Running Head: CONTENT KNOWLEDGE 1

Content Knowledge in Interdisciplinary Curriculum

Jianna Doxey

Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2019

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Introduction

Content knowledge in interdisciplinary curriculum contains a range of standard based

instruction. Not only is this content standard based, but there is integration of multiple subjects into

an effective lesson. This effective lesson allows for the teacher to touch on multiple important

points and the student to apply these differences of subject but similarity in combination to the real

world. This competency proves the ability to produce a high quality lesson in order to support

student academic achievement. Both teacher and student gain from standard based integrated

lessons.

Rationale for Selection of Artifacts

Artifact One is a Second Grade Science hands on lesson that has Language Arts integrated

within, regarding communication and oral language (still a vital key in learning for the younger

grades). I chose this lesson to incorporate within this competency because it was one created in the

class (Introduction to Integrated Science and Advanced Integrated Science) I learned the most about

integration. I went within the original lesson and added in some communication and oral

presentation Second grade objectives for a “socratic” like seminar within the lesson. This lesson

provides a 5E content lesson questioning inquiry and hands on learning. This lesson presents the use

of magnets and leads into a whole group communicated discussion on magnets and how objects

react. I have yet to teach this lesson, as I have not been within a Second grade classroom but believe

this lesson could be functional allowing students to experiment and touch and see the content

materials one on one. Students would also be provoked by the discussion to relate it to what they

may see in other places.

Artifact Two is a Fifth Grade Language Arts lesson that has Social Studies integrated within.

This aligns with Virginia Beach City Public School standards: 5.1 The student will listen, draw

conclusions, and share responses in subject-related group learning activities. a) Participate in and

contribute to discussions across content areas. 5.6 The student will read and demonstrate
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comprehension of nonfiction texts. a) Use text organizers, such as type, headings, and graphics, to

predict and categorize information in both print and digital texts. c) Skim materials to develop a

general overview of content and to locate specific information. d) Identify the main idea of

nonfiction texts. e) Summarize supporting details in nonfiction texts. l) Use reading strategies

throughout the reading process to monitor comprehension. m) Read with fluency and accuracy.

This also aligns with Virginia State SOL Objectives VS.7 The student will demonstrate an

understanding of the issues that divided our nation and led to the Civil War by a) explaining the

major events and the differences between northern and southern states that divided Virginians and

led to secession, war, and the creation of West Virginia; b) describing Virginia’s role in the war,

including identifying major battles that took place in Virginia; and c) describing the roles of

American Indians, whites, enslaved African Americans, and free African Americans. VS.8 The

student will demonstrate an understanding of the reconstruction of Virginia following the Civil War

by a) identifying the effects of Reconstruction on life in Virginia; b) identifying the effects of

segregation and “Jim Crow” on life in Virginia for American Indians, whites, and African

Americans; and c) describing the importance of railroads, new industries, and the growth of cities

to Virginia’s economic development. This lesson, I taught when my cooperating teacher was absent

my second week. I did not create this lesson myself but was able to experience the teaching of it and

the understanding of the students that they could learn about other subject areas in reading. As I

popcorn read the newspaper with the class, we focused on different text features within the piece of

nonfiction. Being based on the civil war, I was also able to start off conversation with the teacher

guided questions. After asking the teacher guided questions presented in the teacher manual, the

students answered the question presented, asked questions about defining multiple words, asked

questions relating to the continuation of the Civil War and were able to connect standard based

content to other things read, heard, and watched. Although this lesson was not majorly hands on,
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students had the ability of having the actual newspaper in their hands instead of a paper or textbook

of the picture. Students participated functionally well in the discussion piece.

Reflection on Theory and Practice

As far as my knowledge gained from classes at Regent, I have learned to definitely get all of

the bang for my buck. If I can fit multiple subject objectives into a lesson, I am going to do it.

Students would be able to understand how different contents connect in the real world, and as the

teacher, I would be able to put forth the most effective (in multiple ways) lesson. I specifically

learned a lot about integration of multiple subjects in my Introduction to Integrated Science and

Advanced Integrated Science classes. In these classes, I was able to not only apply combining more

than one subject but combining one of the most difficult (sometimes due to lack of materials,

resources, effective knowledge and understanding). Learning to push inquiry based, hands on

Science into the main core subjects, Language Arts and Math, was in ways difficult and rewarding.

Pushing back to Standard Based Instruction, firstly teachers and students need to be on the

same page of the standards that must be taught and learned within the classroom, school, and

district, and how. “Students have a right to understand the expectations they are to meet, and

teachers have a right to understand the parameters within which their instruction takes place.

~Douglas Reeves” (Focus on Standards-Based Instruction - Nazareth Area School District, 2007).

Throughout integration planning and differentiated instruction teachers speak their belief in the

ability of each students’ strengths and weaknesses. Not only are the subject objectives integrated

throughout each other, but students are taught using inquiry, differentiation, higher-level thinking,

and student ownership of learning. Inquiry leads to the acknowledgement of real world analysis.

Differentiation is based throughout between each students’ accommodations and modifications, if

any. The teacher may also modify assignments for students who need that extra push. This

differentiation provides the accountability of teachers on students with disabilities to thrive with the

same expectations as other students without disabilities (Matlock, Fielder, Walsh, 2001). Students
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are required to think on a deeper level. Even if students may not have the ability to write to an

extent, their discussions and questions can project a thorough understanding of standard based

content. Students also have more ownership over their learning when interested in the discussion

and tales of content. Students (and parents) can also form more ownership by knowing and

understanding their data within the standards with help from the teacher. Through preparation,

practice, and performance, students and teachers have the ability to understand levels of knowledge,

understand attitude toward learning and teaching, observe, and access basic skills (Thompson,

2009). “This study provides evidence in support of standards-based practices such as inquiry,

problem solving, co-operative learning, and use of hands-on and technology in math and science

classrooms as significant contributors to student achievement” (Thompson, 2009).

References

Matlock, L., Fielder, K., & Walsh, D. (2001). Building the Foundation for Standards-Based

Instruction for All Students. Teaching Exceptional Children, 33(5), 68. Retrieved from

http://eres.regent.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&d

b=ehh&AN=4563111&site=ehost-live
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N.A. (2007). Focus on Standards-Based Instruction - Nazareth Area School District [PowerPoint

slides]. Retrieved from https://www.google.com/search?source=hp&ei=oF1jX`IzpO8

qxggf33ImQDQ&q=standards+based+instruction+professional+development&btnK=Googl

e+Search&oq=sta&gs_l=psy-ab.3.0.35i39l2j0i67j0i20i263j0l6.3996.4293..6597...1.0..0.1

170.1509.0j3j7-1......0....1..gws-wiz.....0..0i131.qbB-U_C6mb4#

Thompson, C. J. (2009). Preparation, Practice, and Performance an Empirical Examination of the

Impact of Standards-Based Instruction on Secondary Students’ Math and Science

Achievement. Research in Education, 81(1), 53–62. https://doiorg.ezproxy.regent.edu/10.72

27/RIE.81.5