Social Studies/ History:
When choosing your book, you can
integrate Social Studies/History by picking books with
themes that track the Social
Studies/History Framework .
See an example of integrating Social Studies/ History.
Pre-Kindergarten–Kindergarten:
Living, Learning, and Working Together |
Grade 1
: True Stories and Folk Tales from America and from Around
the World |
Grade2:
E Pluribus Unum: From Many ,One |
Grade 3 : Massachusetts
and its Cities and Towns: Geography and History
|
Grade 4 :
North American Geography with Optional Standards for One
Early Civilization |
Grade 5 :
United States History, Geography, Economics, and Government:
Early Exploration to Westward Movement |
Science Framework:
Pick the science that is planned to be taught
or the science you just taught to re-enforce its learning
Questions to spark the development of the Design
Challenges in stories:
-
How can we solve the
problem the character from the story is having?
-
What science or
math can we use to improve the direction of the story?
-
What action words can we find in the
story? Can we list them? What physical items can these words
relate too?
-
Can we make sentences out of these action words
combined with engineering words ( Design, construct, create,
make…).
-
How can we used this science____________ to help create a
solution to the design challenge?
What science are we studying now?
Can we Segue into the subject with our story or use our story to
re-enforce what we have already covered.
Science Framework Strands ( Massachusetts):
|
Energy in the Earth System
|
Materials and Energy Resources |
Earth process and Cycles |
Structure of the Earth |
Earth in the Solar System |
|
|
Life Science
Strand 2 |
Characteristics
of Living Things |
Systems in
living Things |
Heredity |
Evolution and
Biodiversity |
Living things
and their environment |
|
|
Physic & Chemistry
Strand 3 |
State of Matter |
Position and
motion of objects |
Forms of Energy
|
|
|
Engineering
Strand 4 |
Tools |
Materials |
Engineering
Design |
Simple machines |
|
Skills of Inquiry, Experimentation, and
Design
Grades PreK–2
•Ask
questions about objects, organisms, and events in the
environment.
•Tell
about
why and what would happen if?
•Make
predictions based on observed patterns.
•Name
and use simple equipment and tools (e.g., rulers, meter
sticks, thermometers, hand lenses, and balances) to
gather data and extend the senses.
•Record
observations and data with pictures, numbers, or written
statements.
•Discuss
observations with others.
Grades 3–5
•Ask
questions and make predictions that can be tested.
•Select
and use appropriate tools and technology (e.g.,
calculators, computers, balances, scales, meter sticks,
graduated cylinders) in order to extend observations.
•Keep
accurate records while conducting simple investigations
or experiments.
•Conduct
multiple trials to test a prediction. Compare the result
of an investigation or experiment with the prediction.
•Recognize
simple patterns in data and use data to create a
reasonable explanation for the results of an
investigation or experiment.
•Record
data and communicate findings to others using graphs,
charts, maps, models, and oral and written reports.
|
Mathematics Framework:
Mathematic outcomes
Mathematical
reasoning is fundamental to the design and
construction process.
In the lessons, we
have the opportunity to ask mathematical thinking
questions such as:
-
How would I draw
a diagram that shows the area, dimensions, etc.
of what we are doing?
-
How am I going to
collect data to evaluate the design during the
testing phase?
-
How would I
calculate ________?
-
How would I
calculate the cost of the material we need.
In general we can ask
questions that get the students thinking and probing
about the following:
Dimensions |
Shapes |
Patterns |
Number sense |
Colors |
Functions |
Area |
Grouping/Comparing |
Measurements |
|
|
Math Framework K-5 grade: |
21st Century
Partnership‟s 21st
Century Skills Framework,
Handbook |
|