Mathematics
in the Multiage Classroom
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A few years ago, our year long theme, Water, Water Everywhere, provided the context in which the students explored the importance of water to the early settlers as they traveled across the continent in the 1800s. The students used measurement skills and concepts to construct a Conestoga Wagon. It took an entire semester to construct and the covered wagon stayed in the classroom the entire year. I used an INTERACT unit on Pioneers and an AIMS book called Water, Precious Water while studying Westward Expansion. |
Our theme in 1998 was Interdependence.
This provided the context in which the students explored the interdependence
and common traits of people in the world, described how local, national,
and global problems can be interrelated, and developed an understanding
of the interactions between organisms and their environment.
The students are designing a submersible during their integrated art period.
The curriculum becomes integrated and the measurement strand in math becomes
the focus. Students use the concepts and skills to design a scale
model of the submersible that will conduct research at the bottom of the
ocean. Follow the link to read their initial thoughts on the project.
I am beginning to develop lessons and skills for the students as they pursue
the project with research. The following text was derived from
notes taken during a class discussion May 27, 1998.
Last summer, Mrs. Henson asked her class
what they would like to study the following year. The majority of
the class wanted to study the ocean. Mrs. Henson began to develop
a year long theme based on student interest. Now we are finally
here, studying the oceans. What happened first?
Ms. Joachim, a student teacher at Helen Herr,
read aloud The Cay by Theodore Taylor to the class. A lot
of students connected The Cay to the Titanic. Mrs. Henson tried
to find books about the Titanic, but they were checked out.
She found the book Deep-Sea Explorer: The Story of Robert Ballard,
Discoverer of the Titanic, by Rick Archbold. She read the chapter
called Titanic Schemes.
The students started talking about it in art.
People were talking about it during art and Mr. Gilluly asked about what
they were studying. In the end, he said he would do integrated art
on submersibles. Next?
Mrs. Henson didn't plan on doing this topic!
Now that we have the theme and topic, we are doing the project during integrated
art and music..
In music, the students are creating musical sound
accompaniments to represent the mechanical functions of the submersible.
"We're making sounds that go with our designs and using instruments like
contra bass bars, bongos, and glockenspiels to symbolize sounds".
Alicia (Lygercubs@aol.com)
edited by Mrs. Henson
Mr. Gilluly set up some
integrated art lessons in our classroom. The lessons started the
week of May 12 and the students brainstormed ideas. Mr. Gilluly
gave them paper and asked them to draw their ideas. He stressed the
need for innovative approaches toward their designs. They should try to
design a vessel that could stay underwater for six months, hold 8 people,
and contain all the necessary equipment and research materials.
These initial designs turned into group designs in the next integrated
art lesson.
The students are working with Ms.
Hill in music. "The students worked at selection of instruments
that would musically blend.They are writing and
notating a "1-Minute Symphony" which will be recorded as a sound track
of their designs. It is important that the students use exciting
and descriptive melodic and rhythmic elements". Ms.
Jackie Hill
Integrated Art In the Classroom
5/19/98--Seven tables with groups of four students each started to
work on parts of the design. During the next art lesson the students
explained their designs to the rest of the class.
Table 1-- Food and Water Systems--"We have fish food
for six months" "The machine can identify or be used like a mechanical
fishing rod..so that the person on board is really responsible for getting,
choosing the food" Nutrition and balanced diet Mr. G:
design menus and alternatives to the food source. What else could
you use?
Table 2--Air-- "We have storage rooms for the air tanks and
these things up there fill the air tanks when they are empty". The
students are researching to find out how they can get more air. Mr.
Gilluly reminded them that they can't manufacture air in an airless environment.
Table 3--Power--"This is an electric slide. You can get
down here to get food. There is a separate area for storage".
The students thought of bicycle or pedal power, but they realized they
had to think of something else because that would take a lot of work.
Table 4--Water and Air Tight --"We're thinking of a door
with two interlocking doors".
Table 5--Bathroom and Trash-- This group decided they
needed to provide a lot of air freshener.
Table 6--Storage and Design --Storage may have to be
designed to a room. Electric motors will make the door move.
Everybody has to be responsible for storage. Design--The hull or
outside and they need something that gets the propeller moving. They
have to think of things that will help the submersible change direction.
Some ideas were rutters, fins, and propellers.
Table 7--Robot Arms --This group is thinking of the power
they will be using and a mechanical arm that is retractable. They
will talk to another group who has a good idea they can use for their robot
arms.
| Once the theme has been developed in
my classroom and students are immersed in research to find answers to their
individual questions, I start creating an integrated menu which includes
specific curriculum skills and concepts. To find out more about menus
in my classroom follow the link to Integrated
Menus on my Home Page.
Some of the older students decided to take over that role for this theme. Tatiana created the following menu assignment after Mr. Gilluly suggested the class investigate what nutritutional meals to eat aboard the submersible. The Language Arts Integrated Menu items have been created and the titles are listed below. Students responses to the student created Menu included comments such as "We like this one better because we can be creative." Another student found a page in her book that explains how to build a model of a submersible out of a liter soda bottle. She is working on those directions and writing it to include it in the Math Integrated Menu. The FOSS (Full Option Science System) Kit for magnetism and electricity was used to provide experiences for students to experiment with electricity and motors. Students begin to have a working knowledge of how submersibles are powered.Below are student responses to the experiments. The students will also have the opportunity to build a telegraph, develop a code, and use their inventions for communication in the classroom. Students will be able to transfer their learning to the communication needed aboard the submersible. |
| We are making a sub for a class project. After
we finished drawing the sub on paper, Mr. G. put the drawing on the hallway
wall. We went and we looked at the submersible after we finished
drawing it. After that, we went to the art room. Mr. G. told
us to separate the materials we gathered and take what we needed.
Then we started to put together the systems we had worked on. Mr.
G. helped take things apart like computers and he helped cut wires.
We are pretty close to finishing our project.
by Sabrina
June 16, 1998 Today we went to Mr. Gilluly's room to form our
submersible parts. We were using parts of old and broken materials
such as computers, keyboards, phones, paper, toilet paper rolls, wrapping
paper, etc. We were taking the chips out of the computers, keyboards
and phones. We broke almost everything that we brought in for our
project. The group that was designing the arms was putting chips
on a box so that it would look like a joystick and the group that was designing
food and water used a box for an ice box for the food to go in. Mr.
Gilluly and that group broke an old computer and will be using it for a
television to see the food and water that the vacuum brings in. Other
groups broke clocks for the control room, stuck colored paper in egg holders
to represent an air conditioner. Students were really fascinated
by what was in the computers and phones etc. Mr.Gilluly and Mrs.
Henson were helpful to the whole class when we needed them to break something
for us. A student in the class took apart an electric razor.
A group used a walkie-talkie and a phone and hooked up some wires to make
electricity so they could hear each other. The submersible was so
big that it had to go on two walls.
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Magnetism and Electricity: Responses
Table 3 We learned how we would get the power to go through the whole sub. The lesson taught us how we could get power to work. We found out how we can get an engine to work. Table 5 This is a very good experience for us to learn this. We are glad Mrs. Henson taught us this. We did this project so we can learn about electricity and safety. We were surprised that the earrings worked as conductors. This was great! Table 6 Our group chose nuclear power because we can stay under water longer than if we use electrical power. Also if we use electrical power our rooms would be smaller. If we have a nuclear powered submersible then our rooms can be bigger. Table 7 We thought it was wonderful how power works. There was electricity going through the wires. We learned what kind of things would make the motor work. It was a very interesting experiment. Back |
| What to Cook?
By Tatiana Write 4 recipes that contain Lobster, Shrimp, Salmon, and Bluefish. You are able to get them from a recipe book.Only write the ingredients. Example: Lemon Butter 1/2 cup melted butter 1/4 cup fresh lemon juice 1/2 teaspoon garlic powder Combine all ingredients, until warm. If you are an older student, please write on a separate piece of paper. I created this menu item for the younger students to get the idea of
what a healthy balanced meal is.
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| Oceans!
Hi. My name is Kourtni. The animals in the ocean are different than the ones in the sea. Here are some of the animals that live in the ocean. The common dolphin, giant squid, sperm whale, seven-gilled shark. Some of the animals in the ocean have not been discovered yet. Dolphins are mammals like whales. Here are some names of dolphins that live in the oceans. The common dolphin, bottle-nosed dolphin and a lot more. Did you know dolphins swim in pods? Seagulls fly around the ocean because there is food there like fish or crab. Did you know that all of the oceans in the world covers most of it? The biggest oceans in the world are the Pacific, Atlantic, and the Indian. The Pacific is the biggest ocean in the world. The Pacific Ocean covers 63,800,000 square miles. The second biggest ocean in the world is the Atlantic. The Atlantic meets with the Arctic and that is where Titanic sunk in the Atlantic Ocean. by Kourtni |
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Deep Sea Fish
Deep sea creatures are interesting because
they have lights on their bodies to help get mates and food.
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| Under Water Creatures
The giant squid is the biggest deep-sea animal. The giant squid can grow over 60 feet long. It's huge green eyes are bigger than a man's fist. In addition to the squid, there are spider crabs and sea cucumbers. The spider crabs are bigger than a dinner plate. The sea cucumber sucks up mud like a vacuum cleaner sucks up dirt. There is a lot good food in the mud for the animals. Sometimes currents stir up the mud. When there is a mud storm, bits of food fly everywhere such as plankton. There is a lot of good food under water that people can eat. The ocean is filled with the most unusual creatures. Today the explorers go way down deep. What they find is more amazing than any of the old tales. They find giant worms. Worms are unusual creatures. Some have bright red tips that reach out of white cases. Coral can sometimes hurt your feet under water. Some animals visit the shore and land. A star fishes' mouth is in the middle of it's body. A prawn is a kind of shrimp that you can eat. You can also find shells in the ocean and on shore. If rocks rub together by the ocean they can be polished. by Ashley |
| Some submersibles are lowered down
into the water by a crane. Some of the submarines are shaped like
a turnip and a cigar.
There was a submarine called the Turtle, it was the first submarine to fight. The Turtle was made by an American, but one day the British saw it and chased it in their boats. The Turtle could be worked by one man. It could put bombs under other ships. The early British submarines kept white mice on board. They were on board so that when there was a dangerous gas they would squeak. The British sailors liked the mice as pets. The Germans sunk 3 British cruisers in 1 hour. Over 1,100 people lost their lives. The Germans watched one of the English ships sink because they hit it with a torpedo. If a submarine shot missiles it would kill millions of people. Submarines could sink a ship and then vanish under the sea. The X-craft sunk many ships during the World War. By Vicki |
| Alvin is a submersible [not a man]. The length
of the DSV Alvin is 23 feet and 4 inches and it’s height is 11 feet 10
inches. The draft is 7 feet 6 inches and the beam is 8 feet and 6
inches. The gross weight of the Alvin is 37,400 pounds. The
hull of the Alvin is 82 inches OD. The operating depth is 13,124
feet.
Alvin found the Bismark, too. Alvin found another ship. The Bismark that sunk in 1941 and was discovered in 1989. Alvin was launched in 1964. Alvin went on a lot of expeditions. Did you know Alvin is over 20 years old? Alvin found the TITANIC. Alvin found the great ship Titanic. Alvin made 11 trips down to the great ship Titanic in 1986. Alvin’s tiny subs JJ and Argo took pictures of the Titanic. A submersible goes down in the ocean looking for things [like the Alvin finding the Titanic]. Alvin had a tiny sub called JJ that went in the Titanic. Alvin found the Titanic broken in 2. JJ found a lot of things in the Titanic. Alvin has a mothership. Did you know the "mother ship" of Alvin is named LULU? Alvin is a small submersible. By B.J. |
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Do you
know what a submersible is? Alvin is a submersible, a machine, not a person
. Alvin's a submersible that could hold about three or four people.
Alvin is about twenty years old. Alvin is a great explorer underneath
the ocean floor. Alvin was a dream like the Titanic. Other submersibles
have other names like Jason, Jason Jr., Argo, Angus and others.
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About the DSV ALVIN
Did you know that the length of the DSV ALVIN is 23 feet, 4 inches? The ALVIN's draft is 7 feet, 6 inches. The height is 11 feet, 10 inches. The beam for the DSV ALVIN is 8 feet 6 inches. The gross weight is 37,400 pounds. The deepest ALVIN can get is 13,124 feet. The hull for the submersible is 82 inches . The payload is 1,800 pounds. The maximum speed is 2 knots and the crusing speed is 1 knot. The range is six miles. This is the last two facts I am telling you. Alvin's little ship, Argo, took pictures of Titanic while Alvin was by Titanic. Alvin's mothership's name is LuLu. By Robert
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MY REPORT ON SUBMERSIBLES
Hi my name is Baxter. I’m going to tell
you about submersibles. Submersibles go underwater by
filling tanks up with water. There are thrusters to help the
submersibles go.
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| Things About the Ocean by Raechel
The Atlantic Ocean has volcanoes that make
islands. Submarines like Alvin can study under the sea with a crew of people.
Alvin was shown in 1981, in the east Pacific. Alvin is a submarine
that Ballard controls in the sea. There are tons of other subs like
Alvin such as the turtle, Jason. There is only room for three people
in Alvin.
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| Submersibles and Cameras
Alvin is a very small submersible. Alvin can carry three people. The length of Alvin is 23 ft. and 4 in. The submersible Alvin is modern. Alvin is over 20 years old. Alvin is a submersible, not human. The height of Alvin is 11 ft. and 10 in. The mother ship of Alvin is Lu Lu. Alvin saw the Titanic in 1989. Alvin is prepared for a dive a lot of times. Argo is a video camera. Argo saw the Titanic too. Argo is a very small camera. Argo took pictures of the Titanic with Angus. The Turtle was very important. It is a submersible. The Turtle is a popular submersible. Every part of the Turtle is run by person. The British chased the Turtle in boats. by Andrels |
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Our Polluted Oceans
An oil spill could be called one of the most harmful pollutants of todays oceans. Every year six million tons of oil are estimated to be spilled into the ocean. For example, a tanker named Sound of Alaska had on board an uncertified third mate that spilled about eleven million tons of oil into the ocean. Minor oil spills are ignored but are still very harmful to the marine food chain. Mercury , lead and tin are very poisonous. These metals come from factories. When poisoning fish, the fish might still live and when people eat the fish they become poisoned. Sewage and plastic is thrown into the rivers that flow into the ocean or directly into the ocean. When it does reach the ocean , it kills many fish and other beautiful creatures of the ocean. Mercury costs a lot of money to clean and rid a stream or lake of. Most companies ignore mercury spills. Soon there will be no ocean . Sewage will over pollute the ocean . For example, so much raw sewage is thrown into the ocean. Some even ends up on beaches . It’s not only gross, it could be harmful. There is a way to treat sewage so it is not so harmful, but most countries don’t do it. Every person in the U.S.A makes about five pounds of trash each day. A lot ends up in our ocean. We need to do something about it. I only hope this information will make people really think about helping our oceans. In Antarctica , fishermen put out nets thirty miles in length or more. The nets not only catch fish but turtles , dolphins , sea birds and whales . The human population has grown rapidly and so has the need for fish and other aquatic food. In a year, 80 million of fish are caught , but how do they know where to catch so many fish like tuna? Fisherman look for pods of dolphins . Usually tuna swim behind the pods . So they put out the nets, they catch tuna , but dolphins get caught in the nets too. When they don’t reach the surface to breath , they drowned . In a year 100,000 dolphins have been estimated to be killed like this . Many groups like Greenpeace , think fisherman should use smaller nets so as not to kill so many animals. While most of the human population does nothing we could stop this slaughter of dolphins and other sea creatures. By Sabrina |
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| Our Classroom | Each group sketched a life-size model on the blacktop. | Investigating magnetism and electricity. back |
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Back
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We wrote our 1-minute symphony on a paper plate. We recorded
our sounds on the tape recorder and performed for Mrs. Henson.
 Go Back
to Integrated Music |
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| Back of the submersible. | Front of the submersible. | Putting the kitchen in place. |
Ms. Jackie Hill:
Vrykewlmom@aol.com
