Integrating multiple subjects is a great way to get more students learning and engaged. I have always struggled with science and math when I was a student. For this assignment I wanted to challenge myself to come up with a lesson that incorporate both of these along with movement, art or music.

My students will be creating structures with toothpicks and marshmallows. At first I will give them 5 toothpicks and 10 marshmallows and let them play around with that to see what they can make. Then they will get 5 more toothpicks and 10 marshmallows by joining another student. The pair will have a task of creating the tallest structure and measuring it.

This lesson will incorporate movement (and art?) science, and math. There are many ways I could take this lesson mathematically. We could make graphs for each pair’s structure height. Then we could compare those with fractions or add literacy by writing reflections about what they would do different next time.

Math

3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

Science

PS 4 2-3 APPA: Simple problems can be solved through a technological design process that includes: defining the problem, gathering information, exploring ideas, making a plan, testing possible solutions to see which is best, and communicating the results