WEBVTT 00:00:00.000 --> 00:00:04.380 Why should you plan and teach an integrated curriculum? 00:00:05.010 --> 00:00:09.719 Well, because life is integrated and by teaching subjects in isolation, 00:00:10.050 --> 00:00:13.800 children find it difficult to see the connections to their own lives. 00:00:14.520 --> 00:00:19.140 By planning experiences that cut across different subjects it allows children to 00:00:19.140 --> 00:00:25.320 engage in relevant, meaningful activities that can be connected to real life. 00:00:26.140 --> 00:00:30.459 When children fail to see the point of learning something it's because 00:00:30.459 --> 00:00:34.030 they can't connect it to real world experiences in their own lives. 00:00:34.390 --> 00:00:37.300 Just think about how often kids in your classroom was well, 00:00:37.300 --> 00:00:38.680 why do we need to learn this? 00:00:39.250 --> 00:00:42.580 Well because they haven't connected it to a real life experience. 00:00:43.330 --> 00:00:47.500 And when you can plan experiences where students can actively engage in 00:00:47.530 --> 00:00:52.390 their learning and that simultaneously meets multiple curriculum outcomes, 00:00:52.690 --> 00:00:54.670 learning becomes more authentic. 00:00:55.300 --> 00:01:00.849 And of course it cuts your planning time and makes teaching so much more fun. 00:01:01.929 --> 00:01:03.789 So, how do you integrate. 00:01:04.660 --> 00:01:07.929 Integration usually involves two or more subject areas. 00:01:08.320 --> 00:01:12.039 When you think about it, English language arts really integrates with 00:01:12.070 --> 00:01:16.810 everything, but the trick comes in when you have to consider in English, 00:01:16.840 --> 00:01:21.220 the stories you'll read, the grammar you'll be teaching or the writing 00:01:21.220 --> 00:01:23.080 conventions that you want to include. 00:01:24.100 --> 00:01:27.369 In those early years before formal teaching starts. 00:01:27.880 --> 00:01:29.429 Teaching in themes, 00:01:29.530 --> 00:01:32.920 do you remember them used to be all the rage and then that 00:01:32.920 --> 00:01:34.780 somehow fell out of favor? 00:01:35.229 --> 00:01:36.399 But here's the thing. 00:01:37.060 --> 00:01:41.050 Themes by themselves are meaningless to children. 00:01:41.979 --> 00:01:46.570 Unless they can actually make connections to their real life experiences. 00:01:47.170 --> 00:01:50.619 Because we have to remember that young children learn through their senses. 00:01:51.190 --> 00:01:54.490 This is why it makes my blood boil 00:01:54.700 --> 00:01:58.960 when I see pre-primary students learning about space and the planets and 00:01:58.960 --> 00:02:00.820 learning about the order of the planets. 00:02:01.030 --> 00:02:02.800 Firstly, it's not in the curriculum. 00:02:03.369 --> 00:02:08.859 And secondly, they cannot experience those planets or even the concept of space. 00:02:09.400 --> 00:02:13.180 All they can see is the sun and the moon and stars at night. 00:02:13.840 --> 00:02:16.000 So learning about space 00:02:16.000 --> 00:02:19.359 for example, I'm just getting onto this little soapbox just quickly, 00:02:19.750 --> 00:02:23.560 is not developmentally appropriate for a four or five-year-old. 00:02:24.160 --> 00:02:28.570 And if you really know the curriculum you'll see that space 00:02:28.570 --> 00:02:32.859 comes much later when children are old enough to think abstractly. 00:02:33.470 --> 00:02:36.280 Now I know you might say, oh, well, I have this child who's 00:02:36.310 --> 00:02:37.510 really interested in space. 00:02:37.510 --> 00:02:38.410 Well, fabulous. 00:02:38.680 --> 00:02:43.720 You create a space section and in your classroom with space books and 00:02:43.720 --> 00:02:47.560 provocations, you and you allow, and you encourage that child and other 00:02:47.560 --> 00:02:52.600 children if there are children who were interested in space to go and explore 00:02:52.600 --> 00:02:56.470 that, and you can chat about it and the kid can come and talk about it. 00:02:56.470 --> 00:02:59.860 If you know, you're getting them to talk about it during their circle time. 00:03:00.280 --> 00:03:02.500 But you're not teaching a whole topic on it. 00:03:04.060 --> 00:03:07.510 And themes are really also about the big picture. 00:03:08.280 --> 00:03:15.600 There about broad topics like water or our identity or farm life, or how 00:03:15.600 --> 00:03:17.670 has technology changed our lives? 00:03:18.210 --> 00:03:21.990 And honestly I'm thinking themes in the early years should make a comeback. 00:03:22.359 --> 00:03:27.099 The reason I say this is based on the fact that we're seeing more and more children 00:03:27.429 --> 00:03:33.279 entering formal learning years with really poor vocabulary and language skills. 00:03:34.509 --> 00:03:41.019 But again, if you're going to teach themes well and deeply, it will mean integrating 00:03:41.019 --> 00:03:45.969 across subject areas and spending several weeks or even a whole term on 00:03:45.969 --> 00:03:51.879 this theme to make a truly meaningful experience and one that is developmentally 00:03:51.969 --> 00:03:56.289 appropriate and where children can make connections to their own lives. 00:03:57.459 --> 00:04:01.329 And so today I just want to focus on how can we, at the very least 00:04:01.359 --> 00:04:05.379 integrate English language arts with science and perhaps even math. 00:04:06.009 --> 00:04:09.910 And stay to the end because I'll tell you about a very free, nifty 00:04:09.910 --> 00:04:11.559 little resource I have for you. 00:04:11.920 --> 00:04:16.179 That's going to help make your planning integrated experiences so much easier. 00:04:17.169 --> 00:04:20.470 And in those preschool years, you can think about what are 00:04:20.500 --> 00:04:21.789 children really interested in. 00:04:22.390 --> 00:04:26.770 For young children they are mostly interested only in themselves, their 00:04:26.770 --> 00:04:29.020 families, their friends, and animals. 00:04:29.650 --> 00:04:33.490 And when you're planning experiences start by getting a whole bunch 00:04:33.490 --> 00:04:37.390 of picture books about the theme and then setting up provocations. 00:04:37.780 --> 00:04:43.240 Focus on vocabulary and using the words often, don't forget about 00:04:43.240 --> 00:04:47.589 nursery rhymes, which are so important for phonological awareness. 00:04:48.429 --> 00:04:52.150 And then see where you can include mathematical concepts like 00:04:52.179 --> 00:04:54.370 measurement and graphing and weighing, 00:04:54.370 --> 00:04:59.709 and hefting for example, And most importantly, in these early years allow 00:04:59.709 --> 00:05:02.530 the children's interests to lead the way. 00:05:03.339 --> 00:05:06.189 As educators, we need to be flexible. 00:05:06.939 --> 00:05:10.900 On a rainy day, for example, allow them to jump in puddles. 00:05:11.350 --> 00:05:15.429 You know, Claire Warden has a whole book on puddles as a provocation for learning. 00:05:15.819 --> 00:05:19.089 And I had a fabulous conversation with her in episode 24. 00:05:19.089 --> 00:05:21.010 So, and listen to that one after this one. 00:05:21.970 --> 00:05:23.500 And just think about it for a minute. 00:05:23.890 --> 00:05:26.049 You've got reflection happening in puddles. 00:05:26.049 --> 00:05:28.510 You've got evaporation, you've got absorption. 00:05:29.230 --> 00:05:32.829 Your biggest asset in these years is an inquiring mind. 00:05:33.280 --> 00:05:37.890 Be ready for those teachable moments and have your open-ended wonder questions 00:05:37.890 --> 00:05:42.459 up your sleeve so that you can use them to get kids thinking and wondering. 00:05:43.059 --> 00:05:46.539 And before, you know it, you might be doing a whole unit of work on 00:05:46.569 --> 00:05:50.620 puddles and exploring why in some areas, puddles disappear quickly. 00:05:51.069 --> 00:05:54.220 And in other areas, puddles take ages to disappear. 00:05:54.850 --> 00:05:56.289 Poems about puddles. 00:05:56.500 --> 00:05:57.189 You could use. 00:05:57.760 --> 00:06:02.530 You know, stories about puddles, making rhymes about puddles, find words 00:06:02.799 --> 00:06:07.299 in the puddle that you could use in making up a poem or one little story. 00:06:07.750 --> 00:06:10.929 Water muddy, dirty brown. 00:06:11.599 --> 00:06:15.229 The provocations and the opportunities to learn are only 00:06:15.229 --> 00:06:17.269 limited by our imaginations. 00:06:17.749 --> 00:06:21.439 You know, you could even use a length of string and explore the circumference of 00:06:21.439 --> 00:06:26.419 a puddle and measure it and a measuring stick to measure the depth of a puddle and 00:06:26.419 --> 00:06:28.819 the changes in the depth as it evaporates. 00:06:29.299 --> 00:06:33.799 Children could create art with muddy water and even explore making leaf 00:06:33.829 --> 00:06:36.649 boats to observe floating and sinking. 00:06:37.039 --> 00:06:40.639 You really, again are only limited by your imagination. 00:06:41.689 --> 00:06:45.739 So let's look at how we can integrate science into our 00:06:45.799 --> 00:06:47.449 other learning experiences. 00:06:48.379 --> 00:06:51.769 And again, stay to the end because I'm going to be talking 00:06:51.769 --> 00:06:53.149 about the elephant in the room. 00:06:54.019 --> 00:06:57.919 Now when you're planning science, I've always advocated for 00:06:57.919 --> 00:06:59.959 aligning science with the seasons. 00:07:00.169 --> 00:07:01.069 For example. 00:07:01.459 --> 00:07:02.389 In year two. 00:07:03.109 --> 00:07:05.869 You want to learn about growth and change in spring. 00:07:06.559 --> 00:07:09.289 So here in Australia, that would be term three. 00:07:09.679 --> 00:07:12.169 October to March our windy months. 00:07:12.409 --> 00:07:15.649 So perhaps that's the time to include your physical science when you're 00:07:15.649 --> 00:07:19.849 learning about forces, because you can include wind as a force. 00:07:20.389 --> 00:07:24.079 Term one will be great for that because you can create wind 00:07:24.109 --> 00:07:26.329 sculptures and kites, for example. 00:07:27.199 --> 00:07:30.439 Chemical sciences I've always left until term four, because 00:07:30.469 --> 00:07:32.839 that explores change in matter. 00:07:32.869 --> 00:07:38.089 So that's your baking for your Christmas goodies or your pizzas or 00:07:38.089 --> 00:07:39.529 whatever it is you want to do there. 00:07:39.889 --> 00:07:43.669 And you can also explore textiles because we do a lot of textile crafts. 00:07:44.119 --> 00:07:47.689 And which textiles are suitable for certain types of conditions of course. 00:07:48.529 --> 00:07:52.369 And if you're making kites in term one and you will be exploring 00:07:52.369 --> 00:07:53.899 the properties of materials. 00:07:54.439 --> 00:07:58.279 To find the most suitable material for making kites so that when you're 00:07:58.279 --> 00:08:02.959 working with your textiles again in term four, you're revisiting that 00:08:03.229 --> 00:08:07.969 component of the curriculum, And then that leaves earth and space sciences. 00:08:08.239 --> 00:08:12.109 Which is the water cycle, but there's so much to it. 00:08:12.769 --> 00:08:16.069 I think it's also important to remember that just because you teach the water 00:08:16.069 --> 00:08:21.469 cycle in term two, for example, It's not done and dusted at the end of term two. 00:08:22.309 --> 00:08:26.149 In the later part of term two and the first half of term three, that's 00:08:26.149 --> 00:08:29.839 when it's raining and as educators, we need to be alert to that. 00:08:29.869 --> 00:08:34.249 And we continue our discussions and continue checking our rain gauges. 00:08:34.299 --> 00:08:37.389 . That we made in term two, for example, even in term three. 00:08:37.869 --> 00:08:39.909 Because learning never stops. 00:08:41.409 --> 00:08:45.339 The one writing convention, when we're talking about the writing part. 00:08:46.239 --> 00:08:50.139 Well, the English language part that I like to teach very early 00:08:50.139 --> 00:08:52.059 on, is procedural writing. 00:08:52.519 --> 00:08:57.369 And this is because procedural writing is such a big part of the science curriculum. 00:08:57.849 --> 00:09:01.389 So imagine you're teaching forces, let's say in term one. 00:09:02.169 --> 00:09:05.739 And you'll be getting picture books about windy days, and kite 00:09:05.739 --> 00:09:08.349 flying and kite making and forces. 00:09:09.009 --> 00:09:12.609 And with those picture books that you've chosen, you might be doing character 00:09:12.609 --> 00:09:14.679 descriptions about the main character. 00:09:15.129 --> 00:09:16.959 And perhaps retelling the story. 00:09:17.319 --> 00:09:19.719 And identifying the problem in the story. 00:09:20.109 --> 00:09:23.889 And at the same time, you're doing lots of hands on experiments to discover 00:09:23.889 --> 00:09:25.689 the difference between push and pull. 00:09:26.079 --> 00:09:30.279 And you'll be creating a vocabulary wall, just like in themes, where 00:09:30.279 --> 00:09:34.359 you practice, including these words in your everyday language. 00:09:34.849 --> 00:09:38.899 You'll be using the words for learning about syllables and even in year one and 00:09:38.969 --> 00:09:44.989 two investigate the endings of words or how words change when they become plurals, 00:09:44.989 --> 00:09:49.789 for example, and ask your children to come up with a spelling rule for what happens 00:09:49.789 --> 00:09:55.339 to words when you add a Y or what happens to a split diagraph, how does that change? 00:09:55.699 --> 00:09:59.929 And this is why it's so important to choose good literature because 00:09:59.929 --> 00:10:03.889 good books give you so much to explore when it comes to language. 00:10:04.609 --> 00:10:07.579 And then I like to use non-fiction texts. 00:10:07.609 --> 00:10:11.899 Like in this instance, let's just keep talking about forces or wind, to 00:10:11.899 --> 00:10:17.419 learn about the actual subject matter in your small guided reading groups. 00:10:17.809 --> 00:10:22.249 That way, not only are you teaching about the topic, but you will also 00:10:22.249 --> 00:10:26.269 be focusing on comprehension and whatever other skills you want to 00:10:26.299 --> 00:10:28.009 teach in a guided reading lesson. 00:10:28.369 --> 00:10:31.819 It could be finding supporting facts or how to look for key 00:10:31.819 --> 00:10:33.979 words to answer questions. 00:10:34.549 --> 00:10:40.819 I've always used texts from A to Z Reading or Cool Australia, or even in Australia, 00:10:40.819 --> 00:10:44.869 we have these Ric Ric books that are linked to the Australian curriculum. 00:10:45.319 --> 00:10:50.779 Love using them too, for my guided reading texts that link to a science topic or even 00:10:50.809 --> 00:10:53.989 a social studies topic that I'm teaching. 00:10:54.319 --> 00:10:58.339 Or sometimes just make a copy of a page or two from a non-fiction book 00:10:58.339 --> 00:10:59.959 and then set up your own questions. 00:11:00.259 --> 00:11:05.209 So that way you're teaching about your science or your social studies 00:11:05.209 --> 00:11:08.659 topic in your guided reading time. 00:11:09.109 --> 00:11:14.149 So really you're meeting the outcomes of multiple subject areas within one lesson. 00:11:15.469 --> 00:11:20.419 Your science unit will start like all good teaching by first, 00:11:20.419 --> 00:11:22.099 finding out what kids already know. 00:11:22.459 --> 00:11:24.139 So you'll be doing a brainstorm. 00:11:24.529 --> 00:11:27.709 Maybe you'll use a mind map or perhaps a talking tub. 00:11:28.219 --> 00:11:31.819 Which you can learn more about in my interview with Claire Warden, which 00:11:31.849 --> 00:11:33.409 I'll linked in the show notes for you. 00:11:34.039 --> 00:11:37.939 You'll be asking questions and you'll be encouraging students to ask questions. 00:11:38.209 --> 00:11:41.719 And these questions are the catalyst for kicking off the learning 00:11:41.719 --> 00:11:43.909 and starting your learning wall. 00:11:44.269 --> 00:11:47.479 Which Jessica Vance spoke about in episode 26. 00:11:47.899 --> 00:11:52.669 So when it comes to the science component, If you've taught procedure writing 00:11:52.729 --> 00:11:54.859 and a highly recommend talk for it. 00:11:54.919 --> 00:11:58.189 I just love using PI Colbert's Talk for Writing Across the 00:11:58.189 --> 00:12:02.509 Curriculum to teach nonfiction writing like procedural writing. 00:12:02.869 --> 00:12:05.749 It's so much fun to teach writing in this way. 00:12:06.019 --> 00:12:08.689 So I'll leave a link to that in the show notes too. 00:12:09.529 --> 00:12:15.229 So you'll be teaching this procedural writing and your procedure on how to make 00:12:15.229 --> 00:12:20.269 a kite for example, or how to make a wind chime or how to make a boat that floats. 00:12:20.839 --> 00:12:23.329 So now you're using that learning. 00:12:23.779 --> 00:12:26.089 And children are applying it to their own project. 00:12:26.569 --> 00:12:30.599 And in to talk for writing style, they're talking about, they're 00:12:30.739 --> 00:12:34.159 telling their procedure several times before they write it. 00:12:34.879 --> 00:12:37.969 And of course children could also decorate their kite. 00:12:37.969 --> 00:12:41.189 So perhaps in art, you're learning about I don't know complimentary 00:12:41.239 --> 00:12:45.259 colors, that they could use in the design of their kite to decorate it. 00:12:45.679 --> 00:12:49.609 Or perhaps you've studied an artist and you're decorating the 00:12:49.609 --> 00:12:51.469 kite in the style of that artist. 00:12:51.799 --> 00:12:53.749 That's just something simple, but it works. 00:12:53.749 --> 00:12:57.919 And then children can see how art is applied to products. 00:12:58.309 --> 00:13:00.529 Making it very authentic and very real. 00:13:00.529 --> 00:13:04.549 And who knows, they might be a budding surface designer in your class. 00:13:05.359 --> 00:13:08.659 For the maths component, what about looking for, and identifying 00:13:08.659 --> 00:13:10.399 the shapes that make up the kite? 00:13:10.879 --> 00:13:13.399 Looking at the sides, the apex, the corners. 00:13:14.119 --> 00:13:18.469 In making of the kite, children are applying real world geometry. 00:13:19.129 --> 00:13:21.979 But the learning here comes from the questioning. 00:13:22.429 --> 00:13:25.519 And I have a list of questions on my site which are great for these 00:13:25.519 --> 00:13:28.399 kinds of moments are linked that in the show notes for you too. 00:13:28.399 --> 00:13:33.679 Now by making this kite by the way, which also meets the outcomes 00:13:33.679 --> 00:13:34.969 for design and technology. 00:13:35.299 --> 00:13:36.289 So here again. 00:13:37.039 --> 00:13:40.999 If you get children to think about, and this is where good worksheet is handy. 00:13:41.419 --> 00:13:44.989 They draw and they plan and they label their kite and their design. 00:13:45.409 --> 00:13:47.719 They list the materials that they're going to use. 00:13:47.719 --> 00:13:50.989 And of course, you're having them talk about the procedure and they write 00:13:51.019 --> 00:13:55.669 the procedure and once the kite is complete, they take a photograph of it. 00:13:55.909 --> 00:14:00.049 Using an iPad again, you've just integrated technology and then they 00:14:00.049 --> 00:14:03.319 print it off and they cut it out and they're glue it on this space beside 00:14:03.319 --> 00:14:06.679 their plan that they're, and then they go off and they test their kite. 00:14:07.219 --> 00:14:10.729 So I had this great little planning sheet that you can use with just this 00:14:10.729 --> 00:14:12.799 kind of learning, , with children. 00:14:13.129 --> 00:14:14.899 And I'll link that in the show notes. 00:14:16.039 --> 00:14:19.339 So now you've got the testing day where all the children go off to 00:14:19.339 --> 00:14:23.139 test their kite in the wind or the day that they go and they see if 00:14:23.139 --> 00:14:26.749 their boat floats in a tub of water. 00:14:27.379 --> 00:14:32.359 And you could even invite your buddy class or parents to this kite testing day. 00:14:32.749 --> 00:14:37.069 And again, You know, making the kite itself will be tricky for some children, 00:14:37.369 --> 00:14:40.999 but I've done it very successfully with just myself and my education assistant, 00:14:41.209 --> 00:14:44.899 but you could also buddy up with older students who could help the younger 00:14:44.899 --> 00:14:47.029 students with the making of the kite. 00:14:47.479 --> 00:14:50.119 Or the boat or whatever, but here's the thing. 00:14:50.839 --> 00:14:55.219 When you're helping, or if you're getting helpers in, be that your educational 00:14:55.219 --> 00:14:59.359 assistant or parents or grandparents or older buddy, or in all the body class. 00:15:00.049 --> 00:15:02.539 You don't change the child's design. 00:15:02.959 --> 00:15:06.499 You honor their design and you follow their instructions 00:15:06.529 --> 00:15:10.909 exactly even if you know that it's not going to work. 00:15:11.609 --> 00:15:14.459 The next part is where the real learning happens. 00:15:15.180 --> 00:15:18.209 When the kite perhaps doesn't work. 00:15:19.109 --> 00:15:23.399 This is when you're using those questions and you're encouraging a child to really 00:15:23.399 --> 00:15:28.199 think and analyze why this kite isn't flying, or if they're making boats from 00:15:28.199 --> 00:15:30.239 recycled materials, why won't it float? 00:15:30.269 --> 00:15:31.859 Why does it keep toppling over? 00:15:32.699 --> 00:15:35.969 This is where the inquiry and the critical thinking comes in. 00:15:36.810 --> 00:15:39.329 They then have to make adjustments or perhaps a whole 00:15:39.329 --> 00:15:41.009 new kite or a whole new boat. 00:15:41.279 --> 00:15:41.879 So that. 00:15:42.839 --> 00:15:44.430 It does work as intended. 00:15:45.149 --> 00:15:50.279 This step is often one that many teachers omit but actually it's the most important 00:15:50.279 --> 00:15:54.930 step of all, because these are the transferable skills that children apply to 00:15:54.959 --> 00:15:56.790 every other thing they're learning about. 00:15:57.420 --> 00:15:59.819 And it's also that meta-cognition at work here. 00:15:59.910 --> 00:16:03.029 It gets them thinking about how they're learning. 00:16:04.229 --> 00:16:07.290 And then of course comes reflection and discussion. 00:16:08.069 --> 00:16:12.360 And this again is where that critical thinking that analyzing that problem 00:16:12.360 --> 00:16:14.339 solving comes in and communication 00:16:14.339 --> 00:16:14.939 of course. 00:16:15.959 --> 00:16:20.729 And afterwards when they can talk in their small groups or as a whole class about 00:16:20.729 --> 00:16:22.319 the experience and what they learned. 00:16:22.739 --> 00:16:25.680 And again, I highly recommend you listen to the interview I had with 00:16:25.680 --> 00:16:29.930 Jessica Vance in episode 26 where she talks about learning walls. 00:16:30.539 --> 00:16:34.860 Jessica talks about not having a science wall and an English wall and a maths 00:16:34.860 --> 00:16:40.920 wall, but just a learning wall where that whole integrated unit of learning is up, 00:16:40.949 --> 00:16:45.120 and it's visible where children can track their learning and their understanding. 00:16:47.219 --> 00:16:50.939 I'll share a quick story with you about integrating, planting into your learning. 00:16:51.989 --> 00:16:55.829 So when I was teaching about growth and change, of course, that was in year two. 00:16:56.579 --> 00:17:00.449 I of course had the silkworm eggs and the mealworms on my provocation 00:17:00.449 --> 00:17:03.059 table, but also seeds and plants. 00:17:03.600 --> 00:17:07.980 And I was really lucky to have a little outside area where I had large tubs. 00:17:08.339 --> 00:17:11.790 And every year the children planted something, usually lettuce and beans, 00:17:11.819 --> 00:17:13.860 and I've also done potatoes in the past. 00:17:14.549 --> 00:17:17.909 So we usually decide together what to plant or sometimes I have a 00:17:17.909 --> 00:17:21.329 selection of seeds and then they decide what they want to plant. 00:17:22.139 --> 00:17:25.440 But we always plant into our large tubs and then the children also do 00:17:25.440 --> 00:17:26.909 their own little planting in a cup. 00:17:27.929 --> 00:17:30.750 So we planted our seedlings and they grew, and it was time 00:17:30.750 --> 00:17:31.980 to go away for the holidays. 00:17:32.009 --> 00:17:35.460 But before we left, I told the children, that it might be a good idea 00:17:35.460 --> 00:17:39.299 to measure our seedlings so that we could see exactly how much they grew 00:17:39.299 --> 00:17:41.940 over the holidays while we were away. 00:17:42.779 --> 00:17:46.719 And so we used unifix cubes to measure how tall that each seedling 00:17:46.739 --> 00:17:50.610 was or each child chose a seedling and that's the one they measured. 00:17:51.270 --> 00:17:52.440 And we took a photo. 00:17:52.949 --> 00:17:55.290 And then each child had the opportunity to do that. 00:17:55.710 --> 00:17:57.750 They glued the photo into the maths books. 00:17:57.810 --> 00:18:01.620 And when we returned off the holidays, we measured the seedling again with 00:18:01.620 --> 00:18:06.029 the unifix cubes and noted there was a difference in the height of the plant. 00:18:06.779 --> 00:18:10.080 And this is how, I introduced the language of difference in 00:18:10.080 --> 00:18:11.759 mathematics to the children. 00:18:12.449 --> 00:18:15.960 The difference was the amount that the plant had grown. 00:18:16.589 --> 00:18:19.920 And then through them, experimenting with the unifix 00:18:19.969 --> 00:18:23.279 cubes, they figured out how you would work it out. 00:18:23.639 --> 00:18:26.969 And of course that was by subtracting the smaller number of cubes 00:18:26.969 --> 00:18:28.650 from the larger amount of cubes. 00:18:29.009 --> 00:18:30.839 And the difference was the answer. 00:18:31.440 --> 00:18:34.270 And I just, I still remember how excited the kids were about 00:18:34.270 --> 00:18:40.049 this it was the application of real learning to their lives. 00:18:40.739 --> 00:18:44.459 And after that they were so keen to explore this difference concept in 00:18:44.459 --> 00:18:47.339 all sorts of things, the difference in their ages, the difference 00:18:47.339 --> 00:18:49.439 in their heights and so on. 00:18:51.089 --> 00:18:53.189 And I mentioned that I had a little something for you in 00:18:53.189 --> 00:18:54.839 the beginning to help you. 00:18:55.259 --> 00:18:58.979 And that's free technology planning sheet, and I link it in the show notes 00:18:58.979 --> 00:19:03.299 for you to use whenever your students are planning technology projects, whether 00:19:03.299 --> 00:19:07.559 it's making kites or boats or animals from recycled materials, doesn't matter. 00:19:07.620 --> 00:19:08.639 It's totally generic. 00:19:09.419 --> 00:19:16.229 I also have another sheet for you, which I'll also link, which is a planning sheet 00:19:16.229 --> 00:19:18.839 to help you plan an integrated curriculum. 00:19:20.469 --> 00:19:21.100 But now. 00:19:21.610 --> 00:19:24.070 There's a very large elephant in the room. 00:19:24.790 --> 00:19:28.750 And that is that many elementary schools are starting to take the teaching of 00:19:28.750 --> 00:19:31.600 science away from the classroom teachers. 00:19:31.990 --> 00:19:35.659 And getting science specialist teachers to teach science. 00:19:36.159 --> 00:19:39.250 Now that's all very groovy in the high school years, but in 00:19:39.250 --> 00:19:41.740 my opinion, In primary school 00:19:42.010 --> 00:19:45.639 and most importantly, in the early childhood years, 00:19:45.850 --> 00:19:47.980 this is a really bad idea. 00:19:48.580 --> 00:19:52.780 Not only does it compartmentalise, learning, which is the opposite of what 00:19:52.780 --> 00:19:55.570 good teaching is, but let's just get real. 00:19:56.110 --> 00:19:59.320 Very few classroom teachers get together with specialist 00:19:59.320 --> 00:20:01.600 teachers to plan integrated units. 00:20:02.010 --> 00:20:04.240 There just isn't time. 00:20:04.810 --> 00:20:09.550 And often what you want to teach, doesn't align with the science specialist plans. 00:20:10.149 --> 00:20:11.020 But guess what? 00:20:11.680 --> 00:20:16.060 There've actually been studies about how effective specialist teaching is 00:20:16.060 --> 00:20:21.490 in elementary schools and the research clearly shows that not only do specialist 00:20:21.490 --> 00:20:27.340 teachers not teach as well as they did when they were generalists, probably 00:20:27.340 --> 00:20:33.490 because they don't have enough time, but student performance actually went down. 00:20:34.060 --> 00:20:38.709 And ultimately the reason for this is the fact that specialist teachers don't 00:20:38.709 --> 00:20:44.199 have enough time with those students to build relationships with them. 00:20:44.919 --> 00:20:48.909 And as someone who has been in both roles, I can tell you that when 00:20:48.909 --> 00:20:52.209 you're only seeing a class once a week for 50 minutes and in some schools, 00:20:52.240 --> 00:20:55.959 even less than that, that's not enough time to build relationships 00:20:55.959 --> 00:20:57.399 and really get to know children. 00:20:58.090 --> 00:21:02.590 Specialists don't often know the backstories of children or if 00:21:02.590 --> 00:21:06.010 there was an incident at home that morning, because as a specialist, 00:21:06.010 --> 00:21:09.010 there is a time before every class to have a debrief session 00:21:09.010 --> 00:21:10.149 with a classroom teacher. 00:21:11.260 --> 00:21:16.810 So as we go forward, I really hope that school leaders will take a long, 00:21:16.810 --> 00:21:21.159 hard look at the research, and what's best for students when it comes to 00:21:21.159 --> 00:21:26.830 teaching and timetabling, because ultimately we need to do what's good 00:21:26.830 --> 00:21:29.469 for students, not what suits us. 00:21:30.280 --> 00:21:33.310 And I'll leave links in the show notes to the studies that I found 00:21:33.340 --> 00:21:35.199 online for you to check out. 00:21:36.399 --> 00:21:42.370 Hey, so, I hope today's episode inspired you to plan a more integrated curriculum. 00:21:42.939 --> 00:21:46.540 I've spoken in other episodes about how to plan and I'll link these 00:21:46.540 --> 00:21:48.850 episodes in the show notes for you too. 00:21:49.929 --> 00:21:53.770 And Hey, if you like listening to blooming curious, and you find 00:21:53.770 --> 00:21:58.060 the content interesting or thought provoking, then please share it with 00:21:58.090 --> 00:22:02.320 others by clicking on that share button, and you can also pay me the 00:22:02.379 --> 00:22:05.560 ultimate compliment by leaving a review. 00:22:05.949 --> 00:22:10.149 And you can do that by going to the show, not this individual episode and 00:22:10.149 --> 00:22:12.219 scroll to where it says, leave a review. 00:22:12.790 --> 00:22:16.389 Thanks so much that will really help the show be discovered by more 00:22:16.389 --> 00:22:20.830 people because podcast platforms actually push the shows, have lots 00:22:20.830 --> 00:22:23.050 of reviews higher up on the pile. 00:22:23.830 --> 00:22:25.870 So I'd like to thank you for listening today. 00:22:26.199 --> 00:22:29.260 Don't forget to check out the show notes for all the links 00:22:29.590 --> 00:22:31.120 and I'll see you next week 00:22:31.270 --> 00:22:35.649 same time, same place, and until then stay blooming curious.