S: 2010-2011 Project Plans
FC: 2010-2011 Project Lesson Plans | 1st 6 Weeks | Integrated Curriculum for the Applied Content Areas
1: "Curriculum integration is not simply about doing things differently, but about doing something really different." (Beane, xiii)
2: So Many Books, So Little Time | Why Integrate?
3: "All of the topics entrusted to teachers and students in school can be understood as living fields, living inheritances, living places with ways and relations and interdependencies." (Jardine, p144)
4: Relevant Approaches to Integration | Interdisciplinary Integration "Teachers organize the curriculum around common learnings across disciplines. They chunk together the common learnings embedded in the disciplines to emphasize interdisciplinary skills and concepts." (Drake, p12)
5: Transdisciplinary Integration "Teachers organize curriculum around student questions and concerns. Students develop life skills as they apply interdisciplinary and disciplinary skills in a real-life context." (Drake, p13) | "The essential difference between the ... approaches was the perceived degree of separation that existed between the subject areas." (Drake, p15)
6: Relevant Approaches to Integration | Transdisciplinary (my ideal; as espoused by Beane and Jardine) Organizing Center: real-life content; student questions Conception of Knowledge: interconnected and interdependent; many right answers; knowledge considered to be indeterminate and ambiguous Role of Disciplines: identified if desired, but real-life context emphasized Role of Teacher: coplanner; colearner; generalist/ specialist
7: (Drake, p17) | Starting Place: student questions and concerns; real world context Degree of Integration: paradigm shift Assessment: interdisciplinary skills/concepts stressed KNOW?: concepts and essential understandings across disciplines DO?: interdisciplinary skills and disciplinary skills applied in a real-life context
8: Interdisciplinary (applicable to these plans) Organizing Center: interdisciplinary skills and concepts embedded in disciplinary standards Conception of Knowledge: disciplines connected by common concepts and skills; knowledge considered to be socially constructed; many right answers Role of Disciplines: interdisciplinary skills and concepts stressed Role of Teacher: facilitator; specialist/generalist | Relevant Approaches to Integration
9: Starting Place: interdisciplinary bridge; KNOW/DO/BE Degree of Integration: medium/intense Assessment: interdisciplinary skills/concepts stressed KNOW?: concepts and essential understandings across disciplines DO?: interdisciplinary skills as focal point; disciplinary skills also included | (Drake, p17)
10: Essential to All Approaches to Integrated Curriculum
11: BE?: Democratic values, character education; habits of mind; life skills (eg teamwork, self responsibility) Planning Process: backward design; standards based; alignment of instruction; standards, and assessment Instruction: constructivist approach; inquiry; experiential learning; personal relevance; student choice; differentiated instruction Assessment: balance of traditional and authentic assessments; culminating activity that integrates disciplines taught | (Drake, p17)
12: English Language Arts | Science
13: Social Studies | Mathematics | Integrated Lesson Plans 1st 6 Weeks 2010-2011
14: Engage | Biographies as Scientific Inquiry | Personal Timeline Each student will create a brief, personal timeline The class will then combine these into a larger timeline
15: PreAssessment | Students will: 1. Name as many scientists as they can. 2. Name as many important scientific discoveries and theories as they can. 3. Describe the impact of as many important scientific discoveries and theories as they can. | (Fairweather, p24)
16: Introduction to Scientific Inquiry by Louis Pasteur | Explore
17: Read about Louis Pasteur's discovery of the anthrax vaccine. Have students write for 5-10 minutes about the process he followed. Introduce SHEEP.
18: S | H
19: E | E | P | Following the slide show, students will be introduced to the following graphic organizer. Together as a class, we will complete the organizer for Pasteur's accomplishment. | (Fairweather, p26-27)
20: Group 1: Read Snowflake Bentley (an example of observation) aloud. Complete organizer. Write synopsis using information in the organizer. | Explain
21: Group 2: Read Gregor Mendel: The Friar Who Grew Peas (an experimental example) aloud. Complete organizer. Write synopsis using information in the organizer. | (Fairweather, p26-27)
22: Groups will present their synopses to the class. Class will then discuss the differences found between observational scientific inquiry and experimental scientific inquiry.
23: Elaborate | Class will take a trip to the library to find biographies for individual reading. Chosen biographies should be related to current coursework and state standards.
24: Students will read independently and complete the graphic organizer. While reading/gathering info, the teacher will conference individually to discuss the following: 1. grasp of inquiry process 2. review organizer to decide if certain aspects have too little or too much information. 3. distilling parts of most interest down to appropriate length quotes. 4. Assisting with gathering information for historical context 5. Compiling numerical and/or graphical data for final project. | Remember to use secondary sources for more information! | (Fairweather, p27-28)
25: Evaluate | In three parts: 1. Essay detailing historical context and significance of the scientific achievement studied. 2. Product detailing scientist's use of scientific inquiry. These should include SHEEP, available empirical data, graphics as appropriate. The product can take many forms, including but not limited to slide shows, books, papers, and board games. 3. End - of - unit assessment and completion of class timeline. *follow-up activity of the Vitruvian Man lab if time permits.
26: TEKS Addressed | Science IPC: 1, 2, 3, 6A, 6C, 7A BIO: 1, 2, 3, 5B, 10A, 10C, 11A, 11C ENV SCI: 1, 2, 3. As of this writing, further TEKS cannot be identified due to RRISD ARRC not yet available. | English Language Arts Reading: 1A, 1B, 2A, 2C, 2D, 2E, 3A, 3B, 3D, 4C, 4D, 4E, 4F, 9A, 9D, 9E English: 1, 2, 6, 8, 12A, 12D, 20A, 20B, 22A, 22C, 23A, 23B, 23C, 24, 25, 26
27: Social Studies World History: 27A, 27E, 28E World Geography: 19C | Mathematics 6th grade: 11A, 11B, 12A 7th grade: 4B, 13A, 13B, 14A 8th grade: 5A, 14A, 14B, 15A | Visit websites of the Texas Education Agency and Round Rock ISD ARRC for more information.
28: Resources | Beane, James. Curriculum Integration: Designing the Core of DemocraticEducation. New York: Teachers College Press, 1997. Print. Drake, Susan, and Rebecca Burns. Meeting Standards Through IntegratedCurriculum. Alexandria, VA: Association for Supervision & Curriculum Development, 2004. Print. Fairweather, Elizabeth, and Thomas Fairweather. "A Method for Understanding Their Method: Discovering Scientific Inquiry Through Biographies of Famous Scientists." Science Scope Summer 2010: 23-30. Print.
29: Jardine, David, Sharon Friesen, and Patricia Clifford. Curriculum in Abundance. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 2006. Print. "Round Rock ISD: Aligned Round Rock Curriculum." Round Rock ISD. Round Rock ISD, 17 June 2010. Web. 26 Jun 2010.
30: I already liked the idea of an integrated curriculum. | I was looking for scholarly confirmation that it really is a good idea. I also wanted to learn about differing ideas on what integrated curriculum looks like. | Reflections | I do, however, look forward to a time when I can implement a more transdiscplinary integrated model. I firmly believe that such a model provides authentic learning that becomes valuable to the student. Then they will truly have a curriculum of abundance. | I examined the two I liked more closely and believe I came up with a viable plan for using the interdisciplinary approach. | Through the works of Drake and Beane, I discovered that there are actually three viable approaches.
31: "Teachers open the door, but you must enter by yourself."