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Interdisciplinary Lesson Plans Review
EDUC 324: Teaching Elementary and Middle School Science
Professor Kirk
September 21, 2025
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Interdisciplinary Lesson Plans Review
Lesson One – Mathematics Integration
Title of Lesson: Animals Here, Animals There, Animals Everywhere!
Strand: Classifying animals into groups
Topic: Animals
Grade Level: 1st grade
Primary Virginia Science Standard of Learning: 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: a) Sort and classify concrete objects into
appropriate subsets (categories) based on one or two attributes, such as size, shape, color,
and/or thickness (e.g., sort a set of objects that are both red and thick).
Strand: Shapes
Proposed Integration: Because the students are learning about animals and what they look like,
it may be easier for them to understand what exactly they are looking for by watching a video.
In this lesson plan, it talks about using shapes to determine how to define and separate what
shape looks like what. The teacher can talk with the students and see how well they picked up
on describing a shape, then their selves. Going off of that, they will then look at a few pictures
of different animals. They will have to explain their features similarly to the shapes and how
they see their selves.
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Technology Integration: The students will watch a few different videos throughout the lesson.
The first one being the shapes video that I talked about above. Then it would be about the
different animals that the students will be learning about. I think that watching and learning
about the animals can help them to acquire the information they need in order to describe the
animals. I think that if the students had iPads or Laptops, I would include an educational game
or assignment regarding animals!
Student/Teacher Actions (what students and teachers should be doing to facilitate learning):
1. We will begin by learning about shapes, what they are looking for in a shape, how to
determine the difference between each shape and their names.
2. Once the students begin to get the gist of understanding and pointing out the difference
in the shapes and can complete their worksheets completely, then we will move on.
3. The students will be introduced to animals gradually.
4. They will watch the math video first to remind them what they are looking for.
5. Once the video is finished, they will watch a separate video regarding the specific
animals that they will be learning about.
6. Once that is done, we will complete a group worksheet where students can point out
what they have noticed in each animal, why they think they are different, and how
exactly they are different.
Assessment: The front page of the assessment will be the shapes. They must complete the
following answers: name of shape, how many sides, color of shape. On the backside will be the
same thing but as animals. The students must determine what animal is which, the name, their
colors, etc.
Diverse Learners:
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•Giftedness: If there are students who appear to be picking up the information
well and adding more to their work about shapes or animals then I would
provide a more in-depth worksheet for them to work on. This will be for math
and science. They will have the chance to work on upcoming math work and
science work to see how well they are understanding and figuring out the
assignments on their own.
•English Language Learners (ELL): I will provide the same work but in the student’s
language. They will have an English version to line up with if they need it. They
will have a teacher or aid near them in order if they need help or if there is a
specific teacher who may speak their language. If so, they can work together to
figure it out in their language as well as in English too.
•Developmental Delay: Any students who have a developmental delay will be
provided with more time to learn and understand the work that the students are
learning. They will get a little bit more paperwork such as certain assignments
and worksheets to take home with them to try to stay up with the class. If they
are quite not grasping this, then they will have a teacher or aid to be with them
to work on the worksheets together.
•Sensory Disability: Depending on the disability, the student will be provided with
the help they need to keep up with other students. Examples: If the student is
blind, there will have a Perkins Brailler to help complete their work. If they are
deaf, they will use visual items to help explain what they are learning as well as
having an aid with them who knows sign language in order to speak with the
student.
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•Attention Deficit Hyperactivity Disorder: Any students with ADHD will have a
teacher or aid to help them stay focused and on task, they will be provided with
items if they need to fidget or if they need a break from work. If they need to get
their feet moving, a teacher or aid may take them for a walk as long as they are
still learning and keeping up with the work.
•Math Anxiety: Students who may struggle with math will have the option to take
a little more time on it, they will have extra work to complete as well just to
make sure they are feeling comfortable with the work and understanding the
work they are learning in school.
Lesson Two – History/Social Science Integration
Title of Lesson: Sequence of Geologic History with Fossils
Strand: Fossils throughout history
Topic: Fossils
Grade Level: 8th Grade
Primary Virginia Science Standard of Learning: The student will investigate and understand that
many aspects of the history and evolution of Earth and life can be inferred by studying rocks and
fossils. Key ideas include a) traces and remains of ancient, often extinct, life are preserved by
various means in sedimentary rocks; b) superposition, cross-cutting relationships, index fossils,
and radioactive decay are methods of dating rocks and Earth events and processes; c) absolute
(radiometric) and relative dating have different applications but can be used together to
determine the age of rocks and structures; and d) rocks and fossils from many different geologic
periods and epochs are found in Virginia.
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History/Social Science Integration
Virginia History & Social Science Standard of Learning: The student will demonstrate skills for
historical thinking, geographical analysis, economic decision making, and responsible citizenship
by
a. selecting and synthesizing evidence from information sources including, but not limited
to artifacts, primary and secondary sources, charts, graphs, diagrams, and geospatial
technologies, including maps, the geographic information system (GIS), and global
positioning system (GPS) imagery, to understand the regions of the world;
Strand: Geologic History
Proposed Integration: The students will research and comprehend that investigating rocks and
fossils can reveal a lot about the origins and development of life on Earth. After they go through
the lesson of the Origins of life on Earth. They will determine why different sections of the world
is different. After this, they will go into the lesson of fossils and what they are. They will then
talk about the different fossils in different parts of the country.
Technology Integration: Throughout the two different lessons, the students will watch a couple
different videos. In the first lesson, they will watch a video regarding different parts of the
world, the origin, etc. Once they get used to that, they will then move on to videos about fossils.
They will write notes throughout each video. Once this is completed, the students must look up
information on their own regarding geological history and fossils.
Student/Teacher Actions (what students and teachers should be doing to facilitate learning):
7. The students will watch and learn about how earth came to be, its geological history,
and how we got to where we are today.
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8. They will take notes throughout the video and lesson.
9. They will then learn about fossils, what they are, the different names, etc.
10. They will have to take notes on the video and the lesson once again.
11. Then the students will take time to complete their worksheets given to them with a
partner or on their own. They must look up and find their own information regarding
geological history and fossils.
Assessment: The students will take a test on the two segments of history and science. This will
help to determine how well they are understanding the information.
Diverse Learners:
•Giftedness: Students who are picking up the information much easier than others
will have to provide a more in-depth section of geological history and fossils. If
this is all correct, they will have the option to continue on with the next lesson in
class or they can help other students struggling.
•English Language Learners (ELL): I will provide the same work but in the student’s
language. They will have an English version to line up with if they need it. A peer
who may be engaging with the student a lot will be paired up with or sit next to
in class if the student needs help. If the student has an aid with them, they are
able to do the work with them only if they are not understanding the work.
•Developmental Delay: Any students who have a developmental delay will be
provided with more time to learn and understand the work that the students are
learning. They will get a little bit more paperwork such as certain assignments
and worksheets to take home with them to try to stay up with the class. If they
are quite not grasping this, then they will have a teacher or a peer to be with
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them to work on the worksheets together. They will have an option for extra
time on any tests or assessments.
•Sensory Disability: Depending on the disability, the student will be provided with
the help they need to keep up with other students. Examples: If the student is
blind, there will have a Perkins Brailler to help complete their work. If they are
deaf, they will use visual items to help explain what they are learning as well as
having an aid with them who knows sign language in order to speak with the
student.
•Attention Deficit Hyperactivity Disorder: If there are any students who have
ADHD will have extra time on the worksheets given to them. There will be an aid
to check up on them and to see if they need extra help with any work given to
them. The students will have different fidget items too if they need it.
•Struggling Readers: Students who may struggle with reading will have a peer or a
partner working with them just in case they need help with specific sections of
the classwork. The student will also be provided with more time on work as well
as tests too.
Lesson Three – English Integration
Title of Lesson: Integrating force and motion
Strand: Writing
Topic: Force and motion
Grade Level: 5th grade
Primary Virginia Science Standard of Learning: The student will investigate and understand that
energy can take many forms. Key ideas include a) energy is the ability to do work or to cause
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change; b) there are many different forms of energy; c) energy can be transformed; and d)
energy is conserved.
English Integration
Virginia English Standard of Learning: General Academic Language – words that are not
necessarily common in conversational language, but more likely to be used in the classroom in
academic reading, writing and conversation (e.g. summarize, evaluate).
Strand: Writing
Proposed Integration: The students will have to write paragraphs of each vocabulary word they
are learning in the science lesson. They will be paired up with another student and work
together to explain the different vocabulary words. Once that is completed, the students will
have to answer a variety of questions regarding the science lesson. After everything is
completed, they should be able to create an essay with everything they just learned.
Technology Integration: The students will use their computers or iPads to look up information.
They are to use certain website resources to help them complete their worksheet or
paragraphs. If they do so, they must include the website they used or if they had watched a
video. Throughout the assignment, they will have videos to look back on from the lesson to help
them with their work. They will also be provided with specific links regarding the information
they are learning.
Student/Teacher Actions (what students and teachers should be doing to facilitate learning):
12. The students will learn about force and motion through the lesson that the teacher has
taught them.
13. The students must take notes throughout the lesson.
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14. The students have to take the time to find their own information for the work they must
complete in class.
15. The students will be in groups of two and must complete short paragraphs of the
vocabulary words given to them.
16. They must also complete a worksheet provided to them as well.
17. Once this is all completed, the students must cooperate with each other to make an
essay with the work they are finding.
Assessment: The students must complete a test on their own. They will have to write complete
sentences about each vocabulary word they have learned in this lesson.
Diverse Learners:
•Giftedness: Students who are picking up the information much easier than others
will have to provide a more in-depth section of force and motion. They will have
to write a short essay on it without using the internet to help them this time. If
this is all correct, they will have the option to continue on with the next lesson in
class or they can help other students struggling.
•English Language Learners (ELL): I will provide the same work but in the student’s
language. They will have an English version to line up with if they need it. A peer
who may be engaging with the student a lot will be paired up with or sit next to
in class if the student needs help. If the student has an aid with them, they are
able to do the work with them only if they are not understanding the work.
•Developmental Delay: Any students who have a developmental delay will be
provided with more time to learn and understand the work that the students are
learning. They will get a little bit more paperwork such as certain assignments
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and worksheets to take home with them to try to stay up with the class. If they
are quite not grasping this, then they will have a teacher or a peer to be with
them to work on the worksheets together. They will get extra time on any tests
as well.
•Sensory Disability: Depending on the disability, the student will be provided with
the help they need to keep up with other students. Examples: If the student is
blind, there will have a Perkins Brailler to help complete their work. If they are
deaf, they will use visual items to help explain what they are learning as well as
having an aid with them who knows sign language in order to speak with the
student.
•Attention Deficit Hyperactivity Disorder: If there are any students who have
ADHD will have extra time on the worksheets given to them. There will be an aid
to check up on them and to see if they need extra help with any work given to
them. The students will have different fidget items too if they need it. If the
student needs any breaks, they will have the option to get up and move around
for a short time period.
•Struggling Readers: Students who may struggle with reading will have a peer or a
partner working with them just in case they need help with specific sections of
the classwork. The student will also be provided with more time on work as well
as tests too.
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
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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?
I liked that I was able to look at different grade levels rather than sticking to one. I
tend to stick to elementary age activities because that is where I want to teach. So,
by having the option to look at other grade levels made it more interesting.
2. If you had to complete this same activity again, what would you change?
I think that I would try to familiarize myself with the VDOE science link. It took me
a minute to find and figure out what I was looking for in each section of this
assignment. I did like how there were so many different lessons to choose from.
3. What did you learn about yourself during this assignment?
I learned that it takes time to figure out that some lesson plans take longer than
others. This is merely because of the different lessons they will be learning. That is
depending on if it is Math, Science, History, or English.
4. What are some of the benefits to interdisciplinary units? What are some of the
downfalls to interdisciplinary units?
I think that there are many benefits to interdisciplinary units. It can make all the
difference to some students who may not be grasping something in one unit and
implementing it into a different unit could help them see it in a different light. I also
believe that it can help all students better how they learn by including this extra bit
of work. The downfall is that some students could be struggling with the work in
specific units and by implementing a different unit could only push them down. They
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may feel stressed with trying to implement one unit with another and they may
struggle more and more in each unit.
5. If you were the professor of this course, what changes would you make to this
assignment?
I think that I would change the assignment instructions. I had to go back and reread
it over a few times to really understand what I was doing. It took me a minute to
understand where to start and how I should be completing this. It felt intimidating
when I initially opened up the template but that was until I took time to look at
everything!
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Works Cited
#goopenva. (n.d.-a). https://goopenva.org/
Google. (n.d.). CS 1.5 animals here, animals there, animals everywhere! - SCI 1.5 animal
attributes. Google Docs.
https://docs.google.com/document/d/1xW6B2yUSBYq-6bCrdROP7YdTp2uIeKgFVWt4QXm5v
s8/edit?tab=t.0#heading=h.fa9hs8b9bbin
Virginia Department of Education | Home. (n.d.-b). https://www.doe.virginia.gov/
Virginia Department of Education | Home. (n.d.-c). https://www.doe.virginia.gov/
