Teaching cross-curricular lessons is important in teaching as it makes students learning more meaningful. Through cross-curricular planning in mathematics, it becomes easier for students to see how their learning is applied in real life. When students are able to see how what they are learning will be applied in real life, they are more eager to understand their learning build on it outside the classroom.
Below are just a few cross-curricular opportunities:
• Music when teaching musical note values and fractions. E.g. ¼ note is a beat broken up into 4 sections etc.
• Geography mapping and coordinates
• Health, food diary of what foods you eat and the calorie count per day
The more the lines between the subjects are blurred, the more meaningful the students learning becomes. I believe once students are learning without realizing there are learning is where the lessons become rich. However, I do still see the importance of learning goals, success criteria and consolidation to ensure the goal of the lesson was achieved. By looking back and consolidating with the students about what they learned they can then translate that into other situations where they may need to use similar skills.
Some further information/links to progress these ideas and more:
http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf (see p. 26)
http://www.educationworld.com/a_curr/curr146.shtml
https://www.teachervision.com/art/math/52566.html
http://www.educationworld.com/a_curr/curr146.shtml
http://www.weareteachers.com/blogs/post/2014/10/14/9-creative-art-projects-that-will-make-your-students-love-math
https://www.crayola.com/lesson-plans/
http://www.mathactivities.net/4th-grade.htm
https://mrericapplen.files.wordpress.com/2011/01/fractional-flags-lesson-plan.docx
Below are just a few cross-curricular opportunities:
• Music when teaching musical note values and fractions. E.g. ¼ note is a beat broken up into 4 sections etc.
• Geography mapping and coordinates
• Health, food diary of what foods you eat and the calorie count per day
The more the lines between the subjects are blurred, the more meaningful the students learning becomes. I believe once students are learning without realizing there are learning is where the lessons become rich. However, I do still see the importance of learning goals, success criteria and consolidation to ensure the goal of the lesson was achieved. By looking back and consolidating with the students about what they learned they can then translate that into other situations where they may need to use similar skills.
Some further information/links to progress these ideas and more:
http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf (see p. 26)
http://www.educationworld.com/a_curr/curr146.shtml
https://www.teachervision.com/art/math/52566.html
http://www.educationworld.com/a_curr/curr146.shtml
http://www.weareteachers.com/blogs/post/2014/10/14/9-creative-art-projects-that-will-make-your-students-love-math
https://www.crayola.com/lesson-plans/
http://www.mathactivities.net/4th-grade.htm
https://mrericapplen.files.wordpress.com/2011/01/fractional-flags-lesson-plan.docx