Integrated Curriculum Design

THE UTAH STATE OFFICE OF EDUCATION

INTEGRATED CURRICULUM DESIGN

UTAH STATE OFFICE OF EDUCATION

Scott W. Bean
State Superintendent of Public Instruction

Laurie A. Chivers
Deputy Superintendent of Public Instruction

Instructional Services and Curriculum
Bonnie Morgan, Director
Julie J. Baker, Integrated Curriculum Specialist
Pat Horyna, Teacher Consultant
D.A.W.N. Project

Salt Lake City, Utah
1997

SECONDARY
CURRICULUM
INTEGRATION

CORE APPLICATIONS

Use a web to brainstorm activities, literature, field trips, works, etc., that will be used for this unit.

Review CORE to determine the content and process/skills to be included in the unit for each of the disciplines that will be used.

Content is WHAT STUDENTS SHOULD KNOW.

Process/skills are WHAT STUDENTS SHOULD BE ABLE TO DO.

Disposition/attitudes are character traits and attitudes that students develop. This section could include character education goals and Life Skills goals. This is also where elementary science Instructional Learning Outcomes could be listed.

Content, process / skills, and disposition / attitudes can be placed on the curriculum map if desired.

This page will be used by the teacher and the student as an assessment guide to determine if the student has mastered the desired content and process/skills. Attitudes and dispositions could be assessed using benchmarks created by the State and/or local district.

Discipline	Content (What Students Need to Know) Core Numbers (Standards and/or Objectives)	Discipline	Skills (What Students Need to be Able to Do) Core Numbers (Standards and/or Objectives)

Discipline	Dispositions/Attitudes

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Core Connections

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ESSENTIAL QUESTIONS

Now that the content and process/skills have been determined for the unit, it is important that the teacher and/or students decide "what is the essence" of what should be explored. Too much of integrated curriculum becomes a "hodgepodge" unless there is way to bring it together in a meaningful way.

Heidi Hayes-Jacobs has established "Essential Questions" as a way to bring relevance to the integration of disciplines through a unit or project. As essential questions are developed it is helpful to remember this quote by Heidi, "Given the amount of time we have to spend on this particular unit of study, what is the essence....what is essential for the learners in my care to explore?"

The following are criteria for essential questions developed by Heidi Hayes Jacobs:

Highlights conceptual priorities for your specific target population.
Fulfills learning outcomes.
Umbrella-like language for organizing purposes.
Usually two to five questions.
Each question embraces a distinct section of activity.
The set of questions is nonrepetitious.
Realistic set of questions for the time frame.

POSTED by all participating teachers.
Connects a range of disciplines (if interdisciplinary).
A logical sequence is apparent in the set of questions.
EVERY child can understand the questions.

If the unit is to be structured by the students, it might be advisable to follow "The Project Approach" developed by Lillian Katz and Sylvia Chard. In this model the students might choose the topic according to interests, or the teacher could direct the topic. The students go home and interview parents, family members, neighbors, etc., about the topic. Then they share what they learned and develop questions from the things they have learned which starts the inquiry. The teacher can also ask questions that focus on curriculum goals. This would be the set of essential questions.

One of the essential questions should be a question that teaches a "Life Skill." The Life Skills include:

LIFELONG LEARNING
COMPLEX THINKING
EFFECTIVE COMMUNICATION
COLLABORATION
RESPONSIBLE CITIZENSHIP
EMPLOYABILITY

Essential Questions

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Examples of Essential Questions
(Taken from Heidi Hayes Jacob’s Work)

Ancient Egypt: Land of the Pharaoh

Why Egypt?
What were major contributions of the Ancient Egyptians?
What is their legacy
Sixth grade - 7 week- humanities unit - middle school interdisciplinary team unit

Aids: a plague in our time

What is AIDS and how is it different from other viruses?
How does AIDS effect the individual?
How does AIDS effect society?
What can I do to prevent the spread of this disease?
Middle School - NYC- week intensive - school wide - interdisciplinary

Flight

What flies?
How and why do things in nature fly?
How does flight impact human beings?
What is the future of flight?
Fourth Grade-six week interdisciplinary unit
Fourth Grade - six week inderdisciplinary unit

Snow

What is snow?
How does it effect people?
How does it effect me?
First grade-3 weeks-indersiciplinary unit
First grade - 3 week - interdisciplinary unit

UNIT/PROJECT DEVELOPMENT

Write an essential question at the top of each page; lay the pages out in a working area.

Review the brainstorm map and core curriculum application page and develop activities. Write the activity name on a "sticky" and place under the corresponding essential question.

When activities have been sorted, determine if the essential questions will work--is another one needed? Is there one that is not needed?

Place the activities in an instructional order..

If desired, fill in the format for each activity:

* Name the activity. If the activity needs more explanation, refer to the lesson plan form provided.
* List the multiple intelligences the activity addresses.
* Describe which thinking process or processes are used in this activity.
* Include how the activity will be assessed.

List the resources needed.

At the bottom of each page is space for culminating or connecting activities, as well as a place to put choices for student presentations or products.

When all activities have been decided upon, it might be helpful to tally them on the matrix created by Thomas Armstrong to see how balanced the unit is in meeting all students’ needs and thinking processes.

Meeting Student's Needs

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ESSENTIAL QUESTION #

TEACHER/STUDENT DIRECTED ACTIVITIES:

Activity: Multiple Intelligence: Thinking Skill: Assessment:	Activity: Multiple Intelligence: Thinking Skill: Assessment:
Activity: Multiple Intelligence: Thinking Skill: Assessment:	Activity: Multiple Intelligence: Thinking Skill: Assessment:
Activity: Multiple Intelligence: Thinking Skill: Assessment:	Activity: Multiple Intelligence: Thinking Skill: Assessment:
Activity: Multiple Intelligence: Thinking Skill: Assessment:	Activity: Multiple Intelligence: Thinking Skill: Assessment:
Activity: Multiple Intelligence: Thinking Skill: Assessment:	Activity: Multiple Intelligence: Thinking Skill: Assessment:

Culminating or Connecting Activity:
Describe Choices of Products/Presentations:

RESOURCES:
Multiple Intelligences: Linguistic; Logical-Mathematical; Spatial(Visual Art); Bodily-Kinesthetic(Dance, Drama); Musical; Interpersonal(Drama); and Intrapersonal(Drama)

Bloom’s Taxonomy Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation

TITLE:

OBJECTIVES: (Essential Question)

CORE:

LIFE SKILLS:
o Lifelong Learning
o Complex Thinking
o Effective Communication
o Collaboration
o Responsible Citizenship
o Employability

ATTITUDES:

SKILLS:

TIMING:

BACKGROUND:

MATERIALS:

PROCEDURE:

ASSESSMENT:

Grouping:
o Individual
o Small Group
o Total Class

Teaching Approach
o Written
o Hands-on
o Pictorial
o Psychomotor
o Oral
o Other

Product Choices:

OTHER CONNECTIONS:

Multiple Intelligences and Bloom's Taxonomy
Adapted from Thomas Armstrong

	Knowledge	Comphrehension	Application	Analysis	Synthesis	Evaluation
Language Arts (Linguistic)
Math (Logical-Mathematical)
Dance (Bodily-Kinesthetic)
Music (Musical)
Drama (Inter- & Intra- personal, Kinesthetic)
Technology

Transfer the content outline to a matrix to ensure a variety of approaches to learning.

Suggestions might include:
Multiple Intelligence: Howard Gardner
HOW IS A CHILD SMART?
Identify the multiple intelligence addressed by the activity and place a tally mark in the box.
By completing this task for each designated activity, there will be a cross reference of activities to standards of excellence.

Logical-Mathematical---------ability to solve problems rapidly, often in one’s head.

Linguistic Intelligence---------ability to use words creatively and with ease.

Musical Intelligence------------ability to produce and appreciate different forms of music.

Spatial Intelligence-------------ability to form a mental model of the spatial world.

Bodily Kinesthetic--------------ability to use one’s body with great skill.

Interpersonal Intelligence-----ability to understand and work effectively with other people.

Intrapersonal Intelligence----ability to recognize one’s own strengths, weaknesses, desires, and intelligences and operate effectively.

	MUSICAL (Music)	DRAMA (Intra- & Inter- Personal, Kinesthetic)	DANCE/MOVEMENT (Kinesthetic)	VISUAL ARTS (Spatial)	READING/WRITING (Linguistic)	MATH (LOGICAL)	TECHNOLOGY
SOCIAL STUDIES
SCIENCE
HEALTH
MATH
WRITING
READING

BLOOM’S TAXONOMY OF THINKING SKILLS

Thinking skills that range from basic to abstract are based on Bloom’s Taxonomy. By using a matrix of the levels of thinking, the activities can be plotted to determine basic to abstract levels of thinking. The level of thinking is selected by placing the correct verb before the activity and assigning a product that reflects the intent of that level of thinking.

Knowledge Comprehension Application Analysis Synthesis Evaluation

Social Studies

Science

Health

Reading

Writing

Technology

Math

Example of verbs used to designate level of thinking

Knowledge Comprehension Application Analysis Synthesis Evaluation

explain restate organize compare/contrast add to interpret

describe summarize order relate combine justify

list describe collect differentiate extend decode

observe show apply specify substitute conclude

demonstrate group model determine rename dispute

recognize paraphrase construct deduce design criticize

tell show apply take apart predict solve

Assessment

Selected Response

* Multiple Choice

* Standardized Tests

Essay Assessments

Performance Assessments

Personal Communications

ASSESSMENT

Assessment should be synonymous with SUCCESS. Assessment is how teachers, parents, and students determine what is needed for the student to be successful in the skills and knowledge needed to complete any project or presentation.

What is to be assessed should be determined from the Core Application page and the Essential Questions.

Assessment can be as simple as an observation, discussion, interview, or as complex as a presentation or product. If the student is required to create a culminating project, make sure that assessment includes progress towards mastery of the skills and knowledge needed for students to be successful as they work on their project or presentation.

It is important for students to be able to use a variety of approaches to demonstrate their understanding of what they have learned. A list of a variety of products and presentations is included in this packet to help the teacher provide varied experiences for the student.

Throughout the year, the teacher should make sure every student masters different kinds of presentations--technological, creative, mathematical, written, oral, etc.,--to help students master all aspects of presentation and process skills.

Heidi Hayes-Jacobs emphasizes that reports done in sixth grade often look like reports done as seniors. Remember to make the difficulty of the assignment rigorous enough to be challenging at each grade level. Projects should help students continue to grow and develop their skills, so they are truly prepared to be independent in an ever changing world.

PRODUCTS AND PRESENTATIONS

READING/WRITING (LINGUISTIC)

Advertisements
Choral Reading
Commercials
Exaggerations
Jokes
Limericks
Newscast
Outlines
Picture Banner
Clay Tablets
Critique
Fairy Tales
Journal/Diary
Myths
Nursery Rhymes
Pen Pals
Labels Chain Story
Comic Strips
Diagramming
Game Construction
Letters
New Endings
Oaths
Petitions
Poetry/Rhymes

Publications - Newsletters, Newspapers, Yearbooks, Books, Pamphlets, Flyers, Advertisements, Magazines, Manuals, etc.

Questionnaires
Recipes
Schedules
Shopping Lists
Story Problems
Telegrams
Travel Logs Quilting
Riddles
Scripts
Slogans
Story Webbing
Tests/Quizzes Reader's Theater
Satire
Scrolls
Speeches
Surveys
Time Lines

MUSIC (MUSICAL)

Bands
Choir
Duets/Solos Barbershop Quartets
Choral Reading
Listening, Writing, Composing Chants
Cultural Music
Musical Artists

Music Interpretations - Movement, Art, Video, etc.
Musical Eras - Rock=n Roll, Modern, Big Band, Bluegrass, Classical, Jazz, Ragtime & Rap
Musical Games (e.g., musical chairs)
Musical Instruments - Band (e.g., guitar)
Musical Instruments - Body (e.g., clapping, vocalization)
Musical Instruments - Keyboard (e.g., piano, organ)
Musical Instruments - Nature (e.g., grass whistles, seed pods, fluted sticks, wind, bird songs)
Musical Instruments - Novelty (e.g., lap harp)
Musical Instruments - Orchestra (e.g., violin, trumpet)
Musical Instruments - Rhythm Band (e.g., blocks, maracas)
Musicals (e.g., Annie, Sound of Music, Music Man)

Musical Messages
Orchestra Musical Pictures
Sign Language Opera
Symphony

DRAMA

Advertisements
Charades
Dialog
Mime
Plays Animation
Comedy Act
Dramatizations
Monologue Characterizations
Debate
Improvisations
Pantomime

Puppet Shows - Marionettes/Hand Puppets/Finger Puppets/Paper Plates, Stick, Spool, or Box Puppets

Reader=s Theater Role-Playing Skits

VISUAL ARTS

Acrylic Paint
Blueprints
Caricatures
Collage
Cross Section
Diorama
Fabric Design
Hieroglyphics
Imprint
Macrame
Mobile
Movies
Papier Maché
Poster or Poster Painting
Relief Maps/Pictures Artifacts
Ceramics
Charts/Graphs
Comics
Design
Display
Finger
Paint
Holograms
Jigsaw Puzzles
Maps
Models
Mural
Patterns
Puzzles
Rubbings Banner
Chalk
Clay
Costumes
Diagram
Etching
Game Construction
Illustration
Lithograph
Masks
Mosaic
Oil Pastels/Paint
Photographs
Quilting
Scherenschnitte

Scrapbook Sculpture (e.g., earth materials, household Ajunk,@ paper)

Silk Screen
Transparencies
Wax Melts Silhouettes
Wall Hangings/Flags SketchingWatercolors

DANCE

Ballet
Clogging Ballroom Break

Cultural Dances - Native American, African, Outback, European, Japanese, Cowboy

Fast Dancing/Slow Dancing
Interpretive
Modern
Soft-Shoe
Tap Foot Patterns
Jazz
Movement Games
Square Hip Hop
Line
Shadow
Street

TECHNOLOGY

Cassette Tape
Internet
Radio
Film CD
ITV
Television
Filmstrip Ednet
Laser Disc
Video
Overheads

MATH

Food Math - M&M, Popcorn, Pizza, etc

Body Calculations
Gauges (connect with science)
Use Children for Numbers Story Problems
Graphing (just about anything)
Nature Math Geometry Creations
Occupational Needs

Life Skills Math (e.g., checkbooks, taxes)

Shopping Spree Critical Thinking - Mind Benders

Logic Puzzles (Any grade can do them.)
Extreme Numbers (Kids love to do outrageous number problems.)

Reflection

What does it mean to be a Scientist? Historian? Writer?

What evidence do I have that I know new information?

What evidence is there that I know or have used new skills?

How do I learn?

What am I interested in?

Am I acquiring Life Skills?

CURRICULUM MAPPING

Review the grade level appropriate CORE to identify the major academic content for the year.

Identify major content under the appropriate title and month to be taught.

Begin to identify "Big Ideas" that could work as unifying forces.

After unit/project titles have been decided upon, connect content areas where they interrelate. Titles could be posed as questions, issues, projects, topics, works, or global concepts.

Develop a time line for the year deciding where to put each of the units/projects during the year. Be sure and include any special event days, field trips, speakers, PTA activities, etc., that may affect the sequence of subject matter.

* Use "stickies" in order to make it easier to move the unit titles around on the Curriculum Map.

REMEMBER:
ONLY MAJOR CONTENT AREAS ARE BEING IDENTIFIED AT THIS TIME. USE THE CORE CURRICULUM TO HELP YOU LOCATE THE CONTENT. DO NOT WORRY ABOUT PROCESS OR ACTIVITIES AT THIS TIME.

Subject Sept. Oct. Nov. Dec. Jan. Feb. Mar. April May

All rights reserved except those which may be granted under Sections 107 and 108 of the Copyright Revision Act of 1976. This document may be freely distributed in its entirety for non-profit purposes provided that the copyright notice is not removed. If you have questions concerning proper use of this material, or if you are interested in obtaining permission, contact the Curriculum Section Reception Desk at 801-538-7698.

This document was submitted for posting to the Internet by the State Character Education Specialist. Any questions concerning content should be directed to that individual.

Updated June 01, 1999 by Michelle Dumas

	Knowledge	Comprehension	Application	Analysis	Synthesis	Evaluation
Social Studies
Science
Health
Reading
Writing
Technology
Math

Knowledge	Comprehension	Application	Analysis	Synthesis	Evaluation
explain	restate	organize	compare/contrast	add to	interpret
describe	summarize	order	relate	combine	justify
list	describe	collect	differentiate	extend	decode
observe	show	apply	specify	substitute	conclude
demonstrate	group	model	determine	rename	dispute
recognize	paraphrase	construct	deduce	design	criticize
tell	show	apply	take apart	predict	solve

Advertisements Choral Reading Commercials Exaggerations Jokes Limericks Newscast Outlines Picture	Banner Clay Tablets Critique Fairy Tales Journal/Diary Myths Nursery Rhymes Pen Pals Labels	Chain Story Comic Strips Diagramming Game Construction Letters New Endings Oaths Petitions Poetry/Rhymes
Publications - Newsletters, Newspapers, Yearbooks, Books, Pamphlets, Flyers, Advertisements, Magazines, Manuals, etc.
Questionnaires Recipes Schedules Shopping Lists Story Problems Telegrams Travel Logs	Quilting Riddles Scripts Slogans Story Webbing Tests/Quizzes	Reader's Theater Satire Scrolls Speeches Surveys Time Lines

Bands Choir Duets/Solos	Barbershop Quartets Choral Reading Listening, Writing, Composing	Chants Cultural Music Musical Artists
Music Interpretations - Movement, Art, Video, etc. Musical Eras - Rock=n Roll, Modern, Big Band, Bluegrass, Classical, Jazz, Ragtime & Rap Musical Games (e.g., musical chairs) Musical Instruments - Band (e.g., guitar) Musical Instruments - Body (e.g., clapping, vocalization) Musical Instruments - Keyboard (e.g., piano, organ) Musical Instruments - Nature (e.g., grass whistles, seed pods, fluted sticks, wind, bird songs) Musical Instruments - Novelty (e.g., lap harp) Musical Instruments - Orchestra (e.g., violin, trumpet) Musical Instruments - Rhythm Band (e.g., blocks, maracas) Musicals (e.g., Annie, Sound of Music, Music Man)
Musical Messages Orchestra	Musical Pictures Sign Language	Opera Symphony

Advertisements Charades Dialog Mime Plays	Animation Comedy Act Dramatizations Monologue	Characterizations Debate Improvisations Pantomime
Puppet Shows - Marionettes/Hand Puppets/Finger Puppets/Paper Plates, Stick, Spool, or Box Puppets
Reader=s Theater	Role-Playing	Skits

Acrylic Paint Blueprints Caricatures Collage Cross Section Diorama Fabric Design Hieroglyphics Imprint Macrame Mobile Movies Papier Maché Poster or Poster Painting Relief Maps/Pictures	Artifacts Ceramics Charts/Graphs Comics Design Display Finger Paint Holograms Jigsaw Puzzles Maps Models Mural Patterns Puzzles Rubbings	Banner Chalk Clay Costumes Diagram Etching Game Construction Illustration Lithograph Masks Mosaic Oil Pastels/Paint Photographs Quilting Scherenschnitte
Scrapbook Sculpture (e.g., earth materials, household Ajunk,@ paper)
Silk Screen Transparencies Wax Melts	Silhouettes Wall Hangings/Flags	SketchingWatercolors

Ballet Clogging	Ballroom	Break
Cultural Dances - Native American, African, Outback, European, Japanese, Cowboy
Fast Dancing/Slow Dancing Interpretive Modern Soft-Shoe Tap	Foot Patterns Jazz Movement Games Square	Hip Hop Line Shadow Street

Food Math - M&M, Popcorn, Pizza, etc
Body Calculations Gauges (connect with science) Use Children for Numbers	Story Problems Graphing (just about anything) Nature Math	Geometry Creations Occupational Needs
Life Skills Math (e.g., checkbooks, taxes)
Shopping Spree	Critical Thinking - Mind Benders
Logic Puzzles (Any grade can do them.) Extreme Numbers (Kids love to do outrageous number problems.)