Interdisciplinary Curriculum Unit - Assignment Example

Interdisciplinary Curriculum Unit I. Overview of Unit and Concept Map This interdisciplinary curriculum unit is based on biology as a subject matter for the design of the interdisciplinary curriculum unit. I have done and enjoyed my study and research in the field of biological studies and understood its practicality in the application of logic. Its explorative nature and provision of answers to the phenomenon of life around us makes it a unit to be studied. The study of biology has enabled me to explore the living world and gain an in-depth understanding to the questions of nature (Anderson, 2001). Biological studies has enabled me to appreciate the interdependencies that exists between living organism on the universe and their importance in the environment in which we live. This study has enabled the appreciation of the need to the adoption of certain lifestyles for healthy living conditions for living organisms. I am motivated by the enormous knowledge that I have gathered in the course of my research work. During this process I managed to learn more about the living organisms’ interrelationships and their duties in the environmental sustainability (Anderson, 2001). I acquired much important knowledge on the study of human body particularly the cell membrane and its components. However, my research work did not cover the entirety of the human body organs and their functions and as such; I intend to carry on with my research on that section of study. As a teacher, I believe that such firsthand information will impact positively in my career as a biology teacher. This will enable me to impact my students with analytical skills useful in the study of biology. This study has enabled me to acquire the knowledge of making materials more salient. This has helped to create opportunities for research at an appropriate level which will help me teach on research more competently. With this experience, I managed to adopt and create a molecular evolution lab for teaching the DNA sequential data (Benjamin, 2002). This study has also enabled the integration to parallel disciplines associated with independent learning like reading literature, data evaluation and concepts, logic associated with trouble shooting, and synthesis of conclusions. This has enabled the development in key areas interrelated to the study such as the literature in science and use of mathematical models in the analysis of findings, as well as history through the inquiry (Benjamin, 2002). The subject matter in this integrated curriculum unit will enable in the development of professionals in the field of science. These will be people who are able to serve the society through biological expertise in environmental conservation and research. Use of biology in DNA structure technology enabling DNA sequencing in order for one to conduct DNA fingerprinting in curbing crime in the society is another study skill acquired during this process (Fadiman, 1997). Table 1: Highlighted topics covered for each subject area in interdisciplinary curriculum unit. Subject Area SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE Biology Intro Biochemitry Cellbiology Photosynthesis Respiration Genietics Evolution Ecology Diversty Cell English Language Arts Grammer Lit.Shortstories Lit.Novels Essay Research project Tech.Writing Analytical Essay Reading skills Writng skills Oral presentation Health Science Integumentary Skeleton System Muscular system Cardiovacular Respiration Public health Insurance Nervours System Endocrine Immune System Spanish Friends Family School Fun House Food Travelling shopping Experiences Communication Physical Education Fundamentals Safety Diet Cardiovacular Flexibilty Strength Program design Team sports Training Fitness Algebra 1 Real Nos. Linar equetions Writing Linear equetions Graphical Linear equetions Systems of equetions Exponents Quadratic equetions Polynomials Expansions Algebra Table 1 above shows the topics that are to be covered in my integrated curriculum unit on biological studies and other interrelationships with other units. In this case, topics on English Language Arts, Spanish, Health science, and Physical Education are ordered to support the framework of the integrated unit. The discussion on teaching will begin with topics on mathematics due to their timeline requirements. It is expected that linear skills will be taught early in the year so that students will be able to apply their skills in addressing problems of health science. This scenario of learning will enable the students to see a real-life knowledge and skills application and master them in answering essential questions. II. The Context/Setting The class consists of students with an average age group of 16 years. These are students in grade 10 of their high school study making up a class size of 25 students. The class is organized into sets of five rows and five columns with a wide white board mounted on the wall in front of the class. All necessary teaching equipments are available at the request of the teacher. The curriculum is expected to deliver a comprehensive integration of study units that will enable the students to appreciate the application of knowledge acquired from other units (Fadiman, 1997). The adopted texts books include those recommended by the learning board of the school. Equipments and materials are provided by the institution. The teaching practice will be carried out during the morning hours in the first semester starting from January. The teaching environment will be enhanced through the application of student based teaching methodology. This will help in the advancement of students cognitive skills in the wide area coverage of the curriculum. The most often teaching interruptions in the study are the weather fluctuations due seasonal changes (Hall, 2002). The supervisory of the teaching practice will be conducted through a major faculty development task force to actually ensure the course development. This will ensure the course is taught through the observation of disciplinary perspectives in the course. Classroom assistance will be achieved through the application of adequate resources for the course. Interdisciplinary approach will be used to monitor opportunities for future innovations. The socioeconomic status of the community with holistic perspective of complex context topics enhances the correlation to the development of living-learning communities (Hall, 2002). The level of parental education on this context of the study is of adequate level. Most parents have attained college level of education and are in cognizance of the importance of interdisciplinary curriculum delivery. The level of parental education is positively correlated to the relevance and ease of implementation and efficiency in curriculum delivery in a school (Lake, 1994). III. Rationale The rationale for this unit is to develop students with the five basic competencies that are sought by employers. These include, Resources: this refers to the ability to identify, organize, plan, and allocate resources. Interpersonal: the ability of students to be able to work with others. Information: Acquisition and use of information from different fields interrelated, Systems: Refers to the ability of students to understand complex relationships and, Technology: this will enable the students to work with a variety of technologies (Lake, 1994). These will be manifested in the three main skills including, Basic skills that enables the students to read, write, perform arithmetic, and mathematical operations, listen, and speak. Thinking skill which includes, creative thinking, decision making skills, visualizing, and reasoning in a student. These skills enable a student to develop his/her personality Qualities which entail self esteem, responsibility, sociability, self-management, integrity, and honesty among students in the school and in the society (Fadiman, 1997). . The justification for interrelation curriculum unit is for the students to learn various methods of knowledge application to a wide aspect of their carrier. The students well equipped with the knowledge of interdisciplinary curriculum become uniform in their view of units. This is due to wide range of understanding enabling them to appreciate the importance of the syllabus. Such a syllabus produces a holistic individual with integrated skills and abilities in the [performance of their careers. The rationale aims at emphasizing the development of specific skills and realistic benefits including the qualities of personality in a student (Fadiman, 1997). IV. Unit Goals and Objectives Goals 1. Students should be able to develop an understanding of an ability to engage in biological inquiry 2. Students should have a rich base of facts and knowledge of the study of life and how relates to other studies 3. Students should be able to apply their knowledge of research in their scientific inquiries 4. Students should understand the connection of science and its influences on other disciplines in the study 5. To make the students appreciate the value of science through practical understanding of its relations with nature 6. To enable them develop the ability to interrelate facts, concepts, principles and theories in their learning Table 2: Objectives: Bloom’s Taxonomy Knowledge: Recall information on Biochemistry. The students will be able to understand the components of chemicals of life and their effects on the lives of living things. Comprehension: Understand the translations, interpolation, meaning, and interpretation of instructions and problems. The students will be able to summarize the cell and its components and the functions of each organelle. Application: Use of concept in a new situation or unprompted use of an abstract. The students will be able to create a brochure identifying gene sequencing in the study of genetics. Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. The students will be able to compare the created research results using a data chart to determine the influence of genealogy on personality and identity. Synthesis: Builds a structure or pattern from diverse elements. The students will be able to construct a prototype plant and animal cell to understand the compositions and functions of the organelles. Evaluation: Making judgments and value of ideas or materials. The students will be able to evaluate all the research work results and presentations in order to develop a support framework for their research results. V. The Project Timeline Table 3: Bloom’s Taxonomy Number of Days Lesson/Activity Content Standards Student Outcomes Day 1: Introduction of Biological Science Unit ( Biochemistry) Power point presentation on what is biochemistry, types of chemicals, their importance in the life of living things and highlight the benefits to research. Biology and Health Science Standards. Students will be expected to have memorized the types of chemicals of life their functions and points of secretion as well as their importance the body’s biological processes. Days 3-4: The study of both plant and animal cells and their components. Student groups read comprehensions on biological cell compositions and write down the useful notes related to their lesson. Biology and English Standards. The students will be able to know the components of plant and animals cells, their components and functions in life. Days 2-3: Introduction to the study of genetics. Power point presentation of the structure of a gene and study of genetics including the gene patterns and sequencing. Biology and Math Standards. The students will be able to learn gene sequencing and patterns and the numbers of chromosomes in each allele in the analysis of forensic studies. Days 3: Interpretation of the research results Power point presentations on the findings of their studies. Biology and Algebra Standards. The students will be able to compare the created research results using a data chart to understand the influence of genetics on behavior and character. Days 2: Construction of plant and animal cells Students groups create a prototype plant and animal cells and use them in the study as a research project. Science and English Standards. The students will be able to construct the plant and animal cells and be able to understand their components and functions. Days 1: Evaluation Students work will be evaluated through an oral test. Science and English Standards. Students will be able to comprehend their level of performance. VI. Student Assessment The assessment techniques that will be used include the plan and presentation of an experiment by the students in groups, oral presentations by the students, and a power point presentation by the students. This evaluation will give the students an ideal opportunity to show-case their higher-order thinking skills, problem solving abilities, written and oral communication skills, and the ability to integrate and apply the knowledge acquired through the various academic disciplines. These three modes assessment will enable the students to appreciate the use of technology in their learning as they will be using power point in presentations (Fadiman, 1997). . The presentation will be encouraged to link to the real-world situation which interdisciplinary curriculum unit is all about. The student will use both group as well as individual presentations depending on the nature of presentation to be given. Oral presentation will entail an individual effort pin order to assess the individual mastery of the work done in class and pin research. The plan and execution of an experiment will enable the students to portray the student’s ability to reflect on what they have learnt and share their observations (Anderson, 2001). . This will help them to tie their results of their meta-cognitive activities to the academic and technical contents learned during the lessons and research. The students will participate in the culminative event through the requirement of the use of a Power Point presentation of what the students have learnt throughout the process. The students’ knowledge on the unit will be shown through holding a Science Fair presentation. This will entail the presence of the parents of the students through an invitation to view the presentations (Anderson, 2001). . The assessment will entail the use of a written project outline, schedule, and work plan for delivery of experiment. This will enable the assessment of the student’s mastery of the integrated unit lessons. This will be accompanied by a selection of readings that are recommended for the outside reviewers. The students will present a research paper on key questions on the study of genealogy and their relationships in life. All these will be ascertained through monitoring and evaluation of the students map. All these evaluation will culminate to a final assessment in which the students will sit for written test which will be integrated with other evaluations to show the students mastery of the work (Lake, 1994). References Anderson, L.W., & Krathwohl, D. R. (Eds.). (2001). Taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of educational objectives: Complete edition, New York: Longman. Benjamin, A. (2002).Differentiated Instruction: A Guide for Middle and High School Teachers. Larchmont, NY: Eye on Education. Fadiman, Anne (1997). The Spirit Catches You and You Fall Down. New York: Farrar, Straus and Giroux. Hall, T. (2002). Differentiated Instruction. Wakefield, MA: National Center on Accessing the General Curriculum. K. (1994, May). Integrated Curriculum. Northwest Regional Educational Laboratory. Read More