603 DB9
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Touro College *
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603
Subject
Mathematics
Date
Feb 20, 2024
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docx
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Uploaded by GrandTitanium878
1. Using The New York City Department of Education K-5 Science Scope and Sequence for Grades 4-5, list and discuss three areas where you can combine science with mathematics standards.
In developing a lesson plan that connects both science and mathematics, the goal is to foster an understanding by connecting concepts across disciplines. For fourth-grade students, an opportunity arises to connect science and mathematics standards. Students focus on the concepts of plants and living organisms, guided by the standard 4-LS1-1, “Construct an argument that plants and animals have internal and external structures that function to support survival, growth,
behavior, and reproduction.” Students can focus on a math project exploring symmetry, drawing parallels between shapes observed in cells, plants, animals, and other organisms. This aligns with
the mathematics standard 4.G.A.3, recognizing a line of symmetry for a two-dimensional figure. The students identify lines of symmetry and also gain the ability to draw lines of symmetry, helping their comprehension of both scientific and mathematical principles. For fifth-grade students, science Standard 5-PS1-2, which requires students to "measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total amount of matter is conserved." This aligns with
the Mathematics Standard NY-5.MD.1, where students are asked to "converting like measurement units within a given measurement system." By combining these standards, students
can engage in an understanding of matter and its transformations. They will measure and graph quantities to demonstrate the conservation of matter during various changes and also apply mathematical skills to convert measurements within the same system. For sixth grade, I would use Science Standard MS-ESS2-6, guiding students to "develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates." This coincides with the Mathematics Standard 6.NS.C.5, where students are encouraged to "understand that positive and negative numbers are used together to describe quantities having opposite directions or values." Through this approach, students can better their comprehension of concepts such as comparing and contrasting temperatures, both above and below zero, and explore the relationships in positive and negative values. 2. What kind of lesson plan would you create in one of the combined science and mathematics areas
Lesson Plan: Exploring Symmetry in the Living World
Objective
:
Students will develop a deeper understanding of internal and external structures in plants and animals, as well as explore the concept of symmetry through a math project. This lesson plan integrates Science Standard 4-LS1-1 and Mathematics Standard 4.G.A.3 for fourth-grade students.
Introduction
:
Begin by discussing the importance of internal and external structures in plants and animals for survival, growth, behavior, and reproduction.
Introduce the science standard 4-LS1-1 and explain its significance in understanding the living world.
Exploration of Living Organisms
:
Show images or diagrams of various cells, plants, animals, and organisms.
Engage students in a class discussion about the internal and external structures observed in these living organisms.
Connect these structures to the functions mentioned in the science standard.
Math Project - Symmetry Exploration
:
Transition to the mathematics standard 4.G.A.3 by introducing the concept of symmetry.
Provide examples of two-dimensional figures with lines of symmetry.
Explain how symmetry is prevalent in the living world, citing examples from cells, plants, animals, and organisms.
Distribute drawing paper and ask students to choose a living organism and represent it on paper, emphasizing its symmetrical aspects.
Encourage students to identify and draw lines of symmetry for their chosen organism.
Sharing and Reflection
:
Have students share their drawings with the class, explaining the symmetrical features they observed and the lines of symmetry they identified.
Facilitate a class discussion on the connections between the internal/external structures explored in science and the symmetrical representations in mathematics.
Closing Activity:
Conclude the lesson by emphasizing the interplay between science and mathematics.
Assign a reflective homework task where students write a short paragraph on the significance of symmetry in understanding the structures of living organisms.
Assessment
:
Evaluate student understanding through their participation in class discussions, the quality of their drawings, and their ability to identify and explain lines of symmetry in the culminating activity.
Additional Source: https://www.edutopia.org/blog/integrating-math-science-creatively-ben-johnson
Questions: 1. How do you decide which standard should be the main concept of the lesson?
2. Do you prefer to teach lessons that connect two or more areas or all by themselves?
3. How do you assess your students when lessons are multi-subjects?
4. Do you feel that students form deeper understandings with multi-subject lessons?
Reference:
New York City Department of Education PK-8 Science Scope and Sequence:
PK -8 science_scope_and__sequence (2).pdf
https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/nys-next-generation-
mathematics-p-12-standards.pdf
Links to an external site.
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