CANDIDATE(S): Jordan Brown, Courtney Chamberland, and

Christina Morris
DATE: November 10, 2007
EDUC 410 FINAL ASSIGNMENTS CHECKLIST
Curriculum Integration & Cohesiveness
Please mark YES or NO to signify that you completed all of the assignments listed in the table below:

YES NO INDICATOR
I have given my school colleagues (each person) a CD with the following
documents:
_____ Character Education _____ Standards Paper
Yes _____ Horizontal Mapping _____ Science Charts
_____ Language Arts Charts _____ Math Charts
_____ Social Science Charts _____ Resource Documents
_____ Final Checklist – Fine Arts, PE, Health
_____ Final Checklist – Integration (collaboration / accommodations for diversity)
Each CD I have made has a label with
___ My name and my partner’s name
Yes ___ The grade level (s)
(Online) ___ The name of my colleague so he/she will be able to identify the one he/she is to obtain.
I have placed a CD consisting of ALL assignments in this course in the appropriate box in
TE 102. The CD is in a “sleeve” protector and labeled with the “name of my partner and I,
N/A EDUC 410 and section number, Curriculum Project, Grade of Curriculum, and semester
date.”

1.) Cite at least 5 examples of how you imparted your school’s mission throughout your curriculum.

DAY TOPIC ACTIVITY

1. 5 Second Social Studies – The class will be divided up into two teams and will participate
Grade in a review game of jeopardy to review information from second grade. (The
Cumulative students will fully understand second grade concepts before moving on).
Review
2. 13 SOL 3.5 Social Studies – Students with a coordination disorder will be given pre-colored
Continents, worksheets. (Teachers provide differentiation for students who have learning
Oceans, disabilities).
Equator, and
Prime
Meridian
3. 3 Review of Science – The teacher will construct a mini test that will ask student’s general
2nd Grade questions regarding materials learned the previous year to get a basic idea of what
level the students are on. (Teachers want to make sure that their students are on
the correct academic level.)
4. 176- Review of Language Arts – The teacher will review all of the information the students have
180 3rd Grade learned throughout the course of the year. (The teacher makes sure that the
 students understand the material learned and have grasped the information).
5. 25 SOL 3.3 Math – The teacher will review and recap the previous four weeks of information.
Greater (The teacher will periodically review past information to make sure the students
Than, Less are following along and to make sure that the students are tying the information in
Than, and together).
Equal To

2.) Cite at least 5 examples of how you included lessons and activities planned in your Character Education
Paper.
DAY TOPIC ACTIVITY
1. 12 SOL 3.5 Social Studies – The students will work together in groups to create a certain type
Continents, of landform and then create the type of crops and plants that would grow in that
Oceans, area.
Equator, and
Prime
Meridian
2. 21 SOL 3.3 Math – The teacher will teach the students about the equality symbols using the
Greater alligator’s mouth technique. The students will then use their alligator mouths to
Than, Less compare different numbers.
Than, and
Equal To
3. 24 SOL 3.3 Math – The students will complete a worksheet on using the equality symbols.
Greater The students will also do another worksheet comparing numbers using words.
Than, Less
Than, and
Equal To
4. 104 SOL 3.8 Science – The teacher will discuss the parts of a simple plant: roots, stem, and
Cycles leaf.
5. 15 SOL 3.3 Language Arts – In their writing journals, students will write about what they
Word want to be when they grow up.
Analysis
Skills with
Reading
Syllables
 3.) Cite at least 5 examples of use of technology.
DAY TOPIC ACTIVITY
1. 16 SOL 3.2 Math – The teacher will explain rounding to the class by using a power point
Rounding with examples.
2. 130 SOL 3.6 Language Arts – The students will be grouped together to use the computer to
Reading look up facts about forest fires.
Comprehension
3. 45 SOL 3.4 Life Science – The teacher will access a website that thoroughly displays each step
in the life cycle of a butterfly.
4. 24 SOL 3.2 Science – The teacher will provide a slide presentation illustrating pictures of
Machines several types of simple machines.
5. 28 SOL 3.4 Map Social Studies – The teacher will show the students a map of Rome on the
Skills internet and will discuss the major cities, rivers, and mountains it contains.

4.) Cite at least 5 examples of collaboration with community resources.

DAY TOPIC ACTIVITY
1. 112 SOL 3.8 Science – The teacher will take the students on a field trip to a local planetarium.
Cycles
2. 80 SOL 3.11 Social Studies – The students will take a field trip to Monticello to visit the home
Thomas of Thomas Jefferson.
Jefferson
3. 8 SOL 2.11 Language Arts – The students will make a flat Stanley of their own and write a
Writing letter to go with it. They will address the envelope and the teacher will mail them
out through the post office.
4. 20 SOL 3.3 Language Arts – The students will write their address on a page and they will
Word exchange this with another student. They will prepare a letter and the teacher will
Analysis mail it through the post office to the students.
with
Reading
5. 30 SOL 3.2 Language Arts – The students will visit the library to get books for their book
Oral reports that are due in two weeks.
Language

5.) Cite at least 5 examples of collaboration with families.

DAY TOPIC ACTIVITY
1. 112 SOL 3.8 Science- The teacher will take the students on a field trip to a local planetarium.
Cycles Parents may be chaperones.
2. 80 SOL 3.11 Social Studies- The students will take a field trip to Monticello to visit the home
Thomas of Thomas Jefferson. Parents may be chaperones.
Jefferson
3. 55 SOL 2.20 Math- Students will do a homework assignment at home.
Shapes and
Symmetry.
4. 72 SOL 3.12 Social Studies- The students will have centers set up and will color, decorate and
Diversity in write about their own holiday at their homes in each station.
America
5. 29 3.2 Simple Science- The teacher will take the students to a local construction site to identify
Machines simple machines and the ways in which they work.
Parents may be chaperones.
 6.) Cite at least 5 examples of collaboration with colleagues.
DAY TOPIC ACTIVITY
1. 80 SOL 3.11 Social Studies – The students will take a field trip to Monticello to visit the
Thomas home of Thomas Jefferson. (All of the third grade classes).
Jefferson
2. 112 SOL 3.8 Science – The students will take a field to a local planetarium. (All of the third
Cycles classes).
3. 38 SOL 3.8 Social Studies – Students will work in groups to draw pictures on posters of
Specialization citizens in their community who help by having specialization.
4. 10 SOL 2.11c Language Arts – The students will be divided into groups. Each group will be
Revising given a familiar story, which has been written in an ill-formed manner. The
Writing students are to work together to revise the story.
5. 3 SOL 2.20 and Math – The students will get into groups to create a Venn Diagram of various
2.21 Shapes geometric shapes.
and
Symmetry

7.) Cite at least 5 examples of use of assessment (various types).

DAY TOPIC ACTIVITY
1. 20 SOL 3.3 Word Language Arts – The students will take a spelling test.
Analysis with
Reading
2. 70 SOL 3.5 Language Arts – The students will complete a test on the book Amos and
Reading Boris.
Comprehension
3. 15 SOL 3.1 Place Math – The students will take a short quiz over place value.
Value
4. 44 SOL 3.3 Matter Science – The teacher will administer a test covering the materials taught
within the specific content area. The teacher will test each student
individually.
5. 50 SOL 3.3 and Social Studies – The students will complete a quiz over exploration and
3.5 Famous explorers of the Americas.
Explorers

8.) Cite at least 5 examples of use of literacy, problem solving, etc.

DAY TOPIC ACTIVITY
1. 29 SOL 3.2 Science- Upon returning to the classroom, the students will fill out a chart noting
Machines how simple machines work, ways in which they help us work, and examples of
each.
http://www.sciencetech.
technomuses.ca/english/
schoolzone/machines3.cfm
2. 72 SOL 3.12 Social Studies- The students will have centers set up and will color, decorate and
Diversity in write about their own holiday at their homes in each station.
America
3. 78 SOL 3.11 Social Studies- The students will have to write a short paragraph about whether or
Abraham not they would vote for Abraham Lincoln if they had been alive when he was
Lincoln running for president.

4. 29 SOL 3.2 Language Arts- The teacher will discuss how schedules are important in order to
Oral get things done. The students will make a schedule for what one day is like for
Language them.
5. 34 SOL 3.2 Language Arts- The students will be divided into groups. In these groups, they
Oral will prepare a 1 scene dialogue to present to their class. They will perform it for
Language their classmates.

9.) Cite at least 10 examples of how you have used integration your curriculum. (eg. If you are studying about
Native Americans on Day 27 in social studies, are you also reading a novel in reading group on Day 27 that
would reinforce learning about Native Americans? Are you doing an art project that relates to Native
Americans? Etc.)
DAY TOPIC ACTIVITY
1. 72 SOL 3.8 Math- The teacher will read the book Counting Wildflowers by Bruce
Addition and McMillan to the students. While reading the book the teacher will ask math
Subtraction of related questions to the students to help them practice their math skills.
Whole
Numbers.
2. 87 SOL 3.9 Math-The teacher will read to the class the book, Bunches and Bunches of
Multiplication Bunnies by Louise Matthews.
Facts Through
the 9 Tables
3. 21 SOL 3.1 Science-The teacher will read Everybody Needs a Rock by Byrd Baylor. The
Inquiry teacher will allow each student to explore to collect their own rock outside in
order to make their own list of characteristics by which they may classify
their rock.

4. 49 SOL 3.3 Matter Science- The students will complete a butterfly life cycle worksheet by which
they must draw and label each stage.
5. 68 SOL 3.5 Language Arts-The students will create a story map for the book Amos &
Reading Boris working independently.
Comprehension
-use prior
knowledge
-identify clues
in text
6. 77 SOL 3.1 Language Arts- The teacher will review the book Nights of the Pufflings and
Effective have the students write a journal entry on what they predict will happen to the
Communication puffling chicks as they grow, and explain their answer.
Skills *Large
Groups
7. 102 SOL 3.10 Write Language Arts- The teacher will have the students read a story about Alaska
stories, letters, and the different aspect in Alaska. The students will then write a letter to
and reports. anyone of their choice persuading them to go visit Alaska.

8. 33 SOL 3.2 Social Studies- The teacher will read an online story about Sundiata at www.
 Empire of Mali worldbookonline.Com/na/htm/zone/stm/1200/sun/sunfr.htm. The students
will be able to hear and understand who this “king” was and what he meant to
the people of Mali.

9. 38 SOL 3.8 Social Studies- Students will work in groups to draw pictures on posters of
Specialization citizens in their community who help by having a specialization. They will
in Greece, include information with their illustrations.
Rome, Mali,
and present
world
10 46 SOL 3.3 and Social Studies- The teacher will teach the students they rhyme about
. 3.5 Christopher Columbus. (In 1492 Columbus…).
Famous
Explorers

10.) Cite at least 10 examples providing evidence that you have incorporated instructional strategies that
provide creative, multi-sensory, hands-on approaches to learning throughout your curriculum.

DAY TOPIC ACTIVITY

1. 7 SOL 3.1 Science- The students will complete an imitation experiment in which they must
Inquiry label the appropriate step in the scientific method along with the corresponding
step within the experiment.
2. 53 SOL 3.4 Science- The student will cut out pictures of materials that humans need in order
Life to survive. Each student will be expected to design a poster presentation with a
minimum of 7 pictures that display survival needs.

3. 77 SOL 3.6 Science- The student will research different habitats to discover unique characteristics.
Life Students will bring in magazine pictures and “found” objects (shells, sticks, etc) to affix
to hats. The students will use old hats or paper hats as a base.

4. 3 SOL 2.11 Math- Students will go on a scavenger hunt outside to collect objects that they
Counting can find symmetry in. They will use the objects to explore symmetry and record
Money these on paper.

5. 13 SOL 3.1 Math- The students will cut out a variety of numbers and will glue and paste the
Place Value numbers on paper to form different four digit numbers.

6. 12 SOL 3.3 Language Arts-The students will clap the syllables of various words that the
Word teacher has written on the board.
Analysis
Skill with
Reading-
Syllables
7. 27 SOL 3.2 Language Arts-The students will go outside and record sounds that they hear in
Oral their writing journals. They will then come inside and write a story
Language incorporating the sounds they heard.

8. 55 SOL 3.4 Language Arts-Students will go outside on the playground. When they return,
Fiction vs. they will write about things that happened outside.
Non Fiction
9. 12 SOL 3.5 Social Studies- The students will work in groups to create a certain type of
 Continents, landform and then create the type of crops and plants that would grow in that
Oceans, area. They will use cardboard and pictures to create these projects.
Equator, and
Prime
Meridian
10 43 SOL 3.3 Social Studies- The students will learn a song about Columbus and will them be read
. Exploration some poems about Columbus. The students will then create their own poems about
in the Columbus.
Americas
11.) Cite at least 10 examples providing evidence that you have incorporated accommodations /
differentiation of instruction for diversity / exceptionalities throughout your curriculum.

DAY TOPIC ACTIVITY

1. 47 SOL 3.11 Math-These students will go to a specialist room where they will create a
Adding and similar game but working with a specialist.
Subtracting
with
Fractions
using
Modeling
2. 69 SOL 3.2 Math- Students with movement difficulties will work at their seats for the relay
Addition and activity.
Subtraction of
Whole
Numbers
3. 85 SOL3.9 Math- Students who have difficulty understanding these problems can use
Multiplication counters.
Facts
Through the
9’s Tables
4. 15 SOL 3.1 Science- These students can have help measuring their objects and filling out
Inquiry the handout.
5. 35 SOL 3.2 Science- These students will take their test in a separate room with the
Machines assistance of an aide.
6. 69 SOL 3.5 Life Science- These students will be given a chart already filled out with the
predator, they have to name their prey.
7. 10 SOL 2.11c Language Arts-Students who have difficulty reading will choose books that are
Revise at a lower reading level. They will begin to read increasingly more challenging
Writing for books throughout the school year.
Clarity
8. 31 SOL 3.2 Oral Language Arts-The students who have difficulty writing will be able to use a
Language word processor to complete their journal writing assignment.
9. 32 SOL 3.2 Social Studies-These students will have an aide help them dress up and tell about who
Empire of they are.
Mali
10 51 SOL 3.7 Social Studies-These students will be allowed to listen to a tape about these
. Producers and resources to help reinforce the information.
Resources

On my honor, I (Courtney Chamberland) have included accommodations for diverse learners / exceptionalities
at least one time per week throughout the curriculum or a minimum of 36 times over the course of the school
year.)

On my honor, I (Courtney Chamberland) have included accommodations for diverse learners / exceptionalities
at least one time per week throughout the curriculum or a minimum of 36 times over the course of the school
year.)

On my honor, I (Courtney Chamberland) feel that I have put forth my best effort to create a curriculum that is
diverse in instruction and learning activities and will provide meaningful experiences for each and every
WHOLE child in academic, emotional, physical, and spiritual ways.
On my honor, I (Courtney Chamberland) feel that I have put forth my best effort to create a curriculum that is
diverse in instruction and learning activities and will provide meaningful experiences for each and every
WHOLE child in academic, emotional, physical, and spiritual ways.