ECE 430 week 2 discussion 2 (Due in 5 hours) Do not ask to change the price.

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C h a p t e r 4

M a k in g C u r r ic u lu m In te g ra o n W o r k

Learn in g O b jec ves

Aer reading this chapter, you should be able to:

Explain the im portance of 12 key issues in creang a curriculum for young children.

Explain the diﬀerences betw een the ﬁve m odels of curriculum design.

D em onstrate w ays to enrich a single‐subject curriculum by nesng know ledge and skills.

Create a curriculum focused on a them e.

Create a cross‐curricular unit.

Explain how a project can evolve from a unit or be created based on children's interests. 3/16/2017 Print

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In t r o d u c o n

It is now m e to put together w hat has been discussed in Chapters 1 through 3. The ﬁrst secon of this chapter w ill rem ind curriculum planners of

the m any issues that are im portant to consider during the planning process. Then, the ﬁve m odels of curriculum design that w ere presented in

Chapter 3 (Table 3.1) w ill be discussed in depth: fragm ented, nested, them ed, w ebbed, and im m ersed. An actual curriculum pertaining to each

m odel is outlined for you so that you can see how each approach w ould w ork in a classroom se ng. In addion, a brief exercise is provided to give

you som e pracce in planning the m odel. As you engage in the exercises, think about how you m ight apply them in your ow n professional planning. 3/16/2017 Print

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4 .1 Is s u e s t o C o n s id e r W h e n C r e a n g a C u r r ic u lu m

In upcom ing secons, designs for curriculum planning w ill be described and exam ples given. W hile these designs are, for the m ost part, fairly

straighorw ard and easy to follow , the actual com plexity of the planning process m ust be a ended to ﬁrst. W ithout considering certain elem ents,

such as the diverse needs of the children in your classroom or the classroom 's physical environm ent, the m ost interesng curriculum m ay not be

successful. W hether you are planning a single‐subject curriculum or one of the integrated m odels, these elem ents m ust be taken into consideraon.

W here and w hen you begin to m ake these consideraons w ill diﬀer depending on your plans. The issues are presented below in alphabecal order.

A checklist is provided at the end of the secon that should prove praccal for your future planning.

Stockbyte/Stockbyte/Thinkstock

Curriculum planning is a com plex process requiring teachers to consider the diverse needs of students and the classroom 's

physical environm ent.

A sse ssm e n t

Before beginning to teach any curriculum , it is im portant to know , and state, the level of know ledge, skills, and understanding that each child

already possesses. This not only provides a baseline for going forw ard, but it also helps in determ ining w hat needs to be done in term s of

diﬀerenaon. There m ay be assessm ents throughout the teaching of the curriculum , and there are usually plans for som e sort of sum m ave

assessm ent. For exam ple, you m ight be planning a unit on poetry and need a pre‐assessm ent that w ill tell you w hich children know w hat a poem is.

Throughout the curriculum , inform al observaon w ill tell you if everyone is ge ng the idea. A post‐assessm ent m ight include an acvity in w hich

children w rite poem s of their ow n, or in w hich the class engages in group poetry com posion. Chapter 5 w ill address assessm ent in m ore depth.

C o n n e c o n s to E a rly C h ild h o o d M o d e ls

You have read about speciﬁc early childhood m odels such as M ontessori, Reggio Em ilia, forest schools, and the project approach, and elem ents of

these m odels m ay be posive addions to your ow n teaching. For exam ple, it m ight be possible to consider taking som e of your acvies outside

w hen you w ould ordinarily do them in the classroom , thus gaining the advantage of the forest schools m odel. The three phases of the project

approach m ight provide needed structure, even if the curriculum you are planning does not contain the research of a project.

C u rricu lu m C o n te x t a n d L o n g ‐Te rm G o a ls

Curriculum context gives an overview of the environm ent or learning site, the ages of the children and their applicable stages of developm ent, and

how the plans ﬁt into the larger picture of w hat the children are learning over the next w eeks or m onths. G oals are longer term than the objecves

for the speciﬁc curriculum being designed are. Tw o‐year‐olds, for exam ple, w ould have m uch to learn from basic lessons in how to sit at the lunch

table and how to serve them selves from the big bow ls of food. Prim ary grade children in their cafeteria are assum ed to have these skills, and such

a lesson w ould usually be unnecessary. A long‐term goal for the 2‐year‐olds w ould be to know how to engage appropriately in eang eque e and

to transfer their new skills to other situaons.

D e v e lo p m e n ta lly A p p ro p ria te P ra c ce (D A P ) 3/16/2017 Print

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Preschool director Rita Palet gives a tour of a preschool classroom .

C ri cal Th in kin g Q u es o n s

Can you think of other m aterials like the large rug that could double as an instruconal aid as well as a

m eans to m anage behavior?

W hy do you think it m ight be im portant to oﬀer the sam e kinds of acvies outside of the classroom as

are oﬀered inside?

Rita Palet talks about how to use the classroom environm ent to establish rules and structure.

C ri cal Th in kin g Q u es o n s

W hat beneﬁts for behavior m anagem ent m ight be provided by having intenonal acvies in each center?

M ost of the item s on this list of consideraons are referenced in N AEYC's D evelopm entally Appropriate Pracce in Early Childhood Program s Serving

Children from Birth through Age 8 (Copple & Bredekam p, 2009). Because N AEYC's posions in this docum ent are based on sound theory and

research, they can oﬀer further direcon during curriculum planning. Keeping this book handy can help any teacher determ ine if he or she is

creang a curriculum that is appropriate for children's developm ent. W hen creang a toddler curriculum , for exam ple, a teacher m ight believe that

keeping new m aterials out of children's reach w ill be the safest plan. H ow ever, one DAP statem ent argues that play m aterials should be stored on

open shelves at children's eye level and w ithin their reach. Som e caregivers, N AEYC says, "are unaw are that how they arrange toys and m aterials

can aﬀect how children interact w ith the item s" (p. 100).

D iv e rse N e e d s

N ot every child w ill respond to every acvity or learning experience in the sam e w ay. Youngsters w ho are at diﬀerent stages of learning English m ay

need help w ith vocabulary or culturally unfam iliar concepts. Children w ho are academ ically ahead in one or m ore subjects m ay need addional or

diﬀerent things to study or do. Those w ith cognive challenges m ight require m ore basic m aterials or extra help to stay on track. Extra thought

m ight need to be given to physical challenges for som e children, or to social challenges for others. Planning in advance for children's diverse needs

w ill m ake for sm oother teaching and learning. According to N AEYC's posion concerning toddler learning and availability of m aterials, caregivers are

cauoned against m aking m aterials inaccessible to children w ith m obility challenges. Toys and other m aterials should be easily w ithin reach, and

should not be "too unw ieldy for children to access on their ow n" (Copple & Bredekam p, 2009, p. 100).

E n v iro n m e n t

Consideraon in planning needs to be given to all aspects of the child's environm ent, w hether this refers to the physical, social, or aﬀecve w orld

surrounding the child.

EC E in M o o n : To u rin g an Early C h ild h o o d C are C lassro o m

The Physical Environm ent

Som e otherw ise excellent plans m ight not w ork if the available space is too sm all, crow ded, or inconveniently designed. Furniture m ight need to be

reposioned, rem oved, or added. Certain acvies m ight w ork w ell, or not w ork at all, on the exisng ﬂooring or carpeng. Som e physical

environm ents m ay be especially suited to new and interesng acvies that could be added to the curriculum . U se of the outdoors needs to be

considered w henever possible. O ne exam ple of a physical layout that reﬂects curriculum design is a room divided into centers. For younger children,

that m ight m ean sem i‐perm anent or perm anent centers, such as those for books, blocks, art, dram ac play, and sm all m anipulaves. As children

m ove into the prim ary grades, centers m ight be based on a study unit. For exam ple, a study of reples m ight include a terrarium for observaon, a

reading secon w ithin a m ore perm anent book center, and an art center for m aking clay m odels.

The Social Environm ent

Acvies and learning experiences can be planned based, in part, on the social clim ate of the class. They m ight include a large num ber of sm all

group acvies, or focus m ore on the full class or individual w ork, depending on w hat w ould best develop the children's skills. In the pre‐prim ary

years especially, dividing into sm all groups can oen be done by providing a lim ited num ber of places at any one center, or by posng a sign on

each center that tells how m any children are allow ed there at one m e. Teachers retain m ore direct control w hen they divide children into groups

or com m i ees for research and other assignm ents (usually in the prim ary grades). At such a m e, it is im portant to consider w hat the social

interacons w ill be: Placing children of sim ilar abilies into each group w ill have a very diﬀerent dynam ic than creang groups of cross‐abilies w ill.

The sam e m ight be true, depending on the individual class, if genders are separated.

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W hat are som e other ways you could m old classroom behavior through the physical environm ent?

Teachers should evaluate each

lesson individually to determ ine

what m ethod of instrucon will

provide the greatest beneﬁt to

The A ﬀ ec ve Environm ent

Closely related to the social environm ent, the aﬀecve environm ent takes into account the psychological needs of the children. Som e of the sam e

decisions m ight be applied to social needs. In general, the aﬀecve, or psychological, environm ent of any center or classroom should be supporve

of all children. There m ight be children w ith speciﬁc needs to be a ended to, and ﬂexibility required for som e learning experiences. If there is

unusual chaos at hom e, for exam ple, any child from infancy onw ard can bring disturbed feelings to the classroom . Finding a quiet, and perhaps

solitary, acvity for the child to do for a w hile m ight prove helpful.

F a m ily In v o lv e m e n t

Fam ilies oen provide w onderful resources as they share life experiences, m aterials, cultural inform aon, and creave ideas. It is a good idea to do

m ore than sim ply inform them of an upcom ing curriculum project. They m ight be invited to do presentaons or to help prepare m aterials at hom e,

such as folding easy reader books. If new centers are to be set up that require m ore supervision than the teaching staﬀ can com fortably provide,

extra help from fam ilies w ill be w elcom e. The sam e w ill be true for any ﬁeld trips.

G o a ls a n d O b je c v e s o f th e S p e ciﬁ c C u rricu lu m

In curriculum design, goals refer to the overarching or um brella expectaons for the plan as a w hole. O bjecves are m ore speciﬁc and are usually

listed as needed as they pertain to each acvity or lesson. They should state outcom es that can be observed and possibly m easured (see the

beginning of each chapter in this book as exam ples).

In stru c o n a l M a te ria ls

Before deciding to carry out any acvity or lesson, you should ensure it is praccal based on the availability of m aterials. M aterials should be

chosen for their developm ental appropriateness and their contribuon to children's learning. They should be listed if they need to be acquired; they

should be created in advance if possible. Adults w ho w ork w ith young children quickly learn that they cannot take m e to look for or com plete last‐

m inute preparaons w hen those children are ready to be acve now . If they are to m ove to m usic w hile holding and w aving scarves, or do a group

painng on a large sheet of butcher paper, or go outside to gather leaves into baskets, then the correct num ber of scarves or paintbrushes or

baskets should be ready in advance.

L e g a l R e q u ire m e n ts o r M a n d a te s

Teachers of kindergarten or the prim ary grades no doubt w ill need to a end to state or local guidelines, as w ill som e caregivers of younger children.

School and center adm inistrators w ill ensure that teachers are aw are of the requirem ents and are follow ing them . W hile incorporaon of these

governm ent requirem ents m ay seem like an extra burden, N AEYC posions are oen referenced and adhered to by these requirem ents, thus

providing one m ore check on developm ental appropriateness. Teaching geom etry concepts in kindergarten provides one exam ple of how N AEYC and

the Com m on Core State Standards (CCSS) com plem ent each other. N AEYC says that teachers "engage children in thinking about and w orking w ith

geom etric/spaal relaonships (describing shapes and space, ordering and com paring lengths of tw o objects)" rather than providing low ‐level

experiences such as "idenfying com m on tw o‐dim ensional shapes (circle, triangle, square)" (Copple & Bredekam p, 2009, p. 240). The CCSS

em phasizes idenfying shapes as tw o‐ or three‐dim ensional, being able to nam e the shapes no m a er w hat posion they are in, and using form al

language to describe their sim ilaries, diﬀerences, and parts (N aonal G overnors, 2010).

M a n a g e m e n t a n d G u id a n ce

As plans are created for a curriculum , the teacher needs to keep in m ind the actual children in his or her

class. Som e experiences m ay call for special guidance to keep chaos at bay, w hereas others m ay present

challenges for speciﬁc children. A ending to such concerns should be a proacve part of the planning

process. Introducing a new painng center, for exam ple, requires a enon to expected behavior and use.

Le ng children know in advance that there is room for only three children at the new easels, there is a

paintbrush located in each separate color and it should be returned to its original jar aer use, and only an

adult w ill rem ove a picture w hen ﬁnished w ill m ake for a m uch sm oother experience for everyone. W ithout

such m anagem ent planning, any resulng chaos cannot be deem ed the fault of the children.

M e th o d s o f Te a ch in g

As the content of the curriculum is chosen, each lesson or acvity should be view ed according to the w ay in

w hich children w ill gain the know ledge and skills pertaining to the content. W ill the teacher instruct the

children directly? W ill the lesson allow the children to pracce their group skills, or w ill they be w orking

individually? H as play been incorporated? At diﬀerent m es and under diﬀerent circum stances, children (and

for that m a er, adults) m ay prefer one m ethod of learning over another, so there should be a balance of

approaches. 3/16/2017 Print

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students. In the follow ing curriculum design secons, reference w ill be m ade to these planning issues as appropriate.

The curriculum planning checklist (see Tem plate 4.1

(hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.1.pdf) ) is one that

you can use as you develop your ow n curricula. 3/16/2017 Print

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4 .2 M o d e ls o f C u r r ic u lu m D e s ig n

W e are now ready to m ake an in‐depth exploraon of ﬁve diﬀerent m ethods, or m odels, of creang a curriculum . As you w ill recall from Chapter 3,

Table 3.1 show ed a progression from single subjects to integraon so com plete that the identy of the subjects becam e of li le or no im portance.

W e have reproduced the table here to refresh your m em ory regarding the ﬁve curriculum m odels.

Tab le 3.1: M o d els o f Sin gle‐Su b ject an d Integrated Cu rricu lu m

M ethod D escripon Early Childhood Exam ples

Fragm ented

D ispersed

Focus is on a single subject. Children listen to a m usical recording.

Children recite the alphabet.

N ested Skills are inserted into a single academ ic

subject.

To prom ote social skills, children are divided into groups

to solve m ath problem s.

Them ed

A collecon of learning experiences relate

to a single them e. This m ay, or m ay not,

include integraon of m ore than one

academ ic subject.

A preschool class engages in a w eek of acvies

focused on fall leaves.

W ebbed A single them e or topic is integrated

across tw o or m ore subjects.

A teacher expands a science study of a nearby creek to

include experiences in art and m usic.

Im m ersed

The class (or a single child) focuses on a

topic of inquiry that oen incorporates

m ore than a single subject.

Tw o or three children choose to delve m ore deeply into

a topic the rest of the class has com pleted. The teacher

helps them ﬁnd resources, but they research prim arily

on their ow n.

Source: Adapted from Krogh, S. & M orehouse, P. (2008). The early childhood curriculum: Inquiry learning through integraon. New York: M cGraw‐Hill.

W e w ill spend the rest of the chapter looking at these m odels. For four of the m odels, w e present an exam ple of a "w eb" or "m ind m ap" that can

be used for planning purposes. As w ill soon be seen, these are graphic organizers, rem iniscent of spider w ebs, as opposed to vercal lists or

outlines. N one of these should be considered appropriate only to that m odel of curriculum design. They are reasonably interchangeable, and you

m ight w ish to experim ent w ith them in diﬀerent w ays. You should also feel free to invent your ow n. In the secon on Them ac Curriculum , w e use

an outlined schedule instead of a w eb. Som e teachers m ay ﬁnd this m ore structured m ode of planning easier to w ork w ith. H ere is a suggeson: If

you are som eone w ho does like m ore structure, challenge yourself to w ork at least once from a w eb; if your thinking w orks best in a w eb or m ind

m ap form at, give yourself the challenge of an outline or schedule. 3/16/2017 Print

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By nesng skills within a single subject,

teachers can provide a focus on skills without

having to drill students.

4 .3 E n r ic h in g a S in g le S u b je c t b y N e s n g S k ills

In this ﬁrst design secon, w e com bine the ﬁrst tw o m odels of curriculum integraon show n in Table 3.1: fragm ented curriculum m odel and nested

curriculum m odel. The underlying intenon of the plan that follow s is to provide children an opportunity to explore a topic over an adequate period

of m e. In Chapter 3, em phasis w as placed on in‐depth exploraons and repeang a few topics in diﬀerent w ays, rather than sim ply touching on a

variety of ideas. The follow ing curriculum focuses on a single folk tale and contains repeated experiences (young children love repeon!). M ore

typical folk tale curricula delve into num erous stories. O ne m iddle‐aged m an of the author's acquaintance sll rem em bers w ith great fondness the

m any m es his kindergarten class engaged in reading and acng out the story of The Three Billy G oats G ruﬀ. Perhaps the children you teach can

grow up w ith the sam e fond m em ory; w e have chosen this very story for our nested curriculum .

To dem onstrate how the consideraons previously discussed can be applied in planning, w e w ill create a ﬁcous class. D escripons are provided

below . The form at for this design is one that has been used previously by teachers, and you m ay ﬁnd that it is a praccal one for you as w ell.

C A SE ST U D Y:

D e sig n in g a Le sso n P la n fo r Sin g le ‐Su b je ct a n d N e ste d C u rricu lu m In te g ra o n

The Three Billy G oats G ruﬀ

Subject: O ral Language, Literacy

N ested skills: Physical

Age: O lder preschool (ages 4–5)

Curriculum context and long‐term goals: This curriculum is part of a year long plan

to give preschool children the conﬁdence to speak up, the ability to speak clearly,

and the opportunity to enlarge their vocabularies. It also ﬁts into literacy plans that

include listening, repeon of phrases, and aw areness of the printed w ord. W e are

now in O ctober of a year that started at the end of August.

Pre‐assessm ent: W e have previously studied The Li le Red H en, and the children

enjoyed listening to the story repeatedly, although they w ere m ostly shy about

acng out the parts and stum bled a bit w hen trying to say the lines of the story.

Sll, they liked trying. N ow that they have som e experience and are a bit m ore

com fortable in school, they should be ready for the next steps provided by a new

story.

G oals: At the com pleon of this study, children should be able to

parcipate in dram ac play w ith enjoym ent and conﬁdence.

engage in oral story repeons w ith som e accuracy.

idenfy som e w ri en w ords in the context of a teacher‐read story.

O bjecves: These are (or w ould be) listed w ith each learning acvity. (See Figure 4.1.)

Post‐assessm ent: Inform al observaon of children during the ﬁnal acvies w ill determ ine w hether goals and objecves have been

m et. The degree to w hich this is the case w ill inﬂuence lesson plans for other studies of folk tales or fairy tales throughout the year.

Special needs:

O f 15 children, 5 are English language learners. To help them w ith oral repeon, w e w ill speak slow ly and w ith addional

pracce. D uring teacher‐read stories, physical responses w ill be used.

O ne child can already read w ith som e ﬂuency. H e w ill be invited to read other versions of the story on his ow n and to help the

teacher w ith the full‐group readings of the story if he likes.

M anagem ent and guidance: The basic classroom rules w ill be suﬃ cient for all experiences except for role play. Safety needs w ill

include speciﬁc rules for clim bing on and oﬀ the bridge.

Instruconal m aterials:

Several copies of the N orw egian folk tale The Three Billy G oats G ruﬀ (available online, in libraries, or in bookstores)

Large kindergarten blocks for building a bridge

O ne long and fairly w ide board for the bridge top (short enough to be safe) 3/16/2017 Print

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Books about real goats, including both w ild and farm ‐raised

Experiences: See Figure 4.1 for a planning w eb that includes the acvies, descripve language, and a desire to help the child. Again,

also present the m essage em bedded w ithin a larger view of the child's overall posive characteriscs and behaviors. (Sailor, 2004)

Beginning teachers oen ﬁnd it useful to m ake extensive plans for individual learning experiences, although the process is m e consum ing. D oing so

ensures that objecves are clear, special needs are a ended to, and acvies are at a developm entally appropriate level. Including a list of needed

m aterials provides a quick rem inder for the teacher so that nothing is forgo en during a busy or distracng day. See Case Study: D ram ac Play

Lesson Plan: The Three Billy G oats G ruﬀ for an exam ple of one of the acvies from the planning w eb.

Figu re 4 .1 : P la n n in g w e b fo r T h e T h re e B illy G o a ts G ru ﬀ

C A SE ST U D Y:

D ra m a c P la y Le sso n P la n fo r T h e T h re e B illy G o a ts G ru ﬀ

O bjecves:

1. Children w ill enact plot w ith som e accuracy as teacher reads.

2. Children w ill recall dialogue w ith increasing accuracy during free play.

M aterials:

Pre‐built bridge of blocks

Storybook: The Three Billy G oats G ruﬀ

Pre‐Assessm ent:

1. Successful pracce session dem onstrang safe use of bridge

2. Tw o or m ore readings of story to full class, during w hich children dem onstrate understanding by beginning to repeat dialogue

Instruconal Sequence:

1. Volunteers are chosen to play parts of goats and troll. 3/16/2017 Print

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2. Full class listens as, for the ﬁrst m e, single children recite dialogue as they act it out. Teacher helps as needed.

3. Story and dram a are repeated unl everyone w ho w ants to take part has had a chance.

Post‐Assessm ent:

1. Teacher observes as children engage in dram a for the ﬁrst m e.

2. Children recall dialogue during free play opportunies.

You are now invited to give this kind of planning a try. U se the Your Turn: Planning Single‐Subject Curriculum w ith N ested Skills box to guide you.

Y O U R T U R N :

P la n n in g S in g le ‐S u b je ct C u rricu lu m w ith N e ste d S k ills

The Story of The Li le Red H en

Taking your cues from the inform aon presented, see if you can create a curriculum based on the story The Li le Red H en. Several

versions of this classic story are easily available online if you do not have access to a book.

Instead of nesng physical skills, try nesng social skills. W hat aspect of developm ent do you think children of this age need to focus

on the m ost? Refer to Chapter 2 for ideas. This story, w ith its focus on sharing and caring, should provide plenty of inspiraon.

Although it is perfectly acceptable to incorporate or adapt acvies that w ere used for The Three Billy G oats G ruﬀ curriculum , be

creave and add ideas of your ow n.

W hen you have com pleted a curriculum w eb, choose one acvity and m ake a lesson plan for it. You w ill no doubt ﬁnd the in‐depth

thinking beneﬁcial and m ay be a bit surprised at the m e such planning requires. Tem plate 4.2

(hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.2.pdf) and Tem plate 4.3

(hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.3.pdf) can be printed or w orked w ith

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4 .4 T h e m a c In t e g r a o n

A them ed curriculum m odel integrates a collecon of learning experiences that relate to a single them e. A preschool class engaging in a w eek of

acvies pertaining to fall leaves w as given as an exam ple of this curriculum design. In this secon, w e dem onstrate how that them e m ight w ork in

a class of 3‐ to 4‐year‐old children. M uch of w hat these children ﬁnd interesng w ould be appropriate for younger children as w ell. H ow ever, 2‐year‐

olds are generally too young to understand, or even care about, the fact that w hat they are doing m ay be called "them es of learning." The w hole

w orld is their curriculum ; thus, they are not yet ready for such focus. In addion, m ost children are 3 years old or older before they can be

depended on to resist tasng w hatever plant looks interesng to them . Tasng trees is not, of course, typically a good idea.

This them ac curriculum is designed, like that of The Three Billy G oats G ruﬀ, to give children an opportunity to focus in depth on a topic over a

period of m e, rather than having to cover m ore m aterial broadly. H ere it is designed to cover one w eek, but it could easily go longer if the

children ﬁnd it enjoyable. W e w ill use a w eekly schedule rather than a curriculum w eb. The acvies in this them e build on one another, so that

this form at, w hich is m ore like an outline, m ight be m ore appropriate. Again, w e have created a ﬁcous classroom .

O ne a ribute of a them ac curriculum , as m enoned previously, is that it is quite obvious to anyone entering the classroom . As you check out the

acvies listed in the w eekly schedule, see if you can im agine w hat the room w ould look like. It should also be noted that because readers com e

from m any diﬀerent clim ates, speciﬁc nam es of trees are not m enoned, and you should feel free to insert your favorites. Readers in w arm er zones

w ith li le or no change in seasons are encouraged to adapt such a curriculum for their ow n area, using w hat is available to them . For young

children, this is preferable to introducing a curriculum about seasonal changes in faraw ay places w hen they have yet to understand their ow n.

C A SE ST U D Y:

D e sig n in g a Le sso n fo r T h e m a c C u rricu lu m In te g ra o n

Fall Leaves

Subjects: Art, M ovem ent, M usic, M athem acs

Age: Younger preschool (ages 3–4)

Curriculum context and long‐term goals: There are 12 children in the class, all of them nave English speakers, all of them from the

neighborhood. In addion to the trees in the schoolyard, there are sim ilar trees around their houses and apartm ents. The long‐term

goals are to encourage the children to noce the trees both at hom e and at school and appreciate their beauty, as w ell as the

changes they m ake.

Pre‐assessm ent: Several children started picking up yellow and red leaves oﬀ the playground in the past several days, and tw o

children picked up leaves on the w ay to school as gi s for the teacher. This encouraged others to pick up leaves also, leading to som e

friendly com peon as w ell as hurt feelings w hen m ore than one child claim ed to be the original ﬁnder. Expanding children's interest

and appreciaon appears appropriate now . N otes w ill be sent hom e explaining the upcom ing them e and asking fam ily m em bers to

parcipate in gathering and appreciang leaves w ith their children.

O bjecves: D uring the w eek of this them e, children should be able to

learn to idenfy the nam es of the three trees that the leaves com e from .

learn the colors of the fallen leaves.

dance the m oons of falling and ﬂying leaves.

create artw ork related to fall leaves.

count leaves.

Post‐assessm ent: This is an inform al curriculum w ithout a need for form al assessm ent. Teacher w ill observe children's interest and

parcipaon, altering plans as appropriate. In addion, inform al feedback from fam ily m em bers w ill be sought.

Special needs:

O ne child is visually im paired and, although she w ears glasses, sll sees very li le. Acvies that incorporate touch and

hearing w ill be helpful.

O ne child is physically challenged, although w ithout a speciﬁc diagnosis yet. D uring m ost acve experiences, it is im portant

to give him extra m e or to have experiences that do not call a enon to his slow ness.

M anagem ent and guidance: All three trees are w ithin the w alled‐in area, so no m anagem ent plans beyond those already in existence

w ill be necessary. Because a few children have fought over ow nership of their ﬁrst discoveries, proacve discussions about ﬁnding

and sharing w ill be helpful. 3/16/2017 Print

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The inclusion of art projects can be a useful

tool to enhance curriculum based on a them e.

Instruconal m aterials:

Fallen leaves from the playground's three trees

Baskets for carrying leaves to classroom

Crayons and paper for rubbings

Yellow , gold, orange, and red tem pera paints

G lue and paper for leaf collages

Recording of "Autum n Leaves" for dancing

Experiences: See Case Study: Them ac Lesson Plan for Fall Leaves.

C A SE ST U D Y:

T h e m a c Le sso n P la n fo r Fa ll Le a ve s

M onday

Before children arrive, drape w indow s w ith yellow , gold, and red fabric as

available.

Carry baskets outside to gather fallen leaves.

Pile collected leaves on several tables to be sorted by color.

D ance to recording of "Autum n Leaves."

Tuesday

Carry baskets outside to gather fallen leaves. W hile there, note their

varying sizes, their sm ells, the sounds they m ake w hen crunched near the

ear, and their feel against the chil dren's arm s. Em phasize that som e leaves

are for eang, but that these are not.

Place leaves in art center w ith paper and glue to m ake collages.

Sort leaves by color and size on one table in the science center; count

leaves in piles w ith teacher's help or esm ate greater and few er.

D ance to "Autum n Leaves."

W ednesday

Carry baskets outside to gather fallen leaves and other interesng natural

objects.

Experim ent w ith leaves and other found objects at w ater table (w hat sinks and w hat ﬂoats?).

Connue collages and sorng during free choice m e.

M ix tem pera colors to create shades sim ilar to those of leaves.

D ance to "Autum n Leaves."

Thursday

Carry baskets outside to gather fallen leaves.

Conﬁne easels' colors to those created yesterday.

Connue w ater table, collages, and sorng acvies.

M ake rubbings from today's leaves.

D ance to "Autum n Leaves."

Friday

Children w ear shirts, or other clothing, to m atch colors of fall leaves (have several clothing item s on hand for children w ho 3/16/2017 Print

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do not arrive as planned).

Carry baskets outside to gather fallen leaves.

As a class, classify leaves according to color, then size, then shape.

Place leaves in science center for free choice classiﬁcaon.

Connue all other acvies.

D ance to "Autum n Leaves."

Children take hom e w hatever products they choose to.

It is now your turn to create a them ac curriculum . See Your Turn: Creang a Them ac Curriculum for instrucons.

Y O U R T U R N :

C re a n g a T h e m a c C u rricu lu m

O ne W eek Them e: O ne Color

In the them e just described, preschool children learned to diﬀerenate colors that are m ore subtle than those usually studied at this

early age. This decision w as based on the colors' presence in nature. M ore typically, study of color begins w ith the prim ary colors of

red, yellow , and blue and then expands to the secondary colors of purple, green, and orange. For your them ac study, m ake one‐

w eek plans focused on a single color. Choose any age you like, referring back to developm ental inform aon in Chapter 2 to ensure

appropriateness of your curriculum choices. U se Tem plate 4.4

(hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.4.pdf) as your planning guide. 3/16/2017 Print

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Teaching children fundam ental skills like how to tell

m e should be both m eaningful and engaging.

4 .5 A W e b b e d C u r r ic u lu m D e s ig n

As noted in Chapter 3, curriculum units are m ore structured than them es are, though on the surface they m ight appear to be idencal. U nits are

oen planned far in advance, som em es carried over from one academ ic year to the next. Although w e have already m ade use of curriculum w ebs,

the w ebbed curriculum m odel referenced in Table 3.1 is m ost closely related to units. As subjects are "spun" together to form a cohesive w hole,

they are designed to not only focus on the learning them e, but to take into account any applicable state and local objecves. W hile this can m ake

planning com plex, it also helps ensure that learning experiences are developm entally appropriate, m eaningful, and engaging for children.

The follow ing exam ple of a unit is for children w ho are learning to tell m e, read a calendar, and understand sequences of events. H istorical periods

and the rem ote future are just beginning to m ake sense. For m ost children, a true understanding of these concepts does not em erge unl a few

years later, so this unit is designed to be praccal rather than fully scienﬁc or philosophical. It is based on learning requirem ents from several state

departm ents of educaon.

The curriculum w eb that accom panies this unit is perhaps the m ost com m on of all m odels. It incorporates each of the academ ic subjects included in

the unit. It w ill be seen that About Tim e lacks experiences in m usic and physical educaon. A unit does not need to cover every subject, only those

that are im portant for the study being undertaken. H ow ever, the visual feedback provided by the w eb rem inds the teacher that other subjects need

to be rem em bered and a ended to. In the prim ary grades, incorporang physical acvies is som em es a challenge, and a w ay to address this

deﬁcit w ill be discussed in an upcom ing secon.

C A SE ST U D Y:

D e sig n in g a Le sso n P la n fo r a W e b b e d C u rricu lu m

About Tim e

Subjects: Science, Literacy, M ovem ent, M athem acs

Ages: Early prim ary (ages 6–7)

Curriculum context and long‐term goals: This ﬁrst grade class, w ith its 20 children, is in its second half of the year. By the end of the

year, the children are expected to be able to nam e the days of the w eek and the m onths of the year in order, use a calendar to

determ ine the day and date, and tell m e using a non‐digital clock, at least to the half hour.

Pre‐assessm ent: This learning has taken place inform ally since the beginning of the year. M ost, but not all, children have a praccal

understanding of the concepts of m e. The unit w ill bring into focus each of the state's required long‐term goals to ensure that

everyone is prepared for m ore advanced concepts in second grade.

G oals: At the conclusion of this unit, all children w ill have an understanding of

m e suﬃ cient for m eeng state standards.

O bjecves: Children w ill be able to

create a m e line of their school days that is prop erly sequenced

(Calendar Tim e Line).

m atch calendar w ords and num bers from one cal endar to another

(M atching and Reading).

m ake a calendar that accurately m atches the real one in use (Personal

Calendar).

read and deﬁne w ords associated w ith m e (D ate G am e).

m ake and accurately w ork w ith individual clocks (Paper Plate Clocks).

use Paper Plate Clocks and a U nited States m ap to idenfy m e zones

(Tim e Zones).

use Paper Plate Clocks to predict and record classroom acvies (D aily Events).

use Paper Plate Clocks in conjuncon w ith a classroom clock to determ ine ﬁnish m es for proj ects such as cleanup (Race against

Tim e).

w ork cooperavely in pairs or groups to ﬁnish projects such as cleanup, using a sand m er (Sand Tim er).

use a sim ple stopw atch in conjuncon w ith the sand m er to see the consistency of each (Sand Tim er and Stopw atch).

observe the diﬀerence in perceived am ounts of m e w hen they sit in silence versus engaging in conversaon or acvity (Tim e

Flies or Craw ls). 3/16/2017 Print

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Post‐assessm ent: Built into several acvies are m aterials, available from the district's curriculum , that assess the level of student

understanding. This unit w ill use or adapt all those that are related to state standards.

Special needs:

Three children have advanced capabilies in m ost areas of the curriculum . For diﬀerenaon purposes, they w ill be provided

w ith m ore com plex instrucons for acvies that lend them selves to such: Calendar Tim e Line, Personal Calendar, Tim e Zones,

Sand Tim er, and Stopw atch.

O ne boy has been diagnosed as having obsessive‐com pulsive disorder. This som em es m eans diﬃ culty w ith new , unfam iliar

experiences. H e w ill be observed w ith each new acvity, but he has already learned several coping techniques, w hich generally

w ork for him .

M anagem ent and guidance: W e have spent the year learning to w ork together and have created a viable learning com m unity.

Everyone understands expected behaviors, and no special adjustm ents need to be m ade.

Instruconal m aterials:

Butcher paper

G lue

Three copies of an 8 × 11 calendar

Pocket envelopes

Paper plates

M arking pens

Large U nited States m ap

Sand m er

Sim ple stopw atch

Experiences: See Figure 4.2 for a planning w eb that includes the acvies.

Figu re 4 .2 : P la n n in g w e b fo r A b o u t T im e

Creang a curriculum unit is a m ajor undertaking. Each learning experience requires considerable thought to ensure it is developm entally

appropriate, m eets state or local requirem ents if applicable, and is m eaningful and engaging to children. In Your Turn: Planning a U nit Learning

Experience, you w ill be asked to create such an experience.

Y O U R T U R N :

P la n n in g a U n it L e a rn in g E x p e rie n ce

Charng Birthdays

O ne acvity that could extend this unit is to record the days and m onths of each child's birthday. O ne approach that w orks w ell is to

use a large piece of chart board w ith the nam es of the m onths w ri en across the top. There should be vercal lines betw een each. 3/16/2017 Print

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Then, children paste on colored paper squares (starng at the bo om ) indicang the m onth in w hich they w ere born. The result is a

basic bar graph.

Assum e that you are teaching the sam e class described for the About Tim e unit. U se Tem plate 4.5

(hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.5.pdf) to guide you in m aking a lesson plan

for this acvity. You w ill note that it is a bit m ore com plex than your earlier lesson planning tem plate. O ne hint: In addion to the

state's requirem ents listed in About Tim e, there is another requirem ent that ﬁrst graders learn about bar graphs. 3/16/2017 Print

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An im m ersed curriculum grows from children's interests and

curiosity, allowing them to study a topic in a focused and

deep way.

4 .6 A n Im m e r s e d C u r r ic u lu m D e s ig n

The im m ersed curriculum m odel enables the study of a topic in a focused and deep w ay. At the preschool level, the best‐know n version of this can

be found in the Reggio Em ilia schools of Italy and in those inspired by them . For the prim ary grades, and as a m ore recent addion in preschools,

there is the project approach inspired by John D ew ey, the best‐know n version of w hich w as created by Lilian Katz and Sylvia Chard (1989).

H ere now is another opportunity to see how such an im m ersed curriculum m ight w ork. Projects, w hether designed for preschool or the prim ary

grades, provide teachers w ith less guidance and security than units do. Because they grow from children's interests and curiosity, it is not oen that

a project's m aterials and lesson plans can be saved from one year to the next. For exam ple, one group of children m ight be intensely interested in

dinosaurs, w hile the students the follow ing year m ight be excited to learn about w ildﬂow ers. The follow ing project is one that grew from the

curiosity of a second grade class in a Southern state. They could not have parcipated in a them ac study of fall leaves, but they did have access to

a sem i‐tropical rain tree just outside their classroom door. Rain trees, som em es know n as "m onkey pod trees," are nave to northern South

Am erica but have spread throughout the sem i‐tropical w orld. They can grow to 80 feet and are happiest in low elevaons. Their enorm ous

um brella‐shaped canopy m akes them w elcom e as shade trees, no doubt a consideraon w hen the one outside the second grade room w as planted.

The curriculum in this school w as highly structured, alm ost never allow ing m e for som ething that could be called a project. All year long, the

children had been m arching single ﬁle into their classroom aer every bell, recess, and lunch, m arching right past the rain tree and scarcely looking

at it. But one m orning as they w ere ﬁling into the classroom , the children stopped dead in their tracks. O vernight, the tree had broken out in a

cover of beauful pink ﬂow ers. The teacher tried to keep them going forw ard to their usual intense m ath lesson, but the children refused to m ove.

"It's just so beauful," one girl objected.

The teacher realized that it w as necessary to ﬁnd m e to adm ire the tree but also felt

the pressures to start class. The children understood this but w ere unw illing to let their

sudden discovery of the tree go. O ver the next few days, they began to ask the teacher

quesons that she w as unable to answ er. Finally, she began to w rite the quesons on

the w hiteboard so she w ould rem em ber them w hen she researched the answ ers.

Som ehow , she never found m e to do the research, and ﬁnally one exasperated boy

asked, "W hy can't w e look up the answ ers?"

"W hy not, indeed," the teacher thought. That day, in spite of all the pressures to cover

the m andated curriculum , the teacher found m e for w hat the children w ere interested

in. W hat follow ed in the next w eeks cam e directly from the project approach philosophy.

She had been aw are of it but had not believed it could be done in her situaon. This is a

com m on problem in m any places for prim ary grade teachers. W hat this teacher found

w as that the enre class m oved m uch m ore eﬃ ciently through the regular curriculum

now that they had som ething truly engaging to look forw ard to. Suﬃ cient m e for the

project em erged on its ow n. Follow ing the descripon of the project is a m odel of a w eb

that can be used for planning purposes but is especially helpful as a check on w hether

the interests and needs of the w hole child have been m et.

C A SE ST U D Y:

D e sig n in g a Le sso n P la n fo r Im m e rse d C u rricu lu m

The Rain Tree Project

Subjects: Science, Literacy, O ral Language, G eography, Art (presum ed; actual subjects w ill be determ ined by children's research)

Ages: Second grade (ages 7–8)

Curriculum context and long‐term goals: There are 25 children in the class, som e of them bused by up to eight m iles, the rest from

the neighborhood. The area is sem i‐rural, but there have been no other rain trees seen by the class. Test scores over the past tw o

years have been low , leading to the m ore intense curriculum . The long‐term goal for this project, as stated by the children, is "just to

learn everything there is."

Pre‐assessm ent: This is accom plished in Phase O ne, w hich follow s.

Post‐assessm ent: This is accom plished in Phase Three, w hich follow s.

O bjecves: These are listed by the children in the "W " secon of a K‐W ‐L Chart. K=w hat w e know , W =w hat w e w ant to know ,

L=w hat w e actually learned.

Special needs: The class has no children w ith outstanding special needs other than a fairly w ide spread in academ ic perform ance. As

children are placed in research com m i ees, ability levels w ill be m ixed. They have already experienced such grouping and are 3/16/2017 Print

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com petent at helping each other and in dividing w ork assignm ents.

M anagem ent and guidance: The children are unaccustom ed to the independence required of project learning. To avoid possible

chaos at the beginning, expectaons of behavior w ill be discussed each day unl no longer necessary.

Instruconal m aterials:

Com puters for internet research

Library books

Classroom encyclopedia

Chart paper and m arkers

Clipboards and paper for com m i ee note taking

The rain tree itself

Experiences (in three phases):

Phase O ne

A class‐created K‐W ‐L Chart in w hich children list, under the "K," everything they (think they) know about a rain tree. Then, they

list everything they w ant to know under the "W ." The "W " list can be added to over m e.

In‐class "m em ory" draw ings of w hat the tree looks like. These can then be com pared w ith the tree's actual appearance.

Phase Tw o

Children are divided into com m i ees to research the m ost im portant quesons from the K‐W ‐L Chart. Q uesons can be grouped by

sim ilarity. Com puters, the library, and encyclopedias can all be used for research. M uch, or m ost, of the reading required w ill be

diﬃ cult for these second graders. G enerally, picture capons and ﬁrst sentences under headings w ill provide suﬃ cient inform aon.

W hen m ore is needed, the teacher can read to the children.

For research at the tree itself, a daily journal of its appearance can be kept, including illustraons. Com parisons betw een the tree's

appearance and the trees found in research can be described in w ring and illustraons.

Phase Three

Each com m i ee w ill share w ith the rest of the class the ﬁndings of their research.

The "L" secon of the K‐W ‐L Chart w ill be com pleted as a w hole class experience.

A book or porolio w ill be m ade for the classroom collecon that includes the m aterials created during the research.

See Figure 4.3 for a w eb design that provides a check on m eeng the interests and needs of the w hole child. W hat do you see as

w ell covered, and w hat needs to be a ended to through other school experiences? You w ill be asked to rem edy the curriculum lack

in Your Turn: W orking w ith the W hole Child W eb, using Tem plate 4.6

(hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.6.pdf) .

Figu re 4 .3 : W h o le ch ild w e b 3/16/2017 Print

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Y O U R T U R N :

W o rk in g w ith W h o le C h ild W e b

It is not alw ays necessary to address a m issing, or underused, secon of the W hole Child W eb during a single them e, unit, or project.

As long as the teacher is aw are of the lack, the need can be m et in som e other area of the curriculum . In this case, the second

graders had very few opportunies for physical acvity or m usic experiences. Because this project oﬀers a w ay to give children w hat

they have been m issing, perhaps som e a enon to their physical or m usical needs could be m ade.

Figure 4.4 below and its tem plate (Tem plate 4.7

(hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.7.pdf) ) w ill allow you to insert som e

physical or m usic acvies or expand on those already suggested so that they becom e m ore physical or include m usic.

O ur ﬁnal m odel of integraon returns us to the nested curriculum , but in this case, it involves nesng one subject or skill across the enre

curriculum . In other w ords, rather than nest a skill or subject w ithin a single curriculum , the teacher inserts it across m ost, or all, subjects.

Assessm ent of children's skills during the teaching of a them e or unit, or as the result of required tesng, m ight be responsible for idenfying a

w idespread need. N esng in this m anner can be a pow erful w ay to address any subject or skill that is in need of em phasis or strengthening,

parcularly because it can be seen as a natural part of learning. For exam ple, oral language and literacy are em ployed in this w ay w hen teachers

read stories related to any topic currently under study.

foster dram ac play related to a study topic.

assign m ath problem s that require reading.

have children dictate science stories, or let them w rite on their ow n.

sing w ith children.

O ne area of the curriculum that is oen neglected or pushed aside is physical educaon or m ovem ent. Yet physical educaon is crical to the

educaon of the w hole child, not only for children's health, but also for inﬂuences on the other areas of developm ent. W hen it seem s diﬃ cult to

ﬁnd m e for m ovem ent experiences, one w ay to m ake them happen is to incorporate them into the w ider curriculum . Tw o physical educators and

researchers (Payne & Rink, 1997) agree w ith this point:

Because m ovem ent is concrete and acve in nature, crical concepts from other content areas, such as shape, design, spaal

aw areness, m ath principals [sic], or le ers of the alphabet, are easily integrated into learning experiences. In addion, m ovem ent

experiences are abundant w ith opportunies to help children be creave and develop problem ‐solving skills. (p. 160)

The follow ing curriculum w eb, show n in Figure 4.4, is adapted from Payne and Rink's w ork (1997) and dem onstrates som e opportunies for nesng

physical educaon across the curriculum . Your Turn: O ne Subject or Skill across the Curriculum is an opportunity to use the sam e basic w eb to

incorporate a subject or skill across the enre curriculum .

Figu re 4 .4 : C u rricu lu m w e b fo r n e s n g p h ysica l e d u ca o n a cro ss th e cu rricu lu m 3/16/2017 Print

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French educators express the im portance of m ovem ent for socializaon and self‐

expression.

Adapted from Payne, V. & Rink, J. (1997). Physical educaon in the developmentally appropriate integrated curriculum. In C. Hart, D. Burts, & R.

Charlesworth (Eds.), Integrated curriculum and developmentally appropriate pracce: Birth to age eight. Albany: State University of New York

Press.

Y O U R T U R N :

O n e S u b je ct o r S k ill a cro ss th e C u rricu lu m

Perhaps you have a favorite subject you w ould like to em phasize for this exercise, or a skill that you think is im portant. Consider

creang this w eb tw ice, once for preschool and once for kindergarten or the prim ary grades. Are there acvies that w ould w ork in

both? Are there others that are developm entally appropriate for only one w eb? Tem plate 4.7

(hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.7.pdf) provides li le direcon other than

the form at, because you w ill be choosing the subject or skill and the areas of the curriculum it w ill cross.

EC E in M o o n : H e lp in g Th e m Flo u rish /So cializa o n

an d M o to r Skill D eve lo p m e n t

C ri cal Th in kin g Q u es o n s

W hat beneﬁts, besides social ones, are there to teaching children

m ovem ent?

How does m otor skill developm ent help foster and im prove a child's self‐

im age and sense of fulﬁllm ent? 3/16/2017 Print

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C h a p te r S u m m a ry

This chapter has provided som e praccal w ays to apply w hat has been presented in this text's ﬁrst three chapters. The m aterials from ﬁgures,

tem plates, and planning boxes can be used and adapted for future teaching.

Consideraon w hen creang curricula should be given to assessm ent, connecons to m odels, curriculum context and long‐term goals,

developm entally appropriate pracce, diverse needs, environm ent, fam ily involvem ent, goals and objecves for the speciﬁc curriculum ,

instruconal m aterials, legal requirem ents, m anagem ent and guidance, and m ethods of teaching. They do not all need to be considered for

every plan.

Single subjects can be enriched by nesng skills.

A curriculum can be integrated through the use of them es and units.

A curriculum can be integrated through child‐ or teacher‐iniated projects.

Structure in a project is created as a class decides w hat it w ants to research.

A single subject or skill can be integrated across the enre curriculum .

R e ﬂ e c o n s a n d C ri c a l T h in k in g

1. There are, in this chapter, a dozen issues listed as im portant in curriculum developm ent. W hich do you think are the top three? W hy?

2. Are any of the 12 issues unim portant in your opinion? W hy?

3. You no doubt noced that the curriculum exam ples given throughout the chapter did not a end, at least in a noceable w ay, to all of the

issues. In your opinion, could the exam ples have been im proved upon by the addion of other issues? D escribe w hich ones and w hy.

4. O f the various form ats (tem plates) for planning, w hich one(s) do you think you w ill use m ost oen in your ow n teaching? Explain w hy you

think this w ill be the case.

5. W hat do you think w ill be the m ost challenging aspects of curriculum planning in your career? W hat w ill be the m ost enjoyable?

W e b s ite s fo r F u rth e r T e a c h in g A s s is ta n c e

Project Learning Tree. According to its w ebsite, Project Learning Tree is "an aw ard‐w inning environm ental educaon program designed for teachers

and other educators, parents, and com m unity leaders w orking w ith youth from preschool through grade 12." Click on "Curriculum " to ﬁnd

m any w ays to infuse environm ental concepts into preschool and prim ary curricula.

w w w .plt.org (hp://w w w.plt.org)

PBS Teachers Early Childhood. This w ebsite for teachers from preschool through grade 2 provides ideas for them ac units and arcles on the subject

of curriculum integraon. There are also ps for sharing such ideas w ith parents and fam ilies.

w w w .pbs.org/teachers (hp://w w w.pbs.org/teachers)

C h a p te r 4 F la s h c a rd s

T e m p la te s F ro m T h is C h a p te r 3/16/2017 Print

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Click on each tem plate to dow nload the pdf.

Tem plate 4.1 (hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.1.pdf)

Tem plate 4.2 (hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.2.pdf)

Tem plate 4.3 (hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.3.pdf)

Tem plate 4.4 (hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.4.pdf)

Tem plate 4.5 (hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.5.pdf)

Tem plate 4.6 (hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.6.pdf)

Tem plate 4.7 (hps://m edia.thuze.com /M ediaService/M ediaService.svc/constellaon/book/AUECE430.13.1/{pdfs}tem p_4.7.pdf)

K e y T e rm s

Click on each key term to see the deﬁnion.

fragm ented curriculum m odel