Measurement from the Bottom of the World to the Middle School Classroom

2004 ◽  
Vol 9 (8) ◽  
pp. 407-411
Author(s):  
Lee Anne Coester
Keyword(s):  
Middle School ◽  
Sixth Grade ◽  
Mathematics Lesson ◽  
True Story ◽  
Hands On ◽  
Sixth Grade Students ◽  
The World ◽  
School Classroom ◽  
Ice Floes ◽  
Student Inquiry

Take an incredible true adventure; add a lot of estimation and hands-on measurement; stir in parts of reading, writing, history, geography, and science; and one has the recipe for a powerful mathematics lesson. Shipwreck at the Bottom of the World is an extraordinary true story by Jennifer Armstrong. The book follows the story of Ernest Shackleton and 27 men who set out in 1914 to become the first people to cross Antarctica. Instead, their ship, the Endurance, became trapped in the ice and sank, leaving the crew who had no way to communicate with the outside world to find a way back to civilization. They made their way across ice floes and wild seas to an island where 22 of the men made camp to wait. Shackleton and 5 of his crew then set out in a 20-foot boat to cross 800 miles of ocean to find help. Nearly 2 years after the expedition began, the last of the crew were rescued, and all 28 men survived! For a week, in lieu of regular mathematics class and the time when teacher Karen Grokett normally reads to her sixth-grade students at Chase County Middle School in Strong City, Kansas, we went on a daily mathematics adventure. By doing a little planning and by inviting questions to encourage student inquiry, the lesson took on a remarkable life of its own.

scholarly journals Los Dibujos Animados: herramienta para la educación

2017 ◽  
Vol 5 (2) ◽  
pp. 21-36
Author(s):  
IPC USMA
Keyword(s):  
Elementary Schools ◽  
Case Studies ◽  
Sixth Grade ◽  
Fourth Power ◽  
Sixth Grade Students ◽  
The World ◽  
The Media ◽  
Medios De Comunicacion ◽  
Valuable Content

A través de los años, los medios de comunicación se han posicionado como el cuarto poder del estado al ser una herramienta transmisora de contenido “valioso” para la sociedad. Ese contenido se despliega en diversos géneros, con el objetivo de transmitir mensajes, impartir conceptos y entretener, utilizando diversas técnicas, especialmente los dibujos animados, para captar en su audiencia a la niñez, especialmente. Estos dibujos son producidos en una diversidad de colores, tamaños y temas, muchas veces presentando contenido no aptos para su audiencia. Esta investigación propone, primero una clasificación de esos dibujos animados, según su contenido. Y en segunda instancia, comprender las preferencias de dibujos animados que los estudiantes de sexto grado de escuelas primarias oficiales urbanas, demuestran. La investigación focalizo dos casos de estudio, el de mayor y menor puntaje según las pruebas TERCE.   Abstract Over the years, the media has positioned itself as the fourth power in the world to be a transmitting tool of "valuable" content for society. This content is deployed in different genres, with the aim of transmitting messages, imparting concepts and entertaining, using different techniques, especially cartoons, to capture in their audience the childhood, especially. These drawings are produced in a variety of colors, sizes and themes, often presenting content not suitable for your audience. This research proposes, first, a classification of these cartoons, according to their content. And second, understand the cartoon preferences that sixth grade students from urban official elementary schools demonstrate. The research focused on two case studies, the highest and lowest score according to TERCE tests.

What's Going On

1983 ◽  
Vol 30 (5) ◽  
pp. 33
Keyword(s):  
Middle School ◽  
Everyday Life ◽  
Sixth Grade ◽  
Geometric Shapes ◽  
Everyday Objects ◽  
Geometric Figures ◽  
Geometric Concepts ◽  
Sixth Grade Students ◽  
The Creation ◽  
Culminating Project

Geomezoo. “If ever you visit a Geomezoo, you'll find it Jots of fun to do; because all the animals you will see, have come from the land of geometry.” This poem is the creation of sixth-grade students who were involved in a geometry unit at the Clifton Middle School in Houston, Texas. The purpose of the Geomezoo unit is to introduce geometric concepts so students are aware of geometric shapes and figures in everyday life. After geometric shapes and figures are defined and introduced, the students identify them in everyday objects. For the culminating project, students design an animal using geometric figures. The animals are 3-D with all parts labeled as to the geometric figures used.

Prevalence and Impact of Exposure to Interpersonal Violence Among Suburban and Urban Middle School Students

PEDIATRICS ◽  
1996 ◽  
Vol 98 (3) ◽  
pp. 396-402 ◽  
Author(s):  
Carla Campbell ◽  
Donald F. Schwarz
Keyword(s):  
Middle School ◽  
Health Professional ◽  
Interpersonal Violence ◽  
Family Income ◽  
Traumatic Event ◽  
Exposure To Violence ◽  
Sixth Grade ◽  
School Students ◽  
Urban Middle School ◽  
Sixth Grade Students

Objective. The purpose of this study was to determine the prevalence of exposure to violence in preadolescent children in communities that vary by family income and to determine patterns of physical symptomatology and communication after exposure to a traumatic event. Methods. Two hundred twenty-eight sixth-grade students from a suburban middle school (school A) and 209 sixth-grade students from an urban middle school (school B) in the Philadelphia metropolitan area were surveyed by a group-administered anonymous questionnaire. Results. Two hundred two students (89%) from school A and 200 students (96%) from school B reported knowing someone who had been robbed, beaten, stabbed, shot, or murdered. One hundred twenty-nine students (57%) and 183 students (88%), respectively, witnessed a robbing, beating, stabbing, shooting, or murder. Ninety-one students (40%) and 141 students (67%) had been personally robbed, beaten up, stabbed, shot, or caught in gun cross fire. One hundred thirty-four (59%) and 152 (73%) reported hearing gunfire in their neighborhood. One hundred eighty-eight (82%) and 202 (97%) had at least one positive response in all three categories: knowing a victim, witnessing an event, and being a victim of violence. The proportion of positive responses from school B was significantly greater than the proportion from school A for all of these results. Many students reported symptoms associated with somatization syndromes, depression, and posttraumatic stress disorder; the school B group had significantly more symptoms than the school A group. Both student groups had discussed episodes of witnessing an event or victimization with others, mostly family members and friends, and expressed feelings of fear, anger, sadness, and frustration about these episodes. A very low percentage of the students (from 1% to 8% in the different analyses) consulted a medical or mental health professional. Conclusions. These data support a substantial prevalence of exposure to violence for suburban and, even more dramatically, for urban middle school-aged children. The higher-prevalence group reported a higher incidence of symptoms sometimes seen after traumatic stress. Many students in both groups expressed multiple feelings about their exposure to violence, and most talked to someone about their exposure; rarely was this person a health professional.

How Fast Do Trees Grow? Using Tables and Graphs to Explore Slope

2007 ◽  
Vol 13 (5) ◽  
pp. 260-265
Author(s):  
Elana Joram ◽  
Vicki Oleson
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Sixth Grade ◽  
Education Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Conceptual Foundation ◽  
Sixth Grade Students ◽  
Definition Of

Slope is one of the most important mathematical concepts that students encounter in middle school and high school. The concept of slope “weaves its way through algebra, geometry, trigonometry, and calculus” (Anderson and Nelson 1994, p. 27), yet research with high school students shows that they can often calculate slope but are unable to interpret its meaning (Newburgh 2001; Stump 2001). This is a familiar problem in mathematics education; students learn a formula for solving a particular type of problem without conceptually understanding the relevant mathematical ideas. One way to enhance students' understanding of slope is to introduce it conceptually in middle school (Beckmann and Rozanski 1999), with the understanding that this conceptual foundation will provide a basis for the formal definition of slope to be introduced later on. In this article, we describe two related lessons for sixth-grade students that were designed to accomplish this goal.

What is your body mass index?

2016 ◽  
Vol 22 (7) ◽  
pp. 442-446
Author(s):  
H. Bahadir Yanik ◽  
Yasin Memis
Keyword(s):  
Body Mass Index ◽  
Body Mass ◽  
Healthy Eating ◽  
Sixth Grade ◽  
Student Interest ◽  
Interactive Simulation ◽  
Science Technology ◽  
Sixth Grade Students ◽  
The World ◽  
And Mathematics

The number of people who are obese or overweight has dramatically increased throughout the world in recent years. This article presents an activity in which fifth- and sixth-grade students analyzed body mass index (BMI) and planned a diet accordingly; an interactive simulation supported the creation of a healthy eating regimen. iSTEM (Integrating Science, Technology, and Engineering in Mathematics) authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

Examining Middle-School Students' Uses of Diigo Annotations to Engage in Collaborative Argumentative Writing

2014 ◽  
pp. 80-101 ◽  
Author(s):  
Jill Castek ◽  
Richard Beach ◽  
Heather Cotanch ◽  
John Scott
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Sixth Grade ◽  
Close Reading ◽  
School Students ◽  
Social Bookmarking ◽  
Science Texts ◽  
Diverse Classroom ◽  
Sixth Grade Students ◽  
Collaborative Annotation

This chapter explores the ways sixth grade students from a linguistically and culturally diverse classroom used Diigo, an online social bookmarking site, to engage in annotation writing focused on the discussion of science ideas within a text. While the use of apps has rapidly increased in schools, there remains little research on the ways annotation writing can be used to support scientific argumentation. Findings from this study indicate that students used the annotation app to pose questions, formulate claims, and request evidence from peers to answer questions or support claims. These results suggest that the process of collaborative annotation encourages students' documentation, critique, and refinement of ideas, which can aid learners in close reading of science texts.

Unpacking Middle School students’ perceptions regarding influences on academic success

2019 ◽  
Vol 41 (2) ◽  
pp. 43-64
Author(s):  
Tracy Worthington
Keyword(s):  
Middle School ◽  
Academic Success ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
First Year ◽  
School Students ◽  
Student Centered ◽  
Teaching And Learning Environment ◽  
Community Influences ◽  
Sixth Grade Students

This single site case study examined influences on student success, as perceived by twelve selected sixth grade students (ages 11-12), at a mid-West U.S. middle school (grades 6-8). Using a strengths-based positivist approach, it examined how and why participants thought they had been academically successful during their first year of secondary school. Analysis of the resulting student-centered narrative applied elements of ecological systems theory to determine home, school, and community influences on academic success. This study reinforces the importance of listening to students, recognising the role student voice can have to improve the overall teaching and learning environment.

scholarly journals Introducing Tree Structural Defect Recognition to Youth: An Exploration of Feasibility Through a Comparison of Two Teaching Methods

2014 ◽  
Vol 24 (1) ◽  
pp. 127-131
Author(s):  
Laura A. Sanagorski ◽  
George E. Fitzpatrick
Keyword(s):  
Structural Defect ◽  
Sixth Grade ◽  
School Curriculum ◽  
Structural Defects ◽  
Broward County ◽  
Short Period ◽  
Hands On ◽  
Sixth Grade Students ◽  
Post Test ◽  
Defect Recognition

Trees in urban settings require more care because they are more likely to develop structural defects that can be costly, dangerous, or more maintenance-intensive than those in natural settings. People need to understand how trees grow in the urban environment and how to recognize potentially hazardous structural defects, yet this is not a topic regularly presented in school curriculum. The objectives of this study were to determine if structural defect recognition in trees is an appropriate topic for sixth grade curriculum, and to explore the efficacy of two methods of teaching this topic. We introduced structural defects in trees to sixth grade students, as part of the normal science instruction at three public middle schools located in Broward County, FL. We found sixth grade students to be capable of recognizing and comprehending the implications of structural defects in trees following a short period of instruction. We compared hands-on, experiential instruction with a passive, illustrated lecture style instruction for teaching students to recognize structural defects in trees and determined that students exposed to both methods of instruction increased their ability to recognize defects overall. Moreover, we observed that students exposed to defects in trees via illustrated lecture style classroom instruction received significantly higher scores in the post-test than students exposed to the same material via a hands-on approach.

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