Sabrina Zatarain

NancyLee Bergey & Gillian Maimon

EDUC555 Advanced Field Seminar (Elementary & Secondary Education)
23 February 2018

Integrative Curriculum: Blythe Planning Template

Grade and 2nd Grade: Literacy, Social Studies, Science

Subject(s)
Overarching 1 How can we collaborate with others in order to be teachers and learners?
Understanding 2 How can we overcome societal and personal obstacles in order to achieve our goals?
Goals
(Throughlines) 3 How does the story of another person, past or present, influence your life?
4 How can we use scientific approaches and skills across disciplines in order to help us understand the
world around us?
Unit-Long
Understanding
Goals Generative Topic (Unit)
Female Scientists

Who can be a Who are well- How can we use Who is Jane How did Jane
scientist? known female what we know Goodall? What Goodall conduct
scientists? What about female contributions has her research as a
did they do? What scientists in order she made to scientist? How can
obstacles did they to share our science, gender we use these tools
encounter and knowledge with equality, and in our own lives?
why do they others and make society, as a
encounter them? positive whole?
1 contributions of 5
2 our own?
3 4
Sequence of
Understanding
Performances

UGs Understanding Performances Ongoing Assessments
Introductory 1 Students work in small groups to create Informal by teacher. Based on engagement.
Performance(s) images and characteristics of scientists. Meant to assess what students already
know and have yet to learn.
5 Students are presented image and discuss Informal class discussion. Based on
what they see, think, and wonder regarding engagement.
that image.
5 Students participate in class picture walk. Informal class discussion. Based on
Students analyze illustrations in a story, make engagement. Teacher gives informal
predictions, and formulate questions. feedback.
Guided 5 Students participate in partner picture walk. Informal student-student discussion. Based
Inquiry Students analyze illustrations in The Watcher, on engagement. Teacher gives informal
Performance(s)
make predictions, and formulate questions. feedback.
1, 5 Students watch video of chimpanzees and Informal by teacher. Based on (1)
record observations. Class generates chart of engagement and (2) skill in research.
observations and formulates questions about Teacher gives informal feedback.
observations.
1, 5 In expert groups, students study one aspect of Informal by teacher. Based on (1)
hermit crabs. engagement and (2) skill in research.
Culminating 4, 5 Students answer questions they formulated Informal by teacher. Based on (1)
Performance(s) after reading and analyzing images in The engagement and (2) skill in research.
Watcher. Teacher gives informal feedback.
2, 4 Students write in journals about Jane Goodall Informal by teacher. Based on (1)
and her scientific and humanitarian engagement and (2) accuracy of
contributions. information.
1, 5 Students observe hermit crabs, record Informal by teacher. Based on (1)
observations, and formulate questions. engagement and (2) skill in research.
Teacher gives informal feedback.
1, 3, 5 Students teach one another what they have Students complete feedback form based on
learned about hermit crabs. what peers have taught them.
2, 3 Students create living museum based on Audience completes feedback form based
female scientists they researched. on what students have taught. Co-
developed by teacher and students.
1 Students work in small groups to update their Informal by teacher. Based on (1)
pre-conceived notions about the images and engagement and (2) incorporation of new
characteristics of scientists. knowledge into adapted drawing and
descriptions. Students provide feedback to
one another.
Skill Strands

 1 Research skills
 2 Cooperative learning skills
☐3
 Major Focus  Reinforced ☐ Unsupported/Required