Artifact 5

Running Head: CONTENT KNOWLEDGE IN INTERDISCIPLINARY CURRICULUM 1
Content Knowledge in Interdisciplinary Curriculum
Moriah Telfer
Regent University
Introduction
For this artifact, I decided to showcase two subjects that are intertwined for
interdisciplinary curriculum. The way my cooperating teacher and I planned this lesson
actually was complete accident and it ended up being the perfect spin for each other.
Interdisciplinary curriculum is all about making connections. Connections through subjects
like science where we learn about wind, rain and erosion and then we take that and write
about erosion in writing and read a book on erosion. The artifacts I chose to showcase and
how I combined two subjects is guided reading and science. Interdisciplinary studies use
integration, which “is the unification of all subjects and experiences.”
Rationale for Selection of Artifacts
The first artifact I chose was the guided reading book that I read with my small
group that I incorporated with my large group that I then taught a lesson in science that
was all about the story we read in reading. The book we read was called “How a Seed
Grows” by Helen J Jordan. This book was also in a read aloud that I had playing in the
background while we filled out our book let for our plants. For the first artifact, I read the
book attached and then the students proceeded to answer the questions on flowering
plants and plants life cycle in guided reading. Once the students filled this out, we went
over the answers together. I taught the plant life cycle and how we plant a seed, it then
germinates, continuing to sprout and finally grow a stem. We talked about how the plant
needs good soil, sunlight and water to help it grow. The book re-iterated that in a fun kid
way.
The second artifact that was part of interdisciplinary studies was actually science.
Once the whole class was up to speed on the book, I proceeded to introduce the subject of
seeds and how we were going to plant a seed and watch it grow over the next couple
weeks. I put up the slides about how a seed grows. After we learned about that, I then went
and got all the supplies for planting a seed, a cardboard box to hold everything, soil, cups,
seeds and a spray bottle of water. I then passed out the cups of soil and seeds and explained
how they were going to plant their seed by sticking their finger in the soil and making a
hole and dropping the seed in that hole and covering it back up with soil. Then they put
their initial on the cup and I went around and sprayed the cups of soil with water. We then
reviewed what would be happening in the next couple of weeks because of the plant life
cycle. Many kids were able to raise their hand and correlate what they read to what we
were actually doing hands on. My students have been so excited to watch the sprouts start
growing. At the end of the week, I assessed what they knew about plants, seeds and the life
cycle of plants. The next day during science, I passed out a booklet that they were able to
record all of their observations and findings on the plants and on planting seeds.
Reflection on Theory and Practice
As I realized that my guided reading and science lesson the week before was going
to be able to be integrated together, it was exciting because I had never done something
like this before. It was a light bulb moment for the students that we do not just have to
learn about one subject in that particular subject. We can learn about all kids of topics in
other subjects as well. Their minds were a little boggled as it didn’t make sense why we
were reading about science in reading and thought it was so awesome we then took a step
farther and actually planted a seed in science class.

Friday
Key Understandings:
I can investigate the -The basic stages in the life cycle of flowering plants include: seed,
question, “What is germination of the seed, growth of the stem and roots, growth of
the life cycle of a leaves, growth of flowers, fertilization (pollination) of the flowers,
flowering plant?” production of fruit/new seeds, and death. (b)
-They are required to observe the life cycle, record their observations,
and explain the results of the investigation.
Materials: Soil, seeds, clear plastic cups, observation booklet
I Do:
 Review the concept of a life cycle. Discuss how we will be

observing the life cycle of a flowering plant over time.
 Activate prior knowledge; discuss what students already know
about the life cycle of a plant. Discuss how life cycles are
different depending on the plant. For example, a tree’s life
cycle might include the loss of leaves or the growth of fruit.)
We Do/You Do:
 Use the slides to help you introduce the project. Be sure to

review the things that a plant needs to grow. Nutrients from
soil, sun, and water.
 Give each student their labeled cup and 2 small seeds. Have
students plant their seeds by sticking one finger into the soil
and making a hole. Then put the seed in that hole and cover
with more soil. Be sure to label the cups so they can make
observations over the next few weeks (pray they grow that
quickly!)
 Have students record their observations on the handout on
week 1 day one. Everyday after that, have them record what is
happening to the plant as it is growing and changing and
germinating.
 Check everyday when students first come in the morning to
see if there is or has been any change.
Works Cited
1. Ascd. “Chapter 1. What Is Integrated Curriculum?” What Is Integrated Curriculum?,
www.ascd.org/publications/books/103011/chapters/What-Is-Integrated-Curriculum
%C2%A2.aspx.
2. “Read Aloud: How a Seed Grows by Helene J. Jordan.” YouTube, YouTube, 8 May
2020, www.youtube.com/watch?v=CZ6HPGr-ocY.
3. Jordan, Helene J. How to Grow a Seed.
4. “How Does A Seed Grow Into A Plant?” Science ABC, 29 Jan. 2021,
www.scienceabc.com/nature/seed-grow-tree.html.

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Running Head: CONTENT KNOWLEDGE IN INTERDISCIPLINARY CURRICULUM 1

Content Knowledge in Interdisciplinary Curriculum

Interdisciplinary curriculum is all about making connections. Connections through subjects

integration, which “is the unification of all subjects and experiences.”

Rationale for Selection of Artifacts

Reflection on Theory and Practice

farther and actually planted a seed in science class.

Materials: Soil, seeds, clear plastic cups, observation booklet

 Review the concept of a life cycle. Discuss how we will be

 Use the slides to help you introduce the project. Be sure to

1. Ascd. “Chapter 1. What Is Integrated Curriculum?” What Is Integrated Curriculum?,

3. Jordan, Helene J. How to Grow a Seed.

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