EDU 607 Final Project
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School
Belhaven University *
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Course
607
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
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10
Uploaded by ChefSteel12855
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Belhaven University
EDU607: Teaching Math and Science Dr. Mincey June 17
th
2023
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Final Project Part 1 Introduction of the Unit
6
th
Grade
Mississippi College and Career Readiness Standards
o
Social Studies Standard G.6.7
Compare and contrast ways that the extraction of resources impacts humans and the physical environment.
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Math Standard MA.6. SP.1 - Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
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Science Standard L.6.3 Students will demonstrate an understanding of the relationships among survival, environmental changes, and diversity as they relate to the interactions of organisms, populations, and the environment.
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ELA RI.6.9
- Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same
Materials/Manipulatives needed for unit o
Computers with internet access for research, data analysis, and communication
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Maps (local, regional, or national) to identify water bodies and pollution sources
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Water quality testing kits
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Data collection tools
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Pen/Pencil for notes, ideas, summarizing, and communication
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Part 2 Detailed Descriptions of STEM Activity Water Pollution
Science:
Students will utilize water quality testing kits to measure pH levels, dissolved oxygen, nitrates, phosphates, and turbidity in water samples. They will apply scientific methods to
collect data, and make observations.
Technology:
Students will explore online resources, access data sets, and utilize technology-based tools for information gathering and analysis.
Engineering:
Students can apply engineering design to identify and propose potential solutions to reduce or prevent water pollution or aspects of water treatment systems or pollution mitigation strategies.
Mathematics:
Students will use mathematical concepts and statistical analysis to examine the variability
in water quality data or create graphs, analyze trends, and draw conclusions based on the data.
Part 3 - Integration of Concepts
Throughout the STEM project, students will utilize the CRA (Concrete-Representational-
Abstract) method and the inquiry process while involving parents and family members to enhance their learning experience. The study focuses on the effects of water pollution.
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During the Concrete phase, students will take an active role in activities such as obtaining
water samples, conducting experiments, and making observations. These experiences will allow them to develop a concrete comprehension of water pollution and its effects. In the next phase, Representational, students will use their collected information to construct visual representations such as diagrams, charts, and maps. Students will gain a deeper understanding of the topic by drawing parallels between their concrete experiences and the abstract concepts of water pollution.
In the Abstract phase, students will understand and analyze their collected data. Students will recognize patterns, draw conclusions about the causes and effects of water pollution, and develop abstract reasoning and problem-solving abilities.
Students will take part in numerous processes throughout the inquiry procedure. They will initiate their investigation with a plan for water pollution-related inquiries. Students will examine water quality parameters and potential pollution sources via research, fieldwork, and data collection. The students will then analyze the collected data, build visual representations, and draw conclusions regarding the extent and effects of water pollution. Students will then present their findings through oral presentations, written reports, and multimedia presentations, explaining their understanding of water pollution and comparing various information sources.
Important to the initiative's success is the participation of parents and family. Project specifics, goals, and expectations will be communicated to parents through letters, emails, or parent information sessions. They can help their children by assisting with data
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collection, accompanying them on field excursions, and providing access to local resources concerning water pollution. Communication channels such as email, online forums, and parent-
teacher conferences will be established to maintain regular communication, allowing parents and
students to share progress, ask questions, and seek direction.
Using the CRA method, implementing the inquiry process, and involving parents/family, this STEM project will provide students with a comprehensive and engaging learning experience. It will increase their knowledge of water pollution, develop their critical thinking and
problem-solving abilities, and cultivate effective communication.
Rubrics, and project presentations will be used to evaluate students' comprehension, data analysis skills, research abilities, and communication of findings. Regular updates, and documentation of parent involvement in supporting student learning will serve as communication
between home and school.
Incorporating ELA RI.6.9 into the project, I could include an analysis of comparison component in which students compare and contrast the presentation of climate-related incidents in various written sources. As each student's assets and limitations differ, they can encounter difficulties at any stage
of the STEM activity. One student may struggle with data analysis, whereas another may find problem-solving difficult. Creating cooperation in the classroom becomes essential in such circumstances. By encouraging students to collaborate and support one another, they can utilize their distinctive abilities and ideas to overcome individual obstacles.
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As the teacher, creating a safe learning environment plays a crucial role in facilitating collaboration and risk-taking. By establishing a classroom culture where students feel comfortable making mistakes without fear of judgment, they are more likely to openly share their thoughts, ideas, and questions. This safe space allows for productive discussions and fosters
a sense of psychological safety, enabling students to take risks and step out of their comfort zones.
Additionally, promoting a growth mindset among students further supports their learning journey. By emphasizing that intelligence and abilities can be developed through effort, students are encouraged to focus on their progress and improvement rather than aiming for perfection. This mindset empowers students to learn from their mistakes, view challenges as opportunities for growth, and persist in their efforts to overcome obstacles.
By combining a safe learning environment and a growth mindset, students can shift their focus from seeking 100% accuracy to putting forth their best effort in their learning endeavors. This approach allows them to embrace mistakes as valuable learning experiences, promote resilience, and ultimately develop a deeper understanding of the concepts explored in the STEM activity.
Part 4 – Reflection As a teacher, integrating multiple disciplines and developing an effective STEM Activity has challenged me. This unit has required me to have a thorough understanding of social studies, mathematics, science, and English language arts standards, as well as to make meaningful connections between them. It forces me to plan academic activities that engage my students and help them see the interrelationships of these subjects (Araujo, Hanuscin, & Otten, 2020).
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I anticipate challenges with supporting useful asking questions, investigation, and analysis as I guide my students through the inquiry process. It can be challenging to balance the requirements of multiple standards and ensure coherence across disciplines. Nevertheless, I find that making real-world connections and integrating math and science concepts come more naturally to me when I incorporate teaching practices such as using real-world problems, interdisciplinary vocabulary, and promoting collaboration (Araujo, Hanuscin, & Otten, 2020; Olson & Drake, 2009; Bartell, 2020; Lott & Clark, 2021).
Considering my students' specific demographics and requirements, I believe incorporating statistical analysis (MA.6.SP.1) would greatly benefit them. This concept allows my students to analyze data carefully, draw informed conclusions, and make evidence-based decisions. (Araujo, Hanuscin, & Otten, 2020) Statistical literacy is valuable in numerous academic and professional disciplines, providing my students with essential skills for their future
goals. I will use a variety of formative and summative assessments to evaluate my student's mastery of the identified standards. I will create rubrics, evaluations, and project presentations to assess their comprehension, data analysis skills, research abilities, and ability to communicate findings. In addition, I will engage in ongoing observation, facilitate class discussions, and conduct individual conferences to gain a deeper understanding of my student's progress and mastery of the identified standards (Araujo, Hanuscin, & Otten, 2020; Bartell, 2020; Lott & Clark, 2021).
Incorporating my Christian worldview into the STEM activity, I will highlight leadership and concern for God's creation. I will emphasize the importance of preserving the environment, which includes water resources, and addressing contamination. In addition, I will influence the
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learning environment by incorporating Christian principles such as collaboration, respect, and the value of diverse perspectives. By fostering a sense of responsibility, concern for others, and ethical decision-making, I intend to develop my students' character and align STEM activities with a Christian worldview (Bartell, 2020; Ruef & Torres, 2020).
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References
Araujo, Z., Hanuscin, D., & Otten, S. (2020). Practices for mathematics and science integration. Mathematics Teacher: Learning & Teaching PK-12, 113(4), 322-326.
Bartell, T. (2020). Reimagining homework to connect to home and community knowledge. Mathematics Teacher Learning & Teaching Pk-12, 113(12), 1023-1028
Lott, K., & Clark, S. (2021). Learning the language of scientists. Science & Children, November/December,56-61. Olson, J., & Drake, C. (2009/March). The home connection. Science and Children, 52-55
Ruef, J., & Torres, A. (2020). A menu of risk-taking scaffolds. Mathematics Teacher Learning &
Teaching Pk-12, 113(09). 723-730.
Water Pollution Cleanup (Student Instruction) - DiscoverE. (n.d.). Retrieved from https://discovere.org/stem-activities/water-pollution-cleanup-student-instruction/
Water Pollution Worksheet. (n.d.). Retrieved from https://teachsimple.com/product/water-
pollution-worksheet