Curriculum Integration means a couple of things to me. The first is integrating things like technology into your curriculum. The second is integrating one area of study into another. Here you can see several examples of technology integration and the integration of one area of study into another.
ED 410 Reflection:
What are students saying about the use of Technology in the classroom?
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Take a look at these presentations on Curriculum Integration of Technology!
Technology Integration:
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The Progression of Communication: |
Technology Integration Frameworks:
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Management and Technology Integration:
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Overview of Curriculum Integration of Technology:
There are countless ways to integrate curriculum. I have a few examples here of how you can integrate various subjects with phyical activity.
Safety First! |
All Aboard the Nutrition Train! |
Grade Level/Levels:
3rd grade and up Number of Participants Required/Recommended: Divide class into groups of 4 or 5. Materials/Equipment Needed:
Description/Rules: Go over the procedures for what to do for certain injuries like how to apply a splint for broken or sprained limb, call poison control for suspected poisoning, apply pressure to bleeding injuries and how to elevate injuries that are bleeding. Give a card to one person in each group. Have the rest of the group members quickly determine which injury the person holding the card is suffering from and treat the injury appropriately. Once they have treated their injury, they must get acknowledgement of accuracy from the teacher. Another student will be given a new card and the process starts over again. The group with the most cards at the end wins. |
Grade Level/Levels:
K-2 or 3-4 Number of Participants Required/Recommended: Whole group (K-2), Groups of 4 or 5 (3-4). Materials/Equipment Needed:
Description/Rules: For grades K-2, have the students stand in a line forming a train. The teacher shows a card and the student train must move slowly (walk) or fast (jogging, running, skipping) depending on the type of food, or fuel for the train, displayed on the card. For grades 2-3, have the students get into groups of 4 or 5 and stand in lines forming trains. The teacher will hand the conductor, the first person in the train, a card. The students will then move their trains either slowly or fast. The conductor will then move to the back and the group will be handed a new card. |
Hen House Math |
Science Scooters! A Space Odyssey |
Grade Level/Levels:
K-1 Number of Participants Required/Recommended: Divide class into groups of 4 or 5 Materials/Equipment Needed:
Description/Rules: Have the groups line up parallel to each other. Give each group a bucket full of toy eggs or ping pong balls and a small bucket. Place one empty bucket opposite each group at a distance of approximately 10 yards. The teacher will hold up an addition fact card with an addition problem on it. The students must perform the addition, use the answer to determine how many eggs to put into their small buckets and run them to the large buckets. The student then dumps the eggs into the large bucket and runs back to the group and the next person in line does the next math card. The first team to collect all of the eggs from their first bucket wins. |
Grade Level/Levels:
1 or 2 Number of Participants Required/Recommended: Whole group Materials/Equipment Needed:
Description/Rules: Before class, put the tape down on the floor in varying sized circles to represent the planets in the solar system. Place a cone in the middle of each planet with the name of that planet on the flag. During class, give each student a scooter. The teacher will tell the students that they will be exploring space and visiting the planets. When the teacher says to travel to Mercury, the students will scoot to the Mercury circle and orbit it (scoot around the circle). This will continue until the students have been to all or most of the planets. |
Musical Laps |
Grade Level/Levels:
K-3 Number of Participants Required/Recommended: Whole group Materials/Equipment Needed:
Description/Rules: Have the students stand on the edges of the activity space, where they would otherwise be running laps. Explain which activity they need to do when they hear certain musical instruments, for example:
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