1. T 8.0 Central concepts:  The standards for all lessons should not be treated simply as a “to do” list.  Integration of the disciplines can be effective when done thoughtfully.  Approaches to integration include looking across the standards and the use of a driving question. Chapter 8: Integration: How Can I do it ALL?

2. T 8.1  The ability to apply the standards from a variety of disciplines into one lesson.  Key to successful integration is not to force it.  Successful integration provides an opportunity to revisit content from a different context. Integration What is Integration?

3. T8.2 Approaches to Integration Across the Standards Approaches to Integration Across the Standards  A standards similarities analysis identifies the content knowledge unique to each discipline and shows where similarities exist among the skills for each discipline.  A thorough review of the standards for science, mathematics, language arts, social studies, and technology reveals that each have a standard which reflects the nature of the discipline. This should be developed in the integrated lesson plan.

4. T 8.3 Approaches to Integration Across the Standards Approaches to Integration Across the Standards A standards similarities analysis… reveals that real world connections are stressed within each discipline.

5. Table 8.1 Standards Similarity Analysis SIMILARITY DISCIPLINES Mathematics Language Arts Social Studies Technology Content - Life - Physical - Earth/Space Science - Algebra - Geometry Numbers and Operations - Write, speak, and visually represent to create text - Range of materials and purposes for reading - People, Places and Environments -Power, Authority and Governance - PProduction, Distribution and Consumption Individuals, Groups and Institutions Technology productivity tools Skills Inquiry - Measurement Data Analysis and Probability. Problem Solving -Reasoning and Proof RResearch and Inquiry - Reading strategies, language use, and conventions - Technology research tools -Technology problem solving and decision making tools View Across the Disciplines T 8.4 Science

6. SIMILARITY DISCIPLINES Mathematics Language Arts Social Studies Technology - Production, Distribution and Consumption - Science, Technology and Society Basic Operations and Concepts The Nature of the Discipline History and Nature - Communication - Representation Purposes for using spoken, written, and visual language -Time, Continuity, and Change -Civic Ideals and Practices - Social, ethical and human issues tTechnology communication tools View Across the Disciplines T 8.5 Science

7. SIMILARITY DISCIPLINES Mathematic s Language Arts Social Studies Technology Real World Connections Personal and Social Connections Language diversity and competency CCulture - Individual Development and Identity -Individuals, Groups and Institutions GGlobal Connections Technology problem-solving and decision- making tools View Across the Disciplines T 8.6 Science

8. T 8.7 Approaches to Integration Driving Question Approach Approaches to Integration Driving Question Approach  Knowledge from different disciplines is used to examine a topic deeply.  A variety of resources are used and the students are engaged in a variety of activities.  The students engage in inquiry that leads to a deeper understanding of the topic and its connections to the real world.

9. T 8.8 Approaches to Integration Driving Question Approach Approaches to Integration Driving Question Approach  Content integration provides a framework by which students can make the needed connections to the new information with the previously learned information.  Striving to answer a driving question encourages us to extend our knowledge and share similar goals for inquiry, observation, problem-solving, experimentation, and communication across content areas.

10. T 8.9 Approaches to Integration Driving Question Approach Approaches to Integration Driving Question Approach  Planning integrated learning experiences using a problem-based learning model helps students develop scientific thinking for problem solving in real life.

11. T 8.10 Planning and implementing an integrated curriculum takes time.  Common planning time is needed by teacher teams to explore theme, locate resources, identify student needs, and to coordinate daily schedules throughout the implementation process. Challenges to Integration

12. T 8.11  Locating an effective and coherent theme can be challenging.  It can be difficult to identify content knowledge, skills, standards and themes with appropriate connections to the content areas. Challenges to Integration