You have seen how integrated math and science are with the SAE curriculum (Jet Toy). Now compare with AIMS or GEMS. Please make sure you find mathematics integrated more than just graphing data. That is a fault of some programs "integrating" mathematics. There is so much more than just creating a graph. Please research a different way or ways to use math.
When looking in the TRC, please find a different AIMS or GEMS topic than already posted! There are numerous titles from which to choose!
11 comments:
The SAE allows students to have an authentic inquiry-based experience, where students can ask testable questions. It is a great tool for the classroom because it is designed where students feel important to the classroom community because they have the job of creating the best toy! Science and Math are woven flawlessly into the curriculum and there are many ways that teachers can enrich this experience. Taking measurements and collecting data as a class for graphs is wonderful example. In addition, students get to work on communication skills and explaining there ideas and also they can work on problem-solving.
I looked at the GEM Mystery Festival curriculum. It integrates literature with a poetry introduction to what a mystery is. CSI and other forensic crime shows are so popular right now and students are excited about the idea of solving crimes. This curriculum sets up a “crime scene” and students collect data and using logic and problem solving, work together to solve the crime. Students record their observations in a science notebook or journal format. Students use data they have collected and create a “clue board” to eliminate suspects (using logic and problem solving). Other science ideas covered are the ways ideas and theories change and how science connects to other areas. Another math idea covered is patterns.
Both curriculums give students an opportunity to work with testable questions. The GEM activity does not seem as inquiry-based as the SAE curriculum.
Erin Barr
I looked at a GEMS book on Global Warming. There are many fun activities and experiments in theis book for children to learn about this topic. There are a bunch of graphs in the book to support learning, but there are also activities on reading the graphs and comparing the data. In a few of the activities, the students must make precise measurments. All of the measurements use the metric system, so the children will need to have some previous knowledge in this area. I also noticed that percentages and fractions were used in the an activity (ex. fill a water bottle 9/10 full). Temperature was also a main factor in the discussions. Although these lessons don't focus on math, many mathematical concepts are used that the children will need to understand.
After looking through some of the AIMS activities, I found that I really like these ‘old school’ books. The SAE program seemed really formal with a formal business letter to the children included where the AIMS activities are more relaxed. I found an activity in the Critters Life Science book that focuses on animal camouflage. Also the lesson addresses the math topics of fractions, sequencing, graphing, and making sense of the graphs. The students complete an activity comparing the chances of catching a camouflaged fish compared to a brightly colored fish. I love that in a very simple lesson, math and science can both be utilized and reinforced together.
I looked at an AIMS book for elementary students k-6. This book is a collection of activities where children use logic problems, logical thinking and problem solving in real world situations and problems. Children use plastic teddy bear counters to make a record to find problems to a solution. Most of the activities in this book involve beginning measurement, graphing, probability, and estimation. The logic based lessons in this book are wonderful! Children use inductive and deductive reasoning as well as problem solving to arrive at a conclusion. The major difference I can see between the AIMS activities and the SAE, is that the SAE is much more inquiry-based because it allows the student to form their own testable question while the AIMS activity is much more structured. In the AIMS, students must follow specific steps in order to complete the activity. The SAE activity allowed students to virtually “come up with” their very own experiment. Students are allowed to manipulate variables according to their own preference whereas the structure of the AIMS activities do not allow for such flexibility.
I found a 3rd grade AIMS activity called: “How do you measure up?” This lesson is great because it focuses on many different aspects of both science and math. Although a lot of lessons consider graphing the only way to integrate the two subject areas, this lesson successfully integrates other areas of math such as: measuring, estimation, finding percentages, using formulas, rounding numbers, and using calculators.
The SAE and AIMS activities are very similar, yet very distinct from one another. While the AIMS activity seems to provide the “key question” the SAE activity is much more open-ended or inquiry-based because it lets the student generate his/her own question. The SAE activity is based on an experiment, while the AIMS activity successfully teaches concepts from both subjects in a fun and innovative way by exploring the human body. Also, the AIMS activity is much more structured. For example, it has very specific steps that the students follow in order to complete the activity, whereas in the SAE activity to students develop their own experiment. Another difference is the amount of math concepts covered in each activity. While the AIMS activity covers an abundance of math concepts, the SAE activity focuses on two: measuring and graphing.
After looking through the Primarily Physics for K-3, AIMS, I noticed there are many different ways to have kids show that they understand the topic. It is also inquiry based and allows students to work in groups or individually. Students can make charts or lists, record what they hear, actually make an experiment, make predictions, have them test their predictions, draw pictures, fill in, and many more things. What I like about this AIMS book is it has sheets that you can copy for the students to use and also a sheet for the teacher to use. It uses experiments that use household, everyday items. This book integrates math, science, literature, and art. Students have to be able to communicate with each other. Both the SAE and the AIMS seem inquiry based with some structure from the teacher. AIMS already has testable questions that students then need to come up with possible answers. The SAE seems alittle more open to allowing students to come up with their own testable questions. I like both approaches though.
The AIMS activity book I looked at is "Spacial Visualization." It emphasizes the importance of being able to not just build spatially, but to eventually be able to think 3-Dimmensionally after practicing these activites. I agree with those who said that the AIMS and GEMS activities are not as inquiry based as the SAE. This book describes how important spatial visualization is in the real world,yet the figures throughout the book do not make any real world connections. They are meaningless structures. These activities would be a great introduction to concepts of volume and structure, assuming the teacher then makes a more tangible connection to the real world.
I used the AIMS book, "Field Detectives: Investigating Playground Habits." The book encourages students to examine the variety of habitats around their playground. This seems like a great way to get the kids excited about math and science, while also getting them out of the classroom for some hands-on investigative activities. One way the book tied math and science together was by examining the need for space within a habitat. It utilizes math skills like measurement and determining the area of a designated space, while also looking at the scientific aspects associated with the topic. The book also provides great charts and worksheets that could easily be photocopied, and distributed to students. I agree that the SAE may be more inquiry based, but I think adaptations could be made to some of the AIMS activities to make them more inquiry-centered. At the very least, the book provides an excellent starting point for teachers, and a ton of great ideas for math and science-based units. I also agree with Erin McGrath, in that these lessons aren’t as dry and formal as the SAE activity. All in all, this is a great resource for teachers.
The specific integrated math and science activity that I have chosen is from a 1st-3rd grade-leveled AIMS book. “Fallen Leaf” is a lesson on the decomposition of leaves, in which students will observe the changes in fallen leaves as they decompose. The particular branch of science this activity draws upon is life science. Students will observe, collect data, make predictions, and analyze results. The math component involves charting, estimating, counting, and making a Venn diagram.
After students have collected samples of leaves, they will record data based on leaf size, shape, color, etc. Descriptive words will be written on index cards based on students’ data that emphasize decomposition. Students will take turns selecting an index card and lay it on the floor. They will then place their leaves next to the card if they think that characteristic is descriptive of their leaf. Students will make estimations on how many leaves match the description; then make an actual count and record the number on the card. After they have gone through all of the cards, students will order them from those with the least numbers to those with the most numbers. Students will construct number sentences from this data like, “There are three more brown leaves than there are yellow leaves.” The lesson goes on to describe how students can construct mini-compost piles inside strawberry baskets, which furthers the scientific and mathematical concepts.
I agree with Natalie in that one difference between the SAE activity and the AIMS activity is that the SAE seems to be more student-inquiry-based, whereas the AIMS activity seems more teacher-structured and guided. There is really no “testable question” in the “Fallen Leaf” activity, however, teachers could probably structure it in a way to allow students to create one. I personally think both the SAE and AIMS have meaningful contributions to student learning.
GEORGIA: THIS IS MY SECOND BLOG ENTRY! SORRY FOR THE MIX-UP BEFORE!
I chose a lesson called "Tasting and Describing" from the "Secret Formulas" teacher's guide. The purpose of this lesson is to introduce the students to two of the most fundamental processes in scientific investigation; observing things and identifying their attributes. There are a few activities that aid the students in exploring and describing the attributes of Cola. For example, the students use their senses-sight, hearing, taste and smell to describe the attributes of cola. After doing this, the students write down the words they would use to describe cola and possible ingredients they think are in the cola. By doing this, the students are actively observing and identifying cola.
After reading through this lesson and others found in the GEMS teacher guide I compared it with the SAE program. I noticed that the GEMS program was very teacher oriented. With each lesson, a time frame was provided and step-by-step instructions were given on the materials needed, preparation requirements and directions for what the students would be doing. In contrast, the SAE program seemed to be far more student-oriented and less structured.The Jet Toy lesson, for example, was an open activity that encouraged the students to experiment, collect data, and form their own opinions/hypothesis.
The "Tasting and Describing Cola" lesson integrates math in several ways. First, the lesson suggests that students collect data and make a bar graph showing their class or school's favorite brands of cola. Second, the lesson suggests having each student bring in three of their favorite brands of cola and comparing the ingredients that are listed by the manufacturers-this activity incorporates measurement and percentages.
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