In 1970, the Unified Science and Mathematics for Elementary Schools project (USMES) was funded by the National Science Foundation based on recommendations by Cambridge Conference on the Correlation of Science and Mathematics in Schools. The project was based on an idea being promoted whole-heartedly by many of today's educators, namely, that students could carry out long range investigations of real and practical problems based in their local environment. Developed largely by classroom teachers and students with assistance from university specialists and coordination by the Education Development Center (EDC) in Newton, Massachusetts, the project developed lessons containing examples of real life problem solving such as "Soft Drink Design" and "Burglar Alarm Design" as well as "Traffic Flow" and "Weather Predictions"

Basic Ideas

The USMES philosophy centers on the fact that multiple factors contribute to real-world problems. Solutions to such problems often involve interdisciplinary activities, and the problems found in USMES often involve overlap between natural sciences, social sciences, and mathematics. The problems posed by USMES activities are challenges, which may be handled at various levels of accomplishment by students across a wide range of grades. In fact, classes are encouraged to interpret the challenge, narrowing the statement of the problem to a specific one which they are able to operationalize. Students then enumerate the tasks to be done and decide on a specific course of action and delegation of responsibilities.

The content of USMES activities is usually flexible enough to adapt to local discovery learning experiences. The students are encouraged to initiate the inquiry through activities based on the challenge. Through these activities, students investigate variables contributing to various aspects of the challenge. Challenges are complex, and may often be divided into several activities related to student interest and/or abilities. Collaboration is assumed, in both large and small groups. By focussing on the process of finding a solution, students begin to understand the power of scientific research, observation, data collection, and in-depth investigation.

Student Centered Approach

USMES teachers gain a high degree of familiarity with the material, possible outcomes, discussions, observations, calculations, and constructions which may occur during the course of a challenge, which may take 60 to 70 hours, depending on the age of the children. Since the children decide on the problem statement and may recommend multiple paths to solution, the actual outcomes, discussions, etc. are determined dynamically. The teacher becomes a motivator, facilitator, and resource on many levels. Sometimes one USMES challenge may lead to another and the work may flow spontaneously. Although this student-centered approach may seem intimidating to some teachers, the USMES program provides a great deal of support for both teacher and students. Flow charts that outline possible scenarios for specific activities are given to teachers. "How-To" cards are designed to help students acquire specific skills or knowledge. Several examples are given which explain how USMES units worked in specific schools. The highly contextual, real-life nature of the USMES materials promote long term retention, and the project creators believed that one-forth to one-third of the total school program might be spent effectively on the interdisciplinary activities found in USMES. Both discovery learning and directed learning find a place in the USMES program.

Materials:

USMES resources for the teacher include flow charts, general topic papers, classroom strategies, questions to stimulate further inquiry, information on the use of charts, background papers, teacher's logs (from actual experiences with USMES), supplementary activities, "How-To" cards, and directions for the "in classroom design lab". Rather than specific materials lists for the lab, budget appropriate suggestions are given so that optimum performance can be achieved on any budget. The Enhanced Science Helper CD contains 99 resources from the USMES project including 87 sets of How-To Cards, 3 information resources on classroom strategies for real problem solving activities, an in-class design lab, and a portable design lab, and the following 9 challenges:

Bicycle Transportation

Burglar Alarm Design

Classroom Design

Manufacturing

Nature Trails

Soft Drink Design

Solving Problems in Advertising

Traffic Flow

Weather Predictions

/Sebastian L. Foti, Ph.D.