Rise and Thrive with Science Teaching PK-5 Science and Engineering (2023) / Chapter Skim
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7 Everything Is Connected: Integrating Science and Engineering with Instruction in Other Subjects
7 Everything Is Connected: Integrating Science and Engineering with Instruction in Other Subjects
Pages 175-198
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From page 175... ...
Effective integration involves more than making superficial connections between subjects or tacking on an incidental task from another content area. It goes beyond having students read books or passages about science topics during circle time or creating graphs during science investigations.
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From page 176... ...
The unit is intended to help children understand the effects of different forces on the motion of objects and is centered on the driving question, How can we design fun moving toys that other kids can build? Throughout the unit, students make and test prototypes of moving toys, including the balloon rocket in the case below, and use them to investigate patterns of motion and the impact of forces like friction.
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From page 177... ...
This is the prelude to a set of lessons that feature the story of Lonnie Johnson, a talented Black inventor and aerospace engineer who designed the Super Soaker water squirter, to engage children in engineering design. Observing, predicting, and testing As the children observe the parts of the three water squirters, Ms.
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From page 178... ...
Balloon rocket set-up used in classroom investigation Photograph by Dean Johnson. https://creativecommons.org/licenses/by-nc/2.0/ 178 Rise and Thrive with Science
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From page 179... ...
After discussing the story, Ms. Bose's stu stop." dents plan and test various approaches for making their own balloon rocket move (Figure 7-1)
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From page 180... ...
Asking students to identify Lonnie Johnson's character traits supported ELA goals while reinforcing a critical aspect of the engineering design process. • The teacher primed students ahead of time so they would get more out of the readings.
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From page 181... ...
For example, while reading the story of the three little pigs during an ELA block, a student might ask a question about the differences between brick, straw, and sticks -- the materials the pigs used to construct their homes, with varying results. This question presents an opportunity for you to guide children to explore disciplinary core ideas related to properties of matter and the crosscutting concept of structure and its relationship to function as they reflect on why a brick house might stay standing longer than a stick house.
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From page 182... ...
A fourth-grade student who struggles with some aspects of mathematics class may learn how to identify geometric shapes while designing a bridge. Marian Hobbes Moore, a STEM instructional coach, described how a "straight-backed and stern faced" multilingual learner who seldom spoke in class found his voice while working on a project to create a solar oven: When we did the engineering .
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From page 183... ...
How can children share their findings through writing, and how can writing about science phenomena support their literacy learning? Make integration explicit to students when designing classroom resources and teaching strategies As you integrate activities, it's productive to identify and keep in mind your learning goals for each of the subjects involved.
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From page 184... ...
Find meaningful, purposeful connections to other subjects Because every subject is unique, with its own set of knowledge and practices, differ ent subjects present different possibilities for integration. As you design and imple ment integrated instruction, you should incorporate strategies that honor the knowl edge and practices of each subject and support children in learning them rather than spending time on superficial connections that could interfere with the learning goals.
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From page 185... ...
They not only miss out on science and engineering instruction but lose opportunities to learn language in a context that may be more motivating and showcase their strengths. Research cited in the Brilliance and Strengths report indicates that multilingual learners are more likely to understand and develop proficiency in English when language learning is embedded in meaningful science and engineering activities.
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From page 186... ...
to present information and directions and help children comprehend science and engineering ideas. · Offer various options that encourage a broad range of children to speak, such as sharing their questions, describing what they see, and explaining what they are doing.
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From page 187... ...
Various types of nonfiction and fiction texts can serve these purposes quite well. A news article like the one about the damaged shipping container on the beach in Chapter 1 can introduce a puzzling phenomenon and spur children to notice and wonder.
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From page 188... ...
to help familiarize children with the proper ties of the three states of matter, summarized in Table 7-1. TABLE 7-1 PROPERTIES OF STATES OF MATTER SUMMARIZED FROM A CLASS READING8 States of matter Properties Solids Can be hard or soft Keep their shape unless you do something to them Liquids Have no shape, take the shape of their container Can be thick, thin, slippery, sticky Can flow or be poured Gases Have no shape, fill up the container they are in Most gases are invisible, but you can sometimes feel and sometimes smell them 6 Example based on Varelas, M., Pappas, C
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From page 189... ...
In lesson 7, the children are confronted with a collection of everyday objects, including liquid soap, bar soap, yarn, and a drinking straw, among others -- plus several materials with "ambiguous" states of matter, such as a baggie of shaving cream, a baggie of salt, a helium balloon, a tube of paint, and a can of chicken soup. Working in small groups, the children begin their assigned task -- to sort these objects into categories of solid, liquid, or gas, and then record their decisions on a data sheet.
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From page 190... ...
. The disciplinary core ideas can help you to talk about the properties of liquids make this decision and solids, and read only a few pages around those, slowing down and focusing on the pages about properties.
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From page 191... ...
to our explanation? " Reading suitable texts as part of science and engineering instruction can fulfill another vital purpose -- to reinforce children's identities as scientists and engineers and see themselves represented in these fields.
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From page 192... ...
And don't forget people who use science for societal goals, such as African reforestation advocate Wangari Maathai or protector of Indigenous waters Rachelle Figueroa. · Choose books that show children doing science and engineering.
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From page 193... ...
-- Lorena Llosa, Alison Haas, Scott Grapin, and Okhee Lee9 grated into science and engineering lessons -- measuring quantities or attributes; and organizing, interpreting, and representing data. Below are more detailed examples of how you can integrate measurement and data applications into science and engineering instruction.
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From page 194... ...
He calls attention to one-to-one correspondence and encourages children to make comparisons, as in these excerpts from the class: Excerpt 1: Mr. Fauntroy: Wow!
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From page 195... ...
In science investigations and engineering design, the data-related activities move beyond these basics and involve children looking for patterns and aggregating results across multiple cases. This allows children to deepen their understanding of both science and engineering and mathematics.
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From page 196... ...
Figure 7-4. TinkerPlots line plot comparing the height of plants grown in three different conditions Yellow = plants in the sun only condition.
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From page 197... ...
It's fine -- even recommended -- to approach integration gradually. As long as the connections between subjects are purposeful and the instructional activities mutually support learning in each of targeted subjects, you're on the right track.
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