2
Interdisciplinary Lesson Plans Review
Lesson One – Mathematics Integration
Title of Lesson: Classifying Animals
Strand: Life Processes
Topic: Investigating characteristics and classification of animals
Grade Level: 1st grade
Primary Virginia Science Standard of Learning: 1.5 The student will investigate and understand
that animals, including humans, have basic life needs that allow them to survive. Key ideas
include a) animals need air, food, water, shelter, and space (habitat); b) animals have different
physical characteristics that perform specific functions; and c) animals can be classified based on
a variety of characteristics.
Math Integration
Virginia Mathematics Standard of Learning: 1.13 The student will sort and classify concrete
objects according to one or two attributes.
Strand: Patterns, function, and algebra
Proposed Integration: Based on the science standard of classifying animals, we will sort animals
by their attributes. One way that students can sort the animals is by land or water animals.
Another way to sort and classify is by warm blooded or cold blooded. This is a good way for
students to learn to sort in other ways besides just color and size.
Technology Integration: Technology is such an important thing in today’s world, so it is
important to incorporate it into lessons. I will incorporate technology into this lesson by giving
students a list of animals. Students will then need to go to Pebble Go on their iPad to decide what
3
category the animals belong to. Students will the watch this YouTube video on the Smartboard
about the five classifications of animals https://www.youtube.com/watch?v=EDIcqxwxb90.
Student/Teacher Actions (what students and teachers should be doing to facilitate learning):
1. The teacher will group students into groups of 3 or 4, based on how many students are in
the class. Each group will be given the five animal groups and cards with different
animals.
2. Each group will have different animals to sort. Students will talk about the animals and
decide as a group how to classify them.
3. Students will need to write down why they put the animals in the groups that they did.
4. Each group will present their animals and how they sorted them to the class.
Assessment: Students will be given a worksheet with different animals they have learned about.
They must sort the animals in the correct groups.
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: For this group, they will be given a another list of animals to sort on
their own.
English Language Learners (ELL): These students will be paired together with the
animals in English and their native language.
Developmental Delay: This group of students will be paired with my strong
learners.
Sensory Disability: There will be a table in the room that is quiet and little to no
sensory distractions.
4
Attention Deficit Hyperactivity Disorder: These students will be reminded to stay
on task and focused.
Math Anxiety: I will have a small group of these students working with me, to
ensure they stay calm, and I can help them on their level.
Lesson Two – History/Social Science Integration
Title of Lesson: Forces and Events
Strand: Force, motion, and energy
Topic: Force
Grade Level: 2nd Grade
Primary Virginia Science Standard of Learning: 2.2: The student will investigate and understand
that different types of forces may cause an object’s motion to change. Key ideas include
a) forces from direct contact can cause an object to move;D
b) some forces, including gravity and magnetism, can cause objects to move from a distance;
andD
c) forces have applications in our lives.
History/Social Science Integration
Virginia History & Social Science Standard of Learning: 2.1 The student will demonstrate
skills for historical thinking, geographical analysis, economic decision making, and
responsible citizenship by
i) practicing good citizenship skills and respect for rules and laws while
collaborating, compromising, and participating in classroom activities; and
Strand: Skills
Proposed Integration: During this lesson students will be practicing their social skills and
citizenship skills. I will have students working and collaborating together in groups. They will
need to follow all classroom rules and instructions for this lesson.
Technology Integration: Technology will be integrated into the lesson by students watching a
YouTube video on the smartboard on force, https://www.youtube.com/watch?v=sva0ZRfFx4k.
5
Students will then be assigned a book on Get Epic on their iPads about force. The video and
book will be a good introduction for this lesson. Students will read the book on their own and
this should take no more than ten minutes.
[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.]
5. Students will be put in groups of four. Each group will be given a toy car, ramp, and
measuring tape.
6. Students will work with their group and change angles of the ramp to see if that makes a
difference distance the car goes.
7. Students will take turns pushing the car off the ramp.
8. Each student will have a worksheet with questions to fill out. Those questions will be:
What forces were being used on the car? How did the direction or incline effect the
distance of the car? How did the height of the ramp effect the distance of the car.
Assessment: The teacher will assess each group as they are working. They will also check each
student’s worksheet.
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: These students will be given the leadership roles in each group.
6
English Language Learners (ELL): These students will be partnered together, and
instructions will be printed in their native language and English as well as have
pictures to be a visual of what to do.
Developmental Delay: The teacher assistant will work with these students in a
group.
Sensory Disability: These students will be assigned to a group, but have the
opportunity to work alone if it is too much.
Attention Deficit Hyperactivity Disorder: These students will be reminded to stay
on task and stay focused.
Struggling Readers: Instructions will be read as needed.
Lesson Three – English Integration
Title of Lesson: Physical Properties of Material
Strand: Matter
Topic: Properties of Material
Grade Level: 1st grade
Primary Virginia Science Standard of Learning: 1.3The student will investigate and understand
that objects are made from materials that can be described by their physical properties. Key ideas
include
a) objects are made of one or more materials with different physical properties and can
be used for a variety of purposes;
English Integration
Virginia English Standard of Learning: 1.10 The student will read and demonstrate
comprehension of a variety of nonfiction texts.
b) Use prior and background knowledge as context for new learning.
7
Proposed Integration: I will integrate the English standard by holding up an object and having
the students tell me about what they notice on the object. I am looking for things like color,
shape, size, texture, and weight. Students will rely on their prior background knowledge to
answer this question. This will open the door for me to explain that everything they mention is a
property of matter.
Technology Integration: To integrate technology into this lesson, I will show the students a
YouTube video on Properties of Matter. This will help introduce the lesson for better
understanding. I will also use the Smartboard as a way of showing different objects to the
students. Students will have a chance to come up to the board and examine the object and
describe its properties.
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 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.]
9. Students will be put into groups of 4 and each group will be given a bag of different
objects.
10. Students will be given a graphic organizer with object, color, weight, shape, size, color,
and texture that they must fill out for each object.
11. Students will then present their objects to the class and tell them about the objects
properties.
Assessment: The teacher will observe each group to ensure that there is participation all around.
The teacher will then check each students graphic organizer and get a grade on its competion.
8
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: These students will be given an activity where they will sort objects
according to its properties.
English Language Learners (ELL): Will be paired together with. Each item will
come with the word of the item in their native language as well as English.
Developmental Delay: These students will be working with the teacher assistant
in a group.
Sensory Disability: Thes students will be working in the groups but have the
opportunity to work alone if need be.
Attention Deficit Hyperactivity Disorder: These students will be reminded to stay
on task and stay focused.
Struggling Readers: There isn’t much to read in this assignment. Intructions will
be repeated as needed.
Reflection
What did you like about this activity?
I feel that integration of subjects is very important in the classroom. I like being able
to look through the VDOE repository to get inspiration of lessons. I also liked being
able to create simple yet education lesson for my students.
1. If you had to complete this same activity again, what would you change?
If I had to complete this same activity again, I would definitely give myself for time
to complete it. It was not a hard assignment, it just had multiple steps that I needed to
9
be more focused on. I also that differentiation is important in the classroom, but felt
as though those steps were repetitive in my lessons.
2. What did you learn about yourself during this assignment?
From this assignment I learned that I like simple lessons. I need to learn to create
more complex lessons for my students. I feel like more assignments like this will give
me the opportunity to do just that.
3. What are some of the benefits to interdisciplinary units? What are some of the
downfalls to interdisciplinary units?
There are many benefits to interdisciplinary unit. Students will learn the topic better
when it is incorporated into the many different subjects. I work with a teacher who
teaches a lot of interdisciplinary units and I see first-hand how the students grow and
learn. The only downfall I see to teaching these units is finding time to fit them into
your lesson. Teachers plates are full, so to speak, when it comes to fitting everything
that needs to be taught throughout the day, so these lessons to be well thought out and
planned.
4. If you were the professor of this course, what changes would you make to this
assignment?
If I were the professor, there isn’t much I would change about this assignment. I feel
like it was a well thought out assignment and gets the students prepared to teach these
interdisciplinary units.
Powered by TCPDF (www.tcpdf.org)
