Interdisciplinary Lesson Plans Review
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Mathematics
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Feb 20, 2024
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Interdisciplinary Lesson Plans Review
Brandi O’Laughlin
EDUC 324: Teaching Elementary and Middle School Science
Professor Cassandra Leo
February 19, 2024
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Interdisciplinary Lesson Plans Review
Lesson One – Mathematics Integration
Title of Lesson:
[Investigate and Classify Rocks]
Strand:
[Scientific and Engineering Practices]
Topic: [Geoscience]
Grade Level:
[2
nd
Grade ]
Primary Virginia Science Standard of Learning:
[ Scientific and Engineering Practices
2.1 The student will demonstrate an understanding of scientific and engineering practices by b) planning and carrying out investigations.]
Math Integration
Virginia Mathematics Standard of Learning
: [2.1 The student will
a) read, write, and identify the place and value of each digit in a three-digit numeral, with and without models.]
Strand:
[Number and Number Sense]
Proposed Integration:
[ This math standard will be integrated into the science lesson through a math activity called “Rock and Roll”. The students will use the rocks from the science lesson to work on place values. Each child will be given three dice and a tray with three sections labeled hundreds, tens and ones. The students will roll all three dice at once and then count the numbers on the dice to determine what number goes to each place value. The students will then count the rocks and place them in the try in the correct place value. Students will have prior knowledge with the vocabulary, place value, hundreds place, tens place, one’s place, dice and rocks.]
Technology Integration:
[Technology would be incorporated into this lesson plan by using an app called Plickers. Plickers allows teachers to ask questions and students will hold up their
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plicker codes with their answer choice. Each code as four ways to be held with an A, B,C and D option. The teacher than uses a camera on a smart phone or device to scan the codes. The class responses are recorded and displays the percentage of the class answers and then reveals the correct answer. The class will be asked math questions regarding place value using the rocks and
dice and then asked to answer using their codes. Student/Teacher Actions (what students and teachers should be doing to facilitate learning):
[Fully list out the actions you would take in this lesson to incorporate Math into this Science lesson. Add more numbers if needed. Make sure you add enough detail for someone to replicate your actions by following your step-by-step directions. Please see this section on each supplied lesson plan for the expected detail for this section.]
1.
[Teachers should make sure all students have a background knowledge of place value and
understand the directions and steps of the activity prior to beginning activity.]
2.
[Teachers will review step by step math problems using the dice and rocks to model the activity and allow time for questions.]
3.
[Teachers should be walking around the room answering questions and asking questions to prompt critical thinking and understanding of the math concepts.]
4.
[Students should be working independently to show understanding of the math concepts and be engaged in the activity.]
Assessment:
[Students will be assessed for their understanding of the math concept through the technology activity results. The students answers will be recorded and identified individually so the teacher can check for understanding.]
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Diverse Learners:
[Use this section to explain how you would adapt your instruction and/or this experiment to address the needs of diverse learners. At a minimum, you must differentiate for identified groupings below.]
Giftedness: [Students who need more of a challenge will be given an extension to the rock and roll activity. In addition to rolling the dice and finding the place value the students will write down the set of three numbers, roll again and write down the second set of three numbers and add together. ]
English Language Learners (ELL): [ELL learners will be invited into a small group where we will review the activity and the teacher will model it again step by step. The group will take turns rolling an individual place value and counting for one place value instead of three.]
Developmental Delay: [Developmental Delayed students will have the options to roll one dice and count out the number of rocks per the number on the dice and record it on a piece of paper.]
Sensory Disability: [Students with sensory disabilities will be able to choose a different manipulative instead of rocks to count with.]
Attention Deficit Hyperactivity Disorder: [Students with ADHD will have the option to perform all tasks standing up and will take breaks as needed to focus.]
Math Anxiety: [Students will math anxiety will be encouraged many time by the teacher and be offered support when needed. Students will also be able to join small group or work with a partner if needed.]
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Lesson Two – History/Social Science Integration
Title of Lesson:
[All About Landforms]
Strand:
[Earth and space systems]
Topic: [Earths surfaces and Geography]
Grade Level:
[Kindergarten]
Primary Virginia Science Standard of Learning:
[ K.10 The student will investigate and understand that change occurs over time. Key ideas include. a) natural and human-made things change over time]
History/Social Science Integration
Virginia History & Social Science Standard of Learning
: [ K.5 The student will use simple maps and globes to c) locate land and water features. ]
Strand:
[Geography]
Proposed Integration:
[ History and Social Science will be integrated into the landform science lesson by identifying what landforms and bodies of water that are present in the local community
and state where the students live. The teacher will lead a discussion about the community and name a few local landforms and or bodies of water engaging the students in conversation. The students will also name landforms they have traveled to in their communities or places they have traveled to. The teacher will go over types of landforms and bodies of water in the area by showing the class images and defining what they mean and where they are. Students be given cut
and paste worksheets to place the landform photo with the correct landform label.
Technology Integration:
[Technology will be integrated into this lesson plan by using the smart projection screen to display landform images and video to the whole class. The teacher will also display images of the landforms that can be edited and labeled with the smart pen. The teacher
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will ask students about characteristics about the landforms and the students will be called on to take turns labeling or circling the correct landform. Using the smart board technology engages students and helps keep their attention during the lesson. There are several ways the smart projection will be used in this integration lesson, display, video and multi interaction methods.]
Student/Teacher Actions (what students and teachers should be doing to facilitate learning):
[Fully list out the actions you would take in this lesson in incorporate History/Social Science into
this Science lesson. Add more numbers if needed. Make sure you add enough detail for someone
to replicate your actions by following your step-by-step directions. Please see this section on each supplied lesson plan for the expected detail for this section.]
1.
[The teacher will review landforms and bodies of water from science lesson and then ask the children about landforms in their communities]
2.
[TTW allow time for the students to answer and then ask critical thinking questions to prompt content knowledge and connection. The teacher will lead the students in a discussion about local landforms and bodies of water.]
3.
[TTW will display images of local landforms and ask students what each image represents and if they have ever seen it.]
4.
[The teacher will display multiple images of landforms that are local and define the landform using a descriptive sentence. The students will be chosen by raise of hand to come up to the smart board and circle the landform they believe to be correct.]
5.
[The teacher will also show short video clips of local landforms and bodies of water and point to where they are on the map of their state or community.]
6.
[The teacher will pass out landform cut and paste worksheets for the students to complete.]
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7.
[The students will work independently to complete the landform cut and past worksheets.]
Assessment:
[The students will be graded by the completed worksheet on landforms that are completed and turned in.]
Diverse Learners:
[Use this section to explain how you would adapt your instruction and/or this experiment to address the needs of diverse learners. At a minimum you must differentiate for identified groupings below.]
Giftedness: [ Gifted learners will be given an additional worksheet upon completion of the first worksheet. The additional worksheet will be a wordsearch of the landform names.]
English Language Learners (ELL): [ELL learners will be pulled to the small group table and ttw review the landform terms with photos in their native language and English to help with understanding and connection to the lesson content.]
Developmental Delay: [Developmental Delay students will be given a Worksheet of landforms to color.]
Sensory Disability: [Students will sensory disabilities should be able to complete this lesson without any issues, however if the scissors and pasting are an issue they are able to draw a line from the landform name to the correct landform photo
instead of cutting and pasting.]
Attention Deficit Hyperactivity Disorder: [Students with ADHD will be given support when needed and supervised while using scissors.]
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Struggling Readers: [Most Kindergartens cannot read yet, so this may not apply for this lesson and grade level however, the teacher will be available for any support needed. Gifted classmates will also be allowed to help classmates if they can.]
Lesson Three – English Integration
Title of Lesson:
[Arachnid Classification by Attributes and Actions]
Strand:
[Earth Science]
Topic: [Animal adaptations in the ecosystem]
Grade Level:
[4th]
Primary Virginia Science Standard of Learning:
[ 4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the nonliving components in the ecosystem.
a)plant and animal adaptations.]
English Integration
Virginia English Standard of Learning
: [ 4.4
The student will expand vocabulary when reading.
a)
Use context to clarify meanings of unfamiliar words
]
Strand:
[Reading]
Proposed Integration:
[The students will use Language Arts to understand that the content taught
in the science lesson. The unfamiliar vocabulary words will be researched and defined for students to gain understand of their meaning. Students will use context clues from science lesson
to find meaning of new vocabulary words and phrases. The students will then use the new vocabulary words in a sentence and paragraph correctly. Learning the vocabulary words within
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the science lesson will help students make better predictions and explain thier reasoning’s when needed. Technology Integration:
[Students will be able to us their school laptops to review science lesson
text and scan for text evidence to find meanings of an unfamiliar word. Students will also be able
to watch approved videos on the topic of Arachnids to hear the definitions and vocabulary used in correct content. E-books on Arachnids and their attributes will also be available for students to
listen to electronically. Students may research photos of Arachnids and their habitats and and educational content related to the topic of the lesson. Students will not be able to use technology to document what they have researched and must write it on the paper. Technology is available to assist in the learning and understanding of the science topic. Student/Teacher Actions (what students and teachers should be doing to facilitate learni
n
g):
[Fully list out the actions you would take in this lesson to incorporate English into this Science lesson. Add more numbers if needed. Make sure you add enough detail for someone to replicate your actions by following your step-by-step directions. Please see this section on each supplied lesson plan for the expected detail for this section.]
1.
[TTW have the students take out a blank sheet of paper and title it “Arachnid Vocabulary”]
2.
[TTW that new vocabulary words will need to be written down on the paper with their definitions and then used in a sentence to gain credit for the assignment.]
3.
[TTW also describe and model the technology resources available for the assignment and
how they are to be viewed and used. Allow time for questions from students.]
4.
[TTW model the research process for one vocabulary word and demonstrate how it is to be written on the paper and how it is to be used in a sentence.]
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5.
[The students will be given an opportunity to ask questions and give suggestions about the process to help classmates.]
6.
[The students will be allowed to work in partners]
Assessment:
[Identify and explain how you will assess your students’ understanding of the Math concept you covered.]
Diverse Learners:
[Use this section to explain how you would adapt your instruction and/or this experiment to address the needs of diverse learners. At a minimum, you must differentiate for the identified groupings below.]
Giftedness: [Gifted learners will be offered an extension activity to sort many different types of spiders and specific vocabulary words to each type of spider.]
English Language Learners (ELL): [ELL students will be able to work in a small group setting with the teacher and review the lesson once again and review vocabulary words and meanings together. The native language of the vocabulary word with also be shown to help with understanding and connection.]
Developmental Delay: [ Students with developmental delay will be given a anatomy photo of a spider will label lines. The will fill in the blank lines with the names of the spiders or Arachnids body parts.]
Sensory Disability: [Students with Sensory Disabilities will be able to complete this lesson with no issues but if the volume becomes distracting they may use noise cancelling headphones or sit with teacher for support.]
Attention Deficit Hyperactivity Disorder: [Students with ADHD will be allowed to stand to work on assignment or be paired with a partner that helps students stay
on task in a positive way. TTW also be available for support if needed.]
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Struggling Readers: [Struggling readers will be partnered with a stronger reader to
help with any vocabulary or words they struggle with. Struggling readers will also
be able to join ELL small group for teacher support.]
Reflection
[Reflection is a gift that is often not utilized, but it allows us to process learning opportunities and is a great teacher. Answer the following prompts regarding this activity in at least three full complete sentences. Delete these instructions. This section should start with 1. What did you like about this activity?]
1.
What did you like about this activity? [There were many positives about this activity but the part I like the most was the research to find all the resources. Researching all the resources helped me to strengthen my memory on how to find each one for lesson planning. I also liked that the lesson strengthened my skills on integrating multiple subjects into one lesson.]
2.
If you had to complete this same activity again, what would you change?
[If I had to complete this activity again, I would change the source we had to obtain the science lesson plans from. The link to the website lesson plans didn’t work so I had to go digging for them and it was very time consuming. The website was also confusing and hard to use.]
3.
What did you learn about yourself during this assignment?
[I learned that I am growing and strengthening as an educator by how my responses to lesson planning questions are coming faster and by memory. I am not having to look up as many definitions, words or phrases when writing my lesson plan teaching and instructional strategies. I also learned that I overthink integration of subjects.
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What are some of the benefits to interdisciplinary units? What are some of the downfalls to interdisciplinary units?
[Some of the benefits of interdisciplinary units are how much it engages students into active meaningful leaning environments. Another important benefit is that the interdisciplinary units create more content that are relevant to students lives and communities. Students are able to make connections because the topic and content is stretched over many subjects. Some of the downfalls to interdisciplinary units would be minimal but if I have to say one, it would be the extra work the teacher has to put into the lesson overall. However, in the end that is not a downfall to the students. ]
4.
If you were the professor of this course, what changes would you make to this assignment?
[If I were the professor in this course I would create a video explaining the directions of the assignment. It would have been helpful if the professor created a video of finding the lesson plans on the website and went over the areas of the lesson plans that were as students were supposed to look for. Being an online students can be difficult at times because we all learn differently and interoperate things differently. I learn better when shown how to do something through physical instruction.]
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References
Arachnid Classification by Attributes and Actions 4.5
. (n.d.). #GoOpenVA. Retrieved February 17, 2024, from https://goopenva.org/courseware/lesson/6085/overview
Developing Map Skills Through Earth Science Activities
. (n.d.). #GoOpenVA. Retrieved February 17, 2024, from https://goopenva.org/courses/developing-map-skills-through-
earth-science-activities
Plickers
. (2020). Plickers.com. https://www.plickers.com/
SugarAunts, C. (2016, May 11).
Rock and Roll Place Value Math Activity
. Coffee Cups and Crayons. https://www.coffeecupsandcrayons.com/rock-roll-place-value-math-activity/?
utm_medium=social&utm_source=pinterest&utm_campaign=tailwind_tribes&utm_conte
nt=tribes&utm_term=417964968_14047676_230963
#GoOpenVA
. (n.d.). #GoOpenVA. Retrieved February 17, 2024, from https://goopenva.org/search?
batch_size=20&sort_by=title&view_mode=summary&f.general_subject=science&f.subl
evel=lower-primary&f.material_types=lesson-plan