By John Eichinger

Technological know-how doesn't exist in a vacuum and, for this reason, isn't taught that manner. In that spirit, actions Linking technological know-how With Math, 5-8, is a hands-on consultant for preservice and inservice simple and heart institution academics who are looking to attach technological know-how guide with different parts of studyincluding visible arts, social sciences, language arts, and particularly math.

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How might they be affected? 4. Why is the article important? ) 5. What additional information is needed to resolve the problem reported in the article? ACTIVITIES LINKING SCIENCE WITH MATH, 5–8 39 +Physical Science Activity 4 The Tower Challenge Overview This activity is an exciting and highly interactive opportunity for students to exercise their creativity and design skills. Working in cooperative groups, students are challenged to explore the geometry of tower design and construction, first by experimenting with possible designs, and then by choosing the most likely design candidate and building the tallest tower possible, using only paper and tape.

Discussion Questions Ask students the following: 1. How did the various websites compare? How were they similar? How were they different? 2. If you could reorganize the site that you visited, what would you change? 3. If you were going to start your own science or math website, what would you call it, what sort of information would it contain, and how would it look? Assessment Suggestions for specific ways to assess student understanding are provided in parentheses. 1. Were students able to successfully identify, summarize, analyze, and compare science-related and/or math-related websites?

Wire snippers (several pairs) • Pliers (several pairs) • Art books with photos of sculptures and/or actual pieces of sculpture • Photos or illustrations of towers • Lots of pipe cleaners (at least 15 per student group, of various colors if possible) • Scissors • Metric rulers • Lots of pennies (or other small, standardized weights such as washers or fishing weights) • Plastic cups • Balances/scales 50 NATIONAL SCIENCE TEACHERS ASSOCIATION PHYSICAL SCIENCE Connecting to the Standards NSES Grade 5–8 Content Standards: Standard A: Science as Inquiry • Abilities necessary to do scientific inquiry (especially thinking critically, using evidence, and applying mathematics) • Understanding about scientific inquiry (especially emphasizing the value of evidence and mathematics) Standard E: Science and Technology • Abilities of technological design (especially identifying, implementing, and evaluating a design solution) • Understanding about science and technology (especially that science and technology work together, and that technological designs have limitations) NCTM Standards for Grades 3–8: • Geometry (especially identifying, naming, comparing, and applying three-dimensional shapes) • Measurement (especially understanding and applying the metric system) • Problem Solving (especially applying strategies to solve problems) • Reasoning and Proof (especially engaging in thinking and reasoning) Safety Considerations Basic classroom safety practices apply.

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Activities Linking Science with Math, 5-8 by John Eichinger
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