Running Head: INTERDISCIPLINARY CURRICULUM 1

Interdisciplinary Curriculum
Sarah Ingerson
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

Introduction

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This competency addresses the importance of integrating content into other subjects, so
that material is taught across the curriculum. Teachers face many challenges, but one primary
challenge I witnessed during my student teaching experience was a lack of time. Most teachers
are life-long learners, as they have pursued a career in education, and desire to go deep in the
subject matter with their class. Unfortunately, the pressure to cover all required areas of content
prohibits teachers from pursuing that depth of knowledge. Integrating content from one subject
into the practice and application of another subject presents a viable option to the persistent
problem of, not enough time!
Rationale for Selection of Artifacts
For this competency, I selected as my artifacts: a lesson plan that integrates science with
writing and student workwritingthat resulted from the lesson plan. I selected the lesson plan
and resulting student work as artifacts because they exemplify the creation and application of a
lesson plan with the integration of two subjects.
This lesson plan addresses the first grade science SOL 1.6 and the first grade writing SOL
1.12. I taught this lesson during my second student teaching placementfirst grade classroom at
Southeastern Elementary School in Chesapeake. During the first half of the lesson, I used a
KWL chart, book on the moon, and hands-on project with Oreos to teach my students about the
moon, specifically the moons phases and characteristics. This was the science thrust of the
lesson. Afterwards, I had my students complete a writing assignment with the prompt, I want to
go to the moon because.. I encouraged them to focus on correct capitalization and
punctuation while including fun facts about the moon. My students thoroughly enjoyed the
lesson on the moon and were still able to practice their writing skills.

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Reflection on Theory and Practice
During my student teaching experience, I found that implementing interdisciplinary
curriculum is quite challenging as the curriculum is arranged by the state. It requires a lot of
intentionality to weave multiple subjects together. In my practicums and student teaching
experience, I have witnessed this interdisciplinary curriculum weaving accomplished in simple,
yet effective ways. For example, teachers will oftentimes select passages and books for guided
reading that cover science or social studies content. I have also witnessed teachers stringing
practice in writing throughout all subjects, even math.
In his book, The Classroom Teachers Survival Guide, Ronald Partin shares that drawing
on multiple subject areas is best done when compiling a thematic or topical unit of instruction.
(2009, p. 141) During my Regent education classes, we oftentimes discussed how an
interdisciplinary curriculum saves time and is effective. In addition, I believe that if students
encounter knowledge in various ways and forums, they are more likely to retain that knowledge
and have it grow to a deep understanding.

References
Partin, R. (2009). The Classroom Teachers Survival Guide. San Francisco, CA: Jossey-Bass

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