Multiple Discipline Learning Theories

¶ … Integrated Lesson Plan MATH Lesson Plan Grade Level: Second Arithmetic Activity Name: Addition is fun! Learning Domain Addition Overview & Purpose Students will learn the basic concept of addition. Addition is useful because it provides a foundation for other aspects of arithmetic. What will be learned and why it is useful. Education Standards Addressed If your state has early learning standards, please identify and list the standards that this lesson addresses (Specify skills/information that will be learned.) The objective is for students to learn to add.

Materials Needed: Plates Candy (Skittles) (Specific skill / concept being taught in lesson) The content is that students can combine objects to get more of them. Vocabulary: Addition, plus, equals. Other Resources: (e.g. Web, books, etc.) Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery: Examine and Talk, Demonstrate, Model, Plan, Guide, Record, Describe, Explore, Acquire, Practice, etc. The instructor will pass out plates to students.

The instructor will illustrate the basic principle of addition by using examples of candy and translating their numeric value onto the whiteboard. Thus, the instructor will perform simple adding equations. The instructor will then pass out candy to students and do group sessions of adding. The lesson will end with students answering such equations on their own. Evaluation/Summary: Everything seemed to work well, especially the usage of Skittles as materials.

Remediation: Remedial Activities Adaptations or Individualization Students who need help can come to the whiteboard with the teacher and work with him or her. Extension: Enrichment Activities Students can add greater sums of candy, exceeding a total of ten. Additional Notes: SCIENCE Lesson Plan Grade Level: Second Subject: Matter Prepared By: Activity Name: Matter changes shape Learning Domain Energy Overview & Purpose What will be learned and why it is useful. Students will learn that matter and energy changes shape, and cannot be created or destroyed.

Education Standards Addressed If your state has early learning standards, please identify and list the standards that this lesson addresses Objectives: (Specify skills/information that will be learned.) The objective is to teach students that matter can transform yet still retains some of its basic properties. Materials Needed: Water Ice cube tray Measuring cup Content: (Specific skill / concept being taught in lesson) The teacher will demonstrate that despite changes in form, fundamental aspects of matter (or water in this example) remain the same. Vocabulary: Matter, energy. Other Resources: (e.g.

Web, books, etc.) Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery: Examine and Talk, Demonstrate, Model, Plan, Guide, Record, Describe, Explore, Acquire, Practice, etc. The teacher will explain that energy cannot be created and destroyed, and that it merely takes shape. This concept extends to matter, as well. As proof, the class will engage in a group experiment in which it measures out a specificed amount of water, then puts that water in the school's freezer.

A couple of hours later, the class will see that the water has changed to ice and solidified. After letting it sit in class to thaw, the class will measure the water and see that the amount of water is practically the same. Evaluation/Summary: The children seemed particularly engaged in this activity. Remediation: Remedial Activities Adaptations or Individualization Children can perform the experiment for homework. Extension: Enrichment Activities Students can use increased amounts of water.

Additional Notes: SOCIAL STUDIES Lesson Plan Grade Level: Second Subject: Social Studies Prepared By: Activity Name: Map Reading Learning Domain Cartography Overview & Purpose What will be learned and why it is useful. Students will learn the basic principles of reading a map. This is important because it will help them understand geography.

Education Standards Addressed If your state has early learning standards, please identify and list the standards that this lesson addresses Objectives: (Specify skills/information that will be learned.) Students will learn the cardinal directions and how to apply them to special placement on a map. Materials Needed: Whiteboard Markers Child Maps Content: (Specific skill / concept being taught in lesson) The instructor will teach students how to follow directions as they relate to maps. Vocabulary: North, south, east, west. Other Resources: (e.g.

Web, books, etc.) Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery: Examine and Talk, Demonstrate, Model, Plan, Guide, Record, Describe, Explore, Acquire, Practice, etc. The teacher will draw arrows on a whiteboard. One will point upwards, downwards, to the left, and to the right. The teacher will ask students which way the directions are pointing. He or she will then denote that these arrows correspond to the cardinal directions and state which one goes with each arrow.

The teacher will then draw a map on the board with a few objects and have the students use the cardinal directions describe how to get from one point to another. Finally, students will receive individual maps and use the cardinal directions to identify points and routes to take on the maps. Evaluation/Summary: It appears the group part of this lesson worked better than the individual application. Remediation: Remedial Activities Adaptations or Individualization Students having difficult can work together in groups.

Extension: Enrichment Activities Students can utilize an actual map once they have finished with their "child" one. Additional Notes: Addition, cartography, and the law of preservation of energy/matter were addressed in the Integrated Literature Unit. The students learned that they can add things, that matter might change shape but not its fundamental qualities, and that they can use cardinal directions to find their way around.

An integrated curriculum unit is beneficial for teachers and students because it enables teachers to multi-task, and teach multiple concepts during the time in which they might have only taught one. This reason is also why such a curriculum unit is beneficial for students, because they are able to learn more than they otherwise would have. It is necessary to create inclusive and anti-bias learning environments so that students are included in them.

Moreover, it is important to do so in order to accommodate the multitude of needs for all students, and not just for a few of them, since people.