Welcome to Seminar 8:
Integrating Curriculum
“Kindness
is the language
which the deaf
can hear
and the blind
can see.”
Mark Twain
Looking back to Units 5, 6, & 7 share what you
recall about the following domains of the
Children’s Comprehensive Curriculum :
• Aesthetic Domain
• Affective Domain
• Cognitive Domain
• Language Domain
• Physical Domain
• Social Domain
Unit 8 Project
Lesson Plans that Integrate Curriculum
In this project you will create two lesson
plans that address the integration of
content areas and learning
domains through a theme
based approach.
This project has two parts.
Part 1
The first is the selection of an age appropriate,
meaningful topic; one that represents both the
interests of the children and the educational goals of
the educator. Select a topic to use as the focus of
your lesson plans. The topic should be one that is of
interest to children; something in their everyday
experience that invites exploration. It should also be
a topic that fits with learning standards created by
government or professional organizations.
That children can interact over time and engage in
multi-sensory experiences is essential to the
selection of a good topic of study.
PART 1 is represented by an introductory
page (200 - 300 words); naming and
defending a topic of study; the topic you
will base your lesson plans on.
Part 2
Write 2 Lesson Plans; each based on a different domain
from the Children’s Comprehensive Curriculum
model. Each lesson plan, though from a separate
domain, will be focused on the same topic. The
domains are:
– The Aesthetic Domain
– The Affective Domain
– The Cognitive Domain
– The Language Domain
– The Physical Domain
– The Social Domain
Your lesson plans must be presented in the template
provided.
Two plans from two different domains; both focused on
the same topic.
Note: There are examples in Appendix A of your text
Developmentally Appropriate Curriculum, 5th ed., pp.
488 – 494, however they are
not presented in the same template
form you will be using.
Integrated Curriculum
Play (pretend & constructive), themes, and
projects are among the best approaches to
integrate curriculum.
Integrating curriculum enables children to
expand their thinking; make meaningful
connections; express creativity; and most
importantly master learning standards.
What are differences in types of play; between
themes & projects; and how can you
effectively plan for play, themes, and projects.
PLAY
Early Childhood Professionals have long
recognized the value of play as a primary
teaching tool. Play, however, is only as
valuable as the preparation that has
preceded it. The quality of the materials, the
availability of the materials, the educational
value of the materials, the arrangement of the
materials, the atmosphere of the classroom,
and so much more; determine if play will in
fact lead to meaningful learning.
How can you utilize ‘play’ as a
teaching strategy?
Share your ideas on the following:
• What should you consider when setting
up ‘play’ areas in the classroom?
• How does pretend play help the
development of cross-curricular skills?
• How can you maximize play activities to
support learning?
Seminar Discussion:
Cross-Curricular Plans
Creating lesson plans that are multidimensional make it more likely all students
will learn; as they tend to address multiple
intelligences and multiple learning styles.
Discuss the following:
– Explain different ways to integrate curriculum.
– Point out ways to accommodate special needs
children in their play and/ or participation in project
work.
Five-Year-Olds
Pilot Their Own Project Learning
Take time to view one of a selection of videos on
student-driven class activities, enhanced by
technology, launch kindergartners on a journey
of lifelong learning. Then return to discuss your
thoughts. Link inside box or conduct a search by
entering Five-Year-Olds Pilot Their Own Project Learning
(YouTube/ edutopia).
http://www.youtube.com/watch?v=_eyucHMifto
Wrap Up
“Children have real understanding only
of that which they invent themselves,
and each time we try to teach them too
quickly, we keep them from
reinventing it themselves.”
Jean Piaget