Rationale

Context:

This is an integrated science unit about balance, which can be used in a first or second grade classroom. This unit was created through Appalachian State University under the guidance of Dr. Calvert, block II instructor, and also with Mrs. Sigmon first grade teacher at Startown Elementary School in Catawba County, North Carolina. I completed this integrated unit as a requirement for CI 4000. I plan on modifying this unit and using it with my first grade internship class and as a teacher in my future classroom.

Throughout this unit students will be introduced to facts about balance and the vocabulary that goes along with it. Students will be exposed to a variety of fiction and nonfiction children’s literature to broaden their knowledge about balance. Students will participate in many demonstrations, experiments, and read-a-louds about balance and its related topics. Students will be learning new vocabulary, making a classroom book about balance, using balance in math, and learning about careers that use balance.

Impact:

This unit can be used to introduce students to balance by integrating a variety of multidisciplinary approaches to learning. During this unit, students will make observations to build an understanding of balance, motion, & weighing objects (Science goal 4). They will observe and describe balance as a function of position and weight (Science 4.04). Students will also describe and observe systems that are unstable and modify them to reach equilibrium (Science 4.05). In Language Arts, the students will make connections through use of oral language, written language, and media and technology (Goal 3). Children will elaborate on how information and events connect to life experiences (3.01). The students will also discuss unfamiliar oral and/or written vocabulary after listening to or reading texts (3.03). The learner will apply strategies and skills to create oral, written, and visual texts (Goal 4). Students will write and/or participate in writing by using an author’s model of language and extending the model (e.g. writing different ending for a story) (4.05). The children will also apply grammar and language conventions to communicate effectively (5.02, 5.05, 5.06, 5.07). The students will walk away from this unit with an understanding of why balance is important. They will also know how to put things that are unbalanced in to a state of equilibrium by learning about counterbalances and weights. Students will know about how balance relates to their everyday lives by writing and reading stories related to balance. The students will also be able to demonstrate and understand how balance relates to mathematics by learning about fractional parts that balance and how different money increments can and do equal or balance with each other.

Alignment:

This integrated unit aligns with the following program standards:

Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator 1: Teachers develop and implement pacing and alignment of curriculum that is consistent with the NCSCOS, LEA standards and pacing guides, and national standards in all subject areas.

I have met this standard by planning five lessons to create a thematic unit about balance within the Science and Math curriculum. These lessons integrated the NC SCOS goals and objectives for parts of the first grade Science, Mathematics, and Visual Arts curriculum with portions of reading and writing within the English Language Arts curriculum. Various activities were performed to aid student comprehension that complemented these goals and objectives.

Indicator 2: Teachers understand and use interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, science, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance their teaching.

I met this standard by connecting this unit with the NCSCOS from language arts in the form of reading and writing first grade goals. I incorporated mathematics goals by teaching the relationship of balance between money and fractions. I connected this to social studies by teaching about some of the vocations that use balance. Students used scientific techniques to determine balance, unbalance, equilibrium, stability, and counterweights. Art concepts will also be incorporated through the making of balance mobiles.

Indicator 3: Teachers promote new learning by using the student’s prior knowledge, misconceptions, and interests when designing lessons.

I have met this standard by using a pre-assessment for the unit in order to establish what students already know about balance. This has been done through a worksheet assessment that displayed pictures that pertained to balance. Students had to write what they thought the pictures represented. If they were not sure, they were allowed to leave the answer blank on their answer sheet. I was able to discover students’ prior knowledge, misconceptions, and interests. I then was able to modify my lesson plans to accommodate this information while still meeting the goals and objectives of the NC SCOS for first grade curriculum in Science, Mathematics, and English Language Arts.

Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction.

I have met this standard by including a variety of teaching and communication strategies to perform the lessons within this unit. Each lesson also includes differentiation methods to accommodate diverse learners. These lessons appealed to different types of learners because they included independent work, hands-on activities, one-on-one teacher aide, critical thinking questions, verbal and written instructions, along with verbal and written questions and tasks.

Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.

I have met this standard by modifying the instruction to meet the diverse needs of individual students. I have met those needs by offering guided practice to students who need more one-on-one teacher guidance due to being below grade level or an ESL student. Each lesson within the unit also allows for modification based on a student’s ability so these lessons are flexible in the types of instruction needed based on the demography of the class.

Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.

The types of assessments performed during the teaching of this unit included observations, questioning, and activities that included writing, as well as a pre-assessment and post-assessment of the content of the unit.