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Each of you will select a content area (math, science, social studies, language arts, art, music, physical education, etc.) your content area – if you teach more than one content area, select one that you want to explore in depth. You will continue to examine standards and curriculum across all grade levels for the content area you select, however, for this part of the project you will also explore cross-curriculum possibilities. Understanding how all of the content areas impact and can be incorporated into any content area is also critical in order to be able to plan and implement effective instruction that will lead to student achievement from one grade level to the next.
You may present your information in any format – Word, wiki, Google doc, Weebly, with narrative, tables, charts, etc. – if you utilize wikispaces or google docs you MUST use your MyUWG wikispaces account (under the External Resources tab in BanWeb) or your my.westga.edu google docs account (you must be logged in to your my.westga.edu e-mail account). Tools like PPT and Prezi are NOT appropriate for this project.
Below are two examples that should help you get started:
Example 1 – you decide that you want to focus on American History.
You would select a grade level and ONE standard within American History for that grade level. SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century and the different responses to it.
You would then describe how you would utilize that standard – what would you have students do in order to meet that standard. After exploring a variety of primary and secondary sources, students would write a paper, develop a presentation, or create a visual depicting the economic growth process and its impact. You would describe in detail how you would have students accomplish the task.
Next you would look at the standards for the other content areas – English/Language Arts/Literacy, Science, Mathematics, Physical/Health Education, and the Arts for that same grade level.
Identify standards for each of those other content areas and describe how you would utilize those standards to support the area of American History – what would you want students to do in order to meet the other content area standards while at the same time reinforcing the American History standard.
o English/Language Arts – ELAGSEE11-12L5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Nationalism was on the rise in the country and a various use of rhetoric tied to Manifest Destiny would be analyzed by the students. You would describe in detail how students would accomplish the task.
o Science – SPS10 – Students will investigate the properties of electricity and magnetism. Investigate application of magnetism and/or its relationship to the movement of electrical charge as it relates to… simple motors. The industrial Revolution saw the mechanization of manufacturing. In order to understand the science and materials required for the endeavors of the Industrial Revolution and mechanization of manufacturing, students would explore magnetism and its relationship to electrical charge and simple motors. You would describe in detail how students would accomplish the task.
o Mathematics – MM3P4 – Students will make connections among mathematical ideas and other disciplines. Recognize and apply mathematics in contexts outside of mathematics. Students will investigate the exponential growth made possible by the industrial revolution. You would describe in detail how students would accomplish the task.
o Physical/Health Education – HE H.S.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Predicting how health behaviors can affect health status. Using their knowledge about the effect of healthy behaviors – students would analyze the health trends that sprung up during the industrial revolution including diet, and exercise. You would describe in detail how students would accomplish the task.
o The Arts – VAHSDRMC3 Cultivate critical thinking and logical arguments in aesthetics. Identifies the ideas and values that inform how past and present culture define and use art.Students would explore the art and aesthetics prevalent at the turn of the century. You would describe in detail how students would accomplish the task.
* Special Needs/Differentiation – Identify at least one specific special need or area that you would need to differentiate instruction.
Collaboration – The next step in this process is to consider what the teachers of the various content areas would need to do collaboratively in order for all of the content areas to support each other. It would be important for teachers in a wide range of subjects to know the history and impact of their discipline particularly around the turn of the century – industrial revolution. Common planning would also be required to organize this kind of collaboration. You would describe in detail how teachers would collaborate.
Professional Development – The types of professional development needed in order for the teachers to work together successfully must also be considered. In this particular situation, spending time exploring the various disciplines and their impact during the industrial revolution would strengthen the knowledge base of the teachers. Face to face professional development opportunities as well as an online platform for sharing information and teaching strategies would be helpful. You would describe in detail the type of professional development activities would be needed in order for the group of teachers to be prepared to implement the collaborative curriculum.
Grades Prior and After – After you have completed all of the above steps for one standard at one grade level you will be ready to think about the grades prior to and after your selected grade. What do students need to know about American History prior to reaching your grade level in order for the standard at your grade level to have meaning and be something your students could accomplish? How will the work students complete at your grade level prepare them for the standards related to American History at higher grade levels? In other words – if you look at the social studies curriculum across the grade levels K-12 what would the sequence look like – remember you are only dealing with one standard – not the entire curriculum for the content area.
The work for this project is not complicated but you need to be thorough in your descriptions for each section. Your goal is to end up with a document that provides you with a glimpse of curriculum K-12 for a particular content area and how the other content areas can support that particular content area.
Example 2 – you decide that you want to focus on Geography.
You would select a grade level and ONE standard within Geography for that grade level. SSWG2 The student will explain the cultural aspects of geography Analyze how physical factors such as mountains, climate, and bodies of water interact with the people of a region to produce a distinctive culture.
You would then describe how you would utilize that standard – what would you have students do in order to meet that standard. After exploring a variety of resources, students would create a visual depicting the physical factors such as mountains, climate, and bodies of water interact with the people of a region to produce a distinctive culture. You would describe in detail how you would have students accomplish the task.
Next you would look at the standards for the other content areas – English/Language Arts/Literacy, Science, Mathematics, Physical/Health Education, and the Arts for that same grade level.
Identify standards for each of those other content areas and describe how you would utilize those standards to support the area of American History – what would you want students to do in order to meet the other content area standards while at the same time reinforcing the American History standard.
o English/Language Arts – ELAGSE11-12W2 – Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Use precise language, domain-specific vocabulary. Students could write explanatory articles about how physical factors effect culture.
o Science – SES2 Students will understand how plate tectonics creates certain geological features, materials, and hazards. By studying the causes of geological features students can understand their distribution around the world.
o Mathematics – MCD2. Students will apply the rule of differentiation to functions. Use the Chain Rule and applications to the calculation of derivative of a variety of composite functions. Students could discuss in mathematical terms the ways in which distance from geological features effects cultural elements. You would describe in detail how students would accomplish the task.
o Physical/Health Education – HE H.S.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Analyze how the culture support and challenges health beliefs, practices, and behaviors. Students can discuss the impact of culture and its origin. You would describe in detail how students would accomplish the task.
o The Arts – VAHSDRMC.4: Analyze the origins of one’s own ideas in relation to community, culture, and the world. Identifies the values and contributions of diverse peers, cultures and communities. The art in varies cultures often reflects the geography. You would describe in detail how students would accomplish the task.
* Special Needs/Differentiation – Identify at least one specific special need or area that you would need to differentiate instruction.
Collaboration – The next step in this process is to consider what the teachers of the various content areas would need to do collaboratively in order for all of the content areas to support each other. It would be important for teachers in a wide range of subjects to understand how geography fits into their discipline. Common planning would also be required to organize this kind of collaboration. You would describe in detail how teachers would collaborate.
Professional Development – The types of professional development needed in order for the teachers to work together successfully must also be considered. In this particular situation, spending time exploring the various disciplines and the role of geography in all areas would strengthen the knowledge base of the teachers. Face to face professional development opportunities as well as an online platform for sharing information and teaching strategies would be helpful. You would describe in detail the type of professional development activities would be needed in order for the group of teachers to be prepared to implement the collaborative curriculum.
Grades Prior and After – After you have completed all of the above steps for one standard at one grade level you will be ready to think about the grades prior to and after your selected grade. What do students need to know about Geography prior to reaching your grade level in order for the standard at your grade level to have meaning and be something your students could accomplish? How will the work students complete at your grade level prepare them for the standards related to Geography at higher grade levels? In other words – if you look at the social studies curriculum across the grade levels K-12 what would the sequence look like – remember you are only dealing with one standard – not the entire curriculum for the content area.
The work for this project is not complicated but you need to be thorough in your descriptions for each section. Your goal is to end up with a document that provides you with a glimpse of curriculum K-12 for a particular content area and how the other content areas can support that particular content area.
Content area standards resources are provided in the Content Area Standards folder. Below you will find a summary list of helpful links:
Common Core/Georgia Performance Standards – Georgia or other state standards if you are not in Georgia
National Standards for Content Area
NCTM National Council for Teachers of Mathematics www.nctm.org
ILA International Literacy Association www.reading.org
NCTE National Council of Teachers of English www.ncte.org
NCSS National Council for the Social Studies www.socialstudies.org
NSTA National Science Teachers Association www.nsta.org
NAEA National Art Education Association www.arteducators.org
MTNA Music Teachers National Association www.mtna.org
SHAPE America Society of Health & Physical Educators www.shapeamerica.org
ISTE Technology Standards for Students www.iste.org/standards
AASL Standards for 21st Century Learner www.ala.org/aasl/standards-guidelines/learning-standards

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