Teaching Integrated Math-Science Teaching Integrated Math-Science Lessons for Inclusive Classrooms through Lessons for Inclusive Classrooms through Water Properties utilizing Scientific InquiryWater Properties utilizing Scientific Inquiry

By: Lesley Babe (Science and Math), By: Lesley Babe (Science and Math), Brian Carr (Math) and Lori Harrison Brian Carr (Math) and Lori Harrison

(Special Education Science and Math) (Special Education Science and Math) James Wood Middle School, Frederick James Wood Middle School, Frederick County Public Schools, Winchester, VACounty Public Schools, Winchester, VA

Our ClassOur ClassA group of 12 students in 6th A group of 12 students in 6th grade that were enrolled in grade that were enrolled in both Ms. Babe's Science and both Ms. Babe's Science and Mr. Carr & Ms. Harrison's Math Mr. Carr & Ms. Harrison's Math class from James Wood Middle class from James Wood Middle School in the Frederick School in the Frederick County Public Schools division County Public Schools division in Winchester, Virginia.• Our in Winchester, Virginia.• Our class dynamic consisted of 12 class dynamic consisted of 12 students 3 with low level students 3 with low level science and math skills, 5 science and math skills, 5 students with mid level students with mid level science and math skills, 2 science and math skills, 2 students with high level students with high level science and math skills, 1 science and math skills, 1 student with high level student with high level science and mid level math science and mid level math skills, and 1 student with mid skills, and 1 student with mid level science skills and low level science skills and low level math skills receiving ESL level math skills receiving ESL services.services.

Scientific Investigation Skills Scientific Investigation Skills Content StandardsContent Standards

Science SOLs: Science SOLs: 6.1a6.1a ObservationsObservations 6.1b6.1b Precise and approximate measurementsPrecise and approximate measurements 6.1d6.1d Hypotheses are statedHypotheses are stated 6.1e6.1e Method devised to test validityMethod devised to test validity 6.1f6.1f Manipulate one variable multiple timesManipulate one variable multiple times 6.1g6.1g Collect, record and analyze and report dataCollect, record and analyze and report data 6.1h6.1h Analyze and communicate through graphsAnalyze and communicate through graphs 6.5a6.5a Universal solventUniversal solvent 6.5b6.5b Properties in all 3 phasesProperties in all 3 phases

*polarity *all 3 states on earth *surface tension*polarity *all 3 states on earth *surface tension 6.5d6.5d Store thermal energy Store thermal energy Math SOLs:Math SOLs: 6.16.1 Ratios and approximate notationsRatios and approximate notations 6.2a6.2a Fractions, decimals, and percents as ratiosFractions, decimals, and percents as ratios 6.3a6.3a Identify and represent integersIdentify and represent integers 6.76.7 Solve single and multiple step problems with decimalsSolve single and multiple step problems with decimals 6.96.9 Ballpark comparisonsBallpark comparisons

Essential QuestionsEssential Questions How does science develop understanding through the How does science develop understanding through the

nature of science?nature of science? Why are solutions obtained through the nature of Why are solutions obtained through the nature of

science more objective and relevant?science more objective and relevant? Why is it important to the nature of science to answer Why is it important to the nature of science to answer

questions, solve problems, and develop understanding?questions, solve problems, and develop understanding? Why is water known as the universal solvent?Why is water known as the universal solvent? Why is water less dense in its solid form than in its liquid Why is water less dense in its solid form than in its liquid

form?form? What is the difference between cohesion and adhesion?What is the difference between cohesion and adhesion? What is a ratio?What is a ratio? What is the difference between weight and mass?What is the difference between weight and mass? What types of data are best presented in a circle graph?What types of data are best presented in a circle graph?

Student GoalsStudent Goals Working together over time people can acquire knowledge Working together over time people can acquire knowledge

and continue to improve upon their understanding of the and continue to improve upon their understanding of the natural world around them.natural world around them.

Key terminology related to water and its properties of water.Key terminology related to water and its properties of water. The difference between adhesion and cohesion.The difference between adhesion and cohesion. The shape and composition of water.The shape and composition of water. Ice is less dense than liquid water. Ice is less dense than liquid water. The three states of water and its relationship to the water The three states of water and its relationship to the water

cycle.cycle. Fractions, decimals and percents are equivalent forms Fractions, decimals and percents are equivalent forms

representing a given number.representing a given number. Integers are the set of whole numbers, their opposites and Integers are the set of whole numbers, their opposites and

zero.zero. Different strategies can be used to estimate the result of Different strategies can be used to estimate the result of

computations and judge the reasonableness of the result.computations and judge the reasonableness of the result. Circle graphs show a relationship of the parts to a whole.Circle graphs show a relationship of the parts to a whole.

Student ObjectivesStudent Objectives

Design an investigation to Design an investigation to demonstrate the ability of water to demonstrate the ability of water to dissolve materials; develop an dissolve materials; develop an understanding of the nature of understanding of the nature of science, begin setting up an science, begin setting up an experiment and redesign an experiment and redesign an experiment completed during this experiment completed during this unit in a small group.unit in a small group.

Performance Task(s):Performance Task(s):*Inquiry based project using water to *Inquiry based project using water to

demonstrate the ability to use the scientific demonstrate the ability to use the scientific method method

*Data collection, reporting, recording and *Data collection, reporting, recording and analysis of information collected in science analysis of information collected in science classclass

Other Evidence:Other Evidence:*Assessments to determine vocabulary *Assessments to determine vocabulary

developmentdevelopment*Exit cards on the properties of water/scientific *Exit cards on the properties of water/scientific

methodmethod*Summative unit test*Summative unit test*3 - 2 - 1 for properties of water/scientific method*3 - 2 - 1 for properties of water/scientific method

Integration Type and LevelIntegration Type and Level

This lesson has a Science Focus. The This lesson has a Science Focus. The Science concepts are of primary Science concepts are of primary importance. The mathematics importance. The mathematics concepts / activities are in support of concepts / activities are in support of science concepts. This lesson is a science concepts. This lesson is a Content level integration.Content level integration.

5E's Instructional Model5E's Instructional ModelEngageEngageExploreExplore

An example of our utilizationAn example of our utilizationof the 5E Model is theof the 5E Model is theElectrophoresis Lab. Since thisElectrophoresis Lab. Since thislab is designed to explorelab is designed to explorecovalent bonding through thecovalent bonding through thenature of science, the studentsnature of science, the studentswere engaged throughwere engaged throughdiscussion about prior knowledgediscussion about prior knowledgeof water and encouraged toof water and encouraged toexplore how to separate waterexplore how to separate waterinto its 2 elements in small labinto its 2 elements in small labgroups.groups.

Blooms Taxonomy/Cognitive LevelBlooms Taxonomy/Cognitive Level

1)1) Knowledge: label, locateKnowledge: label, locate2)2) Comprehension: Comprehension:

summarize, restate, summarize, restate, illustrateillustrate

3)3) Application: produce, Application: produce, sketchsketch

4)4) Analysis: categorize, Analysis: categorize, classifyclassify

5)5) Synthesis: design, planSynthesis: design, plan6)6) Evaluation: Cognitive Evaluation: Cognitive

Level varies depending on Level varies depending on the activities in the unit.the activities in the unit.

DifferentiationDifferentiation

Strategies to meet diverse Strategies to meet diverse learner needs: learner needs:

1)1) One group will be teacher One group will be teacher led to assist with led to assist with struggling learners in the struggling learners in the lab. Students lab. Students demonstrate observations demonstrate observations in a student-chosen in a student-chosen method of drawing, method of drawing, writing, or verbal writing, or verbal communication.communication.

2)2) 2) Creating of small groups 2) Creating of small groups with 1 low level science with 1 low level science and low level math and low level math student in each group to student in each group to increase peer mentoring.increase peer mentoring.

Unit LessonUnit Lesson Learning Activities: University of Virginia Curry School of Education SurveyLearning Activities: University of Virginia Curry School of Education Survey

Pre - test/ data collection on scientific investigation and waterPre - test/ data collection on scientific investigation and waterDay One: Day One: Objective: Activate prior knowledge on the properties of water. Give Objective: Activate prior knowledge on the properties of water. Give students the opportunity to play with water- temp, size of drips, general students the opportunity to play with water- temp, size of drips, general observations observations Topic: What do you think you know about water?Topic: What do you think you know about water?Activity: What do you Know? Science Enhanced Scope and Sequence - Activity: What do you Know? Science Enhanced Scope and Sequence - Grade 6 Grade 6 Day Two:Day Two:Objective: Walk through the scientific investigation process using water as Objective: Walk through the scientific investigation process using water as a universal solvent.a universal solvent.Topic: Parts of a lab (independent and dependent variable, hypothesis and Topic: Parts of a lab (independent and dependent variable, hypothesis and constant) and water is the universal solvent using the EDD model with the constant) and water is the universal solvent using the EDD model with the vocabulary replaced with student- friendly definitions.vocabulary replaced with student- friendly definitions.Activity: Demonstration on water - Does water temp affect the amount of Activity: Demonstration on water - Does water temp affect the amount of salt dissolved in water?salt dissolved in water?

Unit Lesson-continuedUnit Lesson-continued Day Three:Day Three:

Objective: Review lab from day two. Report data using the Objective: Review lab from day two. Report data using the graphical representation in the form of a bar graph.graphical representation in the form of a bar graph.Topic: Parts of a graph and vocabulary.Topic: Parts of a graph and vocabulary.Activity: Graph/Direct instruction on properties of water (ppt)Activity: Graph/Direct instruction on properties of water (ppt)Math Extension: Teacher - made: matching data to graphical Math Extension: Teacher - made: matching data to graphical representations.representations.Day Four:Day Four:Objective: Model and explain the shape and composition of Objective: Model and explain the shape and composition of water/continue use of pptwater/continue use of pptTopic: Water PolarityTopic: Water PolarityActivity: Water Molecule modelActivity: Water Molecule modelMath Extension: Integers (positive and negative charges of a Math Extension: Integers (positive and negative charges of a water molecule are like positive and negative numbers on a water molecule are like positive and negative numbers on a number line)number line)

Unit Lesson-continuedUnit Lesson-continued Day Five:Day Five:

Objective: Model and explain the shape and composition of water/continue Objective: Model and explain the shape and composition of water/continue use of pptuse of pptTopic: Water Polarity and parts of a labTopic: Water Polarity and parts of a labActivity: Electrophoresis labActivity: Electrophoresis labDays Six and Seven:Days Six and Seven:Objective: Understand the unique properties of water/continue use of pptObjective: Understand the unique properties of water/continue use of pptTopic: Adhesion, Cohesion and Surface TensionTopic: Adhesion, Cohesion and Surface TensionActivity: Water OlympicsActivity: Water OlympicsMath Extension: Data collected from measuring the cohesion water race to Math Extension: Data collected from measuring the cohesion water race to find the measures of center for the data collected.find the measures of center for the data collected.Days Eight and Nine:Days Eight and Nine:Objective: Explain why ice is less dense than liquid water/continue use of Objective: Explain why ice is less dense than liquid water/continue use of ppt/Finding the density of objects using the idea of water displacementppt/Finding the density of objects using the idea of water displacementTopic: Phases/Properties of water and parts of a labTopic: Phases/Properties of water and parts of a labActivity: Water Density labActivity: Water Density labMath Extension: Finding ratios from the water density lab - comparing Math Extension: Finding ratios from the water density lab - comparing density of liquid to solid waterdensity of liquid to solid water

Unit Lesson-continuedUnit Lesson-continued Day Ten:Day Ten:

Objective: Demonstrate the ability of water to dissolve other materials/continue use Objective: Demonstrate the ability of water to dissolve other materials/continue use of pptof pptTopic: Universal solvent and parts of a labTopic: Universal solvent and parts of a labActivity: Universal Solvent LabActivity: Universal Solvent LabDays Eleven and Twelve:Days Eleven and Twelve:Objective: Demonstrate the effect of thermal energy on different states of waterObjective: Demonstrate the effect of thermal energy on different states of waterTopic: Water absorbs a great of energy before the change of state occurs and parts Topic: Water absorbs a great of energy before the change of state occurs and parts of a labof a labActivity: Thermal Energy Lab (Compare water, sand and soil to see which one Activity: Thermal Energy Lab (Compare water, sand and soil to see which one absorbs the most thermal energy in a given time period and which one released the absorbs the most thermal energy in a given time period and which one released the most thermal energy in a given time period.)most thermal energy in a given time period.)Math Extension: Create ratios comparing the time it took for the temperature to rise Math Extension: Create ratios comparing the time it took for the temperature to rise a certain number of degreesa certain number of degreesDays Thirteen and Fourteen:Days Thirteen and Fourteen:Objective: One variable is manipulated over time using a number of repeated trials. Objective: One variable is manipulated over time using a number of repeated trials. Topic: Design a thermal energy lab based on knowledge of thermal energy and the Topic: Design a thermal energy lab based on knowledge of thermal energy and the scientific method.scientific method.

Activity: Inquiry Based ProjectActivity: Inquiry Based Project

Data/OutcomesData/Outcomes*Anticipation Guides/Formative Assessment: There was no formative *Anticipation Guides/Formative Assessment: There was no formative

assessment to this unit.assessment to this unit.*Pre- and Post-test Results: The students results on a Scientific *Pre- and Post-test Results: The students results on a Scientific

Investigation pre-test and post-test assessments were assessed Investigation pre-test and post-test assessments were assessed using grade ranges for student progress. Students in the "A" range using grade ranges for student progress. Students in the "A" range increased 16%, Students in the "B" range increased 8%, Students increased 16%, Students in the "B" range increased 8%, Students in the "C" range remained the same, and students in the "D" to "F" in the "C" range remained the same, and students in the "D" to "F" range decreased 25%. Of the 5 students that experienced growth: range decreased 25%. Of the 5 students that experienced growth: 1 student climbed 1 level, 3 students climbed 2 levels, and 1 1 student climbed 1 level, 3 students climbed 2 levels, and 1 student climbed 3 levels. Of the other 7 students, 5 more student climbed 3 levels. Of the other 7 students, 5 more experienced growth in their grade range. experienced growth in their grade range.

Pre-testPre-test Post-testPost-test# of Students# of Students Grade RangesGrade Ranges # of Students# of Students Grade Ranges Grade Ranges2 out of 122 out of 12 90%-100% 90%-100% 4 out of 124 out of 12 90%-100% 90%-100%0 out of 120 out of 12 80%-89% 80%-89% 1 out of 121 out of 12 80%-89% 80%-89%5 out of 125 out of 12 70%-79% 70%-79% 5 out of 125 out of 12 70%-79% 70%-79%5 out of 125 out of 12 below 70% below 70% 2 out of 122 out of 12 below 70% below 70%

Data/Outcomes-continuedData/Outcomes-continued

*Student Surveys: There was a *Student Surveys: There was a learning styles survey given to the learning styles survey given to the students at the start of the year to students at the start of the year to assess student learning assess student learning styles/preferences. styles/preferences.

*Student Observation during Activities: *Student Observation during Activities: Students were observed in small Students were observed in small group lab work by the teacher to group lab work by the teacher to assess science skills.assess science skills.

ReflectionsReflections

*Challenges / Strategies: A challenge we faced this year was *Challenges / Strategies: A challenge we faced this year was the small student sampling due to a scheduling issue this the small student sampling due to a scheduling issue this year. As we prepare for the 2015-2016 school year, this year. As we prepare for the 2015-2016 school year, this has been addressed with administration with a new has been addressed with administration with a new strategy to fix the issue to allow our team the opportunity strategy to fix the issue to allow our team the opportunity to teach this lesson again to a larger sampling of students. to teach this lesson again to a larger sampling of students. This should provide our team with more data to analyze the This should provide our team with more data to analyze the effectiveness of math-science integration.effectiveness of math-science integration.

*What to change if we teach the lesson again / next steps: We *What to change if we teach the lesson again / next steps: We would revamp the Density Lab, provide less of a scientific would revamp the Density Lab, provide less of a scientific method focus and more on observation and inferencing.method focus and more on observation and inferencing.

*Additional lessons taught (before/after): none*Additional lessons taught (before/after): none

Reflections-continuedReflections-continued

*Successes: After teaching ratios in Math class and supporting *Successes: After teaching ratios in Math class and supporting that instruction in Science with a Ratio Assignment, 11 of that instruction in Science with a Ratio Assignment, 11 of the 12 students scored above 70% (5 in the 90%-100% the 12 students scored above 70% (5 in the 90%-100% range, 5 in the 80-89% range, 1 in the 70-79%, and 1 below range, 5 in the 80-89% range, 1 in the 70-79%, and 1 below 70%). After teaching equivalency in Math class and 70%). After teaching equivalency in Math class and supporting that instruction in Science with an Equivalency supporting that instruction in Science with an Equivalency Assignment, 10 of the 12 students scored above 70% (4 in Assignment, 10 of the 12 students scored above 70% (4 in the 90%-100% range, 1 in the 80-89% range, 5 in the 70-the 90%-100% range, 1 in the 80-89% range, 5 in the 70-79%, and 2 below 70%). After teaching number sense in 79%, and 2 below 70%). After teaching number sense in Math class and supporting that instruction in Science with a Math class and supporting that instruction in Science with a Counting Atoms Assignment, 10 of the 12 students scored Counting Atoms Assignment, 10 of the 12 students scored above 70% (3 in the 90%-100% range, 3 in the 80-89% above 70% (3 in the 90%-100% range, 3 in the 80-89% range, 4 in the 70-79%, and 2 below 70%)range, 4 in the 70-79%, and 2 below 70%)