SE511: Teaching Science in an Inquiry-Based Classroom (K-6)

Unit 7: Connecting Science for All Learners Unit 8: Science for All Learners

William CatenJanuary 2011C-Track

Agenda

Traditional vs Integrated Lessons Professional Organizations Ten Ways of Integrating Lessons Integrating Lessons

Instructional Views Issues Differentiating Instruction Student Engagement Environment

Using the Internet National Integration Projects What’s on the Horizon?

Traditional vs. Integrated Teacher-oriented Single-sense stimulation Single-path progression Single media Isolated work Information delivery Passive learning

Factual, knowledge-based learning

Reactive response Isolated, artificial

content

Student-centered Multi-sensory stimulation Multi-path progression Multi-media Collaborative work Information exchange Active/exploratory/

inquiry-based learning Critical thinking and

informed decision-making

Proactive/planned action Authentic/real-world

context

Organizations stressing the need to integrate the curriculum:

National Council of Teachers of English (NCTE) National Council of Teachers Mathematics (NCTM) National Council for the Social Studies (NCSS) National Science Teachers Association (NSTA) School Science and Mathematics Association

Ten Ways of Integrating Lessons

Connected Nested Sequenced SharedWebbed

Threaded Integrated Immersed Networked Fragmented

Connected

Within each subject area, course content is connected topic to topic and relates ideas explicitly.

Example: Instructor relates

the concept of fractions to decimals, which in turn relates to money and chemistry experiments

Nested

Within each subject area, the instructor targets multiple skills

Example: Instructor designs a

unit on photosynthesis to simultaneously target equal-solving skills and the life cycle of a plant.

Sequenced

Topics or units of study are rearranged and sequenced to coincide with one another. A concept that reinforces learning and abstract thinking.

Example: Teacher presents a

study of water filtration systems while also looking at the chemic nature of fluoride and chlorine.

Shared

Shared planning and teaching takes place in two disciplines in which overlapping ideas emerge as organized elements.

Example: Science and Math

teachers use data collection, charting and graphing as shared concepts that can be taught

Webbed

A theme is webbed to curricular contents and disciplines; subjects use theme to sift out appropriate concepts and ideas.

Example: Instructors present

a simple topical theme such as water and web it to the subject areas. i.e Students could review the chemical make up of water.

Threaded

Threads thinking skills, social skills, multiple intelligences technology and study skills through various disciplines.

Example: Science teachers

target prediction in science labs while math teachers target prediction in equation solving.

Integrated

This approach matches subjects for overlaps in topics and concepts with some team teaching in an authentic integrated model.

Example: In all subjects

instructors look for patterning models and approach content through patterns: e.g. results & mathematical evidence

Immersed

The disciplines become part of the learner’s lens of expertise: the leaner filters all content through this lens and becomes immersed in one’s own experience.

Example Student has one area

he or she excels at and tackles all problems from that perspective. E.g. students who are good at math handle everything from a mathematical paradigm. Poetry can be synthesized through numeric measure.

Networked

Learner filters all learning through the expert’s eye and makes internal connections that lead to external networks or experts in related fields.

Example: While this would

primarily apply to older students, middle school children who enjoy astronomy can expand his/her knowledge base by meeting astronomers.

Fragmented

Traditional role keeps things separate, but can be tweaked to allow for some integration.

Example: Even though math

and science are kept separate, teacher can make sure students know how to add and subtract before delving into the minutiae of a specific science problem.

An integrated curriculum focuses on the following instructional views:

Learner-centered Students as active participants Students construct knowledge Teacher as facilitator

Issues of Integration:

Definition of integration Lack of integrated curriculum

materials Time and structure of the school day Lack of preservice teacher

instruction Assessment (stardardized tests) Standards for individual disciplines

remain separate

Differentiated Instruction

Cognitive AbilitiesAbility to comprehend information at various levels

Gifted & Talented Average At –Risk Learner Mental Disability

Learning Styles Primary mode of

learning

Visual Auditory Kinesthetic Tactile

Small Group/Flexible Group Students are engaged in meaningful

activities Games Activities Research Projects

Real World Simulations

Communication Write/Publish (Blogs and Wikis) Presentations (PowerPoint) Multi-media Correspondence

(email, Podcast, Vodcast)

Student Engagement

Content is appropriate and linked to students’ knowledge and experience

Students actively involved in activities and assignments

Re-teach Practice Extend/Enrich Learning

Environment

Classroom design is conducive to varied learning opportunities

Resource materials are accessible Technology is incorporated Display student work

Why Integrate Literacy Into Math?

Students need to relate Math to other content areas

Students need to apply Math to real life situations

Why Integrate Literacy Into Math?

Students need to be encouraged to read in all subject areas

Students will be more likely to better understand the topic they are studying

Using Books

Mathematical Fiction

http://math.cofc.edu/faculty/kasman/MATHFICT/ Site developed by Alex Kasman Includes 363 books incorporating fiction and math

students can read Can sort books by title, author, mathematical

content, and literary quality (among other things)

Using Newspapers

Numeracy in the Newshttp://ink.news.com.au/mercury/mathguys/introduc.htm

This site contains a variety of newspaper articles and includes questions for students and discussions for teachers. It is designed to encourage teachers to use their own hometown newspaper in math lessons.

http://www.educ.utas.edu.au/users/watsonjm/content/FrontendMercury/WebLink-Numeracy.htm - introduction to site by Jane Watson

This introduction illustrates how newspapers can be used in multiple ways in the classroom. She provides examples of short articles and different approaches you can use in teaching with them

Using the Internet

Web Journeyhttp://www.highland.madison.k12.il.us/jbasden/quest/Web Journey is an on-line trip planner for students. They must learn about transportation, mileage, food and lodging expenses, and entertainment costs in the area they are traveling. This assignment can be integrated with a variety of other content areas and students can read on a variety of topics depending on where they are traveling. For example, on a unit about oceans, reefs, and plate tectonics students can make a trip to The Great Barrier Reef in Australia!!

Taking Stockhttp://www.santacruz.k12.ca.us/~jpost/projects/TS/TS.htmlTaking Stock is an on-line interactive telecommunications project in which students must use research, writing skills, math knowledge, and collaborative learning to learn about the Stock Market.

Integrative Projects Connecting Math, Literature,

and other content areas: Historical and Geographical Connections

http://mathforum.org/sum95/suzanne/historytess.htmlMany historical architecture offers excellent examples of tessellations or tilings.

El Niño or El No-nohttp://powayusd.sdcoe.k12.ca.us/projects/ElNino/Students are responsible for collecting data, organizing it in graphic form and analyzing it to make weather predictions in their community

Energy Conservation Enhancement Projecthttp://www.leeric.lsu.edu/bgbb/7/ecep/ecep.htm

This program enhances energy education increasing the knowledge of energy conservation / efficiency techniques.This link takes you directly to the math related lessons:http://www.leeric.lsu.edu/bgbb/7/ecep/math/math.htm

                        

National Projects that demonstrate integration: TIMS (Teaching Integrated Mathematics and Science)

- created by the University of Chicago

- activities designed for grades 1-6

- lessons based on understanding mathematical concepts with applications to science and language arts

TOPS

- produced by TOPS Learning Systems in Canby, Oregon

- activities designed for grades K-8

- activities are based on science processes with mathematic components enhancing science

National Projects that demonstrate integration: AIMS (Activities Integrating Mathematics and Science)

- lesson plans and worksheets for K-9

- curricular content for both mathematics and science are minimal

- highly structured activities

GEMS (Great Expectations in Math and Science)

- created by Lawrence Hall of Science at the University of California at Berkley

- activities designed for grades 4-8

- activities based on integration of individual disciplines

What’s Due Next Week? DB Only Read Chapter 10, pages 252-272, in Methods for Teaching

Science as Inquiry, tenth edition Carin et. al. "Teaching Science: Meeting the Academic Needs of

Culturally and Linguistically Diverse Students," by Silvana M.R. Watson and Lynne E.Houtz, Intervention in School and Clinic Vol. 37. No.5 May 2002 (p. 267-278) Download from the Kaplan Library.

Explore the tools at Teaching Every Student, Planning for All Students Toolkit http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=21

Read this information brief on Differentiated Instruction for Science, The Access Center athttp://www.k8accesscenter.org/training_resources/sciencedifferentation.asp

This website provides on overview of Instructional Strategies That Support Differentiation http://www.mcps.k12.md.us/curriculum/science/instr/differstrategies.htm

References

Berge, Claude. Who Killed the Duke of Densmore. ©1994. “El Niño or El No-no”. Dec. 2001.

URL:http://powayusd.sdcoe.k12.ca.us/projects/ElNino/ “Energy Conservation Project”. University of Southwestern Louisiana.

1993. URL:http://www.leeric.lsu.edu/bgbb/7/ecep/ecep.htm Gardner, Martin. The Island of Five Colors. ©1952. “Historical and Geographical Connections for Tessellations and

Tilings”. The Math Forum. ©1994-2003. URL:http://mathforum.org/sum95/suzanne/historytess.html

Kasman, Alex. “Mathematical Fiction”. College of Charleston, Math Department.

URL:http://math.cofc.edu/faculty/kasman/MATHFICT/ “Numeracy in the News”.

URL:http://ink.news.com.au/mercury/mathguys/introduc.htm “Taking Stock, An Integrated Thematic Curriculum”. Happy Valley

School District, 1995. URL: http://www.santacruz.k12.ca.us/~jpost/projects/TS/TS.html

“Web Journey”. Highland Middle School. URL:http://www.highland.madison.k12.il.us/jbasden/quest/

Other Resources:

Berlin, Donna F. & White, Arthur L. (1994). The Berlin-White Integration Science and Mathematics Model. School Science & Mathematics, 94 (1), 12 – 14.

Czerniak, Charlene M. & McDonald, Jacqueline. (1994). Developing Interdisciplinary Units: Strategies and Examples. School Science & Mathematics, 94 (1), 5 –10.

Czerniak, Charlene M.; Weber, William B Jr Sandmann, Alexa Ahern, John. (1999). A literature review of science and mathematics integration. School Science & Mathematics, 99 (8), 421 – 430.

Kepler, Lynne. (1995). See How Science & Math Go Together. Instructor, 42 –46.

Lederman, Norman G. & Niess, Margaret L. (1997). Integrated, interdisciplinary, or thematic instruction? Is this a question or is it questionable semantics? School Science & Mathematics, 97 (2), 57 – 58.

Lonning, Robert A. & DeFranco, Thomas C. (1997). Integration of science and mathematics: A theoretical model. School Science & Mathematics, 97 (4), 212 – 215.

Lonning, Robert A.; DeFranco, Thomas C. & Weinland, Thomas P. (1998). Development of Theme-based, Interdisciplinary, Integrated Curriculum: A Theoretical Model. School Science & Mathematics, 98 (6), 312 – 319.

Integration in the Elementary Curriculum. (1999). Phi Delta Kappa Fastbacks, 444, 7 – 35.

Ten Views for Integrating the Curricula: Design Options. http://web.usf.edu/~lc/lcfaculty/integrate.html.