WORKING DRAFT

Curriculum Integration & Instructional Alignment Guide

September 2007 Table of Contents

Planning Guide Purpose and Introduction …………………………………………..3

Curriculum Integration Introduction to Curriculum Integration ………………………………………3 Rationale for Curriculum Integration …………………………………………3 Description of Curriculum Integration ……………………………………….4

Instructional Alignment Introduction to Instructional Alignment ……………………………………..4 Rationale for Instructional Alignment ………………………………………..4 Description of Instructional Alignment ………………………………………4

Contextual Design Framework Environment and Sustainability …………………………………………….…5

Getting Started …………………………………………………………………………...5

Integration Unit Planning Template …………………………………………………..6

Daily Lesson Plan Template ……………………………………………………………9

Unit Overview/Schedule ……………………………………………………………….10

Positive Impact Criteria Chart ………………………………………………………..11

Appendices Supporting References ………………………………………………………………..12 Curriculum Integration Instructional Alignment Contextual Design

Model Unit Plan …………………………………………………………………………14 IEHMS Model Integration Unit Plan

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 2 Purpose and Introduction

The purpose of this guide is to provide a planning template and models for developing and using standards aligned integrated curricula to increase the opportunity for all students to learn. Curriculum integration is a multi-disciplinary, standards-based approach to teaching, learning, and assessing that helps all learners develop deep understanding by making meaningful connections in real-life contexts. Instructional alignment is a process of aligning the three domains of the total curriculum: the learning content; the cognitive demand expected of that learning; and the context in which the learning takes place.

Curriculum Integration

Introduction to Curriculum Integration The Office of Superintendent of Public Instruction defines curriculum integration as a multi- disciplinary, standards-based approach to teaching, learning, and assessing that helps all learners develop deep understanding by making meaningful connections in real-life contexts. Integrated, contextual curriculum approaches have been shown to significantly help students achieve academic excellence, acquire career skills, and develop character by connecting schoolwork with students’ own experience and knowledge.

Rationale for Curriculum Integration An integrated approach to teaching, learning, and assessing not only can help students develop deep understanding through real-life contexts, it can also help address the increasing challenges facing educators today. Districts, schools, and teachers face a myriad of challenges in preparing Washington students to live, learn, and work as productive citizens in the 21st century. Some of the most pressing challenges and the corresponding help that integration offers are summarized in the table below:

Challenges Facing Teachers/Schools Solutions Through Integration Teachers may struggle to find time to address all of Provides opportunities to help students simultaneously the standards that are required to ensure student meet standards in different subjects. achievement. Isolated or “silo” teaching can result in unintentional Expands time and reduces duplication by teaching duplication of instruction. more efficiently. Students seek to be inspired and engaged, especially Engages students through meaningful connections at the secondary level. and real world application of learning.

Students report that they do not see the connection Helps students build schema and background for new between school and their own life outside the learning so they can understand and apply their classroom. knowledge and skills. Models life-long learning. Meeting the variety of student needs in heterogeneous Provides a vehicle for differentiated and varied classrooms can be difficult. instruction ranging from direct instruction to student- directed inquiry. Silo teaching can result in teacher isolation and Provides opportunities for teachers to be part of a disconnection. collaborative professional learning community. Districts must develop standards-based models for Provides an avenue for developing standards-based Career Technical Education (CTE) courses that are models of teaching, learning, and assessing that can equivalent to core subject area classes allowing be used in CTE courses to fulfill core subject area students to meet graduation requirements through graduation requirements with equivalent rigor. CTE courses (HB2973 – the equivalency law).

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 3 Description of Curriculum Integration Curriculum integration can occur in a variety of ways and settings from a single classroom to a school- wide unit. For example, one multi-subject elementary teacher or one subject area secondary teacher can focus a unit of study on the skills, knowledge, and content from more than one subject area. Or, two or more teachers from different subject areas can team teach their content area around a unifying core concept.

It is not necessary or even desirable to use a curriculum integration approach in all teaching, all the time. Curriculum integration is not meant to entirely replace direct instruction in a single subject area. There are times when single subject, direct instruction is the most effective way to raise student achievement.

Instructional Alignment

Introduction to Instructional Alignment Instructional alignment refers to the fine-tuning among the areas of curriculum, assessment, and instruction as described below: a) Curriculum includes the local learning goals, objectives, activities, and other elements that ensure learning is fine-tuned with the State content standards, the Essential Academic Learning Requirements (EALRs) and Grade Level Expectations (GLEs). b) Assessment includes the Washington Assessment of Student Learning (WASL) and district and classroom-based assessments, which gauge what students should know and are able to do. Such assessments address both the content and the cognitive level the content is to be mastered at the proficient level specified by the GLEs. c) Instruction includes the collection if instructional strategies and instructional support materials (texts, kits, and the like) used by teachers to ensure student opportunity to learn the knowledge and skills for which they will be held accountable in the assessments.

Rationale for Instructional Alignment In this era of accountability, alignment addresses factors that have greatly influenced student achievement. Aligning curriculum, assessment, and instruction to standards creates a system in which students are more likely to improve their performance as measured on assessments, including high- stakes assessments like the WASL. However good teaching is the key. When lessons are aligned to standards then students have the opportunity learn the content described in the standards. Tightly aligned lessons are only possible when the curriculum, assessment, and instructional materials and strategies are aligned. Such fine-tuned lessons lead to the attainment and accurate measure of the standards.

When teachers teach an aligned curriculum, they are addressing the concepts, principles, and processes identified in the standards (EALRs/GLEs) and assessments such as the WASL. Curricular alignment to standards needs to occur at three points in curricular design: district scope and sequence, assessments, and instructions. This planning guide provides teachers in learning communities a process for shifting instruction from a focus on instructional materials to a focus on the standards.

Description of Instructional Alignment The basic approach to alignment has been established in the Understanding by Design model. OSPI has tightly aligned the WASL to the GLEs. It is now the responsibility of districts to focus their energy on first doing a curricular alignment between the local curriculum, instruction, and instructional materials with the State’s EALRs/GLEs. Once the district alignment has been determined and appropriate instructional materials have been selected, the work of lesson alignment can be carried forward in learning community teams. Such teams can set short-term goals, work cooperatively to examine common lessons, and

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 4 analyze feedback from colleagues and formative assessments along the way to see the effects of lesson alignment.

Contextual Design Framework

Education for Environment and Sustainability Education for Environment and Sustainability (EES) provides a unique opportunity to teach in an integrated way. By its very nature EES is an interdisciplinary field of study that requires an integrated approach. In 1990, pursuant to RCW 28A.230.020, the State Board of Education created a rule defining environmental education as part of Basic Education and mandating its instruction in public school at all grade levels in all subject matters. This rule, reads in part: “instruction about conservation, natural resources, and the environment shall be provided at all grade levels in an interdisciplinary manner through science, the social studies, the humanities, and other appropriate areas with an emphasis on solving the problems of human adaptation to the environment.”

Getting Started Developing and teaching an aligned and integrated unit can be an overwhelming task for a busy teacher. If that is the case, the best approach might be to start small and try out one integrated unit, either on your own (teaching more than one subject area yourself) or with your teaching team. Learn from your experience and monitor how students perform using this teaching practice. If you are satisfied with the results, try out another integrated unit. The following template offers a step-by-step process for developing a standards aligned integrated unit for your class.

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 5 Curriculum Integration and Instructional Alignment Unit Planning Template (use tab function to move through the template)

Unit Title: Time Frame: Grade Level:

Unit Summary: Briefly describe what the unit will entail including curricular content and unit goals.

Step 1. Essential Question(s): What are the questions (aligned to the core concepts and GLEs) that students will consider throughout the unit and that will develop their deep understanding? (This may be a central problem that students will address.)

Step 2. Core Concept(s): Review EALRs/GLEs from two or more content areas to determine the focus, core concept, or enduring idea(s).

Step 3. Content Area Standards - Essential Academic Learning Requirements (EALRs) and Grade Level Expectations (GLEs) What are the skills, concepts, and content knowledge from the EALRs and GLEs that students will learn, apply, and develop deep understanding of through this unit? An integrated unit will help students meet standards in two or more content areas. Content areas include science, social studies, math, reading, writing, communications, the arts, and health and fitness. For online GLEs visit: www.k12.wa.us/ealrs Primary Content Area: Integrated Content Area(s): EALRS/GLEs: EALRs/ GLEs:

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 6 Step 4. Assessments: How will student knowledge, skills, and concepts from each targeted GLE be assessed throughout the unit? The unit may include one or more evidence of learning such as projects, presentations, performances, writing assignments (essays, letters, stories, poems, etc.), quizzes and tests, and service learning projects. How will students monitor and reflect on their own learning, identifying their preconceived ideas and keeping track of the changes in their knowledge, skills, attitudes and behaviors (e.g. goal-setting, self and peer evaluation, journal writing, portfolio assessment, etc.)?

Step 5. Key Vocabulary: What are the essential vocabulary words that students will understand and need to know in order to complete this unit?

Step 6. Instructional Strategies: Review and incorporate into your unit the OSPI Professional Development Guidelines and Positive Impact Criteria (PIC) for effective instructional strategies to reach all students. Use the PIC checklist on page 11 of this guide to address specific instructional strategies that can be used in your daily lessons.

Step 7. Instructional Materials/Resources: What aligned instructional materials/resources will students use throughout the unit? How will you ensure that students explore multiple perspectives and different points of views? Textbooks/Kits/Instructional Guides:

Print Materials (Books, articles):

Multimedia:

Websites:

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 7 Step 8. Lessons/Activities: What are the daily lessons and activities (aligned to each targeted GLE) that students will do during the unit? List lessons/activities and use the lesson plan template for daily plans.

Step 9. Teacher Reflection: Use this space to record your thoughts, ideas, and comments during and after teaching the unit. Include the elements that worked well and areas you would change the next time you and/or others teach the unit.

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 8 Daily Lesson Plan Template

Lesson Overview/Summary:

Unit Essential Question(s):

Core Concept(s):

Learning Targets Content Area(s) EALRs/GLEs (Indicate new learning [n] or reinforce existing learning [r])

Focus Questions (prompts to GLEs):

Lesson Objectives Students will:

Key Vocabulary:

Assessments and Performance Tasks:

Instructional Materials: Textbooks/Kits/Instructional Guides: Print Materials (Books, articles): Multimedia: Websites: Lesson Steps: 1. Hook/Anticipatory Set (how will you interest students at the start of the lesson?):

2. Preconception (how will you elicit students’ preconceived ideas? e.g. KWL):

3.

4.

5. Lesson Reflection (your thoughts, ideas, and recommended changes to the lesson):

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 9 Integration and Alignment Unit Overview and Schedule (Include lesson titles, major assignments/projects, field trips, homework, etc.) Week Mon Tues Wed Thurs Fri 1

2

3

4

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 10 Positive Impact Criteria Chart for Lessons in Integrated Unit http://www.k12.wa.us/ProfDev/pubdocs/ProfGrowthPlanningGuidelinesInAction.pdf Positive Impact Criteria Lessons in Integrated Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1. Students engage in challenging curriculum

2. Students engage in relevant and developmentally appropriate learning

3. Students develop effective thinking processes

4. Students experience various learning approaches

5. Students engage in meaningful learning experiences

6. Students are motivated to learn and take ownership of their learning

7. Students become technologically competent

8. Students use and know how standards of quality assessment are used by others to evaluate their learning 9. Students use reflection and goal setting

10. Students are supported in the planning and assessment of their learning by parents, teachers, and other students 11. Students use appropriate learning behavior

12. Students participate in a positive, safe, supportive learning environment 13. Students develop cultural sensitivity

14. Students are practicing self-management skills

15. Students are working in collaboration with others

16. Students extend content learning into life experience

17. Teacher partnerships with parents and families in student learning

18. Teacher remains current in subject area(s)

19. Teacher is a reflective practitioner

20. Teacher uses a professional growth plan

21. Teacher participates in continuous refinement of the instructional program and the overall learning environment

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 11 Supporting References

Curriculum Integration

Jacobs, H. H. (1989). Interdisciplinary Curriculum: Design and Implementation. Alexandria, VA. Association for Supervision and Curriculum Development.

Johnson, Elaine B. (2002). Contextual Teaching and Learning. Thousand Oaks, CA. Corwin Press, Inc.

Lake, Kathy. (1994). Integrated Curriculum. School Improvement Research Series. Northwest Regional Educational Laboratory. http://www.nwrel.org/scpd/sirs/8/c016.html

McTighe, Jay & Grant Wiggins (2004). Understanding by Design. Alexandria, VA. Association for Supervision and Curriculum Development.

Instructional Alignment Bybee, Rodger W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Heinemann.

Erickson, Lynn H. (2005). Concept-Based Curriculum and Instruction: Teaching Beyond the Facts. Corwin Press.

Fouts, Jeffrey T. (2003). A Decade of Reform: A Summary of Research Findings on Classroom, School, and District Effectiveness in Washington State. Seattle, WA. The Washington School Research Center. http://www.spu.edu/orgs/research/currentresearch.html

Geneva Gay. (2000). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press. http://www.intime.uni.edu/multiculture/curriculum/culture/Teaching.htm

Kuhn, Leema & Reiser, Brian. (2004). Students Constructing and Defending Evidence-Based Scientific Explanations. School of Education and Social Policy, Northwestern University. http://hice.org/iqwst/Papers/KuhnReiserNarst2005.pdf

McTighe, Jay & Grant Wiggins. (2004). Understanding by Design. Alexandria, VA. Association for Supervision and Curriculum Development.

O’Shea, Mark, R. (2005). From Standards to Success. Association for Supervision and Curriculum Development.

Schmoker, Mike. Tipping Point: From Feckless Reform to Substantive Instructional Improvement. http://www.pdkintl.org/kappan/k0402sch.htm

Stuart Naylor, Brigid Downing & Brenda Keogh. (2001). An empirical study of argumentation in primary science, using Concept Cartoons as the stimulus. 3rd Conference of the European Science Education Research Association Conference, Thessaloniki, Greece. Manchester Metropolitan University. http://www.conceptcartoons.com/resources/ESERA%20full%20paper%20draft2.doc

Michigan State University, National Center for Research on Teacher Learning. (1993). How Teachers Learn To Engage Students in Active Learning. http://ncrtl.msu.edu/teachers.pdf

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 12 Northwest Regional Educational Laboratory. (2001). In an Era of Reform: Standards and the Classroom. http://www.nwrel.org/msec/nwteacher/winter2001/using.html

Washington State Office of Superintendent of Public Instruction. (2005) Powerful Classroom Assessment. Olympia, WA. http://www.k12.wa.us/assessment/WASL/ScienceAssessment.aspx

Washington State Office of Superintendent of Public Instruction. (2005) Professional Growth Tools. Olympia, WA: http://www.k12.wa.us/ProfDev/ProfGrowthTools.aspx#GreenBook

Washington State Office of Superintendent of Public Instruction. (2005) Science Grade Level Expectations. Olympia, WA. http://www.k12.wa.us/ProfDev/ProfGrowthTools.aspx#GreenBook

Wiggins, G (2005). Authentic Education. http://www.grantwiggins.org/ubd.html

Wuersten, Eric, (2007). Standards Based Science Instructional Alignment (IA) Tools for Learning Communities: Fine-tuning Units & Lessons to Science Standards

Contextual Design Gerald A. Lieberman & Linda L. Hoody. (1998). Closing the Achievement Gap, Using Environment as an Integrating Context for Learning. State Education and Environmental Roundtable, San Diego, CA.

Johnson, Elaine B. (2002). Contextual Teaching and Learning. Thousand Oaks, CA. Corwin Press, Inc.

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 13 IEHMS Model Integration Unit Plan

Unit Title: Childhood Lead Poisoning and Environmental Time Frame: Grade Level: Justice 13 days (2.5 weeks) 8

Unit Summary: Briefly describe what the unit will entail including curricular content and unit goals. In this integrated unit, students investigate the impact of childhood lead poisoning on various communities throughout history, in Washington State, and across the United States. A social studies teacher created the unit in partnership with a science teacher, a language arts teacher, and a math teacher. Not all teachers are able to commit thirteen classroom days to the unit, so each teacher has committed varying levels of classroom instruction time to the unit.

Curricular Content includes: By using the environmental health topic of lead poisoning, students will analyze and reflect on how historical events are linked to current laws, regulations and policies. Students will learn about events in history and will evaluate how governments and communities address contemporary issues.

Students begin with an introduction to environmental health in general, and to lead poisoning in particular. They will go on to study how lead poisoning affects people disproportionately and why it is considered an environmental justice issue. The unit will culminate with a mock press conference on childhood lead poisoning statistics across the country.

Unit Goals include: . Students will be able to explain how historical events have influenced the development of laws, regulations and policies concerning lead. . Students will be able to provide an example of how childhood lead poisoning impacts their own community, a different community from another state or country, and a historical community. . Students will understand that their own health is affected by their surrounding and will be able to describe the health impacts of childhood lead exposure. . Students will be able to describe what factors contribute to how people are disproportionately affected by lead poisoning. Step 1. Essential Question(s): What are the questions (aligned to the core concepts and GLEs) that students will consider throughout the unit and that will develop their deep understanding? (This may be a central problem that students will address.) . What impact has lead poisoning had on various communities throughout history? . Is lead harmful to my health? How are children and adults differently affected by lead exposure? . How has my community been impacted by childhood lead poisoning? . What do I need to know to protect myself from exposure to lead?

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 14 Step 2. Core Concept(s): Review EALRs/GLE’s from two or more content areas to determine the focus, core concept, or enduring idea(s). . Humans and the Environment: Humans have been exposed to many environmental health hazards, like lead, throughout history. . Government and Laws: Different countries have differing level of safeguards in place to protect their citizens from environmental hazards. Not all safeguards protect all people equally. Not all safeguards can protect citizens of other countries who import products. . Economics: Economic pressures influence decision-making regarding consumer products, worker safety, laws, and other safeguards. . Statistics and Risk Assessment: Exposure to environmental hazards, such as lead, increases an individual’s risk for health impacts. . Biology and Society: People are disproportionately exposed to and impacted by environmental hazards based on factors such as race, gender, genetics, income-level, age, occupation, geographic location, and other factors. . Data and Models: Scientific data and mathematical models can help policymakers develop safeguards to protect human health. Step 3. Content Area Standards - Essential Academic Learning Requirements (EALRs) and Grade Level Expectations (GLEs) What are the skills, concepts, and content knowledge from the EALRs and GLEs that students will learn, apply, and develop deep understanding of through this unit? An integrated unit will help students meet standards in two or more content areas. Content areas include science, social studies, math, reading, writing, communications, the arts, and health and fitness. For online GLEs visit: www.k12.wa.us/ealrs Primary Content Area: Social Studies Integrated Content Area(s): Science, Health EALRS/GLEs: & Fitness, Math, and Language Arts EALRs/ GLEs: History: 3.3 Understand how ideas and technological Science: developments influence people, resources, and 1.2.7 Understand that organisms pass on genetic culture. information and that an organism’s characteristics are determined by both genetic Geography: and environmental influences. 1.1.2b Use data and a variety of symbols and 1.2.8 Understand human life functions and the colors to create maps and graphs. interconnecting organ systems. 3.1.2b Explain how the actions and interactions 2.1.5 Apply understanding of how to report of human societies affect and are affected by investigations and explanations in a variety of the environment. formats. 3.2.4 Analyze how human societies’ use of Economics: natural resources affects the quality of life and 1.1.2a Provide examples of how groups and the health of ecosystems. individuals face economic choice in present and in historical situations. Health & Fitness: 2.3 Anticipate risky situations and demonstrate Civics: behavior to reduce risks.

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 15 4.2.2a Participate in civic discussions with the 3.1 Understand how environmental factors aim of solving current problems. affect one’s health. 4.3.2a Analyze the influence of various interest 3.2 Gather and analyze health information. groups and individuals on the development of Identify ways people make healthy and public policy and decision-making. unhealthy decisions.

Social Studies Skills: Math: 1.1.2f Create a product that uses social studies 1.1.1 Demonstrate understanding of integers, content to support findings. fractions, decimals, percents, place value of 2.1.2c Interview appropriate people to gain decimals and properties of the rational number needed information. system. 3.1.1f Reconstruct and express others’ points of 1.4.3 Apply data collection processes to inform, view. persuade, or answer questions. 1.4.4 Understand how variations in data may affect the choice of data analysis techniques used. 1.4.6 Evaluate how statistics and graphic displays can be used to support different points of view. 4.2.2 Apply communication skills to express or present ideas and situations using mathematical language or notation.

Reading: 1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text. 1.3.1 Understand and apply new vocabulary. 1.1 Use word recognition skills and strategies to read and comprehend text. 3.1.1 Use a variety of resources to perform a specific task or investigate a topic.

Writing: 1.2 Use style appropriate to the audience and purpose. 1.3 Write clearly and effectively. Apply writing conventions. 2.1 Write in a variety of forms for different audiences and purposes. 3.5 Publish. Produce a final product.

Communication:

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 16 2.2.2 Applies skills and strategies to contribute responsibly in a group setting. 3.1.1 Applies skills to plan and organize effective oral communication and presentations. 3.2.1 Uses available technology and resources to support or enhance a presentation. 3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentations. 4.1.1. Analyzes and evaluates strengths and weakness of one’s own communication using own or established criteria. 4.1.2 Analyzes and evaluates strengths and weaknesses of others’ formal and informal communication using own or established criteria.

Step 4. Assessments: How will student knowledge, skills, and concepts from each targeted GLE be assessed throughout the unit? The unit may include one or more evidence of learning such as projects, presentations, performances, writing assignments (essays, letters, stories, poems, etc.), quizzes and tests, and service learning projects. How will students monitor and reflect on their own learning, identifying their preconceived ideas and keeping track of the changes in their knowledge, skills, attitudes and behaviors (e.g. goal-setting, self and peer evaluation, journal writing, portfolio assessment, etc.)? Formal Formative Assessment Opportunities: . Reading comprehension questions will be assigned and graded for each reading assignment, such as the Introduction to Environmental Health, Beethoven’s Hair, Geography of Childhood Lead Exposure, and other similar articles. . A vocabulary quiz will be administered and graded to evaluate students’ mastery of key environmental health vocabulary, as a follow-up to the Introduction to Environmental Health reading and PowerPoint presentation. . A worksheet will be assigned and graded to evaluate students’ comprehension of key concepts from the Secret Life of Lead radio program. . The Roman Empire Travel Tips homework assignment will be graded to evaluate students’ understanding of the ubiquitous presence of lead in the ancient Roman Empire and to assess students’ mastery of how to reduce exposure risks. . Data collected as part of the Four Lead Awareness Labs will be evaluated for quality of collection methods and comprehension of key concepts. Students’ will also be awarded participation points for their lab group’s presentation to the class. . The Beethoven Timeline homework assignment will be graded. . The Beethoven’s Hair Creative Writing homework assignment will be graded. . The Geography of Childhood Lead Exposure Maps will be graded both for the correct identification of Washington counties as well as the correct overlay of data.

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 17 . The Eighteen Pence a Day Venn Diagrams will be graded. . The Eighteen Pence a Day Journal Entry assignment will be graded, with an emphasis placed on students’ revision skills. . The Dangerous Cures interview homework will be graded. . The math teacher will grade a homework assignment reviewing basic skills in graphing, data tables, and calculating medians. This assignment will help the teacher determine if remedial work is needed before progressing to the culminating project. . The math teacher will grade the three graphs that students create as part of the Childhood Blood Lead Levels activity. The teacher will work with students to revise their graphs as needed to prepare them for participation in the culminating project. . Following the Mock Press Conference, the language arts teacher will assign and grade students’ newspaper articles written to report on an angle of the Conference.

Informal Formative Assessment Opportunities: . A journal assignment will be given to elicit students’ preconceptions about how human health is connected to the health of the environment. Journal entries will be awarded completion points, but will not be graded. . The science teacher can informally assess students’ understanding of key concepts and use of vocabulary during the lab group’s presentations of data from the Four Lead Awareness Labs. . The class brainstorm about environmental justice issues provides an opportunity for the instructor to elicit preconceptions about the topic, and to gauge students’ level of understanding. . The science teacher can informally assess student’s understanding when students present the Toxic Candies & Dangerous Cures Case Studies. . Throughout the unit, there are multiple opportunities for class discussions on topics like White House press conferences, labor laws, trade issues, music appreciation, writing style, and more. Class discussions are excellent opportunities for informal assessment of students’ ideas, questions, and criticisms of an issue.

Formal Summative Assessment Opportunities: . A pre-test will be administered on the first day of the unit. The pre-test will collect data on student’s basic knowledge of environmental health concepts and terms, as well as student’s attitudes about environmental health issues. The same test will be administered as a post-test on the final day of the unit. The test data may be evaluated in matched pre/post pairs to assess how individual student’s knowledge and attitudes changed, or may be evaluated in an aggregated form. . The culminating project—a Mock Press Conference—provides many opportunities for assessment, including the following bulleted items: . Students’ PowerPoint slides will be evaluated by the language arts teacher using a rubric. Students will be given the opportunity to revise their slides before the Mock Press Conference.

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 18 . During the Mock Press Conference, students will each use a rubric to evaluate one of their peers. Following the conference, each student will use the same rubric to evaluate their own performance. . All four teachers will cooperatively assign a grade for each students’ performance, using a rubric that focuses on key elements from each discipline, such as communication skills and quality of data.

Student Metacognition: . Throughout the unit, students will be participating in a variety of activities that allow for them to reflect on their own learning and how they are progressing. Some examples of these kinds of opportunities are described in the following bullet points: . Journal entries, creative writing assignments, and classroom discussions provide opportunities for students to consider what they know about a topic, how they feel about it, and what questions have developed about the topic. . By reviewing teacher feedback on graded assignments, students gain a concrete sense of their mastery of the material. Some assignments provide opportunities for students to further revise their produce, allowing students to apply what they have learned to make a better product. . The peer-evaluation and self-evaluation element of the culminating project provides students with an opportunity to practice using a rubric for evaluation, and to consider their performance as compared to that of their peers, and the expectations of their teachers.

Step 5. Key Vocabulary: What are the essential vocabulary words that students will understand and need to know in order to complete this unit? . stakeholder . environmental justice . environmental health hazard . toxicology, toxicity . exposure, routes of exposure . dose and response . individual susceptibility . risks and benefits . lead, lead poisoning . blood lead level (BLL) . U.S. Environmental Protection Agency . median Step 6. Instructional Strategies: Review and incorporate into your unit the OSPI Professional Development Guidelines and Positive Impact Criteria (PIC) for effective instructional strategies to reach all students. Use the PIC checklist on page 11 of this guide to address specific instructional strategies that can be used in your daily lessons. This unit engages all students in learning by addressing multiple learning styles. Students access content through reading, writing, computation, listening, hands-on activities, music and art.

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 19 Students engage in meaningful tasks and have opportunities to work individually, in small groups, and as a whole class. The unit also explicitly addresses why the topics of environmental health and lead poisoning are relevant to the students. Students have a variety of opportunities for informal and formal formative assessment, formal summative assessment, and student metacognition. Step 7. Instructional Materials/Resources: What aligned instructional materials/resources will students use throughout the unit? How will you ensure that students explore multiple perspectives and different points of views? Textbooks/Kits/Instructional Guides: Environmental Health Fact File: LEAD from the Integrated Environmental Health Middle School Project. Available to download for free from http://depts.washington.edu/iehms/. Introduction to Environmental Health (p. 15-24) SS: A Time Travel Vacation to the Roman Empire (p. 25-36) SS: The Geography of Childhood Lead Exposure (p. 37-44) SCI: Toxic Candies and Dangerous Cures (p. 45-58) SCI: Four Lead Awareness Activities (p. 59-70) LA: Beethoven’s Hair (p. 71-84) LA: Eighteen Pence A Day (p. 85-97) MATH: Childhood Blood Lead Levels (p. 115-126)

Print Materials: Posters: Lead in Home Remedies from the Washington State Department of Health, http://www.doh.wa.gov/Topics/HomeRemedies.pdf.

Toxic Treats from the Orange County Register, http://www.ocregister.com/investigations/2004/lead/index.shmtl.

Multimedia: Radio Programs: The Secret Life of Lead (1 hour program) from Living on Earth, http://www.loe.org/series/lead2003/.

PowerPoint Presentations: Introduction to Environmental Health from the Integrated Environmental Health Middle School Project.

Selected slides from A Small Dose of Toxicology: Lead from Steve Gilbert’s A Small Dose of Toxicology, http://www.asmalldoseof.org/ppt/index.php.

Websites: Special Investigation: Toxic Treats from the Orange County Register, http://www.ocregister.com/investigations/2004/lead/index.shtml.

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 20 America’s Children and the Environment, 2003 from the U.S. EPA, http://www.epa.gov/envirohealth/children/.

Soil Safety Guidelines from King County Public Health Department, http://www.metrokc.gov/health/tsp/guidelines.htm.

Consumer Fact Sheet on Lead from U.S. EPA, www.epa.gov/safewater/contaminats/dw_contamfs/lead.html.

Interactive Map of the Journey of Beethoven’s Hair from Random House, http://www.randomhouse.com/features/beethovenshair/mapflash.html.

Press Conferences at C-Span, http://www.c-span.org. Step 8. Lessons/Activities: What are the daily lessons and activities (aligned to each targeted GLE) that students will do during the unit? List lessons/activities and use the lesson plan template for daily plans. Day 1: SS—Unit Introduction, Pre-test administration.

Day 2: SS—Secret Life of Lead radio program (parts 1&2) and student worksheet. LA—Journaling prompt to elicit students’ preconceptions about environmental health. Introduction to EH reading and Check Your Understanding questions as homework. SCI—Introduction to EH PowerPoint presentation. Lecture about the chemistry of lead.

Day 3: SS— Secret Life of Lead radio program (part 3) and completion of the student worksheet. History of Lead PowerPoint presentation. Time Travel to the Roman Empire reading. Travel Tips assigned as homework (due in two days). LA—Collect and review Check Your Understanding Questions homework. Vocabulary quiz. SCI—Small groups work on Four Lead Awareness Labs. Collect data.

Day 4: SS—Beethoven Timeline activity described. Beethoven interactive map website exploration. Historical research time for LA homework assignment. LA—Beethoven’s Hair reading in class. Beethoven music appreciation lecture. Beethoven’s Hair Creative Writing assignment as homework. SCI—Presentation by lab groups of their results from Lead Labs. Turn in data sheets and presentation outlines.

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 21 Day 5: SS—Collect Travel Tips and Beethoven Timeline homework assignments. Lecture on labor laws and worker safety. LA—Collect Creative Writing homework. Voluntary sharing of Creative Writing assignment. SCI—Lecture on Blood Lead Levels and the circulatory system.

Day 6: SS—Introduction to Environmental Justice and class brainstorm of EJ issues in their community. Geography of Childhood Lead Exposure reading in class. Washington State mapping activity assigned as homework. LA—Eighteen Pence A Day Biography reading and venn diagrams. Literature excerpts reading. Discussion of writing styles used by Jack London and Charles Dickens. SCI—Lecture on how lead impacts other body systems and why children are most susceptible.

Day 7: SS—Collect mapping homework. Toxic Candies and Dangerous Cures reading in class. Overview of interview techniques. Interview activity assigned as homework. LA—Young Worker Journal Writing activity in class. Revisions of journal entry as homework.

Day 8: SS—Exploration of Toxic Tales website and slideshow in computer lab. Interview activity homework continues. SCI—Toxic Candies and Dangerous Cures Blood Lead Level case studies done in small groups. MATH—Review of graphing, data tables and median. Homework assignment given to evaluate students’ level of mastery.

Day 9: SS—Share Interview results. Lecture on U.S./Mexico border and trade issues. LA—PowerPoint tips and time to practice in computer lab. MATH—Introduce Mock Press Conference final project. Childhood Blood Lead Levels activity reading in class. Worksheet completion as homework.

Day 10: SS—Lecture on government structure and role of U.S. EPA in regulation and policymaking. Lead Paint Case Study as an example of historical environmental health policymaking. LA—Presentation skills tips. Introduction of final project rubric. MATH—Grade homework and revise in small groups. Begin working on PowerPoint slides.

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 22 Day 11: SS—Video of sample White House Press Conference. Class discussion. LA—Presentation preparation. Explain format and roles for Mock Press Conference. Review peer- evaluation and self-evaluation process. MATH—Continue working on PowerPoint slides in computer lab.

Day 12: ALL—Mock Press Conference. Self-evaluations and peer-evaluations using rubric.

Day 13: LA—Newspaper article activity in class to report on an angle of the Mock Press Conference. SS—Post-test administration.

Step 9. Teacher Reflection: Use this space to record your thoughts, ideas, and comments during and after teaching the unit. Include the elements that worked well and areas you would change the next time you and/or others teach the unit. The students really got involved in the Toxic Candies lesson and we had some lively class discussions about import/export regulations and health and safety regulations. I could see spinning this activity off into a more involved unit related to U.S.-Mexico trade regulations.

The Language Arts teacher asked the orchestra teacher to assist him with a music history and appreciation lesson for the Beethoven’s Hair activity. That went really well, especially because many of the students were able to recognize some of Beethoven’s pieces from commercials, cartoons, and other media.

The culminating Press Conference was a lot of fun for the students. I wish we could have spent more time on fine-tuning their PowerPoint slides, however. I enlisted the help from our school IT staff with the computer and projector set-up, which ensured that the event ran smoothly. We required all students to dress “professionally” for the Press Conference, which really helped the students get into the mood.

Next time, I would consider inviting guest presenters, including: a health department representative to discuss lead poisoning issues in our community; an university researcher in toxicology; a community environmental justice advocate; and a government spokesperson to model press conference presentation skills.

Next year, I will use this unit as a way to prepare students for the Why History? Classroom Based Assessment.

WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 23 Integration Unit Overview and Schedule Childhood Lead Poisoning & Environmental Justice

Monday Tuesday Wednesday Thursday Friday SS: Unit introduction, SS: Secret Life of Lead radio SS: Secret Life of Lead SS: Beethoven Timeline. SS: Collect homework. Lecture administer pre-test. program (parts 1&2), (part 3), worksheet, History Interactive map exploration on on history of labor laws and Week worksheet. of Lead PPT presentation. computers. Research time. worker safety. One Time Travel to Roman Empire LA: Journaling prompt “What is reading. LA: Beethoven’s Hair reading. LA: Collect homework. Sharing environmental health?” Music lecture. Assign creative of Creative Writing assignment. Introduction to EH reading, LA: Review homework. Vocab writing homework. homework. quiz. SCI: Lecture on Blood Lead SCI: Lab group presentations. Levels and circulatory system. SCI: Introduction to EH PPT SCI: Four Lead Awareness presentation, chemistry of Labs. lead. SS: EJ lecture and class SS: Collect mapping homework. SS: Toxic Tales website and SS: Share results from SS: Lecture on gov’t structure, brainstorm of local issues. Toxic Candies and Dangerous slideshow. interview project. Lecture on EPA, and policymaking. Lead Week Geography of Childhood Lead Cures reading. Overview of US/Mexico trade issues. Paint Case Study. Two Exposure reading. Assign interview techniques. SCI: Blood Lead Level case mapping activity as homework. studies. LA: Tips on using PPT. LA: Review of presentation LA: Young Worker Journal Computer lab. skills and final project rubric. LA: Eighteen Pence A Day activity. Assign journal MATH: Review of crucial reading, Venn diagrams. revisions as homework. skills. Homework. MATH: Introduce final MATH: Grade and revise Discussion of writing styles. project. Childhood Blood Lead homework. Begin planning PPT Levels activity. Assign slides. SCI: Lecture on lead and body homework. systems. Individual susceptibility. SS: Video of White House MOCK PRESS CONFERENCE! SS: Administer post-test. Press Conference. Discussion. Week LA: Follow-up newspaper Three LA: Time to work on article activity. presentation planning. Review evaluation process.

MATH: Time in computer lab to work on PPT slides.

SS: Social Studies LA: Language Arts SCI: Science MATH: Math EH: Environmental health EJ: Environmental justice PPT: PowerPoint WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 24 WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007 25