document resume ed 362 744 ce 064 839 title connections: … · document resume ed 362 744 ce 064...

DOCUMENT RESUME

ED 362 744 CE 064 839

TITLE Connections: A Compendium of Integration Ideas.Illinois Tech Prep Innovators. 1992 Compendium.Integrative Teaching Ideas from Illinois Teachers.

INSTITUTION Illinois State Board of Education, Springfield. Dept.of Adult, Vocational and Technical Education.

PUB DATE 92NOTE 64p.PUB TYPE Reports Descriptive (141)

EDRS PRICE 11F01/PC03 Plus Postage.DESCRIPTORS *Academic Education; *Articulation (Education);

Career Exploration; Community Development;Cooperative Education; Entrepreneurship; FoodsInstruction; High Schools; *Integrated Curriculum;*Learning Activities; Nutrition; Office OccupationsEducation; Outcomes of Education; ProgramDescriptions; Program Effectiveness; *ProgramImplementation; Science Instruction; Two YearColleges; *Vocational Education

IDENTIFIERS Illinois; *Tech Prep

ABSTRACTThis report contains 51 one-page abstracts of

innovative Illinois tech prep programs that integrate academic andvocational education. Each abstract includes the following:curriculum areas, grade level, types of students for whom the programis appropriate, materials needed, suggested resources, a contactperson with address and telephone number, a short summary of theprogram, and an evaluation. Some of the programs profiled include thefollowing: business and Spanish; preengineering internship;interdisciplinary studies, mathematics and vocational resourceprogram, cooperative education and English; integration of computereducation technology with academics; chemistry of technology andphysics of technology; entrepreneurship program; technology and theenvironment; classroom activities for producing mailable copy; centerfor applied technology and instructional design; food science;fitness and nutritional analysis; writing across the occupationalcurriculum; biology and food science overlaps; advanced physics withautos; business academy; noise pollution; professional writing andcooperative vocational education; tech prep high school planningguide; recycling; publication project; community development; and howto research and pursue a career. (KC)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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COMECTIONSA Compendium Of Integration Ideas

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1992 CompendiumIntegrative Teachng Ideas From

Illinois Teachers

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2

Table of Contents

_______.....capeBusiness a .d Spanish

Sylvia Staley and Mary Jo KeiferHar lam High School

Pre-Engineering InternshipDavid WarthenLockport Township High School

Interdisciplinary StudiesPatricia S. Hunt and Pamela J. Venturi

1

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Woodruff High School 3

Mathematics/Vocational Resource ProgramMary EbertQuincy Area Vocational Technical Center 4

Cooperative Education and EnglishJanet E. ValuchHomewood-Flossmer High School 5

The Calhoun Tech Prep ConnectionSean McLaughlinCalhoun High School 6

Integration of Computer Education/Technology with Academics

Patricia J. FlemingMorgan Park High School 7

Computer GraphicsRay Skeen and Anne BeckerAurora West High School 8

Armstrong AquacultureRobin A. HarlanArmstrong High School 9

Phys-Ma-TechSusan Breenan, Donald Miner and Ray SkeenAurora High School 10

I Chemistry of Technology andPhysics of TechnologyI

Robert GaugerOak Park & River Forest High School 1 1

Growing TogetherMary Aten, Marcia Clark and Pete Egleton,Astoria CUSD #1 I 2

CONNECTIONS 2080: fl Compendiumof Integration Ideas

Entrepreneurship Program**The Business Center**

Dorothy R. Appiah and Fred MajorsEnglewood High School 13

Technology and The EnvironmentMichael T. MaherFox Valley Career Center 14

Classroom Activities for ProducingMailable Copy

Donna BigleyRushville High School 15

Center for Applied Technology/Instructional DesignLinda J. BablWheeling High School 16

Tilden Voc-Tech/Academic ModelJoyce E. OatmanTilden High School 17

Jones Finance AcademyCozette Buckney, Annie Miller, andDiana L. RobinsonJones Metropolitan High School ofBusiness & Commerce 18

Automated SystemsDennis F. KoesterTeutopolis High School 19

AquacultureByron Style!Daniel GinterByron High School

Food SciencePhyllis Kramer and Branson LawrenceAurora West High School 21

Fitness and Nutritional AnalysisLinda Dishman and Carrie CoxVictor J. Andrew High School

'Writing Across the Occupational CurriculumJohn Drea and Michael TerryJohn Wood Community College 23

CONNECTIONS HIM A Compendiumof Integration Ideas

Biology and Food Science OverlapsMark Collins, Carla Nilson andDeborah PassHen-in High School

Project HawkEngineering for High SchoolStudentsLynn St. James and Arthur NachowitzLindblom Technical School

Computers and Applied MathSharon PoppletonGlenbard West High School

1 Integrated Curriculum for KeyboardingMary Ann Mayes and

1

Shirley HolmanEast St. Louis Sr. High School 27

Advanced Physics with AutosRonald L. Williams andMichael FodorSchaumburg High School

Business AcademyRobert MeissPeoria High School 29

Interdisciplinary Newspaper ProjectSheila Wahe and Janel BihnRock Island High School 10

; Noise Pollution (P.E.R.F.E.C.T)Randy Simmon, Roger Hoerr,Gina Simpson, Patti Simmons andBob SuhrPeoria Manual High School 31

Phys-Ma-TechPatrick A. Crowns and Jerry L. AllenGrayslake High School 32

Food ScienceCheryl Gansauer, Edythe Strater andDoris TozziThornridge High School 33

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CONNECTIONS an: It Compendiumof Integration Ideas

In

PhysicsLou Komer and David VerdeyenAlan B. Shepard High School 34

Annual Bridge Design & Strength Test ContestChuck Morrison,Deerfield High School 35

Tech Prep Curriculum IntegrationJoAnne WestermanEast Peoria Community High School 36

The Pandora SocietyCynthea B. VernonCarbondale Community High School 37

Reading WorkshopShirley MillerCambridge High School 38

Food ScienceNancy Holt and Jim SloupDowners Grove South High School 39

Clerical Office PracticeVickie SenikerGillespie High School 40

IVC Tech PrepSusan GoodaleIllinois Valley Central 41

Professional Writing and CooperativeVocational Education -

Del Goodale and Sherri HethIllinois Valley Central High School 42

Tech Prep: Integrating Math, Science,Industrial TechnologyBob Prout, Mike Themas,and Ralph ScottIllinois Valley Central High School 43

Tech Prep: Commerce and CommunicationLona C. Bibbs and Carol A. SharpWestinghouse High School 44

CONNECTIONS 20011: fi Compendiumof Integration Ideas

6

/ \Introduction to TechnologyLarry Bond and John DillonLyons Township High School 45

Tech Prep High School Planning GuideFred Fox .

Community Unit School Dist. #300 School 46

RecyclingGary SwickDundee Crown High School 47

Publication ProjectAnne Wildrick, Paula Chance .

and Clyde SmithIllinois School for the Deaf 48

Applied Physics/Science andIndustrial TechnologyRussel Lehner and Ann BrandonJoliet West High School 49

Community DevelopmentRod Bourne and David DoeringGlenwood Jr. High School 50

How to Research and Pursue a CareerJoanne Schrader and Victoria LandbergGeneva High School 51

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Connections 2000

Connections 2000 is a program devoted to developing andimplementing activities which lead to ihe further integrationof academic and vocational curricula throughout the state ofIllinois. In 1992, Connections 2000 awards were given toteachers and/or administrators who successfully developedactivities or programs which enhanced curriculum integra-tion. The Connections 2000 awards were given to recognizecreative individuals through monetary awards and the publi-

dissemination Connections

TEI

cation and of this"Compendium." Recipients of Connections 2000 awardshave demonstrated how integrated teaching and programdevelopment ideas can lead to improved student learning.These Connections 2000 awards provide professional growthopportunities for teachers and administrators through sharingideas and activities. Awards of $200 were presented to eachgroup of faculty and administrators who developed andimplemented these ideas.

Secondary faculty and administrators were eligible toapply for these awards through the Connections Project atIllinois State University funded by the Illinois State Board ofEducation. The Connections Project staff collaborated withthe Illinois State Board of Education, Depariment of Adult,Vocational and Technical Education staff in sponsoring thisimportant compendium of innovative ideas. A Connections2000 committee was formed in August, 1991 composed ofConnections Project staff and the Min--; State Board ofEducation. The committee reviewed all award proposals andselected the top fifty-one for inclusion in this compendium.The committee's gratitude is extended to all of those whoapplied.

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CONNECTIONS 28110: A Compendiumof Integration Ideas

Business Spanish

Business and Spanish

Sylvia Staley/Mary Jo Keffer

Program Abstract:

Enabling students to apply their written and oral Spanishproficiency in specific vocational areas using modern tech-nology, such as computers, calculators, and dictaphones, isthe goal of the Innovative Business in Spanish program atHarlem High School in Loves Park. Students who com-plete the program will possess marketable skills that can beused in the local, state, national, or international market.

Evaluation:Each student has the opportunity to demonstrate his/hcrwritten and oral proficiency in Spanish in a simulated busi-ness office, practicing common business procedures, andutilizing the Spanish language, which provides a unique andmarketable twist to this business program. Students aregiven the opportunity to apply these skills via modern tech-nology in the computer lab.

CONNECTIONS HBO: 0 Compendiumof Integration Ideas

HHSCurriculum Area:Business Spanish.

Level of Implementation:11-12.

Students:

Average

Materials included:Course description for student coursecatalog.

Integration Resources:

Contact:Sylvia Staley and Mary Jo KefferHarlem High School9229 North Alpine RoadLoves Park, IL 61111815-654-4511Principal: Nelson Pyle

9

Pre-Engineering Internship

Industrial Technology //LTHS

David Warthen

Program Abstract:

Using engineers from industry to expose students to theintricacies of the engineering profession provides a Pre-Engineering experience taught by professionals in a high-tech modem corporation. Providing a real experience tostudents who are interested in engineering as a career breaksdown abstract concepts into practical hands-on experiences.

Evaluation:

Each area of exploration includes the application of mathe-matics, logic, chemistry, physics, and computer science.The application of scientific principles and concepts arereinforced through interaction with real engineers. DavidWarthen. project director, indicated that before the existenceof this program, students didn't have the opportunity toexplore en2ineering careers and acquire related skill; butafter this program, students had a greater understanding ofmath, logic, chemistry, physics, and computer science.

Curriculum Area:Industrial Technology

Level of Implementation:11-12

Students:Above Average.

Materials included:

Instructional guidelines, outside resourcesstudent work sample,curriculum guide(s),assessment tool(s), lesson plans

Integration Resources:The program has been observed by teach-ers, administrators, and engineers; pre-posttesting and student evaluations; and theenrollment has doubled after the first year.Contact:David WarthenLockport Twp. High School1333 E. Seventh StreetLockport, IL 60441815-838-7300Principal: James Clark


All Students are Prepared! (ASAP)

Art, Business, English, IndustrialTeChnologg, Mathematics, Science,and Social Studies

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Patricia S. Hunt/Pamela J. Venturi

Program Abstract:

Woodruff High School in Peoria has a huge integration pro-gram underway which provides students and faculty with avisibly integrated experience utilizing art, business,English, industrial technology, mathematics, science, andsocial studies in an applied/theoretical experiential learningenvironment. All areas of endeavor and exploration areincluded, promoting an appreciation of the interrelation-ships among the disciplines and their respective practices inthe classroom as well as real world applications.

Evaluation:

The constant focus of this project is on the interdependenceof the various disciplines included (art, business, English,industrial technology, mathematics, science, and social stud-ies) due to the cross-referential presentations of research,design, development, production, and marketing of student-created projects utilizing multiple teaching/learning strate-gies such as cooperative learning which consciously avoidthe outdaced exclusivity of disciplines,

Participating departments consolidate their efforts toimprove these scores, increase retention, and develop a lifeskills-based curriculum to prothote exit employability in the55% mobile, and 48% minority population of SchoolDistrict 150.

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Art, Business, English, Indus ',-;.-

Technology, Mathematics, SciaiCc,.

Social Studies.,

Level of Implementation: . .

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Students: 4

Below Average, Average, Abiye ...ieinp,Special

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Materials included: ;.:n ,

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Education :=, s

-Integration Resources:Multitudinous measurement vehieles,including observations, interviews, pdposttesting (individual areas), Joint Council ofEconomic Education contest, feisitiilitystudies, cost analysis, post-madietingpialy-sis, and, finally, development Ofiisaiiiies,cost analysis, post-marketing analysis...

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Contact, .. .

Patricia S. Hunt and Pamela J. VenturiWoodruff High School -,,.. , ..:Y,-,..

1800 N.E. PerryPeoria, IL 61603Principal: David Barnwell

CONNECTIONS 2888: ft Compendiumof Integration Ideas 3

BEST COPY AVAILABL

11_

Mathematics/Vocational Resource Program

Mathematics

Mary Ebert

Program Abstract:

The Mathematics/Vocational Resource program at theQuincy AVTC utilizes trade specific practical applications toreinforce mathematical concepts. It was developed for thepurpose of improving the mathematical skills of vocationalstudents and providing resources in mathematics for voca-tional teachers.

Evaluation:

After student mathematical weaknesses were determinedthrough various assessment devices, students worked withMary Ebert, project director, in small groups one day eachweek during their vocational class. Math topics are alwayscovered through the use of problems from their particularvocational area.

Mary indicated that the need for integration is impor-tant in order to help students understand the connectionbetween their vocational trade and the math concepts need-ed to be successful in that trade. Due to the applicationapproach to teaching, Mary hopes that student retention ratewill improve.

QAVTCCurriculum Area:Mathematics/Vocational Resource Program


Students:Below Average, Average, Above Average,Special Ed.

Materials included:

Outside Resources, student work samples,assessment tool(s), weekly schedule

Integration Resources:Integration Resources: A pre- and post-testwill be administered to those students whohave worked for more than three months inthe program.Contact:Mary EbertQuincy Area Vocational Technical Center219 Baldwin DriveQuincy, IL 62301217-224-3'70Principal: Gene Willirnann

CONNECTIONS 2111111: A Compendium

of Integration Ideas

12

Developing Resumes Through Cooperative Learning

Cooperatiue Education and English

_____,..........._______........e

HFHS

Janet E. Valuch

1 Program Abstract:

The Cooperative Education and English program usescooperative learning techniques so that students in theCooperative Education and English Departments ofHomewood-Flossmoor High School develop a usable one-page resume which can be used for employment now and

in the future.

Evaluation:

A series of lessons was developed to "bridge the gap"between instruction given by academic teachers and voca-tional teachers. Sharing materials covered in both curriculaand meeting the needs of students with various learningstyles in addition to an emphasis on cooperative learningtechniques allows for creativity through the development ofa practical resume.

Integrated curriculum applications from vocational toacademics are shared on selected topics, thus reinforcing theconnected curriculum.

Curriculum Area:Cooperative Education and English


Students:Average

Materials included:Instructional guidelines, student work sam-ples, curriculum guide(s), assessmenttool(s), lesson plans, teacher workshops,and transparencies

Integration Resources:Group processing (students' evaluation ofthe effectiveness of their groups at variouspoints in the lesson). Students' responsesto group evaluations of rough draft_Evaluation of final resume by student-peergroups. Evaluation of project with cooper-ating English teacher.

Contact:

Janet E. ValuchHomewood-Flossmer999 Kedzie AvenueFlossmoor, IL 60422Principal: Laura F. Murray


13 BEST COPY AVAILABLE

The Calhoun Tech Prep Connection

Applied Academics

.---..............111______......

CHS

Sean McLaughlin

Program Abstract:Calhoun High School is currently offering one of the mostdiverse applied academics curriculums in Illinois. Teammembers have sequenced courses of study that benefit allstudents regardless of career plans. Integrating academicand vocational subject matter in such a way as to increaserelevance of academic concepts and target the tactile-kines-thetic learner, often neglected in traditional approaches.

Evaluation:By sequencing a series of traditional and tech prep cours-es including Principles of Technology, Applied Math,Applied Communications, Applied Health Occupations, andApplied Biology/Chemistrystudents' needs are being metto a greater degree than ever before.

The needs of many students were not being met, andstudents who learned best through application were oftennot addressed or challenged in a traditional classroom set-ting. By increasing student awareness of technology, thefirst step in alleviating this problem has been taken.

Curriculum Area: --,

Applied Academics ..., , .

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Level of Implementation: ..:;,...,, ..

9-12

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Students:Average

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Materials included:

Instructional guidelines, curriculumguide(s), outside resources, assessmenttool(s), student work samples, teacherworkshops

Resources:IntegrationIntegration Resources: Students areobserved running experi ments, completinglab reports on word processors, and aretested for understanding after each sub unit

ContactSean McLaughlinCalhoun High SchoolP. 0. Box 387Hardin, IL 62047618-576-2229Principal: Terry Strauch

CONNECTIONS 2000: a Compendiumof Integration Ideas 6

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All Students are Prepared! (ASAP)

Art, Business, English, IndustrialTechnology, Mathematics, Science,and Social Studies 41\..,===.1000,.1.01

....._......0.

AV 11 S

Patricia S. Hunt/Pamela J. Venturi_

Program Abstract:

Woodruff High School in Peoria has a huge integration pro-gram underway which provides students and faculty with avisibly integrated experience utilizing art, business,English, industrial technology, mathematics, science, andsocial studies in an applied/theoretical experiential learningenvironment. All areas of endeavor and exploration ateincluded, promoting an appreciation of the interrelation-ships among the disciplines; and their respective practices inthe classroom as well as real world applications.

Evaluation:

The constant focus of this project is on the interdependenceof the various disciplines included (art, business, English,industrial technology, mathematics, science, and social stud-ies) due to the cross-referential presentations of research,design, development, production, and marketing of student-created projects utilizing multiple teaching/learning strate-gies such as cooperative learning which consciously avoidthe outdated exclusivity of disciplines,

Participating departments consolidate their efforts toimprove these scores, increase retention, and develop a lifeskills-based curriculum to promote exit employability in the55% mobile, and 48% minority population of SchoolDistrict 150.

.

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Art, Business, English, hiTechnology, Mamatics,.SóicandSocial Studies

nLevel flmplementatlon9-10, 11-12

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Below Average, Average,Speci

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Materials include& ',..'''..T:,.

Education

Integration Resources:Multitudinous measurement vehicles,including observations, interviews, pre/posttesting (individual areas), Jointcouncil ofEconomic Education contestAbffitystudies, cast analysis, post-madieung analy-sis, and, finally, development dit studies,cost analysis, post-marketing arilysis..contact: .

Patricia S. Hunt and Pamela J. VenturiWoodruff High School1800 N.E PerryPeoria, IL 61603Principal: David Barnwell


,

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1SREST COPY A.;

Mathematics/Vocational Resource Program

Mathematics

Mary Ebert

Program Abstract:

The Mathematics/Vocational Resource program at theQuincy AVTC utilizes trade specific practical applications toreinforce mathematical concepts. It was developed for thepurpose of improving the mathematical skills of vocationalstudents and providing resources in mathematics for voca-tional teachers.

Evaluation:

After student mathematical weaknesses were determinedthrough various assessment devices, students worked withMary Ebert, project director, in small groups one day eachweek during their vocational class. Math topics are alwayscovered through the use of problems from their particularvocational area.

Mary indicated that the need for integration is impor-tant in order to help students understand the connectionbetween their vocational trade and the math concepts need-ed to be successful in that trade. Due to the applicationapproach to teaching, Mary hopes that student retention ratewill improve.

QAVTCCurriculum Area:Mathematics/Vocational Resource Program



Materials included:

Outside Resources, student work samples,assessment tool(s), weekly schedule

Integration Resources:Integration Resources: A pre- and post-testwill be administered to those students whohave worked for more than three months inthe program.Contact:Mary EbertQuincy Area Vocational Technical Center219 Baldwin DriveQuincy, IL 62301217-224-3770Principal: Gene Willimann

CONNECTIONS 2800: A Compendiumof Integration Ideas 4

BEST COPY AVAILABLE 1 6

Developing Resumes Through Cooperative Learning

Cooperatiue Education and English

/_.........1.00

HFHS

Janet E. Valuch

Program Abstract:

The Cooperative Education and English program usescooperative learning techniques so that students in theCooperative Education and English Departments ofHomewood-Flossmoor High School develop a usable one-page resume which can be used for employment now andin the future.

Evaluation:

A series of lessons was developed to "bridge the gap"between instruction given by academic teachers and voca-tional teachers. Sharing materials covered in both curriculaand meeting the needs of students with various learningstyles in addition to an emphasis on cooperative learningtechniques allows for creativity through the development ofa practical resume.

Integrated curriculum applications from vocational toacademics are shared on selected topics, thus reinforcing theconnected curriculum.

Curriculum Area:Cooperative Education and English


Students:Average

Materials included:

Instructional guidelines, student work sam-ples, curriculum guide(s), assessmenttool(s), lesson plans, teacher workshops,and transparencies


Group processing (students' evaluation ofthe effectiveness of their groups at variouspoints in the lesson). Students' responsesto group evaluations of rough draft.Evaluafion of final resume by student-peergroups. Evaluation of project with cooper-ating English teacher.

Contact:

Janet E. ValuchHomewood-Flossmer999 Kedzie AvenueFlossmoor, IL 60422Principal: Laura F. Murray

CONNECTIONS 2000: II Compendiumof Integration Ideas

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1 '1

The Calhoun Tech Prep Connection

Applied AcademicsI

/-----.."....-11Sean McLaughlin

Program Abstract:Calhoun High School is currently offering one of the mostdiverse applied academics curriculums in Illinois. Teammembers have sequenced courses of study that benefit allstudents regardless of career plans. Integrating academicand vocational subject matter in such a way as to increaserelevance of academic concepts and target the tactile-kines-thetic learner, often neglected in traditional approaches.

CHS

Evaluation:By sequencing a series of traditional and tech prep cours-es including Principles of Technology, Applied Math,Applied Communications, Applied Health Occupations, andApplied Biology/Chemistrystudents' needs are being metto a greater degree than ever before.

The needs of many sttidents were not being met, andstudents who learned best through application were oftennot addressed or challenged in a traditional classroom set-ting. By increasing student awareness of technology, thefirst step in alleviating this problem has been taken,

Curriculum Area: --...- -

Applied Academics .

..

,Level of Implementation:9-12

Students:Average

Materials included:

Instructional guidelines, curriculumPguide(s), outside resources, csessment

tool(s), student work samples, teacherworkshopsIntegration Resources:Integration Resources: Students areobserved running experi ments, completinglab reports on word processors, and aretested for understanding after each sub unit.

Contact:Sean McLaughlinCalhoun High SchoolP. O. Box 387 .

Hardin, IL 62047618-576-2229Principal: Terry Strauch

CONNECTIONS 2888: El Compendium

of Integration Ideas 6

18

Integration of Computer Education/Technology with Academics

Computer Education, Science,Math, and Social Studies

-.........01..-..........______......

mpHs

Patricia J. Fleming

Program Abstract:

Providing an integration of technology and academics andforming strong foundations for students who will beemployed in the next century was achieved at Morgan ParkHigh School by developing a true merger between comput-er education, science, math, and social studies. Almost allstudents acquire competencies on the computer that carryover into the academic subjects. Patricia Fleming indicatedthat the integration of computers into chemistry enhanceslab work because "wet" experiments are becoming obso-iete. Students input conducted experiment results usingword processing software.

Evaluation:

Merging academics with vocational education was viewedas essential because jobs at the turn of the century willdemand training in technology, networks, and multi-media.As a work experience coordinator, Pat indicated that theprogram has reinforced knowledge so that students possessthe characteristics needed for employment.

Curriculum Area:Computer Education, Science, Math, andSocial Studies

Level of Implementation:9-10, 11-12

Students:Below Average, Average, Above Average

Materials included:Teacher workshops are presently underway.Teachers will use the IBM network. Lessonplans, and assessment instruments areforthcoming.Integration Resources:Comparative studies to increase attendanceand achievement scores through analysis ofpre-imposed evaluation instruments andfinal analysis instruments.

Contact:Patricia J. FlemingMorgan Park High School1744 W. PryorChicago, IL 60643312-535-2550Principal: Earl Bryant

CONNECTIONS 2008: fl Compendiumof Integration Ideas 7

1 4

Computer Graphics

Art, Computer, andIndustrial Technology '\\

AWHS

Ray Skeen/Anne Becker

Program Abstract:Computer Graphics is designed to enlighten and enrich stu-dents in the areas of drafting, advertising, visual communi-cation, art, and computers. Students experience abstractprinciples by completing such practical exercises as devel-oping product advertisements which will attract positiveconsumer attention.

Evaluation:Computer graphics merges the visual communication of artwith the technical communication of industrial technologYthrough practical integration exercises in printing, anima-tion, drafting, etc.

This integration effort is considered important becausethe computer has become such a powerful tool for the indus-trial designer and the graphic artist in our society.

Curriculum Area:Art, Computer, and Industrial Technology

Level of Implementaticn:9-10, 11-12,


Materials included:Industrial guidelines, cUrriculum guide(s),lesson plans, outside resources, assessmenttool(s), and student work samples

Integration Resources:The success of this project has been mea-sured by student success in related collegestudy, through with companies supportingthe efforts, and interest shwin by otherhigh schools in the program.

Contact:Ray Skeen/Anne BeckerAurora West High School1201 W. New York StreetAurora, IL 60507708-844-4600Principal: Robert Hawkins

CONNECTIONS 2000: It Compendiumof Integration ideas

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Armstrong Aquaculture

Agricultural Education

"\\/..____,........e

A II S

Robin A. Harlan

Program Abstract:

The purpose of the Armstrong Aquaculture program is tofurther students' agricultural horizons, for urban students tostudy production management in a learning environment,and to give some students who don't normally take

thchem-

istry or physics a look at how ose classes relate to the realworld.

Evaluation:

The academic half of the program includes students' under-standing of what is happening in the program, what changeshave been made, and why. The vocational half of the pro-gram, on the other hand, includes students' understandingwhere and how to make a profit from the program by beingan active participant in the program's management.

The Aquaculture program gives students a chance toleave the classroom and continue to learn. Monotonousstudy often causes students to become tired and boredquickly. With out-of-the-classroom study, students worktoward gaining hands-on experience. Aquaculture farminggives students an alternative program of study besides thestandard crops and livestock farming agriculture curricu-1 urn.

Curriculum Area:.

Agricultural Education


Students:Average, Above Average

Materials included:Instructional guidelines, lesson plans, out-side resources, assessment tool(s), studentwork samples, teacher workshops

Integration Re ources:The success was measured by the knowl-edge and understanding the students exhib-ited compared to what they knew andunderstood at the end of their participationin the program. Success was also measuredin the students' ability to raise, care, andmarket fish.

Contact:Robin A. HarlanArmstrong High SchoolBox 37Armstrong, II 61812217-569-2122Princyal: Don Stagen


2i

Phys-Ma-Tech:Physics Integrated with Math and Technology

Physics, Technology, andMathematics

AwHs

Susan Brennan/Donald Miner/Ray Skeen

Program Abstract:At Aurora West, Phys-Ma-Tech is a two-hour course inte-grated in content and delivery, which addresses physics con-cepts, taught while not reducing rigor. By using technologylabs designed to address physics concepts providing ahands-on approach for students and insight into industrialand technological applications, excellent results areachieved.

Evaluation:

Technology is infused into the physics curriculum usinghands-on laboratory experiences involving industrial equip-ment, processes and miterials, and field trips to area indus-tries and businesses which relate real world technologicalapplications with physics and mathematics. Teacher teamspractice an interdisciplinary approach toward developingand delivering the physics, technology, and mathematicscurriculum coritent.

At the inception of the project, the combination ofphysics, mathematics, and technology was a natural connec-tion for a team effort by teachers from Aurora West. Thegoal was to get more students from the below average todbove average range to sign up for physics. With fewer than15% of high school students nation-wide taking physics, theteam wanted to be part of an effort to combine physics,mathematics, and technology into a course which wouldentice more students to enroll in physics.

Curriculum Area:Technology, and Mathematics


Students:Average

Materials included:

Outside resources, student work samples,extensions of instructional materials

Integration Resources: ,- ....

The results of the fffst year's project indi-cate students in the program learned physicsas well as those in the control group. Oneshould factor into this that the target popu-lation for the program students were fromthe "just below average" to "just aboveaverage" student who had not intended totake physics, while the control group weretraditional college-bound students. A pre-and post-attitude test also indicated that thePhys-Ma-Tech group had increased appreci-ation for physics and technology education.

Contact:Susan Brennan/Donald Miner/Ray SkeenAurora West High School1201 W. New York Street ,

Aurora, IL 60507 708-844-4600Principal: Robert Hawkins


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Chemisuy of Technology and Physics of Technology

Science and Technology Education

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OP/RFIIS

Robert Gauger

Program Abstract:

The Chem Tech and Physics Tech instructional model wasdesigned to raise student achievement through parallelteaching strategies and applicative learning experiences thatpromote competencies in math and science. The programwas designed around the belief that we are all born scien-tists, with an innate curiosity about the things around us, thematerials that make up the world, and about other livingthings.

Evaluation:

Chem Tech and Physics Tech is an integration strategy thatprovides students with hands-on laboratory experiences thatdirectly applies science theories and principles to applica-tions of technology.

The instructional model brings teachers out of isolationand promotes professional exchange of ideas and teachingstraiegies. The students improve their problem solving abil-ides due to the high degree of cooperative learning activi-ties.

Curriculum Area:Science and Technology Education



Materials included:

Teacher workshops

Integration Resources:One positive indicator or the success ofChem Tech and Physics Tech is the enroll-ment pattern over the last 4 years: 1988-89= 35 (pilot), 1989-90 = 100, 1990-91 = 190,and 1991-92 = 235.Contact:

Robert GaugerOak Park & River Forest201 N. ScovilleOak Park, IL 60302708-383-0700Principal: Dr. Donald Offermann

CONNECTIONS 2888: II Compendiumof Integration Ideas n

Growing Together

Agriculture, Science, andMathematics

/-------"""/________......../,

ACUSD #1

Mary Men/Marcia Clark/Pete Egleton

Program Abstract:The purpose of the "Growing Together" program was tointegrate fourth graders with secondary students involved inthe FFA program in order to learn about agriculture and useproblem solving procedures needed in the field of agricul-ture. Both fourth grade and secondary agriculture studentsreceive an integrated learning experience in the areas ofagriculture, science, and mathematics. While jointly build-ing and maintaining a portable greenhouse, students till,pare, and plant a garden on the Astoria campus. Preliminaryresults indicate great excitement within both groups.

Evaluation:

Mathematic and scientific skills of estimation, calculation,measurement, and economics are by integrated into an agri-cultural learning experience reinforced utilizing the bigbrother/sister concept.

The integration effort developed interest in the highschool agriculture program, gardening as a hobby, farming,or other agricultural-related occupations as a career.

Curriculum A :

Agriculture, Science, and Mathematics_

Level of Implementation:9-10, 11-12, 4th grade

Students:Below Average, Average, Above Ayerage,

..Special Ed.

Materials included:

Instructional guidelines, lesson plans,brochure distributed at LS.A.B. Rural andSmall School Fair

Integration Resources:Student enthusiasm by both grade and highschool students. Increased parent and com-munity interest in the annual "Ag Day."

Contact:Mary Aten/Marcia Clark/Pete EgletonAstoria CUSD #1P.O. r ix 487N. Jefferson StreetAstoria, IL 61501Principal: Marti Griffin

CONNECTIONS 20110: A Compendium


2 4

Entrepreneurship Prograrn**The Business Center**

Business Plan Software/MetallurgicalScience/Horticultural Science

EHS

Dorothy R. Appiah/Fred Majors

Program Abstract:

The Business Center in conjunction with an entrepreneurialconcept shows students at Englewood High School thatthere are career alternatives other than seeking employmentin corporate America. The program fosters critical thinkingskills and personal time management techniques by utiliz-ing business planning software, horticulture science, andmetallurgical science.

Evaluation:

The Business Center, an entrepreneurial concept, integratesthe following vocational and academic subjects:Metallurgical science with math, horticultural science withbusiness teemology, business English, and software appli-cations.

Curriculum Area:Business Plan Software/MetallurgicalScience/Horticultural Science

Level of Implementation:1142

Students:Average

Materials included:

Outside resources, audiovisual material/computer software, teacher workshops.Resources were already compiled by vari-ous agencies.Integration Resources:The students are learning valuable businessskills that enhance mastery of math andgrammar skills. Additionally, students areasking to become part of The BusinessCenter.

Contact:

Dorothy R. AppiaWFred MajorsEnglewood High School6201 S. Stewart AvenueChicago, IL 60607Principal: Warner B. Bins


Science IA

Environmental Education

Michael T. Maher

Program Abstract:Students who complete the Technology and the Environmentprogram at the Fox Valley Career Center will have complet-ed a series of activities developed to analyze automotiveengine efficiency andthermal insulation cell efficiency. Gascombustion analysis of internal combustion engines, auto-motive, track, motorcycle, and aircraft is accomplished byincorporating real world testing and measurement of com-monly utilized technology.

Evaluation:The program integrates state of the art gas analyzers utilizedin automotive technology into a classroom environmentalscience application, exploring the limits of applied commer-cial technology and challenging students to design and con-struct a thermal cell that can resist heat rays.

Global learning is realized through enhanced percep-tion and understanding measured by increased hands onexperience.

FVCCCurriculum Area:Environmental Science


Students:Below Average, Average

Materials included:

Curriculum guide

Integration Resources:Student interest, heightened discussion oftopics. Students and parents bringing inpersonal vehicles, implements for testing,evaluation, and discussion.Contact:Michael T. MaherFox Valley Career Center47W326 Keslinger RoadMaple Park, IL 60151708-365-5113Principal: Kathleen J.D. Watkins

CONNECTIONS 2808: fl Compendium


Classroom Activities for Producing Mailable Copy

Business Office Procedures

/?tfr._.,........or____........mor

RIIS

Donna Bigley

Program Abstract:

Producing mailable copy should be a goal of speedwritingand/or office procedures classes; therefore, activities wereimplemented to achieve this goal at Rushville High School.Students utilize skills practiced in the integrated setting toproduce quality mailable copy.

Evaluation:

English skills (grammar, punctuation, and communicationskills) are integrated into the speedwriting and office proce-dures classes.

Donna Big ley believes that for the speedwriting/officeprocedures student to succeed, the student must haveincreased knowledge of English, math, and communicationskills. With these skills, mailable copy is not only attain-able but probable.

Curriculum Area:BusinessOffice Procedures


. ...Students:Average

Materials included:Attached list of classroom activities

Integration Resources:The success of these activities can be mea-sured by the work completed by the stu-dents. Semester tests include sections onEnglish skills and business procedures.

Contact:

Donna Big leyRushville High School730 North CongressRust. ville, IL 62681217-322-4316Principal: John F. Bambrick

CONNECTIONS 2000: R Compendiumof Integration Ideas 15

Center for Applied Technology/Instructional Design

Interdisciplinary/Technology;14\

W II S

rLinda J. Babl

Program Abstract:The Interdisciplinary Technology program at Wheeling HighSchool aims at an applied interdisciplinary approach tolearning,incorporating state-of-the-art equipment, comput-ers, and students. The program explores exciting and diversetechnologies, such as hologram entry, flight simulation,lasers, fiber optics, robotics, and 31 other state-of-the-arttechnologies. Students use these experiences to know,apply, evaluate, and transfer sets of abilities.

Evaluation:Based on an outcomes model of instruction, all students inthe program are required to present portfolios demonstratingunderstanding and the application of science. communica-tion, and numeracy as well as problem solving and creativi-ty.

Linda Babl indicated that the bottom line is that thereal world does not ask us to read, then write, then add, thensolve problems and on and on. There must be a connected-ness to learning if we expect to address life-long learningand retention of global importance and live in a society inwhich all individuals contribute expertise for the commongood.

Curriculum Area:Interdisciplinary/Technology


Students:Below Average, Average, Above Average,Special Ed

Materials included:

Itlaterials/Facilities: Instructional guide-lines, curriculum guide, lesson plans, sam-ples of above

Integration Resources:Authentic assessments of this project.involves observation, interview, and posttest, as well as artifact and portfolio presen-tations measure this project.

Contact:Linda J. BablWheeling High School900 S. Elmhust RoadWheeling, IL 60090708-537-6500Principal: Elizabeth Ennis


2616

Tilden Voc-Tech/Academic Model

Chemistry, Gifted Education, CriticalThinking

. _................ope

THS

Joyce E. Oatman.

Program Abstract:

By integrating vocational technical preparation and acade-mic skills in the Tilden classrooms, vocational studentshave become more competitive, qualified, and competentfor the market place. Combining chemistry, gifted educa-tion, and the development of critical thinking provides stu-dents with opportunity to receive a more complete, well-rounded education, allowing students to more adequatelyapply learning to workplace settings.

Evaluation:

The entire Tilden staff improved academic skills throughstaff development. The staff learned to design a curriculumthat strengthens skills across major academic disciplines.English,mathematics, science, social studies, and industrialtechnology teachers worked together after school to makesure that the skills needed in academic and vocational areaswere incorporated into the curriculum. The initial effortwas undertaken due to the low level of standardized testingscores throughout the school. Additionally, the competen-cy level of the Tilden vocational graduates did not meet thestandards set by the community. The atmosphere ofcollegiability among voc-tech and academic teachers withrespect to planning curriculum has increased dramaticallydue to theproject.

Curriculum Area:Chemistry, Gifted Education, CriticalThinkingLevel of Implementation:9-10

Students:Below AverageMaterials included:Instructional guidelines, outside resources,student work samples, curriculum guides,assessment tools, lesson plans, bibliogra-phy, teacher workshops, and materials forpeer coaching.

Integration Resources:(1)The number of teachers completing thestaff development program. (2)The numberof students completing 4-year voc-tech pro-grams qualified to continue post secondarywork or enter their chosen vocations. (3)Increases in the scores.

Contact:

Joyce E. OatmanTilden High School4747 South Union AvenueChicago, IL 60609312-534-8600Principal: Dr. Hazel B. Steward

CONNECTIONS 2000: II Compendiumof Integration Ideas 17

29

Jones Finance Academy

Accounting and World of Finance Plus \.=,,,,.....,.........00,

JMHSBC

Cozene Buckney/ Annie Miller/Diana L. Robinson

Program Abstract:The Jones Accounting and World of Finance program wasdeveloped to prepare 1 lth and 12th grade students forcareers in the financial services industry and for a lifetimeof learning. The program introduces students to the widearray of Chicago's world class financial community, includ-ing studies in accounting, banking, securities and commodi-ties, exchanges, brokerage, insurance, and real estate.Students who complete the program are prepared for a vari-ety of entry-level positions throughout the financial servicesindustry; however, they are strongly encouraged to furthertheir education by pursuing a college degree in businessstudies.

Evaluation:The innovative program is the first in the nation to combinetwo vocationally oriented education models (the Tech Prepand the Academy of Finance models of the NationalAcademy Foundation). Jones Metropolitan High School hasthe only program like this in the Chicago area. The monthlyJones Breakfast Forumwith cooperative business partners,students, and staffmakes the integration complete.

Integrating academic and vocational curricula wasvital because it directly correlated with the mission of theschool and the preparation of students for the world ofwork, as well as academic proficiency, thus giving studentsthe option of continuing their education in college.

Curriculum Area:Accounting and World of Finance plus


Students:

Average

Materials included:Materials/Facilities: Instructional guide-lines, outside resources, and teacher work-shops.

Integration Resources:The success of the project is measured bythe number of students who: are on thehonor roll, have perfect attendance, aresuccessfully employed, are seeking highereducation, and have a very positive outlookon their future in financial services.

Contact:Cozette Buckney, PrincipalAnnie Miller/Ms. Diana L. RobinsonJones Metropolitan High School ofBusiness & Commerce606 South State StreetChicago, Illinois 60605312-534-8600


, -A 1

18

Automated Systems

Industrial Education

.TIIS

Dennis F. Koester

Program Abstract:

The Automated Systems program at Teutoplis High Schoolbuilds students' competence in mathematics, science, andcommunication through a sequential course of "hands-on"applied sciences and arts. Students become thinkers, teambuilders, and act as teachers themselves in this innovativeprogram. By using automated systems as the connection,students bridge and reinforce the concepts learned in math-ematics, science, and communications. Teacher and studentmotivation has continued to escalate as the program contin-ues, and many students are for the first time developing aclear understanding of the connectivity between schooland work.

Evaluation:

The program provides technical preparation in engineering,technology, and applied science. Rendering from theabstract to the real, and correlating transferable skills fromgeneral education to vocational education are valuableaspects of the program. Social skills, critical thinking skills,and problem solving skills needed for employment are avital component throughout the curriculum.

The program meets the academic needs and post edu-cational endeavors of all students regardless of the academ-ic pr::isam.

Curriculum Area:Industrial Technology

Level of Implementation:

11-12


Materials included:

Instructional guidelines, cuniculum guides,lesson plans, outside resources, assessmenttools, student work samples, audiovisualmaterial, and teacher workshops.


Integration Resources: Student motivationin class. ACT scores and other post-evalua-tion tests. Interviews from returning stu-dents. Peer satisfaction!

Contact:Dennis F. KoesterTeutopolis HighRt. 40 West, Box 700Teutopolis, IL 62467217-857-3139Principal: Robert L. Shanks

, _.

CONNECTIONS 2080: 11 Compendiumof Integration Ideas 19

eA 1 -

AquacultureB yron S ty le !

Agriculture/Horticulture

___.......10,___..........mre,

BHS

Daniel Ginter

Program Abstract:Progressively exploring the propagation of aquatic speciesfor human consumption using an intensive aquaculture waterreuse system allows students at Byron High School uniqueopportunities in agriculture. The program has generatedhigh student interest and motivation by incorporating acade-mic content (science and mathematics) into an innovativehands-on aquaculture program. One student commented "Ididn't stay home from school today just because I wanted tosee the fish"thus accentuating the positive effect the pro-gram had on student motivation.

Evaluation:

Through the propagation of aquatic species, students areexposed to science concepts such as environmental factors,water chemistry (alkalinity, nitrite nitrogen, dissolved oxy-gen, PH, ammonia nitrogen), bacterial growth, disease anddisease prevention, as well as mathematics (weights andmeasures), genetics, geography, history.

High levels of interest by students was shown whenDaniel Ginter interviewed them prior to beginning this pro-gram. Curriculumdevelopment was vital for the Agricultureprogram and was undertaken in order to incorporate moreacademic subjects into an interesting new agriculture-on-ented venture.

Curriculum Area:Agriculture/Horticulture



Materials included:Materials/Facilities: Curriculume are beingdeveloped to not only cover aquaculture,but to incorporate other subject matterclasses K-12. This isco-sponsored by theschool district's Edutech Committee.


Integration Resources: Lower level/at-riskstudents became interested in learning.

Contact:Daniel GinterByron High SchoolP.O. Box 911, Tower RoadByron, Illinois 61010815-234-5491Principal: Gary Hassler


Foods, Chemistry, Biology

Food Science \./_____,.,,,,,,,,w0/

AWHS

Phyllis Krame/Branson Lawrence...

Program Abstract:

Teaching chemistry and biology principles through the useof food and nutrition has proven to be a great success forAurora West High School. The infusion of science princi-ples into the food and nutrition program introduces theseconcepts in a natural and vital manner. Students use hand-out and worksheet information to explore topics such as thenutrient needs of humans, serving sizes, and health prob-lems associated with poor eating habits.

Evaluation:

Science and home economics teachers work together usingscientific methods to direct laboratory experiments involv-ing food. Students are able to use scientific principles in thepreparation of food and designing nutrition meal plans.

Many average and below average students were afraidof science and avoided subjects like chemistry and biology,The Food Science course allowed students to learn a core ofknowledge in chemistry and biology in a nonthreateningsurrounding.

Curriculum Area:Foods, Chemistry, Biology


Students:Below Average

Materials included:

Instructional Guidelines and AssessmentTools.


Integration Resources: Success of the pro-gram has been measured by testing and stu-dent evaluations of the program.

Contact:Phyllis KramerBranson LawrenceAurora West High1201 W. New YolkAurora, IL 60506708-844-4600Principal: Bob Hawkins


33

Fitness and Nutritional Analysis

Home Economics D Physical Education

ii

VJAHS

Linda Dishman/Carrie Cox

Program Abstract:The Fitness and Nutritional program is an individualizedinterdisciplinary course that teaches a holistic approach towellness. Through innovative and unique curricularapproaches, the physical fitness and nutrition program incor-porates nutrition information, food analysis by computer,cholesterol, and body composition testing into a wide vari-ety of physical fitness and academic activities. The course isco-instructed by faculty from each department, utilizing bothpsychomotor and cognitive based cur riculum and evalua-tion.

Evaluation:The physical education and home economics teacher teamteach this class in a two-period block of time. Both areactively participating and even eat lunch with the studentsas part of the nutrition segment.

Students see the relationship between healthfuleating/food preparation and physical exercise by exploringtopics such as risk analysis stress management, exercise andfood choices, making healthy choices, and healthy eatingpatterns.

Curriculum Area:Home Economics and Physical Education


Students:

Below Average, Average, Above Average

Materials included:Outside resources, student work samples,curriculum guides, teacher workshops.

Integration Resources:Increased scores when students analyzedtheir diets by computer. Students complet-ed pretests on eating habits/physical fitnessat the beginning of the semester and posttests upon completion of the program.

Contact:Linda DishmanCarrie CoxVictor J. Andrew High School9001 W. 171st StreetTinley Park, IL 60477708-532-7300Principal: Mrs. Arlene See

CONNECTIONS 2888: 11 Compendium


Writing Across the Occupational Curriculum

Business, Accounting, 84 OfficeCareers

John Drea/Michael Terry

Program Abstract:

Any students at John Wood Community College who needhelp with writing problems may now stop in at the newwriting assistance center. The purpose of the center is toimprove the written communication skills of students inselected occupational programs to a level compatible withthe needs of area employers. By using self-directed, com-puter based spell checkers, vocabulary and style checkers,

JWCCstudents fznd just about every aid they will need to becomebetter writers.

,

Evaluation:

Students in selected occupational programs developimproved written communication skills by completing morewriting assign ments in occupational classes. A writingassistance center was created and equipped with 20 micro-computers in order to help students with writing problems.The staff at the center works to encourage occupational stu-dents to write more.

The primary force behind the integration effort wasthe 1989 Basic Skills Survey which indicated a need toupgrade the written communication skills of all occupation-al students.

Curriculum Area:Business, Accounting, & Office Casein


13, 14

Students:Below average, average, above average

Materials included:

Assessment tools and faculty informationsheets.

Integration Resources:Student success is measured by firstcollecting writing samples from students atthe beginning of a semester. Students com-plete writing activities in the selectedoccupational classes and receive assistancein the Writing Assistance Center. .% writ-ing sample is again collected at the end ofthe semester for comparison purposes.John Drea

Contact: .

Michael TerryJohn Wood Community College150 South 48th St.Quincy, IL 62301217-224-6500Plan of Instruction: Veldon Law


35

Biology and Food Science Overlaps

Biology/Food Science

Mark Collins/Carla Nilson/Deborah Pass

Program Abstract:Directing students in an experimental approach towardunderstanding the application of basic scientific principlesto food preparation and nutrition provide students atHerring High School with intergration activities that are rel-evant to the real world. The Biology/Food Science projectat Henin High School explores the production, processing,preparation, evaluation, and utilization of food. The pro-gram is based on many areas of science such as chemistry,biology, physics, and psychology. By using scientific meth-ods in laboratory experiments students not only understandfood, but science concepts and a variety of applications toeveryday life.

Evaluation:The Science/Home Economics food science course is taughtin a hands-on experimental discovery method. The scienceand home economics department are exchanging classes topresent lessons in their fields of expertise and are workingtoward additional team teaching activities for the future.

Students see how vocational and academic disciplinesinteract. Vocational programs help the academic stude.ntsunderstand how science is used in real life situations and theacademic programs provide concepts which reinforce voa-cational applications.

HHSCurriculum Area:Biology/Food Science


Students:

Average

Materials included:Outside resources, curriculum guides,lesson plans, and teacher workshops.

Integration Resources:The success of the project was measuredby student enthusiasm and participation indiscussion. Observa tion, therefore, wasthe main criteria for the success of theproject.

Contact:Mark Collins/Carla Nilson/Deborah PassHerrin.High School700 North 10th StreetHerrin, IL 62948618-942-6606Principal: Edwin Tresnak

CONNECTIONS MB: ft Compendiumof Integration Ideas 24

36

Project Hawk - Engineering for High School Students

Computer Ed/Engineering/Math/Science

-.......00

LTHS

Lynn St. James/Arthur Nachowitz

Program Abstract:

Project Hawk focuses on the connections between variousdisciplines and real world problem solving applicationswhile offering participating students insight into engineer-ing. As a collegelevel interactive/instructional televisioncourse, Project Hawk offers pre-engineering to high schoolstudents at their local school site. By using the latest state-of-the-art instructional materials and equipment studentsstudy science and mathematics by relating academic con-cepts to engineering problems.

Evaluation:

Students utilize specific software, nouvelle computers andinteractive television to solve scientific, mathematics, wordprocessing, and engineering problems. The program formatfacilitates the application of knowledge to solve proposedproblems.

As a member of the Coalition of Essential Schools,Lindblom is restructuring the school and curriculum towardinterdisciplinary, cooperative learning, team teaching andapplied learning techniques. The IITH Program modelseach of those concepts and improves student performance.

Curriculum Area:Computer Ed/Engineering/Math/Science


11-12 .

Students: .

Above Average_

Materials included:

Student work samples


Performance on case studies; observation;project completion reports.

Contact:Lynn St James/Arthur NachowitzLindblom Technical6130 S. WolcottChicago, IL 60636312-535-9300Lynn St. James


:3 7 BEST COPY AVAILABLE

Computers and Applied Math

Mathematics/Business Education / -....."00

Sharon Poppleton

Program Abstract:The Computers and Applied Math program was developedat Glenbard West High School to present math using aslightly different approach. The program was designed forthose students who have had a difficult time understandingmath concepts and at the same time relate the use of thosemath concepts to the business world and real life experi-ences by using the personal computer.

Evaluation:Computers and Applied Math provides avenues toward inte-grating math and business education on a daily basis. Mathconcepts are presented through the use of a workbook thatallows each student to manage a band and use the math nec-essary to succeed in this role. Then those same concepts aretransferred to the personal computer and the student learnshow the computer is used in the real world to accomplishthose same tasks learned in the class room.

Previous to this integration effort two courses (AppliedMath and Introduction to Computers) were addressing simi-lar subject areas and not necessarily meeting with great suc-cess. Joining the two courses brought both math and corn-puters into a new light and a different environment forlearning. A more hands-on, real life approach is utilizedallowing students to relate content more effectively thanthey did in the previous two courses.

-...........,

GWIISCurriculum Area:Mathematics/Business Education


Students:

Below Average

Materials induded:Materials/Facaities: Instructional guide-lines, student work samples, curriculumguides, assessment tools, and lesson plans.

Integration Resources:The success of this project has beenmeasured through testing, observation andcomparison of past students who followedthe old curriculum with those participatingin Computers and Applied Math program.

Contact:Sharon PoppletonGlenbard West670 Crescent Blvd.Glen Ellyn, IL 60137708-469-8600Principal: Susan Bridge


Keyboarding 1

Integrated Curriculum for Keyboarding

ESLSHS

Mary Ann Mayes

Teaching keyboarding to students of varying abilities whilereinforcing other academic skills and attempting to develophigher critical thinking skills is the purpose for which theintergrated curriculum for Keyboarding program was devel-oped. The program focuses on the connections betweendisciplines using lesson plans of a practical nature.

Evaluation:

By developing individual lesson plans, the lntergratedCurriculum for Keyboarding Program integrates the acade-mic and vocational curricula. Providing lesson plans inKeyboarding which include math, language arts, readingskills, decision making skills, listening and following direc-tions skills, and higher critical thinking skills allows stu-dents of varying abilities to reinforce academic skills whilestudying practical subjects.

Making students more "employable" is the bindingagent for the program. The answer lies in the student's abli-ty to apply the information learned in academic classes topractical, life-skills taught in vocational education classes.Students see the everyday, "job-getting" need for languagearts, math, otc., and performing better in academic classesas well.

Curriculum Area:Keyboarding 1 and 2


11-12

Students:Below Average and Average

Materials included:

Instructional guidelines and lesson plans.


Testing, teacher observations, and studentreactions.

Contact:Mary Ann Mayes/Shirley HolmanEast St. Louis Sr. High4901 State St.East St. Louis, IL 62201618-583-8400Principal: Samuel Morgan


:3 9

Advanced Physics with Autos

Connections

Ronald L. Williams/Michael Fodor

Program Abstract:Helping intelligent (but sheltered) advanced physics studentsinter& with auto students exchange knowledge concerningthe theory and application of auto physics and technologieswas the impetus for starting the Advanced Physics with autoprogram. By linking the theory of the engineer and the prac-tical results of the technician, students explore topics suchas: friction, sound, fluids, and rotation through examining

:d trouble shooting the basic systems of the automobile.:he automobile provides real world applications for many of

the previoulsy complex physics problems.

Evaluation:The program was a great success in so far as the auto stu-aents learned the types of engineering principles wereinvolved and the physics students learning that theory hasits problems when put into practical use. The program linksthg two "worlds" together and shows their interdependenceand develops an appreciation for studying both curricularareas.

Ron Williams suggested that students need to first gainappreciation for the great advances science and technologybrings to their lives. Then, they may be inspired to furtherimprove their world and the quality of their lives throughfurther study. Test score improvement is sure to follow.

SHSCurriculum Area:Advanced Physics with Autos


Students:

Average and Above Average

Materials included:Instructional guidelines and lesson plans.

Integration Resources:Discussion following my three days ofinstruction proved beneficial and providedfurther ideas for improvement and futuregoals.

Contact:Ronald L. Williams/Michael FodorSchaumburg High School1100 W. Schaumburg RoadSchaumburg, IL 60194708-882-5200Principal: Jack Gaza

CONNECTIONS 2000: R Compendiumof Integration Ideas 28

Business Academy

Business

(-----1"-e""we

PHS

Robert Meiss

Program Abstract:

Providing students with skills and attitudes in the areas ofaccounting, clerical, secretarial and marketing, sufficientfor them to obtain entry level positions in the local labormarket upon graduation from high school are some of thehigh goals set at the Peoria High School Business Academy.By incorporating math and English content into the busi-ness curriculum, students gain an exposure to the skills andconcepts used in the business world.

Evaluation:

Math, English and business courses are taught in theBusiness Academy. These subject matters are integratedinto the subject matter.

The Business Academy was developed as a response tolocal employer demands for better prepared students. Theintegration of subject matter is viewed as a method of lend-ing greater relevance to academic subject matter. Studentsare shown academic skills and are given practical knowl-edge how they are applied in the workplace.

Curriculum Area:Business


10-11

Students:Average

Materials included:

None


The ultimate success of the program ismeasured by the employment of studentsafter graduation. Interim indicators of suc-cess are attendance, grades, attitudechanges and business skill development.

Contact:Robert MeissPeoria High School1615 N. North St.Peoria IL 61604(309)672-6630Principal: Richard Greene

ICONNECTIONS 2888: A Compendiumof Integration Ideas 29

4 1

Health and P.E.

Business Ed/Computer withJournalism, Science, Social Science,Interdisciplinary Newspaper Project

/1_,........mod

RIIIS

Sheila Wahellanel Bihn

Program Abstract:The interdisciplinary newspaper project has a twofold pur-pose: first, the students receive credit in several disciplinesby completing one assignment, and second, the teacherswork cooperatively to meet the current and future needs ofstudents.

Evaluation:Students are assigned to research and write three newspaperarticles from topics suggested by teachers. These topicsrange in content and cover a variety of academic areas.Students create their articles using Apple Works on AppleIIc computers. They then learn to transfer them to theMacintosh and Micro Soft Works. Students learn the basicelements of Page Maker to create a masthead for their ownnewspapers and place their articles on the page, correctthem, and print them for credit in at least threeclasses,

The over-riding goal of this project was to give stu-dents a change of pace from the normal daily assignmentroutine and to let them see that all academic areas areimportant and tie together. The students are highly motivat-ed by using the computer, but the participation by other staff

members is essential.

Curriculum Area:Business Ed/Computer with Journalism,Science, Social Science, Health and P.E.Level of Implementation:9-10 and 11-12

Students:

Below Average and Average

Materials included:Teachers who participated, their disciplines,and suggested topics.

Integration Resources:Success will be measured by the commentsreceived from the students as well as feed-back from the other teachers who agreed toparticipate. Students will receive a majorgrade in computer class for this project andwill be taldng copies of their newspapersto other teachers for credit.Contact:Sheila Wahe/Janel BihnRock Island High School1400-25th AvenueRock Island, IL 61201(309)793-5950Principal: Duane Bonsall


Noise Pollution - (P.E.R.F.E.C.T.)

Science, Math, Business English,Industrial Technology

_

f______........S

P M II S

Randy Simmons/Roger Hoerr/Gina Simpson/Patti Simmons/Bob SuhrProgram Abstract:

The Noise Pollution Project at Peoria Manual High Schoolwas implemented in order to help develop a clear under-standing of the cross-relationship of noise pollution to relat-ed fields in science, math, business, and industrial technolo-Dr-

Evaluation:

By "adopting- a hands-on-approach to developine an under-standing of noise pollution, the staff at Peoria Manual tooka huge leap where most educators are afraid to go! We,sharing ideas, materials, thoughts, and yes, students!

Curriculum Area:Science, Math, Business English, IndustrialTechnologyLevel of Implementation:9-10 and 11-12

Students:Below Average, Average and AboveAverage

Materials included:

Outside Resources, Audiovisual Materials,Teacher Workshops, and Us asProfessionals!


Students were tested after exchangingclasses, which turned out very positive.

Contact:

Randy Simmons/Roger Hoerr/GinaSimpson/Patti Simmons/Bob SuhrPeoria Manual811 S.W. GriswoldPeoria ILPrincipal: Eric Johnson


PHYS-MA-TECH

Physics - Math - Technology

, \/Patrick A. Crowns/Jerry L. Allen,

Program Abstract:Intergrating Physics and Math content through technologicalapplications, as well as developing interdisciplinary deliverymodels, has led to the development of an innovative pro-gram called PHY-MA-TECH. The PHYS-MA-TECH pro-gram at Grayslake High School identifies technologicalapplication in various industrial settings that help demon-strate physics concepts while providing hands-on experiencefor students.

Evaluation:

Phys-Ma-Tech uses hands-on laboratory experience whichinvolves industrial equipment, processes and materials, andfield experiences related to technological application, andthe interdisciplinary approach to content development anddelivery.

This curriculum development was undertaken toimprove physics instruction by integrating technology andencouraging the enrollment of students who do not normallytake physics. Phys-Ma-Techprovides a vehicle to enticethese students into integrated subject areas which areviewed by industry as important for employment.

GHSCurriculum Area:Physics - Math - Technology


Students:AverageMaterials induded:Instructional guidelines, curriculumguides, outside resources, assessment tools,student work samples, bibliography.

Integration Resources:Students were given pre/post tests for eachunit, anda pretest before coursework beganand a post-test after the course was fm-ished. Daily observations, and interviewsby Northern Illinois University of parents,teachers, and students were conducted.Evaluation forms were completed by stu-dents and teachers on field-tested activities.Results were used to facilitate module re-writes.

Contact:Patrick A. Crowns/Jerry L. AllenGrayslake High School400 N. Lake StreetGrayslake, IL 60030708-223-8621Principal: Elizabeth Erickson McDonald


4 4

Food Science

Home Economics/Generates ScienceCredit

Cheryl GansauerfEdythe StraterMoris Tozzi

Program Abstract:

The Thornton High School Food Science program is acourse designed to assist students in developing an under-standing of how to apply basic scientific principles to foodpreparation and the nutritional consequences of preparationprocedures. Through theutilization of demonstrations andlaboratory experiments, students begin to develop an under-standing of how preparation procedures affect the nutritioncontent of foods. Applying this knowledge through prepa-ration of products or solving scientific nutritionally relatedproblems is the powerful hidden objective.

Evaluation:

The Food Science program was designed using the Stateand district science learner outcomes and applying thoseoutcomes to the principles of food preparation.

At the time that the course was developed, studentswere not succeeding in science and could not relate scienceto their every-day experiences. By presenting science tostudents in a practical. applied approach, science becomespractical and relevant.

THSCurriculum Area:Home Economics Science



Materials included:

Instructional guidelines, curriculum guides,lesson plans, outside resources, assessmenttools, bibliography, student work samples,and teacher workshops.


Pit/Post Tests - Student enrollment hasincreased and remained stable over the last5 years. Observations from professionals.Success of many individual students.Requests for materials/presentations.

Contact:

Cheryl Gansauer/Edythe Strater/Doris Tozzi151st & BroadwayHarvey, IL 60426708-596-1000Principals: Joseph James/Barbara Palmer


45

Physics (Integrated)

Science Ce Industrial Technology

-....,..NS,___...........9

ABSHS

Lou Komer/David Verdeyen

Program AbstractThe Physics Intergrated program at Alan B. Shepard HighSchool is used to enhance and improve secondary levelphysics. The improved physics course includes mathematicsinherent to the science content and the technological appli-cations which are a result of using scientific and mathemati-cal principles. By integrating the concepts from each con-tent area, students may experiment with practical applica-tions of abstract concepts.

Evaluation:A deficiency in the educational system puts students intoscience, mathematics, and technology courses each indepen-dent of the other. Since contemporary students live in atechnological society, emphasis in this program has beenplaced on integrating experiences through content and deliv-ery. This interdisciplinary approach treats the disciplines asequal and presents them as a team,

In a highly technological society, it is imperative thatstudents obtain strong foundations in the areas of science,mathematics, and technology if they are to become futureresearchers, engineers, scientists, technologists, and educa-tors. This course will provide an improved, enhanced, and

more relevant physics nwriculum.

Curriculum Area:Science & Industrial Technology


Students:

Average

Materials included:Instructional guidelines, curriculumguides, assessment tools, lesson plans, labexperiments, inservice video tape.

Integration Resources:Measurement was completed by using apre/post test process, interviews with stu-dents, teachers, administrators. Resultsprovided positive evidence that integrationis well worth continuing.

Contact:Lou Komer/David VerdeyenAlan B. Shepard High School13049 S. Ridge land AvenuePalos Heights, IL 60463708-371-1111Principal: Dan McAllister


4 6

Annual Bridge Design & Strength Test Contest

Engineering Graphics, Physics, andMathChuck Morrison

Program Abstract:

By challenging students using friendly competition betweenengineering and physics, students at Deerfield High Schoolput their knowledge of math, physics, and design into a realthree dimensional solution to a prescribed problem (i.e.The Bridges)! Using basswood, glue, and knowledge, stu-dents construct bridges which are then destructively tested,creating an exciting conclusion to the learning experience.

D II S

Evaivadon:

Integration of academic and vocational curricula occurswhen physics students use the Engineering Graphics Laband are introduced to CAD as a design tool. The engineer-ing students research "forces" via physics principles and, asmentioned previously, they have a bit of friendly competi-don for bragging rights,

Mr. Morrison mentioned that "For many years I havetried to show the close relationships between mydrafting/design curricula and that of math and science. TheDeerfield High School Annual Bridge Design and StrenethTest does just that."

Curriculum Area:Engineering Graphics, Physics, and Math


11-12

Students:

Materials included:

Instructional guidelines, outside resources,student work samples, speakers on bridgedesign, curriculum guide, assessment tools,audiovisual material, lesson plans, and bib-liographyIntegration Resources:

Each year the winning student's name anddesign efficiency are engraved on a plaque.Last years winner broke an existing record,holding 1,616.2 times its own weight.

Contact:Chuck MorrisonDeerfield High School1959 Waukegan RoadDeerfield, IL 60015(708) 405-8470Principal: John Scornavacco

CONNECTIONS 2000: FI Compendiumof Integration Ideas 35

4 7

Tech Prep Curriculum Integration

Business, English, Manufacturing,Math, and Science

EPCI1S

JoAnne Westerman

Program Abstract:By focusing on the alignment of topics covered in academicand vocational courses taken by the middle 50% of the stu-dent body at East Peoria Community High School, a lab hasbeen instituted to teach Applied Academics. This lab incor-poiates applied materials in all sections of pre-algebra, alge-bra, academic level English (all years), physics, & chem-istry/biology, and develops a sequence of recommended aca-demic & vocational courses for students planning to enter avocational career. The alignment, coordinated by JoAnneWesterman, was accomplished by developing complex flowand organizational charts which allows students to gainexposure to many relevant subject areas.

Evaluation:Math, science, & manufacturing teachers worked togetherstudying each other's curriculum, noting overlapping topics,and adapting course outlines so that topics were beingtaught by academic teachers previous to or concurrentlywith the related vocational unit. Similarly, English, busi-ness, and math teachers worked together to align their cur-ricula. Plans were made for vocational & academic teachersto team teach some units during the next school year asscheduling allows,

Academic teachers and vocational teachers workedtogether for the first time, learning what related materialwas being covered in other departments. 'The focus was onmaking sure students mastered specified basic knowledgebefore graduation instead of focusing on competitionbetween departments for student enrollment.

Curriculum Area:Business, English, Manufacturing, Math,and ScienceLevel of Implementation:9-12

Students:Average

Materials included:Curriculum Outlines, and RegistrationCourse Sequences

Integration Resources:Pre-tests were given in Tech Prep English,math, science, business, and manufacturingclasses during Fall, 1991; post-tests wereadministered in late Spring, 1992. Resultsfrom curriculum alignment will be moni-tored over a two-to-three year period. Testscores from students in classes utilizing theapplied math lab & applied materials willbe compared to those in traditional classes.

Contact:JoAnne WestermanEast Peoria Comm. H.S.1401 E. Washington StreetEast Peoria, IL 61611(309) 694-8300Principal: Jeanne Williamson

CONNECTIONS HOD: A Compendiumof Integration Ideas 36

4 G

The Pandora Society

Math, Science, and Technology

/__

CCHS

Cynthia B. Vernon

Program Abstract:

The Pandora Society, developed at Carbondale CommunityHigh School, was designed to build female students' inter-est and skills in math, science, and technology throughpractical experiences. I he Pandora Society was neverintended to open a box of evils for the world, but rather abox of positive experiences which will influence youngwomen throughout their adolescent and adult lives. Thegroup meets bi-weekly to develop practical skills whichinclude: using power tools, fixing common householditems, decorating skills, general auto repair, etc.

Evaluadon:

Students use mathematical and science skills to complete avariety of practical applications successfully. CynthiaBemon, who started the program, indicated that she beganthe program after noticing that average and above averagefemale students in chemistry and physics had a disturbingtendency to distrust their ability to handle practical applica-tions of academic material,

Curriculum Area:Math, Science, and Technology


10-12

Students:Average, Above-Average

Materials included:

Instructional guidelines, outside resources,curriculum guides


Measure girls' classroom behavior whencalled upon to construct laboratory equip-ment or otherwise link practical experienceto academic skill; interviews through ques-tionnaire.

Contact:

Cynthia B. VernonCarbondale Community High School200N. Springer St.Carbondale, IL 62901(618) 457-3371Principal: Russell Clover


49

Reading Workshop

9th grade English

Shirley Miller

Program Abstract:Reading, the fundamental component of all learning, has anew opportunity to be emphasized through the work ofShirley Miller at Cambridge High School in Cambridge, IL.Shirley indicated that by giving students the opportunity toread a book of their choice during class time, reading skillsprogressed and personal reading habits improved.

Evaluation:Reading is a fundamental skill required in all careers,whether technical or vocational. A varied vocabulary andthe ability to read are two major benefits of this program.

This program encourages students to read, thereby..eveloping a desire for recreational reading. Writing skillsare enhanced as students respond in their "lit logs."Feedback from students shows a general increase in timespent reading, both academically and recreationally.

CHSCurriculum Area:English


Students:

Below average, Average, Above Average

Materials included:Instructional Guidelines, Student WorkSamples, Assessment Tools

Integration Resources:A survey was used to evaluate studentperformance and the students' reading logswere read periodically.

Contact:Shirley MillerCambridge High School300 South West St.Cambridge, IL 61238(309) 937-2051Principal: Dan Caras


Food Science

Home Economics G. Science

..........-........01-,.........

DGSHS

Nancy Holt/Jim Slouf

I

Program Abstract:

The purpose of the Food Science program at DownersGrove South High School is to give students an opportunityto learn scientific principles similar to those taught in anappropriate level science class and have a chance to applythem in the areas of food preparation and nutrition. Thefood science curriculum links food preparation techniques,which are an internal part of the vocational food servicearea, to the underlying scientific principles. As an example,students apply information about the factors influencingcrystal growth to candy making.

Evaluation:

When the science requirement for graduation from SchoolDistrict #99 was increased from one credit to two, it wasdiscovered that approximately 80% of the student body tookthree or more science courses. The remaining students whoshould be required to take additonal science hours were pri-marily lower ability students. Nancy Holt indicated that thefood science program was developed to meet the needs ofthose students.

Curriculum Area:Home Economics & Science

Level of Implementation:9-12 ,...

Students: ,. .

Below Average, Average,,.-et.: 'eca

Special Education.. .-;1

Materials included:it.

Instructional Guidelines, Outside .X.

Resources, Student Work SamplO, .. .

Curriculum Guides, Assessment Tools,Audiovisual Material, Lesson Plans,Bibliography, Teacher WorkshopsIntegration Resources:The director of assessment been involvedwith the formal assessment of food sciencefinal exanr scores which will be comparedto final exam scores in science courses witha comparable population. School bOardmembers, school administrators, depart-ment heads, and teachers observed thecourse on numerous occasions.

Contact:

Nancy Holtllim SloufDowners Grove South H.S.1436 NorfolkDowners Grove, IL 60516(708) 852-0600, Principal: Dr. Craig Zeck


51

Clerical Office Practice

Capstone Secretarial Course

......_.......001

GHS

'Vickie Seniker

Program Abstract:Clerical Office Practice at Gillespie High School is a senior-level course that provides a link between other high schoolbusiness courses and the real business world. By emphasiz-ing the use of computers (utilizing various integrated soft-ware programs), calculators, and transcription machines, stu-dents passively receive abstract concepts related to math,science, and English.

Evaluation:A one-month unit on basic grammar, which relates to mater-ial students have already learned in English, serves to"merge" the English Department and the BusinessDepartment. The continual pressure to use proper spelling,punctuation, and sentence construction further integrates the

two areas.Vickie Seniker indicated that she could not imagine a

business teacher who did not stress the integration of his/hervocational area with the academic area in general and withthe language arts program in particular. Vickie further stat-

ed: "If one has the keyboarding skills yet lacks proper skillsin spelling, grammar, word usage, etc., his/her learning is

incomplete."

Curriculum Area:Business, English


Students:

Above AverageMaterials included:There are no textbooks and no workbooksin this class. Various units and sometimeslocally created tutorials for various comput-er units are used for evaluation.

Integration Resources:One particular measure of the success ofClerical Office Practice (and our entireBusiness Department) is that when gradu-ates choose to continue their education at aprivate business school, they fmd their firstseveral months to be mere review.

Contact:Vickie SenikerGillespie High School612 BroadwayGillespie, IL 62033(217) 839-2114Principal: Robert Fulton

CONNECTIONS 2000: A Co.npendium


52

Ai...MOW

IVC Tech Prep

English/Business andMath/Science/Industrial Technology

.----weiuu.le--.........

iv cHs

Susan Goodale

Program Abstract:

The Illinois Valley Central High School's inregrated cur-riculum prepares students for the highly technical, rapidlychanging workforce of the 21st century through its integra-tion of academic and technical preparation and the encour-agement of college prep studies. A week-by-week integrat-ed curriulum outlines all major concepts to be covered inEnglish, business, math, science, and industxial technology.Lesson plans, daily, and weekly objectives have been devel-oped which reinforce one another, as well as common con-cepts.

Evaluation:

Overlaping and reinforcement, as well as direct applicationof academic concepts in two or more curricular areas at onetime, encourages students to take planned sequences of inte-grated instruction. This effort has resulted in increased testscores, lower dropout rate, increased number of studentspursuing the 2+2 degree, and more academically and tech-nically prepared students.

Curriculum Area:English/Business andMath/Science/Industrial TechnologyLevel of Implementation:

9-12


Materials included:

Instructional guidelines, outside resources,curriculum guides, audiovisual material,lesson plans, teacher workshops.


Pre- and post-testing, classroom observa-tion & evaluation, interview.

Contact:Susan GoodaleIllinois Valley Central1300 W. SycamoreChillicothe, IL 61523(309) 274-5481Principal: Steve Garrison


53

Professional Writing and Cooperative Vocational Education

Language Arts/Business \-..........ame.._.........marw_______,..........

IVCHS

Del Goodale/Sherri Heth

Program Abstract:As a part of the Illinois Central High School integrated cur-riculum project, the Professional Writing program appliesthe academic concepts of communication (e.g. reading, writ-ing, speaking, listening) in professional/technical writing tostudents' cooperative work experience. Through developingweek-by-week integrated curriculum outlines which serve toconnect language arts and business, Del Goodale and SherriHeth have truly joined curriculum toward the betterment ofboth programs. Both programs were analyzed andsequenced in order to emphasize the strengths and reinforcethe weaknesses of each.

Evaluation:English, business, and work skills are integrated throughweeklystructured lesson plans between the two classes. Oneclass is taught by a business teacher and the other by thelanguage arts teacher. Some of the initial feedback on theprogram indicates improved performance on the job.increased motivation and retention, test score improvement,and, most importantly, a holistic approach to instruction andlearning in the classroom.

Curriculum Area:Language Arts/Business


Students: :

Average, Above Average ..... '

Materials induded: 04,.5?.. 2c's'i ','

Instructional guidelines, outside rtiources,curriculum guides, audiovisuarmittaill,lesson plans, teacher workshops, anita listof presentations to other schools.Integration Resources:

On the job evaluation from employert andco-op supervisor, student work quality,

Pre- and post-testing,

Contact: .

Del Goodale or Sherri HethIVC High1300 W. SycamoreChillicothe, IL 61523(309) 274-5481Principal: Steve Garrison


Tech Prep: Integrating Math, Science, Industrial Technology

Math/Science/Industrial Technology

(Pf//--"""md/

IVCSH

Bob Prout /Mike Themas/Ralph Scott

Program Abstract:

As a part of the Illinois Central High School integrated cur-riculum project, the math, science, and industrial technolo-gy course integrates and reinforces the principles of math,science, and industrial technology for students at the ninthand tenth grade level. Through the development of week-by-week curriculum outlines, connections are formedbetween abstract math and science concepts and practicalindustrial technology exploration.

Evaluation:

Course content, objectives, and activities are reinforced andmultiply as students move from one class to another.

Test score improvement, increased retention and appli-cation, and a wholistic approach to learning are just a few ofthe goals for the exciting class,

Curriculum Area:Math, Science, Industrial Technology


9-10

Students:. ..

Average to Above Average

Materials included:

Instructional guidelines, curriculumguides, and lesson plans.


Pre- and post-tests, observations, inter-views and self-reports.

Contact:Bob Prout, Mike Themas, or Ralph ScottIVC High1300 W. SycamoreChillicothe, IL 61523(309)274-5481Principal: Steve Garrison


w .-

43

BEST COPY AVAII AR! F

Tech Prep: Commerce and Communication

Interdisciplinary

7--.."........$Program

WHS

Lona C. Bibbs/Carol A. Sharp

Abstract:Upon entering the front door of Westinghouse High School,you will notice that something very positive is taking place.Integrating academic and vocational curricula while explor-ing all aspects of commerce and communications has led toa new atmosphere at Westinghouse, an atomsphere of prideand accomplishment. By involving students, parents, teach-ers, and the private sector, a school of commerce and com-munication which invloves the study of business, drafting,art, and printing has begun to flourish.

Evaluation:The program is based on shared planning of curriculabetween academic and vocational areas and the block sched-uling of the students and teachers involved in the program,thus allowing planning time for teachers and extended study

time for students.Students are made more marketable through enhanced

vocational skills, and improved test scores serve to show therelevance of academic studies to vocational areas of interest,Improved retention and graduation rates are also expected.

Curriculum Area:Interdisciplinary


Students:

Average

Materials included:Materials/Facilities: Lesson plans, assess-ment tools.

Integration Resources:Nineteen of the school's top 25 studentsare in the program. Semester assessmentof students and their parents are conducted.Degree of involvement and participationare considered, along with the quality ofstudent/teacher rdationships.

Contact:Lona C. Bibbs/Carol A. SharpWestinghouse3301 W. Franklin Blvd.Chicago, IL 60624(312)534-6400Principal: Stanton P. Payne


Introduction to Technology

Introduction to Technology/AppliedTechnology

LTHS

Larry Bond/John Dillon

Program Abstract:

The Introduction to Technology Program at LyonsTownship High School serves to integrate several academicskills and formats: Cooperative learning emphasized in thebuilding of rockets for applied technology course; use ofthe scientific method in recording observations during rock-et launches; and combined instruction on journal entries bythe English Department. Teachers use tutorial centers forpeer reviews of writing and computer aided instructions toassist in the final revision of the students' essays. This ele-vates students' consciousness of decision and evaluation inprocess of rocket building, pre- and post-firing.

Evaluation:

, Science, English, and math teachers were involved in thebuilding and writing components of the program. Byadding the Writing-to-Learn Unit, students retain the RocketUnit information longer. A post-test indicated the retentionvalue of the events in the rocket. Test scores "sky-rocket-ed."

Curriculum Area:Introduction to Technology/Applied Tech.


9-10

Students:Average

Materials included:

Lesson plans, bibliography, student worksamples, teacher workshops.


Student essays and journals wert: used asa means of measuring learning progress.

Contact:Larry Bond/John DillonLyons Township High School100 South Brainard AvenueLa Grange, IL 60525Principal: Ronald Kalicki


5 pt

Tech Prep High School Planning Guide

Industrial Technology

---......_______________

c u s 1-3 # 3 0 0

Fred Fox

Program Abstract:The Community Unit School District in Carpentersville hasinitiated a high school planning process that enables students

to plan a four-year program which integrates both vocationaland academic courses. A packet was developed that provid-ed students with sample four-year plans. The plans flowaccording to long-term career plans of the student, whetherit be a technical school, community college, four-year col-

lege or university, or another endeavor.

.

Evaluation:The planning process emphasizes the importance of both

vocational and academic preparation during high school.

By addressing the need to eliminate the artificial barriers

between the vocational and academic courses offered to stu-

dents, many more options become available,The planning process allows students to address the

importance of integrating both vocational and academiccourse work into their high school program.

Curriculum Area: .

Industrial Technology


Students:.

Below to above average, special ed..

Materials included:High School Planning Guide

Integration Resources:Follow-up studies of students completingthe program reflected an increased successrate.

Contact:Fred FoxCommunity Unit School Dist. #300300 Cleveland Ave.Carpentersville, IL 60110(708)426-1300Principal: Norman Wetzel

CONNECTIONS 2090: II Compendium


School Recycling

Conseruation

___......01\1) CI1S

Gary Swick

Program Abstract:

Dundee-Crown High School has a new curriculum projectwhich serves the learning needs of students and provides avaluablecommunity service. The program involves operat-ing a recycling system that: significantly reduces the wastestream, is cost-effective, reclaims a diversity of materials,and serves as a model to other schools.

,

Evaluation:

Students apply curriculum concepts concerning action onenvironmental problems. Students exercise, build skills,and experience problem-solving, management, communica-tion, relations, and ethic development, thus providing anopportunity which allows su.aents to gain valuable experi-ence and develop skills while providing a service to theschool community.

Curriculum Area:Conservation

,


Students:Below to above average, special ed.

Materials included:

Photo journal, video tape, teacher work-shops, program materials (signs, forms,procedures), display.


The indicators of success are emphasizedby the comments of fellow faculty who areawed by the over-achievements of "under-achievers." The program has reflectedpride, reduced waste by nearly 50%, isoperating in the black, and is a state model.

Contact:Gary SwickDundee-Crown High School1500 Kings RoadCarpentzrsville, IL 60110(708)426-1467Principal: James L. Wilbrandt

CONNECTIONS 2000: II CompeAiumof Integration Ideas 47

59

Publication ProjectJunior Class Newspaper

English Composition, GraphicCommunications andInformation ProcessingAnne Wildrick/Paula Chance/Clyde Smith

Program Abstract:The pablication project at The Illinois School for the Deaf isreceiving rave reviews from students and parents by allow-ing students to use their communication, printing, and desk-top publishing skills to produce a professional quality publi-cation. The junior class newspaper brings all the students'skills together toward the completion of a common purpose.

Evaluation:English Composition, Graphic Communications and

iformation Processing instructors work together to design-nd coordinate theproject. In the English class, studentslearn about the newspaper business and use their interview-

ing, surveying, and written communications skills to devel-

op the text with teacher Paul Chance. Anne Wildrick super-vises the desktop publishing, and Clyde Smith helps withthe layout, darkroom work, and color printing.

Communication is the most difficult area when work-ing with students who are deaf or hard of hearing. The pro-ject allows students to strengthen and apply their visual andwritten communication skills in a practical and productivemanner. The students are proud of what they produce andreceive recognition for their efforts from their teachers,

peers, and principals.

ISDCurriculum Area:English, Graphic Communications


Students:Special Ed.

Materials included:Student work samples.

Integration Resources:Students are evaluated on the quality oftheir work, their attitudes and cooperation,and the final product. The quality of thestudents' work improves with each revi-sion of the paper.

Contact:Anne Wildrick/Paula Chance/Clyde SmithIllinois School for the Deaf125 Webster AvenueJacksonville, IL 62650(217)479-4216Principals: Phil Dixon/Harry Hall

CONNECTIONS 2880: H Compendium

of Integration Ideas48

60

Principles of Technology

Applied Physics/Science andIndustrial Technology

JWHS

Russel Lehner/Ann Brandon

Integrating physics and practical industrial technology intoa course designed for career development with science andvocational education credit was the primary purpose fordeveloping the Applied Physics/Science and IndustrialTechnology course at Joliet West High School. With mod-ern technology requiring training that is applicable to morethan a single job, students who become technicians mustunderstand the principles by which modern equipmentoperates. Specific principles explored in this courseinclude mechanical, fluid, electrical, and thermal laws.

Evaluation:

Using extensive hands-on lab activities and continuous sci-ence and vocational math applications related to the labactivities, the program develops basic physics principlesapplicable to the real technological world.

The industrial technology area often looks at effectswithout investigating causes. Science tends to study causes,but only considers effects in the abstract. The integration ofphysics and technology allows students to develop or corn-bine common goals for each area. They see and feel thecauses, they feel and measure the effects of friction, fluidpressure, temperature differences, resistance, and calculatethe results of these effects on real systems.

Curriculum Area:Applied Physics/Science and IndustrialTechnologyLevel of Implementation:

11-12

Students:Average to Above Average

Materials included:

Instructional guidelines, curriculum guides,lesson plans, assessment tools, studentwork samples, lab data tables, student cal-endars/study guide, demonstration equip-ment.Integration Resources:

Integration Resources: Success has beenmeasured in SICA science contest, IITbridge building contests, students' gainingemployment in industry.

Contact:Russel LehnerAnn BrandonJoliet West High School401 N. Larkin Ave.Joliet, IL 60432(815)727-6950Principal: Ronald J. O'Brien


6 1

_

Community Development

Technology Education /-1\GJHS

Rod Bourne/David Doering

Program Abstract:The future village board members of Chatham, Illinois, maybe enrolled in the technology education program atGlenwood Jr. High School today. The CommunityDevelopment program combines related activities into amajor project that enhances and/or encourages critical think-ing, real-world interaction, awareness of technologicalimpacts, hands-on solutions to environmental problems,and application of inter-disciplinary knowledge. Studentsaddress real community planning problems in the class andrecently designed a new amusement park for the community.

Evaluation:Skills and concepts from other courses such, as math (mea-suring bridge efficiencies), social and political science(debates & village board meetings), and science (applicationof physics, alternative energy resources), are utilized w rein-force concepts in the course.

The technology classroom easily integrates topics andskills from other academic areas. By definition, technology

is the application of sciences. However, the opportunity for

some fun and enthusiasm during learning adds to the moti-

vation of the student.

Curriculum Area:Technology Education

Level of Implementation:7th grade

- - , .Students:Below to Above average ..,-,..

t-Materials included: .1,,,,. Al

Assessment tools, student work sainples,audiovisual material, activity design sheets.

Integration Resources: :.

Testing, student evaluation forms,vation, and feedback from parents, board-members, administration, teachers, andcommunity members.

Contact:Rod Bourne/David Doering

.

Glenwood Jr. High SchoolRR 1 Box 66AChatham, IL 62629(217)483-2481Principal: Rick Taylor


g 9

How to Research and Pursue a Career

English/Adult Liuing

GHS

Joanne Schrader/Victoria Landberg

Program Abstract:

Exploration in a variety of careers while not duplicatingcourse content is accomplished at Geneva High School byintegrating curriculum and assessment. Students gain anunderstanding of how clear and correct communication(oral and written) is crucial for procuring and keeping a job.The program focuses on real-world problem solving appli-cations by utilizing the connections between disciplines andreinforcing the communications skills needed for life-longlearning.

Evaluation:

Students utilize a 300-page learning packet which includeslesson plans, commercially available audiovisuals, curricu-lum guides, and assessment tools in order to understand thatacademic subjects are a fundamental part of every vocation.Although the course has only been implemented for onesemester and the evaluation and revision of materials is stillin process, the preliminary results are extremely encourag-ing.

Curriculum Area:English, Home Economics


11-12

Students:Average

Materials included:

Curriculum guides, audiovisual (material,lesson plans.

.


Outside speakers, curriculum and assess-ment tools.

Contact:Joanne Schrader/Victoria LandbergGeneva High School415 Logan AvenueGeneva, IL 60134708-232-7500Principal: Cray Collum

CONNECTIONS 2888: El Compendiumof Integration Ideas 51

63

ILLINOIS STATE BOARD OF EDUCATION100 North First Street, Springfield. Illinois 62777-0001

Louis Men is. Chairman. Illinois State Board of EducationRobert leininger. State Superintendent of Education

In I total 11ppnrtunin It linname tenon empinverPenned hi the luthornt ot the State ot Nouns lone 1992 2 ti

64

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