604 DB2
docx
keyboard_arrow_up
School
Touro College *
*We aren’t endorsed by this school
Course
603
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by GrandTitanium878
1. After reading and reviewing the Math and Science Standards, pick a grade level and examine the Math and Science Standards for that particular grade. Identify a Math and Science Standard that you
could address in one lesson. Describe how you would create one lesson to address both standards.
After reviewing the Math and Science Standards, I selected grade 1 to focus on. Within this grade, I identified specific standards in both Math and Science that can be addressed in a single integrated lesson. In Math, the standard I’ll target is NY-1.MD, which describes Measurement and Data. It involves representing and interpreting data, organizing data into categories, and posing questions about data points in these categories. In Science, the standard I chose is P-PS2-
1. This standard emphasizes the use of tools and materials to design and build a device that can make an object move faster through the application of force, such as a push or a pull. To create a comprehensive lesson that addresses both of these standards simultaneously, the lesson will revolve around an engaging hands-on experiment. Students will be provided with three different types of balls, a basketball, a tennis ball, and a kickball. They will work in groups, taking turns to
push each ball down a sloped ramp. Their task will be to carefully observe and measure how far each ball travels down the ramp. The following steps outline the lesson plan:
Introduction
:
Begin the lesson by discussing the concepts of force, push, and pull with the students.
Present the three different balls and explain that they will be conducting experiments to see how these forces affect the balls' movement.
Experimental Setup:
Provide each group with a ramp and the three types of balls.
Distribute measuring tools (e.g., rulers or measuring tapes) and data recording sheets to each group.
Experimentation:
In their groups, students take turns pushing each ball down the ramp.
As each ball rolls down, students measure and record the distance it travels in inches.
Data Analysis:
After all groups have completed their experiments, gather the data.
Discuss with the students how to organize the data into categories based on the type of ball and the distance traveled.
Encourage students to ask questions about the data, such as how many inches each ball rolled and how they compare to one another.
Integration of Standards:
In this activity, students are utilizing tools (the ramp and measuring instruments) to explore the concept of force (pushing the balls). They will organize and represent data by categorizing the measurements for each ball and then interpreting the results to answer questions about their observations. By conducting this 'Push and Pull Exploration' activity, students will not only gain hands-on experience with forces but also practice key mathematical skills related to data representation and interpretation. This integrated lesson effectively addresses both the Math and Science standards for grade 1, fostering a holistic understanding of these concepts among the students."
2. How might you help students to develop thinking skills while they
are learning math and science? Is there a way digital technology can
help?
One effective strategy for aiding in the development of students' thinking skills is to pose thought-provoking questions that require them to engage in critical thinking. For example, presenting inference questions can be particularly beneficial in their thinking abilities. These types of questions compel students to draw upon their prior knowledge and utilize the available data to formulate well-reasoned answers. Encouraging creativity is another vital aspect of enhancing thinking skills. By empowering students to create their own bar graphs, we introduce an element of artistic expression. Each student can select unique scales for their graphs, resulting
in visually distinct representations of the same data. Promoting collaboration by having students work in pairs or groups to construct these graphs fosters a c.ulture of shared inquiry. This not only stimulates critical thinking but also encourages motivation, as students are engaged in a collaborative learning experience. As Adams and Hamm (2014) aptly stated, "To increase student motivation, teachers often encourage students to apply thinking skills in analyzing and resolving real-world problems." In today's educational world, technology plays a pivotal role, aligning with the consistenyl changing needs of students. It is an important part of their daily lives, making it a vital resource for learning. Technology facilitates individualized learning, as noted by Halla (2015). Through technology-enabled platforms, students can practice and engage with interactive content that improves their skills and expands their vocabulary, ensuring they understand the material before moving on to the next section. By posing thought-provoking questions, encouraging creativity, integrating technology, and supporting individualized learning,
educators can effectively nurture students' thinking skills and motivation, equipping them with valuable tools for both academic success and real-world problem-solving.
Questions: 1. How can educators adapt their teaching methods to effectively pose thought-provoking questions that stimulate critical thinking across various subjects and grade levels?
2.What strategies can teachers employ to encourage creativity and artistic expression in the learning process while maintaining alignment with curriculum objectives?
3. In what ways can technology be harnessed to support individualized learning experiences and cater to the diverse needs and abilities of students?
4. How can educators design real-world problem-solving activities that are both engaging and relevant to students' lives, thereby fostering motivation and a sense of purpose in their learning journey?
Additional Reading: https://amplify.com/blog/problem-based-learning/the-power-of-technology-in-the-math-
classroom/
References
: Adams, D., & Hamm, M. (2014).
Teaching math, science, and technology in schools today guidelines for engaging both eager and reluctant learners
(2nd ed.). Rowman & Littlefield Education.
Halla, K. (2015).
Deeper learning through technology using the cloud to individualize instruction
. Corwin.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help