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
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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 multidisciplinary, 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
Teachers may struggle to find time to address all of
the standards that are required to ensure student
achievement.
Isolated or “silo” teaching can result in unintentional
duplication of instruction.
Students seek to be inspired and engaged, especially
at the secondary level.
Solutions Through Integration
Provides opportunities to help students
simultaneously meet standards in different subjects.
Expands time and reduces duplication by teaching
more efficiently.
Engages students through meaningful connections
and real world application of learning.
Students report that they do not see the connection
between school and their own life outside the
classroom.
Helps students build schema and background for new
learning so they can understand and apply their
knowledge and skills. Models life-long learning.
Meeting the variety of student needs in
heterogeneous classrooms can be difficult.
Provides a vehicle for differentiated and varied
instruction ranging from direct instruction to studentdirected inquiry.
Silo teaching can result in teacher isolation and
disconnection.
Districts must develop standards-based models for
Career Technical Education (CTE) courses that are
equivalent to core subject area classes allowing
students to meet graduation requirements through
CTE courses (HB2973 – the equivalency law).
Provides opportunities for teachers to be part of a
collaborative professional learning community.
Provides an avenue for developing standards-based
models of teaching, learning, and assessing that can
be used in CTE courses to fulfill core subject area
graduation requirements with equivalent rigor.
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Description of Curriculum Integration
Curriculum integration can occur in a variety of ways and settings from a single classroom to a schoolwide 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 highstakes 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
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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.
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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:
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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:
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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.
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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):
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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
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Positive Impact Criteria Chart for Lessons in Integrated Unit
http://www.k12.wa.us/ProfDev/pubdocs/ProfGrowthPlanningGuidelinesInAction.pdf
Positive Impact Criteria
1
2
3
4
5
Lessons in Integrated Unit
6
7
8
9
10 11
12
13
14
15
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
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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
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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.
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IEHMS Model Integration Unit Plan
Unit Title: Childhood Lead Poisoning and Environmental
Justice
Time Frame:
Grade Level:
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.)
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
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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?
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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).
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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
developments influence people, resources, and
culture.
Geography:
1.1.2b Use data and a variety of symbols and
colors to create maps and graphs.
3.1.2b Explain how the actions and interactions
of human societies affect and are affected by
the environment.
Economics:
1.1.2a Provide examples of how groups and
individuals face economic choice in present and
in historical situations.
Civics:
Science:
1.2.7 Understand that organisms pass on genetic
information and that an organism’s
characteristics are determined by both genetic
and environmental influences.
1.2.8 Understand human life functions and the
interconnecting organ systems.
2.1.5 Apply understanding of how to report
investigations and explanations in a variety of
formats.
3.2.4 Analyze how human societies’ use of
natural resources affects the quality of life and
the health of ecosystems.
Health & Fitness:
2.3 Anticipate risky situations and demonstrate
behavior to reduce risks.
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4.2.2a Participate in civic discussions with the
aim of solving current problems.
4.3.2a Analyze the influence of various interest
groups and individuals on the development of
public policy and decision-making.
3.1 Understand how environmental factors
affect one’s health.
3.2 Gather and analyze health information.
Identify ways people make healthy and
unhealthy decisions.
Social Studies Skills:
1.1.2f Create a product that uses social studies
content to support findings.
2.1.2c Interview appropriate people to gain
needed information.
3.1.1f Reconstruct and express others’ points of
view.
Math:
1.1.1 Demonstrate understanding of integers,
fractions, decimals, percents, place value of
decimals and properties of the rational number
system.
1.4.3 Apply data collection processes to inform,
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:
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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.
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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.
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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.
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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
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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
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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
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Day 11:
SS—Video of sample White House Press Conference. Class discussion.
LA—Presentation preparation. Explain format and roles for Mock Press Conference. Review peerevaluation 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
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Integration Unit Overview and Schedule
Childhood Lead Poisoning & Environmental Justice
Monday
SS: Unit introduction,
administer pre-test.
Week
One
Tuesday
SS: Secret Life of Lead radio
program (parts 1&2),
worksheet.
LA: Journaling prompt “What is
environmental health?”
Introduction to EH reading,
homework.
Week
Two
SS: EJ lecture and class
brainstorm of local issues.
Geography of Childhood Lead
Exposure reading. Assign
mapping activity as homework.
LA: Eighteen Pence A Day
reading, Venn diagrams.
Discussion of writing styles.
SCI: Lecture on lead and body
systems. Individual
susceptibility.
SS: Video of White House
Press Conference. Discussion.
Week
Three
SCI: Introduction to EH PPT
presentation, chemistry of
lead.
SS: Collect mapping homework.
Toxic Candies and Dangerous
Cures reading. Overview of
interview techniques.
Wednesday
Thursday
SS: Secret Life of Lead
(part 3), worksheet, History
of Lead PPT presentation.
Time Travel to Roman Empire
reading.
SS: Beethoven Timeline.
Interactive map exploration on
computers. Research time.
SS: Collect homework. Lecture
on history of labor laws and
worker safety.
LA: Beethoven’s Hair reading.
Music lecture. Assign creative
writing homework.
LA: Collect homework. Sharing
of Creative Writing assignment.
LA: Review homework. Vocab
quiz.
Friday
SCI: Lab group presentations.
SCI: Lecture on Blood Lead
Levels and circulatory system.
SS: Share results from
interview project. Lecture on
US/Mexico trade issues.
SS: Lecture on gov’t structure,
EPA, and policymaking. Lead
Paint Case Study.
LA: Tips on using PPT.
Computer lab.
LA: Review of presentation
skills and final project rubric.
MATH: Introduce final
project. Childhood Blood Lead
Levels activity. Assign
homework.
MATH: Grade and revise
homework. Begin planning PPT
slides.
SCI: Four Lead Awareness
Labs.
SS: Toxic Tales website and
slideshow.
SCI: Blood Lead Level case
studies.
LA: Young Worker Journal
activity. Assign journal
revisions as homework.
MATH: Review of crucial
skills. Homework.
MOCK PRESS CONFERENCE!
SS: Administer post-test.
LA: Follow-up newspaper
article activity.
LA: Time to work on
presentation planning. Review
evaluation process.
MATH: Time in computer lab to
work on PPT slides.
SS: Social Studies
EH: Environmental health
LA: Language Arts
EJ: Environmental justice
SCI: Science
PPT: PowerPoint
MATH: Math
WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007
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WORKING DRAFT ~ OSPI Curriculum Integration and Instructional Alignment Guide 9/2007
25