IntroductionOne of the biggest issues facing a teacher today is how to integrate subjects in the classroom while promoting learning for all. This article will examine how a unit integrates science and math in the classroom. We will also cover how the 12 scientific processes can be used in the lesson. Additionally, we will examine how the use of differentiation can be used in this unit to meet the needs of all students. This article will also discuss how assessments support student learning. Finally, this article will show how using thinking, manipulatives, 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: observation, which is the process of gathering information using all the appropriate senses and instruments that extend the senses (Bass, Contant and Cain, 2009 p.30), is evident in this unit by asking the student to observe, feel and taste a variety of apples. Classification, which is the process of grouping objects according to one or more properties (Bass, et, al.p.32), is also used in this unit by asking students to sort apples according to their color, shape and their size. Bass, 2009, defines communication as the process of recording, organizing, and reporting observations, measurements, results, and conclusions of experiments (p. 35). Communication was used during this unit by having students explain their hypothesis, work in small groups to record the results of favorite Apple projects, and write down facts about what they learned during the day. Measuring which is the process of using standard and non-standard measurements or estimates...... middle of article ...... students, and provides a range of activities to encourage the using the twelve scientific processes and applying math skills using fractions. Finally, the assessments given are authentic and give students time to reflect on their own learning. Works CitedBass, 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, CA), 124(1), 115-19. Retrieved April 25, 2011 from OmniFile Full Text Select databasePadilla, Michael J., (1990). Research matters to the science teacher, scientific process skills. Retrieved April 25, 2011 from www.narst.org Tomlinson, California (2003). Differentiated instruction for academic diversity. (7th ed.), Houghton Mifflin, Boston MA.