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Interdisciplinary Curriculum
Ashley LeGrand
Regent University

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

Introduction

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As a lead instructor, it is necessary to use interdisciplinary curriculum to integrate
two or more subjects into one lesson. Integrating subjects can reinforce what has already
been taught to the students. With high stakes testing on the rise, it can never hurt a
teacher to scaffold another subject into another. Also, interdisciplinary curriculum can
create engagement and motivation, because it is involving a range wealth of knowledge
within different subjects.
Rationale for Selection of Artifacts
For my two artifacts, I decided to do small group stations for both of my artifacts
in Language Arts within the fifth grade. During small group the students get to choose
between two different checklists to complete during guided reading. When the students
choose their own checklist, they have to complete the list in order while the lead teacher
instructs guided reading. The centers consist of activity packs that integrate: Reading and
Science, Reading and Social Studies, Achieve 3,000, and word study and Reading. All of
these centers align with the Common Core. It takes about 2 weeks for the students to
complete all of the centers with their activities.
Specifically, I have chosen to focus on taking pictures of the different activities
within the stations. In one of the pictures, I have taken a picture of the integration of
Reading and Science. In this activity, the students had to read a paragraph based on the
forces of motion. The students then had to depict details that are different and alike.
Forces of motion is a science objective that the students must be able to understand for
the high stakes testing, and comparing and contrasting similarities and differences is a
skill taught and acquired in Reading for high stakes testing.

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The second picture I have taken is a Reading and Social Studies. In this center, the
students must research geographic areas in Virginia. Being able to research and navigate
topics on the web is a necessary component for finding out non-fictional information,
comprehension, and writing. The geographic regions and rivers in Virginia are also on the
high stakes testing. The more the students are exposed to the material they are learning,
the better the information will be retained.
Reflection on Theory and Practice
My major at Regent University is Interdisciplinary Studies. In all
of my classes, I have learned to integrate two or more subjects into other subjects. After
all Science, Social Studies, and Language Arts have correlations. According to
Interdisciplinary Curriculum Mapping with Big Ideas, it is difficult to scaffold
interdisciplinary curriculum in todays classroom, because the common core curriculum
is restricted. However, it is still possible to cross the subjects into one. The first step to
doing this is starting with the big picture. The best ways I have seen interdisciplinary
curriculum is by doing them in stations and with read a louds. Regent has also taught me
how to creatively and effectively scaffold two or more subject matters into one lesson.
Whether the lesson be a lesson on character with Math or Science, or using Math and
Language Arts together. Aligning the standards to the objectives and the big idea is the
best way to accomplish this planning and execution process (Wagner and Moiser, 2006).
Because benchmarks must be met in the public school systems, it
interdisciplinary studies is crucial in the classroom. The students need to be exposed to
what they have learned, so that they can put what they have learned into their long-term
memory. Furthermore, interdisciplinary curriculum can make connections from one

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subject to another and allow the students to understand why the objectives are essential
during guided inquiry. If interdisciplinary curriculum is planned carefully and aligned
with the Common Core, it can make a high impact of achievement.
References
Mosier, L., & Wagner, K. (2006). Interdisciplinary curriculum mapping with big ideas:
It's elementary! Social Studies Review, 45(2), 7-11. Retrieved from http://0search.proquest.com.library.regent.edu/docview/199560808?accountid=13479