Estimated Time to Complete – 3 - 4 hoursNAME(S) __________________________________INTEGRATIVE CURRICULUM UNIT WORKSHEET # 2 DUE MONDAY, WEEK 3Estimated Time to Complete – 3 - 4 hours1. Taking into account the feedback and information from class on Monday, review the topics you suggested and pick the one you will work with. Remember that you need to use at leasttwo disciplinary areas that will allow the students to fruitfully explore the topic. Topic: _________________________________________________________________Disciplinary Perspectives __________________________________________________2. What concepts are related to this topic? ( For example, if a teacher chose rain forests as a topic, she/he could explore concepts such as inter-dependence; cycles; systems; community; balance; diversity; etc.) Your concepts?3. After you choose a concept, make a web that shows related concepts and sub-concepts that a person would need to understand to have a thorough understanding of the concept in question. You are not going to teach toward all of these concepts, but you need to think carefully about the relationships in order to zero in on levels appropriate for your future students. Making this web helps you to wisely and carefully structure learning experiences that help students progress toward more integrated understandings. Draw a concept web that reveals concepts and sub-concepts connected to your target concept. After your web is complete – and try to be as thorough as possible - circle the concepts you will begin with as you build your unit. All learning experiences in your unit should help students gaina better understanding of how particular information, skills, and processes are related to the concept. Use the back of this sheet to draw your concept web.4. Now you need a question that will “hook” the students and provide a focus for all the learning experiences in the unit. Read the handout, “Guiding Questions.” - What criteria do the authors say should define a good guiding question? - Explain why you think each of these criteria has the potential, or not, to engage children and youth in educative experiences.5. Use the criteria in the Guiding Questions article to create two or three possible guiding question your topic. The guiding question is not the only question that will be pursued in the unit. It IS the question you hope will hook the learners and cause them to raise questions.Remember that the question is intended to be genuine and non-judgmental – that is, the teacher shouldn’t already have the final solution in mind nor should she/he be seeking to enforce a particular belief system. For example, for the topic of garbage and its effects, you might pose the question, Where does the water go when we flush the toilet? (This one appeals to third and fourth graders ona variety of levels! It also opens up a wide range of explorations about waste management, house design, alternatives to flush toilets, impacts of sewage on the environment, disease related to waste, surveys, mathematical reasoning, etc.) What engaging questions FOR STUDENTS can you imagine for your topic and related concepts?Possible Guiding Question 1_________________________________________________Possible Guiding Question 2 __________________________________________________Possible Guiding Question 3 _________________________________________________Nice, juicy guiding questions are seldom answered well when investigated from just one perspective. You’ve identified your topic and suggested two disciplinary perspectives. Will those disciplinary perspectives be useful for answering the guiding questions you listed? If not, what perspectives will you use?6. Prioritize your list. Your top priority will be the question you think is be most likely to engage your future students AND is also most likely to be related to the EALRs in the area you’ll be teaching fall quarter. Your last priority question should be the one that seems least likely to engage your students or unlikely to be connected to the students’ grade level EALRs.i. ii. iii. 7. Starting with your top question, survey the EALRs/Frameworks/GLEs for each of the disciplines you listed to investigate that question. After you complete the top priority question, follow the same process for the rest of your questions.For example, if you listed math and art for your top question, find the EALRS/Frameworks/GLEs for EACH of those areas at your target grade level. Go for the most specific level – that is, frameworks and GLEs will give you more grade specific targetsthan the broad EALRs and Benchmarks. If there are not Frameworks or GLEs, use the Benchmarks. Write down the grade specific/subject specific Frameworks, GLEs, or Benchmark that students could work toward as they seek to answer the guiding question. That is, do not list anything and everything. Think carefully about which of the objectives you could actually teach toward during the unit. These may change as you write the unit but you need a reasonable place to start.Write them out (DO NOT JUST LIST NUMBERS) using the table on the next page.GUIDINGQUESTIONDISCIPLINE 1 FRAMEWORKS ORGLESDISCIPLINE 2 FRAMEWORKS ORGLES1)2)3)8. Big breath! You’re almost done with this stage of planning.Using the chart you completed to help you decide which of your questions is most likely to BOTH interest students and includeappropriate state learning objectives, choose ONE guiding question and at least two disciplinary perspectives through which to seek answers to the question. Elementary folks –remember that one of your perspectives must be from the social studies or the sciences.Think carefully about your decision because you will be creating a two-week unit structured around these choices. We hope, but do not require, that you will use all or part of this unit during your solo time in fall student teaching. Which guiding question will you use?Fill in the information below and bring this entire worksheet to class with you on Monday.Grade Level ___________Topic ___________________________Entry Concepts _________________________________Guiding Question _________________________________________________Disciplinary Perspectives (at least two) ________________________________EALRs, Benchmarks, GLEs, Frameworks ________________________________________________________________________________________________________BONUS/THINK QUESTION Why did we ask you to start by