Integrated Science and Math Models

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Integrated Science and Math Models

• By
• Amy Hill
• Kelly Crowley

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Integrated Curriculum

• Based on the principles
• Constructing content that is grounded in state
  and national standards, but transcends
  subject-specific facts.
• Focusing on processes that enhance thinking
  critically and creatively, making decisions,
  solving problems and knowing how to learn.
• Using a variety of assessment strategies
• Connecting learning to real-life experiences
  beyond the classroom.
• Serving and respecting all students and their
  varied needs, abilities, learning styles,
  interests and career opportunities.

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10 Models of Integrated Curriculum

• Fragmented
• Connected
• Nested
• Sequenced
• Shared
• Webbed
• Threaded
• Integrated
• Immersed
• Networked

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Fragmented Model

• Traditional model of separate and distinct
  disciplines which fragments the subject areas.

Example Teacher applies this view to all subjects
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Connected Model

• Key concepts are connected topic to topic within
  the discipline.
• Focuses on integrating skills or concepts within
  a subject.
• Example
• Decimals are connected to percents, which are
  related to money.

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Nested Model

• Multiple social, thinking, and
• content-specific skills are
• targeted within each subject.
• Focuses on natural combinations.
• Example
• Science teacher uses a unit on photosynthesis to
  facilitate consensus taking (social), illustrate
  sequencing (sequencing) and plant life cycle
  (science content).

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Sequenced Model

• Subjects remain separate but are designed to
  provide a broad framework for related concepts.

• Topics are rearranged and taught in two or more
  subjects simultaneously.

Example English class reads a Civil War novel
at the same time as this period is being taught
in American history.
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Shared Model

•  Overlapping concepts or skills are taught in two
  or more subjects through the use of team planning
  or teaching.

• Involves coordinated planning between two
  teachers of different subjects.

Example Math and Science teachers use line
graphs to teach data collection, charting, and
graphing as shared concepts.
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Webbed Model

• A theme is webbed throughout curriculum concepts
  and disciplines as a base for instruction.

Example The teacher presents a theme, such as
Halloween, and webs it into multiple subject
areas.
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Threaded Model

• Thinking and social skills, as well as multiple
  intelligences and study skills are threaded
  through the various subjects.

Example The Reading, Math and Science teachers
target predictions wile the Social Studies
teacher targets forecasting events. The skill,
prediction, is threaded across the disciplines.
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Integrated Model

• Overlapping topics and concepts are taught by
  interdepartmental teams.

Example In Math, Science, Social Studies, Fine
Arts, and Language Arts, the teachers look for
patterns and approach content through these
patterns.
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Immersed Model

• Disciplines become part of the learners area of
  expertise.
• Learning takes place within the learner with
  little or no outside help.

Example A student who has a love for horses
reads about horses, writes about them, draws
pictures of them, and longs to learn more about
them and possibly become a horse trainer or
veterinarian.
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Networked Model

• Learner filters all learning through the expert
  and makes internal connections.

• Allows for exploration, experimentation, and
  participation.

Example A student's fascination with the solar
system and space travel directs his or her
reading choices or television viewing. The child
is encouraged to attend space camp and expands
his/her knowledge base.
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Approaches to Integration
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Interdisciplinary Integration

• Involves an activity that includes two or more
  different branches within a discipline. . 

Example Integrating algebra, geometry,
measurement, and data analysis in the context of
pendulum motion
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Content Specific Integration

• Involves choosing an existing curriculum
  objective from math and one from science and
  weaving them together.
• Infuses Math and Science content areas.

Example Infusing the concept of measurement in
mathematics with the study of dinosaurs in
science
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Process Integration

• Integration through the use of real-life
  activities in the classroom.
• Students use the processes of science and
  mathematics through experimentation and
  investigation

Example Students will study the weather in
different cities, interpret the data into a
spreadsheet, calculate the averages and create
charts ranking cities in order of temperature,
cloud cover and wind speed.
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Methodological Integration

• Focuses on experimental science.
• Students investigate issues in both science and
  math using related strategies such as inquiry,
  discovery, and the learning cycle

Example Paradox, discrepant events
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Thematic Integration

• Begins with a theme which then becomes the medium
  with which all the disciplines interact.
• Includes all disciplines typically found in
  elementary and middle schools.

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Tell me, I forgetShow me, I rememberInvolve
me, I understand. -Unknown
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Suggested Reading

• Beane, J.A. (1992, November). Creating an
  integrative curricululm Making the connections.
  NASSP Bulletin, 76(547), 46-54.
• Bowman, Jacqueline K. and Koirala, Hari P.,
  Preparing middle level pre-service teachers to
  integrate mathematics and science Problems and
  possibilities School Science and Mathematics,
   March 2003
• Drake, S.M. (1991, October). How our team
  dissolved the boundaries. Educational Leadership,
  49(2), 20-22.
• Fogarty, R. (Ed.) (1993). Integrating the
  curricula A collection. Palatine, IL
  IRI/Skylight Publishing.
• Fogarty, R. The Mindful School How to Integrate
  the Curricula, 1999
• Fogarty, R. 1991. Ten ways to integrate
  curriculum. Educational Leadership 49(2) 61-65.

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Suggested Reading

• Hansen, J.M. (1993, December). Teaching life
  concerns to kids who don't care. NASSP Bulletin,
  77(557), 46-50.
• Harter, P.D., Gehrke, N.J. (1989, Fall).
  Integrative curriculum A kaleidoscope of
  alternatives. Educational Horizons, 68(1), 12-17.
  
• Jacobs, H.H. (Ed.). (1989). Interdisciplinary
  Curriculum Design and implementation.
  Alexandria, VA Association for Supervision and
  Curriculum Development
• Loepp, Franzie L., Models of Curriculum
  Integration

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References

• http//scholar.lib.vt.edu/ejournals/JOTS/Summer-Fa
  ll-1999/Loepp.html
• lhttp//www.misd.net/SchoolImprovement/models.htm
• http//www.glencoe.com/sec/teachingtoday/subject/c
  urriculum_int.phtml
• http//www.nwrel.org/scpd/sirs/8/c016.html
• http//www.findarticles.com/p/articles/mi_qa4009/i
  s_200307/ai_n9258266/pg_2
• http//www.ncrel.org/sdrs/areas/issues/envrnmnt/dr
  ugfree/sa3curri.htm
• http//www.lookstein.org/integration/curriculum_in
  tro.htm
• http//www.coorisd.k12.mi.us/ged/haf/connections/w
  hatisic.htm