%. DOCUMENT RESUME ED 220 306 SE 039 068 AUTHOR Bussey, Margery Koo TITLE Designing for Human Proportions - USMES Teacher Resource Book. Fourth Edition. Trial Edition. INSTITUTION Education Development Center, Inc., Newton, Mass.; Unified Science and Mathematics for Elementary Schools, Newton, Mass. SPONS AGENCY National Science Foundation, Washington, D.C. REPORT NO ISBN-0-89292-007-6 PUB DATE 76 GRANT SED-69-01071 NOTE 206p.; For related documents see SE 039 060-098 and ED 142 362. AVAILABLE FROMERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1200 Chambers Rd., 3rd Floor, Columbus, OH 43212 ($4.25). EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Body Height; Body Weight; Clothing Design; *Design Requirements; Elementary Education; *Elementary School Mathematics; *Elementary School Science; Furniture Design; *Human Body; Interdisciplinary Approach; Language Arts; Learning Activities; Mathematics Education; *Problem Solving; Process Education; Resource Materials; Science Course Improvement Projects; Science Education; Social Studies; Teaching Guides; Teaching Methods; *Unified Studies Curriculum IDENTIFIERS National Science Foundation; *Unified Science Mathematics for Elementary Schools ABSTRACT Designing or making changes in things students use or wear is the challenge of this Unified Sciences andMathematics for Elementary Schools (USMES) unit. The challenge is general enough to apply to many problem-solving situations in mathematics, science, social science, and language arts at any elementary school level (grades 1-8). The Teacher Resource Book for the unit is divided into five sections. Section I describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of USMES "challenges." Section II provides an overview of possible student activities with comments on prerequisite skills, instructional strategies, suggestions when using the unit with primary grades, flow charts illustrating how investigations evolve from students' discussions of pertinent problems, and a hypothetical account of intermediate-level class activities. Section III provides documented elTlInts of actual class activities from grades 3, 4-5, 5, and 6. Section IV includes lists of "How To" cards and background papers, bibliography of non-USMES materials, and a glossary. Section V consists of charts identifying skills, concepts, processes, and areas of study learned as students become involved with the investigations. (JN) This material is based upon research supported by the National Science Foundation under Grant No. 8E1D69-01071. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation. 4 Contributors USMES Central Staff Earle Lomon, Project Director Betty Beck, Associate Director for Development Quinton E. Baker, Associate Director for Administration L. Ray Brady, Jr., Editor/Production Manager John W. Saalfield, Graphic Designer Margery Koo Bussey, Alice Cohen, Associate Editors Martlla Allegro, Lois Finstein, Elizabeth Barringer, Administrative Staff University Content and Curriculum Specialists William Fitzgerald, Michigan State University, East Lansing, MI Abraham Flexer, University of Colorado, Boulder, CO Lon Kellenberger, California State College, Bakersfield, CA John Masterson, Michigan State University, East Lansing, MI David Ost, California State College, Bakersfield, CA Classroom Teachers Dorothea Ahern, Crosby School, Arlington, MA Charlotte Hayes, Northwestern School, Eaton Rapids, MI Barbara Ataman, Everett School, Lansing, MI Jane Healy, Hardy School, Arlington, MA Sandra Baden, Lafayette School, Washington, DC Marlene Johnson, Ernest Horn School, Iowa City, IA M. Grace Callanan, Brackett School, Arlington, MA Norma Lazzarini, Monte Vista School, Monterey, CA Phyllis Viall Cooper, Adams School, Lexington, MA Patricia Parolski, John Winthrop School, Boston, MA Betty Crist, Washington School, Champaign, IL Donna Prince, Brown School, Watertown, MA Barbara Dahlberg, Lyndale School, Minneapolis, MN Patricia Rose, Cavanaugh School, Lansing, MI Eleanore DeMare, Monte Vista School, Monterey, CA Donna Scholta, Vista View School, Burnsville, MN Rosalie Ferrante, Monte Vista School, Monterey, CAEdward Schriner, Heatherwood School, Boulder, CO Betty Gorham, Whitehead Road School, Athens, GA Alice Watkins, Horace Mann School, Chicago, IL Naomi Crothjan, Heatherwood School, Boulder, CO Peggyanne Whitley, Lafayette School, Washington, DC This edition of Designing for Human Proportions written and edited by Margery Koo Bussey, supervising editors Betty M. Beck and L. Ray Brady, Jr. Production work performed by Margery Koo Bussey, L. Ray Brady, Jr., and Martha Allegro. Cover design by John W. Saalfield. 5 6 UNIFIED SCIENCES AND MATHEMATICS FOR ELEMENTARY SCHOOLS: Mathematics and the 'Natural, Social, and Communications Sciences in Real Problem Solving. Designing for Human Proportions Education Development Center, Inc. 66 Chapel Street 7 Newton, MA 02180 8 Trial Edition Complete USMES Library ISBN: 0-89292-033-5 Designing for Human Proportions ISBN: 0-89292-007-6 Education Development" Center, Inc., Newton02160 ©1976, 1974, 1973, 1972 by,Education Development Center, Inc. All rights reserved Printed in the United States of America 9 CHALLENGE: DESIGN OR MAKE CHANGES IN THINGS THAT YOU USE OR WEARSO THAT THEY WILL BE A GOOD FIT. vii Table of Contents Preface ix INTRODUCTION 1 A..REAL PROBLEM SOLVING AND USMES 3 B. GENERAL PAPERS ON DESIGNING FOR HUMAN PROPORTIONS 1. Overview of Activities 12 2. Classroom Strategy for Designing tor Human Proportions 14 3. Use of Designing for Human Proportions in the Primary Grades 20 4. Flow Chart 22 5. A Composite Log 27 6. Questions to Stimulate Further Investigation and Analysis 39 C. DOCUMENTATION 1. Log by Betty Gorham (Grade 3) 41 2. Log by Barbara Dahlberg (Grade 6) 46 3. Mini-Log on Designing for Human Proportions by Marion Perkins (Grades 4-5) 57 4. Mini-Log on Designing for Human Proportions by Barbara Dahlberg (Grade 5) 61 D. REFERENCES 1. List of "How To" Cards 64 2. List of Background Papers 66. 3. Bibliography of Non-USMES Materials 68 4. Glossary 70 E. SKILLS, PROCESSES, AND AREAS OF STUDY UTILIZED IN DESIGNING FOR HUMAN PROPORTIONS 78 11 12 ix Preface The USMES Project Unified Sciences and Mathematics for Elementary Schools: Mathematics and the Natura4 Social, and Communications Sciences in Real Problem Solving (USMES) was formed in re- sponse to the recommendations of the 1967 Cambridge Con- ference on the Correlation of Science and Mathematics in the Schools.* Since its inception in 1970, USMES has been funded by the National Science Foundation to develop and carry out field trials of interdisciplinary units centered on long-range investigations of real and practical problems (or "challenges") taken from the local school/community environment. School planners can use these units to design a f'Pxible curriculum for grades one through eight in which reLL problem solving piays an important role. Development and field trials were carried out by teachers and students in the classroom with the assistance of univer- sity specialists at workshops and at occasional other meet- ings. The work was coordinated by a staff at the Education Development Center in Newton, Massachusetts. In addition, the staff at EDC coordinated implementation programs in- volving schools, districts, and colleges that are carrying out local USMES implementation programs for teachers and schools in their area. Trial editions of the following units are currently available: Advertising Nature Trails Bicycle Transportation Orientation Classroom Design Pedestrian Crossings Classroom Management Play Area Design and Use Consumer Research Protecting Property Describing People #School Rules Designing for Human Proportions School Supplies //Design Lab Design School Zoo //Eating in School Soft Drink Design Getting There Traffic Flow Growing Plants //Using Free Time Manufacturing Ways to Learn/Teach Mass Communications Weather Predictions *See Goals for the Correlation of Elementary Science and Mathematics, Houghton Mifflin Co., Boston, 1969. #Available fall 1976. 13 14 students USMES Resources In responding to a long-range challenge, the and teachers often have need of a wide rangeof resources. In fact, all of the people and materials4 the school and community are important resources for USMES activities. USMES provides resources in addition to these.One resource for students is the Design Lab,or,its classroomequivalent: using the tools and supplies availab-le, children canfollow through on their ideas by constructing measuring tools, testing apparatus, models, etc. Another resource for stu- dents is the "How To" Cards. Each set of cards gives infor- mation about a specific problem; the students use a setonly . when they want help on that particular problem. Several types of resources are available forteachers: the USMES Guide, a Teacher Resource Book for eachchallenge, Background Papers, a Design Lab Manual, and aCurriculum amelation Guide. A complete set of all these written materials comprise what is called the USMES library.This library, which should be available in each schoolusing USMES units, contains the following: 1. The USMES Guide The USMES Guide is a compilation of materials that may be used for long-range planning of a curriculum that incorporates the USMES program. In addition to basic information