By John Eichinger
Technology doesn't exist in a vacuum and, consequently, isn't taught that manner. In that spirit, actions Linking technological know-how with arithmetic, K-4 is a hands-on advisor for preservice and inservice simple college lecturers who are looking to attach technological know-how guideline with different parts 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 improve scholars know-how of the realm round them, inspire their usual interest, and advertise the improvement in their problem-solving abilities. the teachings corresponding to Digging Into Soil, Exploring the Mysteries of Fingerprints, and What Makes a ship flow? are instructor pleasant, too, requiring no complex services in any topic sector and utilizing basically low-cost and simply obtainable fabrics. each one encompasses a record of wanted fabrics, a step by step method, dialogue questions, and overview ideas. actions align with the most recent nationwide criteria for either technological know-how and math and canopy themes from all clinical disciplines.
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Additional info for Activities Linking Science With Mathematics, Grades 5–8 (ALSM)
Science and Children 36 (8): 42–45. Smith, S. W. 2000. Get connected to science! Science and Children 37 (7): 22–25. Timmerman, M. 2004. Using the Internet: Are prospective elementary teachers prepared to teach with technology? Teaching Children Mathematics 10 (8): 410–415. 1 Surveying Science and Mathematics on the Internet Name of Website: Internet Address: Please answer the following: 1. What information is available at this site? 2. Why is the site important? Or, to whom might it be important?
What else would you like to know about load-bearing structures? How could you find answers to your questions? Assessment Suggestions for specific ways to assess student understanding are provided in parentheses. 1. Were student groups able to successfully design and construct their own load-bearing structures out of pipe cleaners? ) 2. Could students identify and communicate about successful and unsuccessful strategies, shapes, designs, and patterns related to construction of load-bearing structures?
Larsen. On design technology. Science and Children 29 (5): 12–15, 16. Scarnati, J. 1996. There go the Legos. Science and Children 33 (7): 28–30. , and S. Stump. 2007. Characteristics of shapes. Teaching Children Mathematics 13 (9): 472–473.