EED 510 CURRICULUM, ASSESSMENT AND METHODS: SCIENCE AND MATHEMATICS

EED 510 Curriculum, Assessment and Methods: Science and Mathematics

Introduction

In this essay I have described a unit from a curriculum I have developed. Evidence based practice in education requires that the teachers follow standards in their practices. Here I have applied the standards of science (NSES)) and math (NCTM) in developing a curriculum a unit of study integrating science and math content of fractions, decimals, and/or percents following the INTASC principles 1, 7.

INTASC Principle #1:

Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

In designing first unit of the curriculum that is the shopping spree. I first analysed the usage of fractions in real world. For this analysis, I listed the real world events where we generally encounter the fractions and decimal numbers. From these real world situations I picked the events that a child might encounter. There were many such situations which founded the curriculum I have designed.

INTASC Principle #7:

Instructional Planning Skills: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

To follow this principle, I first listed the objectives of the course so that these objectives can be achieved in the teaching plan. The objectives of this task are:

In solving a problem the students uses strategies of problem-solving and simulation.

Student can recognize that how data is represented through charts and graphs.

Students compute fractions using basic operations (currencies as an example of real world).

Students can compare the prices by renaming percentages, fractions and decimals.

Students can use decimal and percents to compute sales tax.

Students can utilize their measurement skills

Unit 1

Students of grade 5/6 are eligible for this unit. It is a one day unit but the duration depends on the extension of the unit as chosen by the teacher. The unit requires following prerequisite knowledge:

Renaming percents to decimals and decimals to percent

Identifying equivalent fractions

Explaining the relationship between fractions, decimals and currency

Application of the four basic operations to fractions.

Following material will be required in completing the unit.

Play money

Calculators

Shopping receipt as shown later

Credit limit cards as shown latter

Coupons (handmade or real)

Catalogues or magazines to get picture cuttings (if needed)

Shopping Spree

Various shopping spots set up in the class room will provide the students a free will to choose where to shop. The students will confidently take a shop to inquire the prices and the product available to make an imaginary purchase. While the students shop for an imaginary party they will apply their knowledge of estimation, fractions, and percentages and will simple operations of addition and subtraction.

Anything from shoes to groceries will be sold imaginary in the designated areas of the room. If it is not possible to use original objects, teacher may use cuttings of pictures of the objects from magazines, circulars, or catalogues. Every object will be assigned a price. To enhance the decision capacity of students, same object will ...