Integrating STEM Hands-on activities with Math and Reading Common Core Standards

1. Integrating STEM Hands-on activities with Math and Reading Common Core Standards Dr. Jamie Price Dr. Karin Keith Dr. Chih-Che Tai

2. Overview of Grant Project • Grant funded by Race To The Top and Tennessee Higher Education Commission • 5 School Districts: Bristol City, Greene County, Hawkins County, Kingsport City, and Sullivan County • K, 1st, 2nd Grade teachers • 18 Month Professional Development • Integrating STEM Hands-on Activities with Math and Reading Common Core Standards

3. Tell me and I forget, teach me and I may remember, involve me and I learn. Benjamin Franklin

4. Background • President’s Council of Advisors on Science and Technology stresses a growing need for individuals to integrate their knowledge to address problems facing the world. • Estimated that 1.4 million computer specialist job openings by 2018. • US universities will have generated only 1/3 of the graduates to fill these jobs (NCWIT, 2009). • Current students will grow up in a more technological environment than any generation before them. • STEM literacies can impact future development in national and global issues such as health care, economic stimulation, alternative energy, and global communication.

5. According to the Common Core Standards STEM education needs to be integrated with language arts so that students have an idea about how reading and writing serve as tools that facilitate thinking. • NCTM challenged teachers to develop curriculum in which students “do” math. • We challenge teachers to develop curriculum in which students “do” math, science, and reading in an integrated, meaningful experience.

7. Reading

8. Text Set • Collections of books and other resources designed to support readers in constructing meaning, • Focus on one concept or topic, • A variety of media and genres: • Books (fiction and non-fiction) • Charts • Maps • Informational pamphlets, • Poetry, • Songs, • Photographs, • Almanacs, • Encyclopedias • Text Sets scaffold struggling readers, • Challenge advanced readers, • Support close reading, and • Support a variety of perspectives on similar topics.

9. FRICTION, FORCE & GRAVITY TEXT SET • Text levels range from early 1st grade level – 5th grade level • Address the concepts of friction, force, pulling, pushing, gravity, and speed • Includes fiction texts, non-fiction texts, songs, videos, Internet games, and science experiments FRICTION, FORCE, & GRAVITY TEXT SET

10. FOUNDATIONAL SKILLS • Phonemic Awareness with rhyming words • Object sorts based on (yellow cards): • Beginning sounds • Number of sounds • Number of syllables • Word sorts based on (yellow and green cards): • Beginning sounds • Number of sounds • Number of syllables

11. LANGUAGE, SPEAKING & LISTENING • Use words on blue cards • Students write, label, and illustrate words from the story in vocabulary journals • Words include descriptive words and action words • Students make connections to words with concrete objects in their classroom and home • Alternative activities include open word sorts where students sort the words and explain their sorts

12. READING • Using books from the text set, students complete Appendix C • At the kindergarten and 1st grade level, the class completes the table together • At the 2nd grade level, the teacher models the chart with one book, students add to the chart using books from the text set • Use stick puppets to retell the text

13. WRITING Write a text based on an experiment completed during class Publish this text on the iPad using the “Book Beans”app

14. science

15. Science Experiments Class Activity: What surface has the most friction? • We will do an investigation to study friction on four surfaces: • 1. Carpet • 2. Sidewalk • 3. Table surface • 4. Smooth floor • Task 1: Please predict the order of the friction among the four surfaces: • Prediction: • Explanations:

16. Task 2: Verify your prediction by providing evidence Please design and conduct an experiment to verify your prediction using proper materials. (Use the materials provided by the instructors, but you don’t necessarily use all of them). Materials: marbles, PVC pipes, Styroform pipes, scissors, tennis balls, rulers, measuring tapes, tapes etc. Design:

17. Study friction on various surfaces • Question 1: What have you found from the results of the experiments? • Question 2: Do your findings support or reject your predictions? • Question 3: Develop a theory to explain your results? • Question 4: Please write down your (instructional) thoughts while you are conducting the experiments

18. Video

19. Math

20. Math Tasks • Connected to the data collected from the science class activity • Task 1: Create a bar graph to display data • Suitable for kindergarten and first grade • Students make predictions about which surfaces will have the most friction and the least friction. • Students combine their individual data to create a class set of data. • Students create bar graphs to display predictions for the whole class and then write sentences describing what they have learned.

21. Math Task 1 Sample Surface with the Most Friction Surface with the Most Friction Surface with the Least Friction

22. Predictions for the Least Friction Predictions for the Most Friction 10 10 8 8 6 6 4 4 2 2 Gray Carpet Blue Carpet Smooth Floor Table Gray Carpet Blue Carpet Smooth Floor Table

23. Task 2: Collect Data and Create Line Plots to Compare Multiple Data Sets • Suitable for second grade • Students design a ramp that they will use to roll an object down and measure the distance the object goes on various surfaces. • Students collect three measurements for each surface and then find the average of the three measurements. • Students collect data from each of six groups on the average measurements for each surface. • Students create line plots to display the average measurements for each surface and then compare the results.

24. Math Task 2 Sample Gray Carpet Blue Carpet Smooth Floor Table

25. Gray Carpet 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Blue Carpet 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Smooth Floor 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Table Floor 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

26. Correlation to Common Core Standards Task 1: Create a bar graph to display data Kindergarten K.CC.1: Count to 100 by tens and ones. K.CC.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. K.MD.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2: Directly compare two objects with a measurable attribute in common, to see which has “more of/less of” the attribute, and describe the difference.K.MD.3: Classify objects into given categories: count the number of objects in each category and sort the categories by count.

27. Correlation to Common Core Standards Task 1: Create a bar graph to display data First Grade 1.NBT.1: Count to 120 starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than another.

28. Correlation to Common Core Standards Task 2: Collect Data and Create Line Plots to Compare Multiple Data Sets Second Grade 2.NBT.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.MD.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.9: Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

29. Importance of Integrated Curriculum • Makes abstract concrete • Builds background knowledge • Creates engaged, active learning • Adds real world relevance • Strengthens problem solving skills • Provides opportunities to communicate what is learned and what was learned

30. Materials Available www.etsu.edu/read “Gatlinburg Title I Presentation”

31. Thank you!&Questions? Feel free to contact us at: Dr. Jamie Price: pricejh@etsu.edu Dr. Karin Keith: keithkj@etsu.edu Dr. Chih-Che Tai: taico1@mail.etsu.edu