1.

Curriculum Integration

Curriculum integration (CI) can be simply defined as making connections that are either skill

or knowledge-based across disciplines or real life (Drake & Burns, 2004). Adding to this,

Loepp (1999) defines CI as the notion of unison between forms of knowledge and the

relevant disciplines. In practice, CI can take many forms. One of the most interesting

metaphor I’ve read to assist readers with the concept of CI is that of a cake by Loepp (1999).

The paper describes a single flavour cake (working within a single discipline), a layered cake

(each subject maintains its identity) and a marble cake (various subjects contributing to the

solution of an issue). Figure 2 provides another visualization of this and other levels of CI.

Figure 2

Visual representation of levels of curriculum integration.

Note: Image source: (Patel et al., 2008).

The literature identifies several models of CI and Stember (1991) describes the most

common ones as:

  Intradisciplinary: working within a single discipline.

 Multidisciplinary: Persons from different disciplines working together, each pulling

from their disciplinary knowledge.

 Interdisciplinary: integrating knowledge and methods from different disciplines

 Transdisciplinary: producing a blend of intellectual outlines outside the disciplinary

perceptions.

Regardless of the model chosen, CI has been found to increase student academic

performance, confidence (Wall & Leckie, 2017) and interest (Loepp, 1999). It must be noted

that performing the CI can be time consuming for educators to collaborate and that it

mostly depends of the teachers to develop their own curriculum for delivery (Loepp, 1999).

The model I chose to implement with a form four Geography class (4 Science) at

Barrackpore West Secondary is that of an interdisciplinary approach. I appreciated that this

approach supports traditional curriculum (Loepp, 1999) while allowing teachers to

contribute their individual strengths/expertise while developing intellectually via exposure

to other perspectives (Klein & Kelly, 1997).

I decided to collaborate with two departments (Science and English) for the chosen lesson.

The conversation can be accessed via the following link:

Curriculum integration discussions

The lesson was one on limestone environments and the chemical reactions that produce the

characteristic landforms. I spoke to Mr. R. Sudama, the class’ science teacher and asked his

opinion on the best way to integrate aspects of Chemistry into the carbonation content

delivery. After some explanations about which equations are applicable, he suggested the

use of an experiment. He informed me that the students have covered some background
content on acids and bases and would be able to have meaningful contributions as it applies

to the reaction in question. He outlined the experiment which included simple steps and

easily accessible materials; chalk, cups, scale, Sprite soft drink. The chalk will represent the

limestone and the Sprite the acid rainfall. A control with plain water will also be set up. The

2 cups will have an equal known weight of chalk, and the same about of liquid (one sprite,

one water). At the end of the double period, the chalk will be removed and weighed. It is

expected that the cup with the Sprite will have less chalk after the reactions take place. This

experiment will serve as an activity for both Mr. Sudama and myself as I can gauge their

understanding of the whole carbonation process from their explanations, and Mr. Sudama

can utilize it as a lab assignment.

I then spoke to Mrs. Mc Intyre from the English department as I wanted to cement the

carbonation process with a virtual field trip while we waited on the experiment. I chose a

karst landscape in the region; Jamaica’s Cockpit Country. I initially thought of the students

doing a report on the trip, but Mrs. Mc Intyre suggested an expository essay. I was not

familiar with this type of essay so this was a learning experience for me. She explained that

its factual and without the writer’s opinions and biases. I found this appropriate as I can ask

the students to write on what they understand of the whole carbonation process and to give

an explanation for the features they saw in the field trip. This can help me perceive their

level of retention and understanding. Mrs. Mc Intyre was also interested in using this

activity as an assessment as she related that this skill was taught to the class recently. She

also expressed genuine interest in reading about karst landscapes, and I supplied resources

to help her grade the expository essays on the facts needed for this type of writing.
After creating this lesson plan (Appendix D) I realised that I have never utilized both of these

types of strategies in a class before. This has broadened my horizons for future planning

with levels of curriculum integration.