Compare SAE curriculum to AIMS or GEMS curriculum.
You have seen how the math and science is integrated within the SAE curriculum (Jet Toy). Compare this to an AIMS or GEMS curriculum (found in the TRC).
I had a notebook of AIMS curriculum for K-3 grade range. The unit is called Primarily Plants and has students explore the life cycle of plants. The curiculum is science based, but alot of math concpets are incorporated. Students use measuring, comparison, counting, working with grid paper, graphing, weighing and more. The unit does a great job of presenting hands-on science experiments with multiple form of math involved in each experiment. The two work together seamlessly to explore the life cycle and environmental factors that effect a plant. The curriculum can easily be adapted for any of the k-3 grades and offers a wide variety of activities with in the notebook. Though the main focus of the unit is on science and math, the curriculum can also be integrated into numerous other subject areas including, art (coloring and constructing the mini books, sketching plants), reading (several mini books about plants are provided), and geopraghy (plant habitat locations, seed/spore travel). I actually had this unit taught to me in 2nd grade at Hellgate Elementary (I can't believe I remeber any of it). I remember ejoying it, and learing numerous practical applications of math and science. For me it was a great way to see science and math happening in fornt of me, and I was then better able to apply it to the world around me.
I explored the AIM curriculum for 3rd and 4th graders. The unit is called Popping with power. This unit was created in the 1980's but it still has some great ideas that I would not mind trying out myself. The students work with pendulums, magnets, balls to demonstrate the concept of energy and insulation. I even found one lesson on reading electric meters! Many of the math skills that the unit covers include place value, clockwise/counterclockwise, subtraction, multiplication, estimating, and graphing. As where the science concepts include: observing, classifying, gathering and recording data in the form of graphs (which is also math), controlling variables, applying and generalizing, and predicting and hypothesizing. I have noticed that the AIMS activities in this book have a stronger support from the teacher. THis might also be the fact that my book is from the 1980's. In one lesson, the students needed to find a relationship between pendulums and the length of string attached. The students had steps to determine that relationship but it still seemed to be inquiry based learning. However, there were some lessons that did not include student lead inquiry. I could see how many of the lessons could be converted to include inquiry to better understand the concept. The lesson from above also included extensions for the students to try based on their results from the first experiment. This could build on the students' knowledge and further their understanding of the relationships. This AIM unit might be a great introduction to inquiry with assistance from the teacher and then switch to SAE curriculum to further the inquiry process. AIM units cover the same skills (I am basing this idea from what others have also said about the curriculum in their blogs), but at a different level of support from the teacher. Also, I noticed that the setup for the datasheets within the SAE curriculum foster the idea or process of gathering data and experimental process. The datasheet in AIM for the pendulum does not dig deeper into the relationship since the student has to record the same information in several different locations. Another thing is the question " did the length of the string have an effect on the number of swings?" but the student does not have to reason through why or why not the length of string affect the number of swings. In conclusion, I like the activities but some aspects of the lessons need to be changed to challenge the student's thinking.
I chose the GEMS book Mystery Festival. The book was for grades 2-8. The book includes two mysteries that engage the students in a non-traditional learning style. The books style of teaching seems as though it would be an exciting and effective way for students to learn. During the activity the students are the detectives who conduct forensic science tests on evidence. The book involves both group and individual activities. The activity is very step-by-step, requires critical thinking, and involves real-life applications. The activity is very science oriented and concentrates on science content areas as well as math content standards. Other content standards could be incorporated such as, reading, art, and history. In comparison to the Jet-toy activity the lesson is much more involved, longer, and can be incorporated into many other content areas.
The JetToy curriculum involves building an object to test, coming up with ideas to test a hypothesis, creating tests that deal with weight, speed, distance, and time, collecting data on a data table, and graphing the data collected. The curriculum is designed to be worked on as teams, and is intended to create a meaningful design experience that will be presented at the end of the unit. The AIMS curriculum that I chose is for 2-8th grade (my placement is in 3rd grade) and is titled Bats Incredible! The curriculum is full of lessons about body structure of bats, what they eat, information about mammals, and about bats senses. The lesson I chose is called “Wings N’ Things” and includes building, out of inexpensive materials, bat wings and bird wings for the students to compare and contrast structure. This lesson compares to the Jet Toy lesson because they both include using materials that are inexpensive to build a model, they both require team work and communication among students, require comparing and contrasting (data or design), include observing, and require measurement. The two lessons differ because they teach different main areas of the science content standards. The bat lesson is for life science and the JetToy lesson teaches physics. In addition to the main wing lesson, however, it discusses comparing a bat wing to an airplane wing. This could be touching on engineering, which is also part of the JetToy curriculum. I find both lessons to be hands-on, child-centered, and motivating.
I evaluated the AIMS curriculum Primarily Plants for grades K-3. This curriculum gives young kids their first look at how seeds grow using food, air, water, sunlight, and space. The curriculum does a great job of using both math and science and also includes early inquiry skills that kids can begin to develop. The AIMS curriculum is not as highly inquiry based but it still introduces these skills to children. I think even though it is not as inquiry based as the SAE curriculum it may just be because of the grades it is for. Without seeing a curriculum from AIM for the higher grades I am unable to discuss whether they re indeed as inquiry bases as the SAE standards. Both curriculums really seem to be able to get the kids excited about what they are learning which in turn will help kids grasp the information and retain it for a longer period of time. I think both curriculums fit the grades they are intended to and are easily adaptable. Both provide opportunities to build on concepts and continue to use them for long periods of time. They both also seem to come full circle so students aren't left hanging with unanswered questions. As a teacher, having both of these curriculums at my fingertips gives me more confidence in teaching integrated areas. Also being able to have a resources is a huge assett so that I don't have to come up with everything on my own. AS a future teacher, I understand how busy you are so it is always nice to be able to take some assistance from wherever we can get it.
I looked at the AIMS Hardhatting in a Geo-World, which looked at structures, measurement, and geometry. I found it to be very thorough and overall a very helpful resource for teachers to have. One lesson in particular that I looked at was, Bridge It, a lesson that is geared towards students learning about the various types of bridges, and how they are built, and how that stay standing. This lesson directly relates to the Jet Toy lesson because students can apply it to the real world, and build a better understanding of a concept they are already familiar with. The main focus of the unit is math and science, but as Jenny stateted, the curriculum can also be integrated into numerous other subject areas. As a teacher I would want to have both AIMS and SEA available to me, they are both very valuable teaching tools.
The notebook I choose from the AIMS curriculum is entitled Hardhatting in the Geo World. This curriculum target the 3-4 grade band. In this curriculum there are three different science areas; measurment, geometry, and structures. It integrates math and science into one curriculum. Alot of the lessons are as said before "hands on". For example under the structures unit, is a specific lesson on Suspension Bridges. This lesson looks at how to build a suspension bridge uing cotton, pineboard, string, and taks. The lesson allows the students first to build the bridge, and then to test the soundness of their structure using weights. The students are not limited in the use of the weights. They record their data much like we did with the Jet Toy lesson. As Tracey mentioned thoought these activities are dated, and so are the pictures. The lesson that I focues in on, Suspension Bridges seemed to have an inquiry based focus. The students were guided at first to build their bridges, but towards the end in testing their bridges it was done on their own. So the students were in charge of the variables. So the AIMS curriculum seems applicable under the national standard of inquiry based science. I would use some of these lessons in the classroom, but I am pretty sure I would tweek it a bit. Overall I was impressed with the curriculum.
The unit I looked at is from AIMS grades K-6. The unit is Critters-Life Science. This unit discusses various insects or "critters" and how they grow and move, their habitat, what they eat, and what they do. The unit integrates math and science mostly of course, but also does a great job of integrating other subjects as well. What I liked especially about this unit is even though it is for a broad spectrum of grades it lists the the math skills used and the science processes used. This made it very easy, using the National Content Stanards, to determine what grade level each particular lesson works best for each grade level. This unit, as with the Jet toy lesson, does a great job of using math and science together. One particular lesson had students observe silkworms over 15 days. The students were asked to feed their silkworms the same amount each day. They were also told to measure their silkworms. When all was done the students compiled and graphed their information with the other students who fed their silkworm the same amount they did each day. This was a lot like the jet toy project. Some lessons gave extension activities and curriculum coordinate ideas for Art, etc.
I chose the lesson “When it’s hot it’s hot” from the AIMS curriculum for grades 3-4. Similar to the Jet toy curriculum students are asked to record results and graph the information. Students record the temperature with a thermometer at four different times in the day. Students do this for a five day week. Each day the students divide the four different temperatures to come up with an average temperature. The math skills students explore includes measuring, computing and graphing. The science skills include predicting, gathering and recording. Students learn how to read a thermometer and put this information in graph form. Students graph the information using the key: red = high temperature, blue = low temperature and green = average temperature. Using an x and y graph students use the different colors to show the different temperatures. A good extension activity would be to use the same graphing concept for another city. Students would have to find the weather reports from another source. Both the SAE curriculum and AIMS curriculum have the students explore on their own and come up with their own results.
I chose a lesson from the AIMS curriculum for 5-9 grade. The lesson focus is about friction and students are asked to explore this topic by creating a thread-spool tractor. They are then asked to examine the role of friction in the movement of the tractor and make modifications that will make it travel further. Compared to the Jet Toy lesson, the students make their own tractors just like we made our own Jet Toys. The materials are fairly cheap. They consist of large plastic thread spools, paper clips, rubber bands, pencil or straws, cooking spray, an overhead transparency, washers, scissors and a hole punch. The construction of this tractor reads to be a bit more complicated than the Jet Toy, probably why it is aimed for 5-9 grade. Their obviously needs to be some background knowledge about friction because that is the main purpose of this lesson plan. This lesson plan and the Jet Toy lesson share some of the the same conceptual components : Energy is used to accomplish work, work is done when something is moved, friction is a force that resists motion. I think the Jet Toys are easier to make, but I would like to try putting together a thread-spool tractor first.
The book I have is an AIMS book titled “Seasoning Math and Science” and it’s curriculum integrates math skills and science processes written for second grade. It just so happens that my book includes a lesson titled “3…2…1…Blast-Off Balloons” which is the same lesson that we just did in science this week. The procedure is the same as what we did in class, but I really like that this lesson includes a discussion of John Glenn (incorporating social studies and history) and an estimation/prediction of how far the ballon will go along the string (they measure this with a mark for every meter along the string). I also think it’s fun that this lesson, to add interest, has you use space terminology such as “Control Tower.” Like the Jet Toy lesson, the AIMS lesson includes linear measurement, graphing, observing, controlling variables, and gathering and recording data. This lesson meets many of the NCTM and NSES standards. I think this lesson beautifully illustrates the importance of math in every daily life by proving that there is a need for it in order to launch an aircraft. While I didn’t get if we were learning science as inquiry during the jet toy (I think what we did was supposed to be short, sweet, and to the point??), I do know that the AIMS lesson teaches this concept.
I looked through a GEMS curriculum for K-3 students called Frog Math: Predict, Ponder, & Play. The unit progression is organized into six sessions. I liked how the unit starts out with a read-aloud of a book young children would enjoy. Students then take part in activities tied in with the book that develop skills like observing, predicting, describing, classifying, estimating, data recording, and thinking strategies. More of the emphasis was on math curriculum, but science skills were definitely involved. I think young students would be excited about playing the frog-themed games. The students wouldn't even be aware they were learning. Compared to the Jet Toy activity, this is more suited for the K-3 age group. But I don't think this activity intertwines math & science as well as the Jet Toys do.
I picked the Primarily Bears book by AIMS (1987). I really am impressed that, for as old as the material is, it does a good job with content for k-6. This book is an activity book that focuses on skill building in math using problem solving, comparing, estimating, graphing, measuring, predicting, sampling,while building science processing skills through observing, classifying, creating a hypothesis, collecting data, applying and generalizing, etc., all around a theme of teddy bears. There does not seem to be very much inquiry, but the lessons/activities could be adapted to engage the students in inquiry. The main difference I see between this AIMS book and the SAE program is that the SAE provides for student centered, hands on, inquiry through manipulative projects rather than just worksheets. The worksheets in AIMS are quite creative and viable as practice..."Practice does not make perfect. It makes permanent".
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I had a notebook of AIMS curriculum for K-3 grade range. The unit is called Primarily Plants and has students explore the life cycle of plants. The curiculum is science based, but alot of math concpets are incorporated. Students use measuring, comparison, counting, working with grid paper, graphing, weighing and more. The unit does a great job of presenting hands-on science experiments with multiple form of math involved in each experiment. The two work together seamlessly to explore the life cycle and environmental factors that effect a plant. The curriculum can easily be adapted for any of the k-3 grades and offers a wide variety of activities with in the notebook.
Though the main focus of the unit is on science and math, the curriculum can also be integrated into numerous other subject areas including, art (coloring and constructing the mini books, sketching plants), reading (several mini books about plants are provided), and geopraghy (plant habitat locations, seed/spore travel).
I actually had this unit taught to me in 2nd grade at Hellgate Elementary (I can't believe I remeber any of it). I remember ejoying it, and learing numerous practical applications of math and science. For me it was a great way to see science and math happening in fornt of me, and I was then better able to apply it to the world around me.
I explored the AIM curriculum for 3rd and 4th graders. The unit is called Popping with power. This unit was created in the 1980's but it still has some great ideas that I would not mind trying out myself. The students work with pendulums, magnets, balls to demonstrate the concept of energy and insulation. I even found one lesson on reading electric meters!
Many of the math skills that the unit covers include place value, clockwise/counterclockwise, subtraction, multiplication, estimating, and graphing. As where the science concepts include: observing, classifying, gathering and recording data in the form of graphs (which is also math), controlling variables, applying and generalizing, and predicting and hypothesizing.
I have noticed that the AIMS activities in this book have a stronger support from the teacher. THis might also be the fact that my book is from the 1980's. In one lesson, the students needed to find a relationship between pendulums and the length of string attached. The students had steps to determine that relationship but it still seemed to be inquiry based learning. However, there were some lessons that did not include student lead inquiry. I could see how many of the lessons could be converted to include inquiry to better understand the concept.
The lesson from above also included extensions for the students to try based on their results from the first experiment. This could build on the students' knowledge and further their understanding of the relationships.
This AIM unit might be a great introduction to inquiry with assistance from the teacher and then switch to SAE curriculum to further the inquiry process. AIM units cover the same skills (I am basing this idea from what others have also said about the curriculum in their blogs), but at a different level of support from the teacher.
Also, I noticed that the setup for the datasheets within the SAE curriculum foster the idea or process of gathering data and experimental process. The datasheet in AIM for the pendulum does not dig deeper into the relationship since the student has to record the same information in several different locations. Another thing is the question " did the length of the string have an effect on the number of swings?" but the student does not have to reason through why or why not the length of string affect the number of swings.
In conclusion, I like the activities but some aspects of the lessons need to be changed to challenge the student's thinking.
I chose the GEMS book Mystery Festival. The book was for grades 2-8. The book includes two mysteries that engage the students in a non-traditional learning style. The books style of teaching seems as though it would be an exciting and effective way for students to learn. During the activity the students are the detectives who conduct forensic science tests on evidence. The book involves both group and individual activities. The activity is very step-by-step, requires critical thinking, and involves real-life applications. The activity is very science oriented and concentrates on science content areas as well as math content standards. Other content standards could be incorporated such as, reading, art, and history. In comparison to the Jet-toy activity the lesson is much more involved, longer, and can be incorporated into many other content areas.
The JetToy curriculum involves building an object to test, coming up with ideas to test a hypothesis, creating tests that deal with weight, speed, distance, and time, collecting data on a data table, and graphing the data collected. The curriculum is designed to be worked on as teams, and is intended to create a meaningful design experience that will be presented at the end of the unit.
The AIMS curriculum that I chose is for 2-8th grade (my placement is in 3rd grade) and is titled Bats Incredible! The curriculum is full of lessons about body structure of bats, what they eat, information about mammals, and about bats senses. The lesson I chose is called “Wings N’ Things” and includes building, out of inexpensive materials, bat wings and bird wings for the students to compare and contrast structure.
This lesson compares to the Jet Toy lesson because they both include using materials that are inexpensive to build a model, they both require team work and communication among students, require comparing and contrasting (data or design), include observing, and require measurement. The two lessons differ because they teach different main areas of the science content standards. The bat lesson is for life science and the JetToy lesson teaches physics. In addition to the main wing lesson, however, it discusses comparing a bat wing to an airplane wing. This could be touching on engineering, which is also part of the JetToy curriculum. I find both lessons to be hands-on, child-centered, and motivating.
I evaluated the AIMS curriculum Primarily Plants for grades K-3. This curriculum gives young kids their first look at how seeds grow using food, air, water, sunlight, and space. The curriculum does a great job of using both math and science and also includes early inquiry skills that kids can begin to develop. The AIMS curriculum is not as highly inquiry based but it still introduces these skills to children. I think even though it is not as inquiry based as the SAE curriculum it may just be because of the grades it is for. Without seeing a curriculum from AIM for the higher grades I am unable to discuss whether they re indeed as inquiry bases as the SAE standards.
Both curriculums really seem to be able to get the kids excited about what they are learning which in turn will help kids grasp the information and retain it for a longer period of time.
I think both curriculums fit the grades they are intended to and are easily adaptable. Both provide opportunities to build on concepts and continue to use them for long periods of time. They both also seem to come full circle so students aren't left hanging with unanswered questions.
As a teacher, having both of these curriculums at my fingertips gives me more confidence in teaching integrated areas. Also being able to have a resources is a huge assett so that I don't have to come up with everything on my own. AS a future teacher, I understand how busy you are so it is always nice to be able to take some assistance from wherever we can get it.
I looked at the AIMS Hardhatting in a Geo-World, which looked at structures, measurement, and geometry. I found it to be very thorough and overall a very helpful resource for teachers to have. One lesson in particular that I looked at was, Bridge It, a lesson that is geared towards students learning about the various types of bridges, and how they are built, and how that stay standing. This lesson directly relates to the Jet Toy lesson because students can apply it to the real world, and build a better understanding of a concept they are already familiar with.
The main focus of the unit is math and science, but as Jenny stateted, the curriculum can also be integrated into numerous other subject areas. As a teacher I would want to have both AIMS and SEA available to me, they are both very valuable teaching tools.
The notebook I choose from the AIMS curriculum is entitled Hardhatting in the Geo World. This curriculum target the 3-4 grade band. In this curriculum there are three different science areas; measurment, geometry, and structures. It integrates math and science into one curriculum.
Alot of the lessons are as said before "hands on". For example under the structures unit, is a specific lesson on Suspension Bridges. This lesson looks at how to build a suspension bridge uing cotton, pineboard, string, and taks. The lesson allows the students first to build the bridge, and then to test the soundness of their structure using weights. The students are not limited in the use of the weights. They record their data much like we did with the Jet Toy lesson.
As Tracey mentioned thoought these activities are dated, and so are the pictures. The lesson that I focues in on, Suspension Bridges seemed to have an inquiry based focus. The students were guided at first to build their bridges, but towards the end in testing their bridges it was done on their own. So the students were in charge of the variables. So the AIMS curriculum seems applicable under the national standard of inquiry based science. I would use some of these lessons in the classroom, but I am pretty sure I would tweek it a bit. Overall I was impressed with the curriculum.
The unit I looked at is from AIMS grades K-6. The unit is Critters-Life Science. This unit discusses various insects or "critters" and how they grow and move, their habitat, what they eat, and what they do. The unit integrates math and science mostly of course, but also does a great job of integrating other subjects as well. What I liked especially about this unit is even though it is for a broad spectrum of grades it lists the the math skills used and the science processes used. This made it very easy, using the National Content Stanards, to determine what grade level each particular lesson works best for each grade level.
This unit, as with the Jet toy lesson, does a great job of using math and science together. One particular lesson had students observe silkworms over 15 days. The students were asked to feed their silkworms the same amount each day. They were also told to measure their silkworms. When all was done the students compiled and graphed their information with the other students who fed their silkworm the same amount they did each day. This was a lot like the jet toy project.
Some lessons gave extension activities and curriculum coordinate ideas for Art, etc.
I chose the lesson “When it’s hot it’s hot” from the AIMS curriculum for grades 3-4. Similar to the Jet toy curriculum students are asked to record results and graph the information. Students record the temperature with a thermometer at four different times in the day. Students do this for a five day week. Each day the students divide the four different temperatures to come up with an average temperature. The math skills students explore includes measuring, computing and graphing. The science skills include predicting, gathering and recording. Students learn how to read a thermometer and put this information in graph form. Students graph the information using the key: red = high temperature, blue = low temperature and green = average temperature. Using an x and y graph students use the different colors to show the different temperatures. A good extension activity would be to use the same graphing concept for another city. Students would have to find the weather reports from another source. Both the SAE curriculum and AIMS curriculum have the students explore on their own and come up with their own results.
I chose a lesson from the AIMS curriculum for 5-9 grade. The lesson focus is about friction and students are asked to explore this topic by creating a thread-spool tractor. They are then asked to examine the role of friction in the movement of the tractor and make modifications that will make it travel further. Compared to the Jet Toy lesson, the students make their own tractors just like we made our own Jet Toys. The materials are fairly cheap. They consist of large plastic thread spools, paper clips, rubber bands, pencil or straws, cooking spray, an overhead transparency, washers, scissors and a hole punch. The construction of this tractor reads to be a bit more complicated than the Jet Toy, probably why it is aimed for 5-9 grade. Their obviously needs to be some background knowledge about friction because that is the main purpose of this lesson plan. This lesson plan and the Jet Toy lesson share some of the the same conceptual components : Energy is used to accomplish work, work is done when something is moved, friction is a force that resists motion.
I think the Jet Toys are easier to make, but I would like to try putting together a thread-spool tractor first.
The book I have is an AIMS book titled “Seasoning Math and Science” and it’s curriculum integrates math skills and science processes written for second grade. It just so happens that my book includes a lesson titled “3…2…1…Blast-Off Balloons” which is the same lesson that we just did in science this week. The procedure is the same as what we did in class, but I really like that this lesson includes a discussion of John Glenn (incorporating social studies and history) and an estimation/prediction of how far the ballon will go along the string (they measure this with a mark for every meter along the string). I also think it’s fun that this lesson, to add interest, has you use space terminology such as “Control Tower.” Like the Jet Toy lesson, the AIMS lesson includes linear measurement, graphing, observing, controlling variables, and gathering and recording data. This lesson meets many of the NCTM and NSES standards. I think this lesson beautifully illustrates the importance of math in every daily life by proving that there is a need for it in order to launch an aircraft. While I didn’t get if we were learning science as inquiry during the jet toy (I think what we did was supposed to be short, sweet, and to the point??), I do know that the AIMS lesson teaches this concept.
I looked through a GEMS curriculum for K-3 students called Frog Math: Predict, Ponder, & Play. The unit progression is organized into six sessions. I liked how the unit starts out with a read-aloud of a book young children would enjoy. Students then take part in activities tied in with the book that develop skills like observing, predicting, describing, classifying, estimating, data recording, and thinking strategies. More of the emphasis was on math curriculum, but science skills were definitely involved. I think young students would be excited about playing the frog-themed games. The students wouldn't even be aware they were learning. Compared to the Jet Toy activity, this is more suited for the K-3 age group. But I don't think this activity intertwines math & science as well as the Jet Toys do.
I picked the Primarily Bears book by AIMS (1987). I really am impressed that, for as old as the material is, it does a good job with content for k-6. This book is an activity book that focuses on skill building in math using problem solving, comparing, estimating, graphing, measuring, predicting, sampling,while building science processing skills through observing, classifying, creating a hypothesis, collecting data, applying and generalizing, etc., all around a theme of teddy bears. There does not seem to be very much inquiry, but the lessons/activities could be adapted to engage the students in inquiry. The main difference I see between this AIMS book and the SAE program is that the SAE provides for student centered, hands on, inquiry through manipulative projects rather than just worksheets. The worksheets in AIMS are quite creative and viable as practice..."Practice does not make perfect. It makes permanent".
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