RECOMMENDATION FROM THE
UNIVERSITY SYSTEM OF GEORGIA ACADEMIC COMMITTEE
COMMITTEE ON: EDUCATOR PREPARATION ACADEMIC ADVISORY COMMITTEE (EPAAC)
CHAIRPERSON: Virginia Michelich
DATE: JANUARY 10, 2006
RECOMMENDATION:
Area F for Early Childhood teacher candidates is to include nine semester hours in professional
education courses (defined in separate recommendation) two courses in science and one course in
mathematics. The purpose of this recommendation is to define the science and mathematics courses
with implementation of these three courses to begin no later than with the freshman class in fall 2007.
A resolution of the Arts and Sciences Deans, approved by EPAAC, is included in Appendix A.
SCIENCE
EPAAC recommends the framework below for the two, three semester hour, science courses to be
developed at each institution as inquiry-based content courses for Area F in Early Childhood
Education. The topics were selected with the intent that these courses would address content
emphasized in the Georgia Performance Standards (GPS) for K-5. The framework includes learning
outcomes, content, activities, simulations, web resources, and assessment suggestions.
These courses, to be taught at all institutions, will have common Learning Outcomes. The goal of the
courses is for the student to develop a basic understanding of the scientific principles congruent with
the categories delineated in the GPS. The learning outcomes and topics of the courses are intended to
focus on central themes in life, earth, space, and physical science.
These courses are to be integrated science courses with a pre-fix of ISCI. The courses are intended to
be activity-based, thus there is no separate lab component. The content is to be divided into two, threehour courses. One course will focus on life and earth science, the other on the physical sciences and
astronomy. The recommended credit hour/time is two hours “lecture”, two hours “lab” for three hours
of credit.
RATIONALE:
From student achievement data, it is clear that P-5 teachers need stronger content knowledge in
science. Also, numerous studies suggest that the ways in which elementary teachers themselves
experience science make a big difference in their subsequent success in teaching science to children.
Science courses taught “with interactive activities, cooperative learning, and supportive cultures
positively influence teacher confidence in teaching science, which in turn plays an important part in the
quality and quantity of science taught by in-service teachers.” (Michelle K. Guziec and Holly Lawson.
Journal of College Science Teaching: Mar/Apr 2004; 33, 5; Platinum Periodicals pg. 36.)
“Data has shown that students must have opportunities to learn science actively by working with peers
and instructors. Conceptual understanding of science and the processes of experimentation and theorybuilding are more important than memorizing accepted facts and theories.” Change,
September/October 2002.
1
COURSE OVERVIEW
LIFE/EARTH SCIENCE
THEME
Characteristics of Life
Biodiversity/Heredity
Energy Flow
LEARNING OUTCOMES
Students will be able to do the following:

Distinguish living from nonliving

Demonstrate the ability to explain characteristics
associated with all living things: cells, growth,
reproduction, heredity, response to stimuli,
evolutionary adaptation, energy metabolism,
exchange of materials with the environment,
homeostasis
GPS CONTENT/SKILLS
GPS Skills – Habits of Mind/Nature of Science
It is intended that these GPS skills will be
addressed continuously throughout the course.
SUGGESTED ACTIVITIES
Exercises to study characteristics of
living things, e.g.

Seedling activity
Students will be able to do the following:

Recognize similarities and differences between
organisms

Group living organisms based on characteristics

Demonstrate the ability to explain life cycles of
various organisms

Demonstrate the role of DNA in heredity

Demonstrate the ability to explain mechanisms for
transmission of traits between generations

Distinguish between inherited traits and learned
behaviors
GPS Content

Classification of living organisms including
fungi (S5L1)

Recognize similarities and differences among
organisms (SKL2)

Heredity and life cycles (S5L2)

Recognize and distinguish between inherited
traits and learned behaviors (S5L2)

Study various ecosystems –
mature forested ecosystem,
microhabitats (soil, log, tree, etc.),
aquatic ecosystem, microhabitats
(open water, benthic, shoreline).



Fast plants
Algae lab
Snail lab
Students will be able to do the following:

Demonstrate an understanding of the intricacy and
concepts of food webs

Explain the process and significance of
photosynthesis

Demonstrate an understanding of the need for
oxygen and organic carbon

Explain the process and significance of cellular
respiration




Various standard photosynthesis
lab activities
Exercise as an example of heat
production
Calorimeter
Various standard cellular
respiration lab exercises
GPS Content

Distinguish living from non-living
(SKL1)
2
Conservation and recycling
Flow of energy in an ecosystem (S4L1)
Compare and contrast factors controlling
survival and extinction
(S4L2)



THEME
Interdependence of Life









Cell







LEARNING OUTCOMES
Demonstrate an understanding of interdependence
of community members
Distinguish between autotrophic and heterotrophic
organisms
Demonstrate an understanding of symbiotic
relationships, i.e. mutualism, commensalisms, and
parasitism
Demonstrate an understanding of predator/prey
relationships, strategies, and adaptive significance
Recognize characteristics of different populations
Demonstrate an understanding of bsic population
dynamic structure
Demonstrate an understanding of the importance of
birth and death rates
Demonstrate an understanding of the components
and limiting factors of a habitat, a niche, and
carrying capacity
Understand the difference between a macro- and a
microhabitat







Recognize the cell as the fundamental unit of life
Demonstrate a knowledge of the diversity of
unicellular organisms
Demonstrate an understanding of the origins of
multicellularity
Demonstrate an understanding of the levels of
biological organization
Demonstrate an understanding of the integrated
functions of body systems
Identify different cell components and their
functions
Explain the integration of cellular components
3
GPS CONTENT/SKILLS
Characteristics and basic needs of plants and
animals (S1L1)
Seasonal changes to life cycles of plants
(S2L2)
Ecosystems in Georgia (S3L1)
Pollution and how it affects organisms (S3L2)
Factors controlling survival and extinction
How microorganisms benefit or harm larger
organisms (S5L4)
Recognize and illustrate the parts of cells
(plant, animal, and single-celled organisms
(S5L3)






SUGGESTED ACTIVITIES
Symbiotic relationships – (Good
Buddies: Project WILD)
Predator/prey relationships
(Project WILD)
Habitat activities (Oh Deer –
Project WILD)
Pond Scum investigation
Winogradsky columns
Microscopic observations of cells
THEME
Earth Systems
LEARNING OUTCOMES
Students will be able to do the following:

Recognize the importance of science and
technology in our everyday lives (should be
threaded throughout Earth Science topics)
Lithosphere (including
formation of the solar
system)
Students will be able to do the following:

Demonstrate an understanding of stars, planets, and
the Solar System

Differentiate rocks and demonstrate a basic
understanding of the rock cycle

Recognize and describe the basic properties and
components of soil

Demonstrate an understanding of fossils and
fossilization

Recognize and describe the different geologic
processes that shape the earth






GPS CONTENT/SKILLS
Relate the role of technology and human
intervention in the control of geologic
processes (S5E1)
Compare and contrast the physical attributes
of stars, star patterns, the Solar System (S2E1,
S4E1)
Model Sun-Earth-Moon positions and
understand changes in the sky (SKE1, S2E2,
S4E2)
Investigate the physical attributes of rocks and
soils (SKE2, S3E1)
Investigate fossils and fossilization (S3E2)
Recognize and differentiate constructive
versus destructive geologic processes (S5E1)







Hydrosphere
Biosphere
Students will be able to do the following:

Demonstrate a basic understanding of the water
cycle

Measure and describe changes in weather and how
they relate to the water cycle and position of the
earth and sun

Understand and describe how weathering forms soil
and how weather and erosion change the earth’s
surface

Students will be able to do the following:

Recognize and describe different biomes and how
they are affected by weather, plant and animal
activity, and geologic processes



4
Observe and record changes in water and
differentiate between the states of water in the
water cycle (S1E2, S4E2, S4E3)
Analyze and describe changes in weather and
weather patterns (S4E1)
Determine how water and wind change rocks
and soils (S3E1. S5E1)

Observe and describe changes in surroundings
relative to weather and lifeforms (S2E3;
S5E1)



SUGGESTED ACTIVITIES
Collect and discuss current issues
relating to natural disasters and
resource use
Astronomy Labs (star charts,
measurements/ units used in
astronomy, solar system models)
Earth/Moon/Sun Lab (sundials,
moon phases, daily and seasonal
observations)
Soil Lab (soil properties and
components)
Rock Lab (rock collections,
classification and geologic
histories)
Fossil Lab (fossilization, fossils
and extinct life forms)
Plate Tectonics Lab (geologic
processes and plate boundaries)
Weather Lab (cloud type, cloud
cover, maximum, minimum, and
current temperature and relative
humidity)
Climate Lab (GLOBE
visualizations – visualizing
weather with maps and graphs)
Ecosystem Lab (describing and
modeling ecosystems)
Plant Growth Lab (environmental
controls on plant growth)
COURSE OVERVIEW
PHYSICAL SCIENCE
THEME
GPS CONTENT/SKILLS
LEARNING OUTCOMES
SUGGESTED ACTIVITIES
MATTER


Composition and Properties
SKP1. Describe objects in terms of the
materials they are made of and
their physical properties.



Differentiate among solids, liquids,
and gases.
Differentiate between physical and
chemical properties
Identify (or classify) objects based
upon their physical composition.
Describe models of atomic structure
and how they relate to experimental
evidence.
Describe atomic composition.






S2P1. Investigate the properties of matter
and changes that occur in objects.

Changes and Conservation
S5P2. Explain the difference between a
physical and chemical change.
Differentiate between physical and
chemical changes.
Describe the changes that occur
when a substance dissolves, melts,
boils, or etc.




5
Sort materials of different
composition.
Determination of physical properties
(e.g. phase, color, size, shape,
density, texture, etc.) of common
materials.
Investigate the differences among
elements, mixtures, and compounds.
Atoms, ions, and isotopes activity
Investigate the differences between
homogeneous and heterogeneous
mixtures (including solutions,
suspensions and colloids).
Activities involving phases of matter
and changing from one phase to
another.
Physical changes versus chemical
reactions.
Evidences of a chemical reaction
Types of chemical reactions
THEME
GPS CONTENT/SKILLS
LEARNING OUTCOMES
SUGGESTED ACTIVITIES
ENERGY



Sources



Types and Utilization

S2P2. Identify sources of energy and how
energy is used.
Change and Conservation
S3P1. Investigate how heat is produced,
the effects of heating and
cooling, and understand the
relationship between temperature
and heat.





6
Identify sources of light energy, heat
energy, and kinetic energy.
Identify ways to produce energy
Explain the relationship between
light and heat.
Demonstrate the role of friction in
heat production.
Describe the various types of energy:
mechanical, chemical, nuclear,
electrical, solar, heat, etc.
Demonstrate and describe energy
conversion
Explain the role of conduction and
convection in heat exchange.
Investigate how insulation affects
heating and cooling.
Compare the differences between
energy conductors and insulators.
Use thermometers to measure
temperature
Discuss the challenges of efficiency
and energy utilization.
Evaluate alternative sources
of energy production

Potential versus kinetic energy
activity
THEME
GPS CONTENT/SKILLS
LEARNING OUTCOMES
SUGGESTED ACTIVITIES
FORCE
Motion
Gravity
SKP2. Investigate different types of
motion.
SKP3. Observe and communicate effects
of gravity on objects.

Categorize objects according to their
motion.

Explain the relationship of gravity to
the flight of objects like birds,
airplanes, and batted baseballs.
Summarize the role of gravity in the
solar system.
Show the effect of gravity on the
motion of an object.
Identity and use simple machines.
Use simple machines to solve
problems.
Demonstrate how imputed force
affects the motion and velocity of
objects with different masses.
Explain the relationship between
atomic structure and the
electromagnetic spectrum.
Differentiate the concepts of
diffraction, reflection and refraction.
Use a prism to observe an emission
spectrum
Summarize how mirrors work
including the concepts of concavity,
convexity, and focal points.
Explain the concepts of transparency,
opacity, and translucence.
Explain the relationship between the
properties of a wave (amplitude,
wavelength, frequency, etc.) and the
properties of light and sound (color,
pitch, volume, etc.).
Compare the concepts of destructive
and constructive interference.


Kinematics


S4P3. Demonstrate the relationship
between the application of a
force and the resulting change in
position and motion of the
object.




Waves
S1P1. Investigate light and sound.

S4P2. Demonstrate how sound is
produced by vibrating objects
and how sound can be varied by
changing the rate of vibration.



7

Build a simple Rube Goldberg
device.

Use a cylinder of water and various
tuning forks to determine the
wavelength.
Activity involving flames tests of
various metallic salts.
Activity involving discharge tubes of
various gases and spectroscopes
(could be either quantitative or
qualitative or both).




Determine the index of refraction of
various materials (plastic, plexiglas,
water, etc.)
Use a slinky to demonstrate the
properties of a wave.
THEME
GPS CONTENT/SKILLS
LEARNING OUTCOMES
FIELDS



Electricity
S1P2. Demonstrate the effects of magnets
on other magnets and other
objects.

S3P2. Investigate magnets and how they
affect other magnets and common
objects.


S5P3. Investigate the relationship
between electricity and
magnetism.

Magnetism

Gravitational
8
Apply safety rules for electricity and
the dangers.
Demonstrate and explain static
electricity.
Design and build an electrical circuit
(including batteries, resistors,
capacitors, voltmeters, ammeters,
etc.)
Describe the relationship among
voltage, current, and resistance.
Differentiate between DC and AC
circuits.
Identify the relative susceptibility of
different materials to magnetic fields.
Explain the relationship between
strength of field and distance from
source.
Compare magnetic attraction and
repulsion.
SUGGESTED ACTIVITIES
MATHEMATICS
EPAAC recommends that Area F for Early Childhood Education include Foundations of Numbers and
Operations, a new common mathematics course. It is further recommended that MATH 2007 be used
as the prefix for this course. The course overview and course outline are given below.
RATIONALE:
In an effort to improve the mathematical knowledge of all Georgia’s students, the Board of Regents
took a bold stand in 2001 by requiring all early childhood education majors to complete four
mathematics courses. Consequently, universities and colleges designed one course in Area F with the
three remaining courses taught at the upper division level. An examination of the Area F courses
indicated that they varied from one institution to another; thus, EPACC concluded that in keeping with
the spirit of smooth transferability, this course should be standardized. This recommendation was
made at the same time that the Georgia Department of Education began to phase out the Quality Core
Curriculum (QCC) and implement the new Georgia Performance Standards (GPS) which also
necessitated that programs reexamine the content of the Area F course.
COURSE OVERVIEW
COURSE DESCRIPTION: This course is an Area F introductory mathematics course for early childhood
education majors. This course will emphasize the understanding and use of the major concepts of
number and operations. Additional topics may include geometry, data analysis and probability,
problem solving, logic, statistics, and measurement.
PREREQUISITE: MATH 1001, MATH 1101, MATH 1111, OR MATH 1113
COURSE PURPOSE: This course focuses on preparing early childhood education majors to:

Understand and use the major concepts of number and operations in mathematics for grades P5.

Solve problems using multiple strategies, manipulatives, and technological tools; interpret
solutions; and determine the reasonableness of answers and efficiency of methods.

Communicate using precise mathematical terminology.

Construct and justify arguments as well as interpret solutions; and determine reasonableness of
answers and efficiency of methods.
LEARNING OUTCOMES: (All Students Will Learn To:)

Understand numbers, ways of representing numbers, relationships among numbers, and number
systems.

Understand meanings of operations and how they relate to one another.

Compute fluently and make reasonable estimates.

Apply multiple problem solving strategies and understand how approaches to solutions relate to
one another.
9
COURSE OUTLINE
PART I: NUMBER AND OPERATIONS (70% OF CLASS TIME SHOULD BE SPENT ON THE FOLLOWING
TOPICS)
A.
Number Sense
1. Sets of Numbers: Natural Numbers, Whole Numbers, Integers, Rational
Irrational Numbers, Real Numbers, Complex Numbers
2. Even and Odd Integers
3. Order Relationships
4. Mathematical Induction and Inductive Reasoning
5. Distinctions between Countable and Uncountable
6. Estimation
B.
History of Numeration
1. Numeration Systems
2. Place Value
C.
Number Theory
1. Divisibility Rules (and why they work)
2. Greatest Common Factor (Concept and Algorithm)
3. Least Common Multiple (Concept and Algorithm)
4. Prime and Composite Numbers
5. Historical Aspects (Goldbach’s conjecture, Fermat’s Last Theorem, etc)
D.
Concepts of Operations
1. Operations on Sets of Numbers
2. Identity Elements for Addition and Multiplication
3. Inverse Operations
4. Exploration of Other Bases (2, 5, 12)
5. Proportional Reasoning
E.
Special Sets of Numbers and Sequences
1. Pascal’s Triangle
2. Fibonacci Sequence (and applications to nature, music, etc)
Numbers,
PART II: ADDITIONAL TOPICS (30% OF CLASS TIME SHOULD BE USED TO COVER TOPICS FROM THE
FOLLOWING)
A) Data Analysis and Probability
(1) Exploring and Analyzing Data
(2) Statistics in the Real World
(3) Probability
B) Geometry
(1) Points, Lines, and Planes
(2) Angles
(3) Triangles
10
(4) Polygons
(5) Plane and Solid Geometry
C) Logic
(1)
(2)
(3)
(4)
Statements an Quantifiers
Truth Tables
Conditional Statements
Using Euler Diagrams to Analyze Arguments
D) Measurement Systems
(1) English
(2) Metric
E) Problem Solving
(1) Inductive Reasoning
(2) Deductive Reasoning
(3) Strategies
SUGGESTED INSTRUCTIONAL TIME DISTRIBUTION:
 Number and Operations
70%
 Additional Topics
30%
SUGGESTED TEXTS FOR THE COURSE:
 A Problem Solving Approach to Mathematics for Elementary School Teachers,
 8th Edition (2004), Rick Billstein, Shlomo Libeskind, and Johnny Lott, With Mathematics
Activities for Elementary School Teachers, 5th Edition (2004), Dan Dolan, Jim Williamson,
Mari Muri, Addison Wesley Publishing Company
 Mathematical Ideas, 10th Edition, Miller, Herron, and Hornsby, Addison Wesley Publishing
Company
 Number and Number Sense (1998), Judith Sowder, San Diego State University
 Mathematics for Elementary Teachers, Volume I (2003), Sybilla Beckman, Addison Wesley
Publishing Company
 Mathematics for Elementary Teachers, 3rd Edition (2001), Bassarear, Houghton Mifflin
Company
EVALUATION METHODS:
 The instructor is encouraged to select and use a variety of formative and summative assessment
techniques to monitor student progress and gauge mathematical understanding.
 The instructor is encouraged to model positive pedagogical techniques.
 Possible assessment techniques include, but are not limited to, the use of projects, in-class
presentations, tests, reflective logs, interviews, written analysis of classroom videos, peer and
self-assessment, and content proficiency demonstrations.
INSTRUCTIONAL METHODS:
 The instructor is encouraged to address various learning styles and multiple intelligences.
 Instructional methods include, but are not limited to, small and large group projects,
individual, small group, and whole class problem solving, student presentations, instructor
led discussion, and some lecture.
11
LINKS TO OTHER DISCIPLINES:
o Literacy:
 Reading, writing, and math in daily living: Interdisciplinary lesson plan
http://askeric.org/cgibin/printlessons.cgi/Virtual/Lessons/Interdisciplinary/INT0061.html
 Teaching Reading in Mathematics, Second Edition: A Supplement to Teaching Reading
in the Content Areas: If Not Me, Then Who? Available from http://www.nctm.org
 Topsy Turvies, M. Anno (1990), Philomel Books
 The Biggest Nose, K. Caple (1985), Houghton Mifflin, Boston, MA
 The Principal’s New Clothes, S. Calmenson (1989), Scholastic, New York, NY
 My Place in Space, R. Hirst and S. Hirst (1990), Orchard Books
 Changes, Changes, P. Hutchins (1987), Alldin Books
 The Biggest Pumpkin Ever, S. Kroll (1984), Scholastic, New York, NY
 The New Fence, C. Irons and D. Vanderee (1993), Mimosa Publications, San Francisco,
CA
 Tar Beach, F. Ringgold (1991), Random House
 Grandfather Tang’s Story, A. Tompert (1990), Crown Publishers
 Anno’s Mysterious Multiplying Jar, M.M. Anno (1983), Putnam Publishing Group
 I’ve Got Your Number, John, O.S. Berg (1965), Holt, Rinehart, and Winston, New
York, NY
 Do You Wanna Bet? Your Chance to Find Out About Probability, J. Cushman (1991),
Clarion Books, New York, NY
o Social Studies:
 Problem solving and the sports page: Interdisciplinary lesson plan
http://askeric.org/cgibin/printlessons.cgi/Virtual/Lessons/Interdisciplinary/INT0058.html
 Alaskan unit of Moose: Interdisciplinary lesson plan
http://askeric.org/cgibin/printlessons.cgi/Virtual/Lessons/Interdisciplinary/INT0078.html
 Teotihuacan: Designing an Ancient Mexican City: Calculating Perimeters and Areas of
Squares and Rectangles, L. George (2004), Rosen Publishing Group’s PowerKids, New
York, NY
 Where We Play Sports: Measuring the Perimeters of Polygons, G. Roza (2004),
PowerKids Press, New York, NY
 Symmetries of Islamic Geometrical Patterns, S. Abas (1995), World Scientific,
Singapore
 Mathematics History and Art: http://www-history.mcs.stand.ac.uk/history/HistTopics/Art.html
 Militiamen Chest Sizes: http://lib.stat.cmu.edu/DASL/Datafiles/MilitiamenChests.html
 Draft Lottery: http://lib.stat.cmu.edu/DASL/Datafiles/DraftLottery.html
o Science:
 The Clocks of Time: Interdisciplinary lesson plan
http://askeric.org/cgibin/printlessons.cgi/Virtual/Lessons/Interdisciplinary/INT0112.html
 Science Fair ideas with a math focus: http://mathforum.org/teachers/mathproject.html
12






Calculating Area: Space Rocket!, J. Burstein (2003), Weekly Reader Early Learning,
Milwaukee, WI
The Shape of Sand Activity: http://www.galaxy.net/~k12/structure/sand.shtml
Symmetry Through the Eyes of a Chemist, L. Hargittai (1995), Plenum, New York, NY
Projects Using Real-World Situations-Lesson Plans:
http://weatherye.kgan.com/lounge/plans/
Physics Data Sites for TI-InterActive! :
http://education.ti.com/us/product/software/tii/datasites/physics.html
Biology Data Sites for TI-InterActive! :
http://education.ti.com/us/product/software/tii/datasites/biology.html
o Fine Art:
 The Geometry of Art and Life, M. Ghyka (1977), Dover, New York, NY
 Geometry in Art and Architecture, C. Paul (2004), Key College Publishing
 The Fourth Dimension and Non-Euclidean Geometry in Modern Art, L.D. Henderson
(1993), Princeton
 Singers’ Heights: http://lib.stat.cmu.edu/DASL/Datafiles/Singers.html
o Business and Economics:
 Fill’er Up, Please: A Lesson on Supply and Demand:
http://www.econedlink.org/lessons/index.cfm?lesson=EM394
 Hey Pop! http://www.econedlink.org/lessons/index.cfm?lesson=EM453
 Good News Bears Lotto: http://archive.ncsa.uiuc.edu/edu/RSE/RSEyellow.lotto.html
 Economics Data Sites for TI-InterActive! :
http://education.ti.com/us/product/software/tii/datasites/economics.html
 Business Data Sites for TI-InterActive! :
http://education.ti.com/us/product/software/tii/datasites/business.html
TOOLS FOR THINKING: Numerous resources are available through educational resource companies to
support mathematical thinking of the instructor and the students. Following are just a few examples
that may be helpful during this course. It is suggested that the instructor have overhead versions of the
manipulative materials so that students can demonstrate their work for the entire class. An overhead
version of the calculator used by students in the class is recommended.
o Technology: An intermediate calculator that will convert fractions and decimals as well as do
integer division is recommended for the course. For the Geometry section, The Geometer’s
Sketchpad or Shapemakers is suggested. Software such as Excel, Fathom, or TI-InterActive! Is
recommended for the Data Analysis and Probability section.
o Manipulative Materials (for Demonstration only): The following items are recommended:
pattern blocks, attribute blocks, hundreds boards, fraction bars, Cuisenaire rods, Base Ten
Blocks, grid paper, spinners, dice, color tiles, M&M’s, coins, colored marbles, measuring tapes,
meter sticks, paper clips, uncooked spaghetti, centimeter graph paper, compass, pentominoes,
geoboards, rulers, protractors, metric and standard weight systems, polyhedrons, thermometers,
tangrams, scales,
o Web-Based Resources:
 www.shodor.org provides resource materials for teachers, workshop information, and
links to additional sites
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www.awl.com/Billstein companion website for recommended text above
www.matti.usu.edu provides virtual manipulatives
www.mathforum.org provides resources for teachers, students, and parents
www.nctm.org
www.glc.k12.ga.us Georgia Learning Connections –lessons and activities
www.ed.gove/pubs/parents/Math provides activities for parents to help children learn
mathematical concepts
www.funbrain.com provides activities for K-8 students and teachers
www.eduplace.com/math/brain/index.html provides brain teasers for children in grades
3-8
http://forum.swarthmore.edu provides general content and activities
http://www.figurethis.org.challenges/math_index.html
http://ccins.camosun.bc.ca/~jbritton/Home.html
http://math.about.com/science/math
http://www.geom.uiuc.edu/~demo5337/s97a
http://archive.ncsa.uius.edu/edu/RSE/RSEorange/buttons.html provides an activity
relating to 
http://www.users.voicenet.com/~techno/geom.html provides two- and threedimensional figures
http://www.geom.uiuc.edu/
http://www.geom.uiuc.edu~demo5337/s97b provides ratio, proportion, and scaling
activities
http://mathworld.wolfram.com/topics/ProbabilityandStatistics.html
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APPENDIX A
RESOLUTION RECOMMENDED BY ARTS AND SCIENCE DEANS AND
APPROVED BY EPAAC
Even as we applaud the visionary step of requiring two science courses for all K-5 teacher candidates,
we recognize that the task of creating and staffing these science courses will weigh heavily on the
faculty and laboratory resources of USG Colleges of Arts and Sciences. We encourage the VPAA’s of
the University System to join the leadership of those Colleges in creatively solving these resource
problems.
Arts and Sciences Deans
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