Final Portfolio

First Idea

Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum.  Retrieved from <http://www.ascd.org/publications/books/103011/chapters/What-Is-Integrated-Curriculum¢.aspx>.

Multidisciplinary Integration

Multidisciplinary approaches focus primarily on the disciplines.

Figure 1.1. The Multidisciplinary Approach

Examples include:

Service Learning- “Service learning that involves community projects that occur during class time falls under the category of multidisciplinary integration.”

Learning Centers/Parallel Disciplines- “A popular way to integrate the curriculum is to address a topic or theme through the lenses of several different subject areas. In an elementary classroom, students often experience this approach at learning centers. For example, for a theme such as “patterns,” each learning center has an activity that allows the students to explore patterns from the perspective of one discipline—math, language,

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science, or social studies. As students move through the learning centers to complete the activities, they learn about the concept of patterns through the lenses of various disciplines.”

Theme-Based Units-“Educators define this more intensive way of working with a theme as “theme-based.” Often three or more subject areas are involved in the study, and the unit ends with an integrated culminating activity. Units of several weeks' duration may emerge from this process, and the whole school may be involved.” The benefits include:

“Students exhibited excellent on-task behavior. Students worked collaboratively. Multiage teams formed within the multiage classes. Students were engrossed both as presenters and as the audience for the half-day

performance task presentations. Students used a wide range of presentation products, such as video, debate,

sculpture, and so on. Students demonstrated depth of understanding of topics as a result of their

sustained interest around various questions (e.g., Are the Olympics relevant today? Does the Olympic creed stand the test of time?).

Fewer recess problems occurred during this two-week period. Teachers enjoyed the process and the results.”

Interdisciplinary Integration

“In this approach to integration, teachers organize the curriculum around common learnings across disciplines. They chunk together the common learnings embedded in the disciplines to emphasize interdisciplinary skills and concepts.”

Figure 1.2. The Interdisciplinary Approach

Transdisciplinary Integration

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“In the transdisciplinary approach to integration, teachers organize curriculum around student questions and concerns (see Figure 1.3). Students develop life skills as they apply interdisciplinary and disciplinary skills in a real-life context. Two routes lead to transdisciplinary integration: project-based learning and negotiating the curriculum.”

Figure 1.3. Transdisciplinary Approach

Project-Based Learning-“In project-based learning, students tackle a local problem. Some schools call this problem-based learning or place-based learning.”

Negotiating the Curriculum-“In this version of the transdisciplinary approach, student questions form the basis for curriculum.”

Second Idea

(2011). Roll and write sight words game. Retrieved from http://thisreadingmama.com/roll-write-sight-words/

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Game used to review sightwords and includes:

“working together & attitude/sportsmanship (Social Studies) math (counting, adding, comparing numbers, counting on) recognizing & reading words spelling writing and handwriting”

“Materials for Roll and Write Sight Words:

2 players 2 dice (you can use more to challenge students as well) 1 paper & pencil per player (we used dry erase boards and markers to save on the

paper) a list of sight words

 How to Play Roll and Write Sight Words:

1. The goal of the game is to be the first player to write and read all the sight words on your paper.

2. Players take turns rolling the dice. Each player must add up their own sums and players figure out which person rolled the highest number.

3. Whichever player rolled the highest sum gets to write one word from the sight word list. (If both players roll the same sum, both players roll the dice again.)

4. Players continue in this manner, with the highest summed player writing one word until one player get to 10 words.  That player is declared the winner.”

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Differentiation based on readiness and process could be using more than two dice (as stated above) in order for the students to add up more numbers for the game.

-This activity would hopefully appeal to a child due to the game aspect with different tasks to complete.

SOL: English 1.6 ,“The student will apply phonetic principles to read and spell.

h) Read and spell commonly used sight words.”

Math 1.5, “The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts.”

Third Idea

Math book lists TBA. Retrieved from http://love2learn2day.blogspot.com/p/math-book-lists-tba.html?m=1

Integrate math and literature by choosing books from this list (this is just a sample). It is my experience that students tend to enjoy read alouds with the whole class the

most. I hope that this activity would peak the students’ interest in the mathematical concepts involved due to the way that it is being introduced or discussed.

Differentiation based on readiness and content could be used if the teacher decided to present the class with multiple different books, each with a different level of difficulty based on the content matter being taught. For example, one book could have two-digit numbers in it for a specific content matter and another book could have three or more digit numbers in it for that same content matter.

Addition/Subtraction 12 Ways to Get 11, Eve Merriam *The 329th Friend , Marjorie Weinman Sharmat (lesson)The Action of Subtraction , Brian Cleary Centipede's 100 Shoes , Tony RossEach Orange Had 8 Slices , Paul Giganti (also multiplication)

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Elevator Magic , Stuart Murphy (subtracting) The Grapes of Math , Greg Tang

Area/PerimeterSpaghetti and Meatballs for All! , Marilyn Burns

Counting/Early Childhood Topics 10 Little Penguins, Jean-Luc Fromental Anno's Counting Book , Mitsumasa AnnoAnno's Counting House , Mitsumasa AnnoApple Countdown, Joan Holub

SOL: this idea could target multiple SOL’s within math and English depending on the specific mathematical concepts embedded in the text and the literary concepts within the text, as well

Fourth Idea

D'Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools? Teaching Children Mathematics, Vol. 7 (6). Retrieved from http://www.jstor.org/stable/41199887

Reading on Canvas for Bodle’s class on how to integrate math and history while at the Frontier Cultural Museum

o I want to promote the idea of “ethnomathematics”, which is the meeting of cultural anthropology with mathematics and education”, which was introduced in the reading above for Bodle’s class.

o We found quilts, math games, bracelets, and baskets that integrate math into social studies with their patterns or processes.

o The games, quilts, bracelets, and baskets would relate to children’s lives because they are items that they have seen frequently and may even own. Referencing the mathematical concepts embedded in these items could spark children’s interests due to being exposed to these items.

Differentiation based on interest and product could be used above in asking students to design different types of patterns in a quilt (product). This could also be differentiating based on readiness and content if the level of patterns varied based on difficulty. For example, a pattern with different colored squares has a different level of difficulty than a pattern made up of many different types of quadrilaterals of different colors, as well.

SOL: Math K.11, K.15, K. 16, 1.1a, 1.9, 1.12, 1.13, 1.16, 1.17, 2.5, 2.11, 3.9, 3.10, and 5.8

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Social Studies –this idea could appeal to many different SOLs within social studies regarding cultural exchanges and the locations of countries within the museum, such as West Africa or Ireland

Fifth Idea

Solving a rate problem in science could involve using mathematics. The students could measure with a ruler (mathematical tool) the distance of how far a car that they designed traveled before it stopped and they could also use a timer (mathematical tool) to time how long it took for the car to travel that far. Then, they could round their answer to the nearest tenth. In order to differentiate based on readiness and content, I would have the students round to the nearest hundredth if their measurement allowed for it. This activity would also include problem-solving skills used in science in order to construct a car. This would appeal to those students interested in building, problem solving, or cars. Additionally, it is relatable to the students’ everyday lives since I know that most students see cars everyday or play with toy cars. I would supply materials that varied based on difficulty level for building the cars. For example, I would supply Legos with the wheels unattached and I would consider this a low-level of difficulty car to build. I would also supply toilet paper rolls, straws, glue, and water bottle caps and would consider this a middle-level of difficulty car to build. Lastly, I would supply a plastic water bottle, some blank CD discs, water bottle caps, glue, and straws and would consider this a high-level of difficulty car to build. In supplying these various types of supplies based on difficulty I am differentiating the product and the process based on both interest (in the types of supplies to be built) and readiness for the students. This activity would appeal to those students who enjoy experiments, problem solving, and building. This activity could relate to students’ lives because some students have toys or have seen toys that are similar to the designs of these cars below and enjoy playing with them.

https://www.youtube.com/watch?v=hGkp9yaQeg8

http://shop.lego.com/en-US/Wheels-Set-9387

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SOL: Science PH.5 “The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and experimental processes. Key concepts include

a) linear motion;

b) uniform circular motion;

c) projectile motion;

d) Newton’s laws of motion;

e) gravitation;

f) planetary motion; and

g) work, power, and energy.”

Math 1.9 “The student will use nonstandard units to measure length, weight/mass, and volume.”

Math 4.3 “The student will b) round decimals to the nearest whole number, tenth, and hundredth;”

Sixth Idea

My practicum classroom hosts a classroom store at the end of every week based on “Bee Bucks” (only fake dollar bills and no change) they receive for good behavior or get taken away for bad behavior. This combines mathematics with economics, a social studies discipline. The students have to decide how much they have by adding up the bills (a mathematical operation) and then they have to decide whether they have enough to purchase their desired item(s). Additionally, they

http://greenartbriargrove.blogspot.com/2009/09/green-art-car.html

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have to decide the opportunity cost (economics) of purchasing the item or not purchasing the item. Students enjoy ownership and rewards of good behavior. This relates to the students’ lives because we live in a market economy like this where people earn their own money and spend their own money.

Differentiation based on readiness and content could include giving students higher values of “Bee Bucks” to use when buying items and including change, as well, when it is appropriate for the students to be more challenged.

SOL: Social Studies 2.8, “The student will distinguish between the use of barter and the use of money in the exchange for goods and services.”

Social Studies 3.9, “The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice).”

Math 3.8,“The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change.”

Seventh Idea

I saw my practicum students classify seashells based on patterns and shapes (mathematical operations) during a science lesson in which the SOL standards below were used:

SOL: Science 2.1, “The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in whichd) two or more characteristics or properties are used to classify items;”

Math 2.20, “The student will identify, create, and extend a wide variety of patterns.”

Differentiation based on readiness and content could be used above in asking students to identify multiple different patterns or similarities between the shells and not just one pattern or similarity. The type of shell would have to vary in order to achieve this level of differentiation.

-Some students have been to the beach or shore and have seen seashells. For those who haven’t, this activity brings a little bit of the beach or shore to them. It is almost like a mini field trip.

Eighth Idea

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During my math lesson plan, I integrated science into the context and procedure. I introduced thermometers and how this scientific tool can be used to round. I mentioned that some people quickly glance and round the temperature on the thermometer when they wake up to decide what to wear in the morning. Instead of simply having numbers for the students to round to the nearest ten on my worksheet I had pictures of thermometers with pretend mercury shaded to a certain number on the thermometer. This is relating math and science to something students are familiar with in their everyday life due to examining the weather outside at school based on a thermometer or potentially having access to a thermometer at home. The students not only had to round to the nearest ten in this worksheet but they also had to count by two’s in the worksheet since that was the scale used on the thermometer. I noticed that a lot of students were struggling with rounding using the thermometer pictures but not when using a number line. In order to help these students I could differentiate the process based on readiness by giving another sheet with number lines that correspond with the temperatures in the thermometers. This could be a tool for them. Below is a picture of the thermometer worksheet used in my lesson plan:

I could differentiate this lesson based on readiness and content by including pictures of ovens on another worksheet with a temperature on them that the

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students have to round to the nearest hundred since oven temperatures typically go into the hundreds. Afterwards, I could talk about the heat process of convection relating it back to science.

-Thermometers are a tool that a lot of students are familiar with and see frequently. I was hoping that this familiarity might help the students become more interested in rounding.

SOL: Math 2.1, “The student will round two-digit numbers to the nearest ten;”

Science 2.1, “The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which

e) length, volume, mass, and temperature are measured in metric units and standard English units using the proper tools;”

Ninth IdeaVoting is also a good way to integrate mathematics into social studies. Voting is a democratic process that students need to learn about that is related to understanding traits of a good citizen. Voting also includes comparing numbers when counting the number of votes and determining which group has the most votes. The teacher could have the students participate in the process by designating one counter (who also votes) to count the number of votes for each group and write them down on a board. Then, the teacher could ask the students to observe the number of votes on the board and use words such as greater than, less than, or equal to in order to describe the numbers. After, ask the students how they know using those words above which group won the vote. Students learn that voting is a part of the democratic process and one that the United States engages in. It is my experience that students mostly associate voting with voting for the President of the United States. This is certainly a concept that can be related to the students’ lives for this reason.

SOL: Social Studies 2.10, “The student will explain the responsibilities of a good citizen, with emphasis onb) taking part in the voting process when making classroom decisions;”

Math 2.1, “The student will

c) compare two whole numbers between 0 and 999, using symbols (>, <, or =) and words (greater than, less than, or equal to).”

This activity could be differentiated based on readiness and content by asking the students to multiply the number of votes by a multiple of 10 in order to increase the level of difficulty in numbers that need to be compared.

Tenth Idea

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We did an activity in ELED 433 where we had to decide what numerical increments were needed for a number line that included historical events and we had to place these events in chronological order based on the date given for each. This activity combined mathematics and social studies. We had to divide the number of events proportionally into the range of our number line which was based on the date in which the events occurred and in doing so, we also had to sort the dates by oldest to most recent (comparing numbers and sequencing). Below is a picture of the timeline:

Differentiation based on readiness and content could be achieved by varying the scale of the dates in the timeline. For example, students could be required to convert the dates into fractions or decimals. This would be asking students to deal with more “difficult” numbers.

-In order to expose the students to timelines, I would have the students complete a fun timeline of their life at the beginning of the year. This way if I decide to use this activity in math they have been pre-exposed and can compare this assignment to their own timeline. They can make connections and hopefully will get excited about doing this activity.

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SOL: Social Studies VUS.1, “The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to d) develop perspectives of time and place, including the construction of maps and various timelines of events, periods, and personalities in American history;”

Math 4.3, “The student will

a) read, write, represent, and identify decimals expressed through thousandths;

b) round decimals to the nearest whole number, tenth, and hundredth;

c) compare and order decimals; and

d) given a model, write the decimal and fraction equivalents.”

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