IntroductionOne of the main problems facing a classroom teacher today concerns how to integrate subjects in the classroom promoting learning for all. This article will look at how a unit integrates science and mathematics into the classroom. We will also cover how to use the 12 scientific processes in the lesson. Additionally, we will look at how the use of differentiation can be used in this unit to meet the needs of all students. This document will also address how assessments promote student learning. Finally, this article will show how the use of reflective, manipulative thinking, and materials helps students develop a sense of science and fractions. The 12 Scientific Processes This unit on the life cycle of the apple includes the use of the 12 scientific processes in the following ways: The use of observation, which is the process of gathering information using all the senses and appropriate instruments that extend the senses (Bass, Contant and Cain, 2009 p.30), is evident in this unit by observing, feeling and tasting a variety of apples. Sorting, which is the process of grouping objects based on one or more properties (Bass, et, al.p.32), is also used in this unit by asking students to sort apples based on color, shape and the size. Bass, 2009, defines communication as the process of recording, organizing, and reporting observations, measurements, experimental results, and conclusions (p.35). Communication was used throughout this unit by asking students to explain their hypotheses, working in small groups to record findings during favorite apple projects, writing facts about what they had learned during the day. Measuring which is the process of using standard and non-standard measurements or estimating...... middle of paper ...... by students, and offers a series of activities to encourage the use of the twelve processes of science and the method of applying mathematical skills using fractions. Finally, the assessments provided are authentic and allow students time to reflect on their learning. Works Cited Bass, Joel E., Contant, Terry, L., & Carin, Arthur, A (2009), Teaching Science as Inquiry, (11th ed.), Pearson Education, INC: Boston, MA.Nolen, J. ( 2003). Multiple intelligences in the classroom. Education (Chula Vista, California), 124(1), 115-19. Retrieved April 25, 2011, from the OmniFile Full Text Select Database Padilla, Michael J., (1990). Research is important: for the science teacher, the skills of the scientific process. Retrieved April 25, 2011, from www.narst.org Tomlinson, C. A. (2003). Differentiated instruction for academic diversity. (7th ed.), Houghton Mifflin, Boston MA.