Curriculum Integration to Promote

Student Outcomes Middle School

Edition
By: Ariana Gervasio
 Culturally Inclusive
By being inclusive, we can eliminate biases and mistreatment.

Steps to eliminate biases in our teaching include:

○ Being aware of students’ backgrounds

○ Guiding students to be self-aware and appreciative of cultural differences

○ Celebrating our differences

○ Demonstrating tolerance

○ Creating a safe environment for students to learn cooperatively

 Differentiating

Differentiating is part of effective teaching. Each student learns and processes information
differently, thus the importance of creating experiences that can be attainable for each student.

Including, but not limited to:

○ ○ Classroom management

○ ○ Pre- and post-assessments

○ ○ Providing opportunities for student collaboration

○ ○ Implementing visual, auditory, and kinesthetic elements

○ ○ Strategic grouping
Technology
Technology integration prepares students for
future college and career endeavors. As well as
everyday needs.

Technological instruction ideas include:

● WebQuests
● Quizizz/Kahoot/Gimkit
● Khan Academy
● Achieve 3000
● Mangahigh
● Listenwise
● Google Forms/Slides
● Hyperdocs
● Discussion Questions
● Blackboard system-Canvas
 Vision and Mission

• Our vision is we will deliver varied learning experiences to challenge

and encourage every student to become thoughtful, dependable,

contributing front runners with the desire and vigor to structure our

altering world. 

•  Our mission is to provide the groundwork for all students to develop as

a lifelong learner, to stimulate progression of the entire individual, and

to deliver prospects for all students to be a dynamic representative of a

universal society.
 Unit Planning

●Units over individual lesson plans

○Gives an end goal

○Able to assess informal and formally

○Cross-curricular opportunities

●Supports student learning

 How Interest Rates Affect
●Standard:8.M.F.B.05
Consumers-Math
●Goals: Students can describe the relationship between time and interest rates by analyzing

graphs. They can sketch a graph exhibiting qualitative features of a function described verbally.

●Objective: Students will be able to interpret qualitative features of a function in a context based

on interest rates over time.

●Differentiation: Strategic grouping, a video displaying data, physical demonstration of materials

in relation to scenarios

●Technology: Desmos, Quizizz

●Assessment: five question quiz with three multiple choice and two short answers
 How Interest Rates Affect
Consumers-Social Studies
●Standard: 8.SS.E1.02 Analyze the relationship between interest rates, saving, and use of credit.

●Goals: Students will analyze the relationship between interest rates, saving, and use of credit.

Referencing economics and The Great Depression.

●Objective: Students will be able to analyze how interest rates affect consumers.

●Differentiation: Strategic grouping, showing videos with supplementary materials, showing where

information is in the text, students will ask parents/guardians how they have seen interest change.

●Technology Integration: playing a video

●Assessment: Students present a demonstration on how interest rates have affected consumers on

different products or elements

 How Interest Rates Affect
Consumers-ELA
●Standard: 8.R.RI.03

●Goals: To make connections among and distinctions between the individuals, events, and ideas of

interest based on consumers. They will compare and categorize the necessary elements.

●Objective: Students will be able to evaluate how a text makes connections among and distinctions

between individuals, ideas, and events.

●Differentiation: strategic grouping, choice of text/scenario

●Technology Integration: Choosing an article in Achieve 3000, playing content from Listenwise

●Assessment: Students will answer follow up questions based on the article chosen.
 How Interest Rates Affect
Consumers-Science
●Standard:8.E1U3.8

●Goals: To construct a supportive argument about how consuming limited resources has an impact on the biosphere.

Specifically relating to how interest rates on certain products could be demeaned favorable by the consumer.

●Objective: Students will be able to construct a supporting argument on human consumption of limited resources

and the impact that puts on the biosphere.

●Differentiation: Let students pick from a list of dimmable resources, students can choose with teacher permission

●Technology Integration: Students will watch a video that provides different examples

●Assessment: Students will be graded on a short presentation of their findings

 References
Admiraal, W., Post, L., Lockhorst, D., Louws, M., & Kester, L. (2020). Personalizing Learning with Mobile

Technology in a Secondary School in the Netherlands: Effects on Students’ Autonomy Support, Learning Motivation

and Achievement. European Educational Researcher, 3(3), 119–137.

Andries D’Souza, L. (2017). Creating a community of learners in a middle school methods course. Middle School

Journal, 48(5), 21–27. https://doi-org.lopes.idm.oclc.org/10.1080/00940771.2017.1368316

Smets, W. (2019). Challenges and Checklists: Implementing Differentiation: Pedagogy provides a solid rationale for

differentiated instruction in the History classroom, but this is not always an easy skill for teachers to

acquire. Agora, 54(2), 22–26.