By John Eichinger
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Additional resources for Activities Linking Science With Mathematics, Grades 5–8 (ALSM)
You will have 30 minutes for trial-and-error “design time” and 45 minutes to construct the “official” structure. You’ll get 5 “trialand-error” and 10 “official” pipe cleaners. ) STANDARDS SCIENCE Abilities necessary to do scientific inquiry Abilities of technological design MATH Geometry Measurement Problem solving Reasoning and proof 4. Each group should receive 5 practice pipe cleaners, a cup with a sealed bag containing pennies, a metric ruler, and a pair of scissors. Give students 30 minutes to plan their structure, encouraging each group to brainstorm together and consider a range of possible designs.
1. Facilitate the analysis by moving around the room from group to group, listening, asking, and assessing. SCIENCE 3. Resume whole-class instruction by discussing the groups’ results and reactions to the article. Throughout the analysis and discussion, prompt students to notice and express their personal responses to the article. Encourage an awareness and use of authentic student voice, keeping in mind that this activity is designed to illuminate student perspectives via intellectual exploration, not simply to generate standardized, right/wrong responses.
ACTIVITIES LINKING SCIENCE WITH MATH, 5–8 45 4 ACTIVITY The Tower Challenge 4. Were students able to explain similarities and differences between real towers and their own paper towers? 1 Sample rubric using these assessment options Achievement Level Developing 1 Proficient 2 Exemplary 3 Were students actively involved in building and analyzing the design of free-standing paper towers? Only marginally involved with tower design, construction, and analysis Appropriately and significantly involved in tower design, construction, and analysis Took a leadership role in tower design, construction, and analysis Were students able to recognize geometric shapes in their tower designs?