Running Head: CONTENT KNOWLEDGE IN INTERDISCIPLINARY CURRICULUM 1

Content Knowledge in Interdisciplinary Curriculum

Hannah Hopper

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2017

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Introduction

One of the most effective strategies a teacher can have in their toolbox is the ability to

integrate content across the curriculum. In order to successfully do this, a teacher must have the

foresight to see how the curriculum relates from one subject to the other and creatively prepare

and plan lessons. When this occurs, both the students and teachers profit in a meaningful way.

The students are able to draw connections between subjects and teachers are able to use their

time in a resourceful way to teach more than one subject simultaneously. From my experience

teaching kindergarten, teaching across the curriculum is used frequently because of the short

amount of time students are present at school. I have grown a deeper understanding for how this

is performed in the classroom and why it is favorable for an educator to do.

Rationale for Selection of Artifacts

The first artifact I chose to represent content knowledge across the curriculum was a math

lesson I taught to introduce the concept of subtraction to kindergarteners. This lesson aligned

with SOL K.6 The student will model adding and subtracting whole numbers, using up to 10

concrete objects and SOL K.8 Students will develop vocabulary by listening to a variety of

texts read aloud. During this lesson I integrated both language arts and math by performing a

read aloud of the book, Pete the Cat and His Four Groovy Buttons. During this read aloud, I

stopped the students and asked them comprehension questions. Concluding the reading, I asked

the students to find sight words on each page. This integrated lesson continued throughout the

week as I focused more on the math standards of introducing subtraction. The students

participated in a subtraction activity using a Pete the Cat template and manipulative. I created

scenarios that aligned with the book where Pete the Cat lost buttons. The students had to take one

button off their personal Pete the Cat and tell me how many were left. I enriched the lesson by
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asking students to help me write subtraction equations based on the word problems given. This

was a lesson I was able to continue throughout the week based on the adorable book, Pete the

Cat and His Four Groovy Buttons.

The second artifact I chose was a lesson which integrated both science and language arts.

The SOL standards aligned to this lesson were K.10 The student will investigate and understand

that changes occurs over time and rates may be fast or slow. The language arts SOL standard

aligned to this integrated lesson was SOL K.8 Students will develop vocabulary by listening to

a variety of texts read aloud. The students needed to learn the science objective about how

changes occur over a period of time. I introduced the idea of change through a seasons book

called, The Thing About Spring and through the book The Giving Tree. Both of these books

highlighted different types of changes either through weather or through people. Throughout the

read aloud, I stopped periodically to ask comprehension questions and ask the students what

changes they observed by using the pictures. I reinforced one of their reading strategies referred

to as eagle eye which focuses on the students using the pictures to draw meaning and

understanding.

Another activity I integrated with science and language arts was during center work. The

students had to write about their favorite season and draw a picture to demonstrate this season.

This activity concentrated on sentence mechanics and allowed the student to develop a

connection to their favorite season and explain why. Lastly, the students created a booklet called

Growing and Changing. This booklet required the students to read and then sort the pictures in

sequence order based on how it changed. This lesson was evidence of how simple it can be to

combine subjects in order to touch on multiple standards simultaneously.

Reflection on Theory and Practice

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During my time at Regent University, this concept of integrating content across the

curriculum was spoken about frequently. At the time it sounded complex and very involved;

however, now that I have had experience implementing it myself, my perspective has shifted. It

does not feel as daunting or overwhelming; yet, it instead has come with a bit of ease and

enjoyment as I have explored different ways to helps the students get the fullness out of the

curriculum taught. Integrating the curriculum is described as, build[ing] bridges between what

can sometimes seen like fragmented subject areas (Rutherford, 2008, p.48). When teachers put

in the extra effort and time to build bridges for students to make connections, authentic learning

is developed and can easily be transferred from one subject to the other.

One reason why this approach is so popular in the classroom is because it allows students

to better understand what is being taught and transfer their knowledge beyond the four walls of

the classroom. An integrated curriculum involves the student transferring their understanding and

having the ability to see past assignments and assessments given at school. In Understanding by

Design (Wiggins & McTighe, 2005) it states, The ability to transfer knowledge and skill

effectively involves the capacity to take what we know and use it creatively, flexibly, fluently, in

different settings or problems, on our own (p.40). This should be one of the top goals as an

educator for student to be able to do. By integrating the curriculum, it helps students value their

education and discover how previous skills can become the foundation for new, undiscovered

understandings. This will develop deeper as a student becomes older; nevertheless, it can

certainly be introduced and demonstrated even with younger ages.

Another reason why this approach is valuable is because it maximizes the amount of time

allocated for given subjects. This is where teachers must genuinely care about students reaching

the highest level of understanding and plan strategically. One of the greatest assets to integrating
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the curriculum is the collaboration of teachers, which produces cohesiveness on grade levels.

Through collaborative planning, teachers can identify concepts and skills that are taught in

both/all courses (Rutherford, 2008, p.48). This teamwork spirit can produce an enhanced

curriculum that shapes links and lasting connections for the students. It does not necessarily

require more work on an educator but instead requires a high level of knowledge and

understanding in the content. The key to integrating curriculum is for the teacher to master the

content knowledge first and identify what is relevant and relatable to the students real world.

In conclusion, implementing opportunities for teaching across the curriculum serves both

the students and teachers. It evokes a higher level of understanding for the student to shift their

perspective of education and to see the importance and meaning behind it. Several young people

have a tainted image of school because they do not have the proper understanding of how it can

be transferred in real life. When teachers take the time to help clarify these misconceptions and

beliefs, it has the possibility to revolutionize the learning environment in a classroom.

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References

Rutherford, P. (2008). Instruction for All Students. Alexandria, VA: Just ASK.

Wiggins, G., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Association for

Supervision and Curriculum Development.