There has always been a connection between science and math, and the new Framework for K-12 Science Education makes that connection even more pronounced. The featured articles in this issue focus on helping students see this connection, and they each have a discussion of how the activity reflects the Framework.
In the 5E lesson Should Ice Be Cubed? students apply their skills in measuring and experimental design to explore factors that influence how ice melts. The lesson uses everyday materials, and the authors provide an activity sheet and photographs of the activity. [SciLinks: States of Matter]
I suspect that when students are given the task of model-building, they may at first think of replication–assembling dioramas or making mobiles of Styrofoam planets. But Springing into Linear Models illustrates an activity that engages students at a higher level of thinking. The activity incorporates a study of force and motion with data collection, graphing, and creating a best-fit line and linear model. A sample activity sheet, tables of sample data, examples of student work, and photographs of the activity are provided. This could be a good project to connect math and science. [SciLinks: Hooke's Law, Forces and Motion]
Measuring Up takes a commonly used measuring activity, comparing the relationship between arm span and height, and kicks it up a few notches to incorporate predicting, data collecting, graphing, descriptive statistics, and analysis (with ideas for scaffolding these concepts based on students’ prior experiences). Are We Looking at the Same Sun? is another 5E lesson that addresses data analysis, graphing, and models. [SciLinks: Measurement and Data, Seasons]
What student wouldn’t be interested in A Special Assignment from NASA? This investigation provides an opportunity for students to apply earth science concepts such as air pressure and the atmosphere to learn more about climates. In math class, they learned the measurement and graphing components of the lesson. The authors include the NASA scenario involving atmospheric layers and temperature differences, which adds a level of reality to further investigations and data analysis. [SciLinks: Mapping, Atmosphere, Graphing Data]
Swap Meet: A Novel Way to Introduce Unit Conversion uses a card game (provided in the Connections) to simulate how fractions in a unit-conversion problem relate to each other. The article has visual examples of how to play (thank you!). I can see how manipulating the cards would be helpful for students to grasp the concept and the author emphasizes the role of the teacher in going beyond the game itself to help students connect the concept to science and math problems.
Many science teachers are concerned that their students (especially secondary ones) struggle with the math skills used in solving science problems. The authors of Identifying Mathematics Content and Integrating It into Science Instruction suggest that collaborations between math and science teachers can help. The math teacher can get ideas for practical applications of concepts and the science teacher can learn ways to reinforce or reintroduce the concepts. Students in both classes can benefit when class activities align with levels of cognitive processing (a table describing these levels is provided).
Check out the Connections for this issue (September 2012). Even if the article does not quite fit with your lesson agenda, this resource has ideas for handouts, background information sheets, data sheets, rubrics, etc.