DOCUMENT RESUME ED 368 200 FL 021 981 TITLE Integrating Mathematics, Science and Language: An Instructional Program. Volume 1, Grades K-1. INSTITUTION Southwest Educational Development Lab., Austin, Tex. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 93 CONTRACT RI68D016690 NOTE 405p.; For volume 2, see FL 021 982. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Curriculum Guides; *English (Second Language); Grade 1; *Interdisciplinary Approach; Kindergarten; Mathematics Curriculum; *Mathematics Instruction; Primary Education; Science Curriculum; *Science Instruction; Second Language Instruction; *Spanish Speaking ABSTRACT The curriculum and resource guide is designed to help elementary school teachers organize their classroom and instructional activities to increase achievement of pupils whose first language is Spanish. The guide offers a curriculum plan, instructional strategies and activities, suggested teacher and student materials, and assessment procedures focusing on acquisition of higher-order thinking skills, integration of science and mathematics concepts, acquisition of content knowledge, and language skill development. Motivational strategies compatible with the pupils' own social and cultural environment are incorporated into the materials. This, the first of two volumes, contains six instructional units, three for kindergarten and three for grade 1, Each unit contains 7-10 lessons. The 3 kindergarten unit topics are: the 5 senses; spiders; and dinosaurs. The first-grade unit topics are: plants and seeds; the human body; and good health. An introductory section gives an overview of the materials and some suggestions for using them. An additional section provides a Spanish translation of the basic unit and lesson summaries. The detailed units and lessons follow. (Contains 26 references.) (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Integrating Mathematics, Science And Language: An Instructional Program Developed through SEDL Paso Partners Project Betty J. Mace-Matluck, Project Director Norma G. Hernandez, On-Site Coordinator Southwest Educational Development Laboratory 211 E. 7th Street Austin, Texas 78701 (512) 476-6861 U S DEPARTMENT OF EDUCATION Ofhce of Educational Research and Incproyomnnl EDUCATIONAL RE SOURCES INFORMATION CENTER (ERIC, 'this document has been reproduced as received from Me pe,son or organization oginatrni, it r Minor changes have been made to Improve reproduction Quality Pointe of clew or opinions slated in this d mem do not necessarily represent official OE RI Positron or poley Copyright SEDL 1993 This publication is based on work sponsored wholly, or in part, by the Office of Educational Research and Improvement, II.S. Department of Education, under Grant Number R168D00166-90. The content of this publication does not neces- sarily reflect the views of the Office of Educational Research and Improvement, the Department, or any other agency of the U.S. Government. 2 pr r It:, Preface Of the 42 million schoolchildren in the United States, about 1.5 million are in programs for Limited English Proficient students, and perhaps another 3.5 mil- lion qualify for such assistance. The majority of these students are Hispanic, and they face the double challenge of mastering academic subject matter and learning a new language at the same time. To attack the problem of poor mathematics and science achievement among Limited English Proficient Hispanic students in grades K-3, the Southwest Educational Development Laboratory (SEDL) orga- nized Paso Partners a partnership of three public schools, an institution of higher education and staff from SEDL's Follow Through Program. The Paso Partners Project was a three-year project funded by the Dwight D. Eisenhower National Mathematics and Science Program, administered by the Office of Educational Research and Improvement of the U.S. Department of Education. It combined SEDL's Follow Through Model with the best emerging strategies and materials for teaching and integrating mathematics, science and language development; it trained teachers; and it provided technical assistance to help the teachers implement improved strategies and materials in K-3 classrooms in three primarily low-income Hispanic school districts on the U.S.-Mexico bor- der near El Paso, Texas. During the first year, teachers from the districts received graduate college credit for special mathematics and science curriculum courses taught by faculty from The University of Texas at El Paso. Faculty from the University and SEDL Follow Through staff provided technical assistance in the development of curriculum materials for the integration of mathematics, science and language. The Paso Partners Project produced this two-volume curriculum and re- sources guide to supplement existing teaching materials for use with young stu- dents, particularly Limited English Proficient Hispanic children. A regional con- ference, professional presentations and integration of the concepts into other federally funded SEDL service projects have given regional and national expo- sure to the project and to this curriculum and resources guide. 3 Acknowledgements Many people have contributed to the development ofIntegrating Mathematics, Science and Language: An Instructional Program. Thecurriculum and resources guide was developed through a joint effort by representativesfrom each of the consortium members: The University of Texas at El Paso,three school districts (Canutillo ISD, San Elizario ISD, Socorro ISD) and theSouthwest Educational Development Laboratory. Dr. Norma G. Hernandez and Dr. James P. Milson,mathematics and science teacher educators from The University of Texas at El Paso,guided the selection and preparation of the mathematics and science contentand provided inservice training for the participating teachers. Dr. Hernandezserved as the Project Coordinator. She managed the day-to-day operationof the project, directed the development and preparation of the content and authoredsubstantial portions of the guide. Ms. Rosa Gomez, Secretary for theproject, typed various drafts of the materials and provided invaluable support servicesthroughout the project. Administrators and supervisors from the school districts servedin advisory and support roles. Teachers from the school districtsassisted by planning the guide, by drafting materials and by testing drafts of thematerials in their class- rooms. We gratefully acknowledgethe invaluable contributions made by the fol- lowing school personnel: Canutillo Independent School District Superintendent: Wilson P. Knapp Principals: Edgar Bullock; Velia Minjarez Mathematics Coordinator: Vodene Schultz Bilingual Coordinator: Marge Gianelli Teachers: Amy Craig; Sheila Britton; Mary Brockett; Margaret Gonzales; Inez Lopez; Irene Mendoza; Linda Ochoa; Majorie Rodriguez; Carmela Sanchez; Consuelo Trujillo San Elizario Independent School District Superintendent: Beatriz Reyna Curry Assistant to Superintendent: Robert Langoria Principals: Norma Valdivia; Rafaela Pitcher Assistant Principals: George Augustain; Max Padilla Teachers: Martha Amayua; Cathy Barnes; Glynanne Edens; Dora Garner; Nora Guerra; Bernie Hernandez; Rosa Hernandez; Terry Jurado; Maria Lorentzen; Mary Mendiola; Diana Noriega; Nora Rueda; Adriana Velez, Maria Zuniga Acknowledgnmonts Socorro Independent School District Superintendent: R. Jerry Barber Principals: Elfida Gutierrez; Al Cardenas; Mary Ross Assistant Principals: Juan Aranda; Jesus Melero; Alfredo Solis Director of Special Populations: Ann Garrett Teachers: Berit Ahumada; Helen de Anda; Martha Hernandez; Terry Jaime; Elsa Medina; Socorro Esparza Nava; Sandra Rios; Tina Vasquez; Gloria Vega Southwest Educational Development Laboratory (SEDL) organized the Paso Partners consortium and administered the project. Dr. Betty J. Mace-Matluck served as the project director and manager. She was responsible for overseeing the preparation and publication of the materials and for the dissemination activi- ties, She also assisted in editing the final draft. Ms. Maria Torres provided guid- ance in developing the language componentand assisted in writing the materials. She also assisted in providing inservice training for the teachers. Ms. Cris Garza and Ms. Suzanne Ashby of SEDL's Follow Through Program provided inservice training in language development and instructional strategies during the early stages of the project. Ms. Rosalind Alexander-Kasparikcontributed her expertise in the area of format and design and worked with the graphic artist, design spe- cialist, technical editor and publisher to create the final product. Dr. Neil Devereaux, Angelo State University, prepared the Spanish language translation. Dr. Mary Ellen Quinn, Our Lady of the Lake University, and Dr. Rudolfo Chavez Chavez, New Mexico State University, reviewed the materialsfor the accuracy and appropriateness of the content. Ms. Miriam Kuznets edited the final draft of the manuscript. Mr. Peter Szymczak created the design of the guide, formatted the materials, assisted with the editing and worked tirelessly to create the final product. Ms. Amy Young rendered the illustrations and assisted in the design of the cover. 5 Thble of Contents (Volume I. Grad(? s K-1) 7 Table of Con ten ts (Volume 1, Grades