavior self management skills to areas of nutrition and physical activity for healthy growth, development, and maintenance. COMPETENCY GOAL 5: The learner will choose not to participate in substance abuse.

Healthful Living: Physical Education:

Healthful Living: Physical Education COMPETENCY GOAL 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1). COMPETENCY GOAL 7: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities (NASPE Standard 2). COMPETENCY GOAL 8: The learner will exhibit a physically active lifestyle (NASPE Standard 3). COMPETENCY GOAL 9: The learner will show evidence of an acceptable level of health related fitness and be familiar with factors that benefit performance (NASPE Standard 4). COMPETENCY GOAL 10: Exhibits responsible personal and social behavior that respects self and others at the same time as values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction (NASPE Standard 5 & 6).