By John Eichinger
Technological know-how doesn't exist in a vacuum and, as a result, will not be taught that means. In that spirit, actions Linking technology with arithmetic, K-4 is a hands-on consultant for preservice and inservice ordinary university lecturers who are looking to attach technology guideline with different components of research together with visible arts, social sciences, language arts, and particularly math. The 20 discovery-based and academically rigorous actions supplied during this quantity enhance scholars know-how of the area round them, inspire their average interest, and advertise the advance in their problem-solving talents. the teachings reminiscent of Digging Into Soil, Exploring the Mysteries of Fingerprints, and What Makes a ship waft? are instructor pleasant, too, requiring no complicated services in any topic zone and utilizing merely reasonably cheap and simply obtainable fabrics. each one incorporates a checklist of wanted fabrics, a step by step strategy, dialogue questions, and review ideas. actions align with the newest nationwide criteria for either technology and math and canopy subject matters from all medical disciplines.
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Technology doesn't exist in a vacuum and, as a result, isn't taught that means. In that spirit, actions Linking technological know-how with arithmetic, K-4 is a hands-on advisor for preservice and inservice straightforward college lecturers who are looking to attach technological know-how guide with different parts of analysis together with visible arts, social sciences, language arts, and particularly math.
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Additional info for Activities Linking Science With Math, K-4 (PB236X)
ACTIVITIES LINKING SCIENCE WITH MATH, 5–8 47 +Physical Science Activity 5 Designing and Constructing a Load-Bearing Structure Overview We rely on many structures to bear loads. Examples such as bridges, chairs, shelves, tall buildings, and even our own legs must support weight consistently and effectively. But where do the human-designed examples come from? Who designs these structures and how do they do it? In this activity, students get to apply science and mathematics as they get a hands-on and process-oriented experience of engineering, architecture, and design.
Discussion Questions Ask students the following: 1. Do all situations in real life have simple solutions? Explain your answer. 2. When faced with a complex problem, is it a good idea to consider more than one perspective before making any decisions? Explain your answer. 3. What sorts of careers might involve solving complex problems? Assessment Suggestions for specific ways to assess student understanding are provided in parentheses. 1. Were students able to summarize the chosen article? ) 36 NATIONAL SCIENCE TEACHERS ASSOCIATION GENERAL SCIENCE 2.
3. Explain to the class that student groups will design and build their own load-bearing structures out of pipe cleaners. The challenge is this: Can each group design and build a structure that will hold a plastic cup containing 50 pennies (or other small weights, 52 NATIONAL SCIENCE TEACHERS ASSOCIATION PHYSICAL SCIENCE totaling approximately 140 g) at least 10 cm off the table top, using nothing but 10 pipe cleaners? Explain that there will be a classwide competition for the structure that can hold the most pennies at least 10 cm off the table top.
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