Document Type

Graduate Project

Date of Degree Completion

Spring 2003

Degree Name

Master of Education (MEd)

Department

Education

Committee Chair

Leland Chapman

Second Committee Member

Jack L. McPherson

Third Committee Member

Gary Shelly

Abstract

Teaching concepts in science that incorporated different science disciplines were studied and placed into practice at Tahoma Junior High School, Maple Valley, Washington. This form of integrated teaching was displayed in an integrated science model unit. The integrated teaching was displayed in an integrated science model unit. The integrated science model unit detailed river systems and the many different sciences that play a role in creating the river environment we see daily. Research showed students learned as well if not better in integrated science classrooms when compared to students who fulfilled the traditional sequence of science classes. Moreover, brain research suggested students' brains were able to make connections between science disciplines when dealing with an entire entity, and not by dissecting the natural environment to specific fields of interest. A sample unit framework, lesson plan and student handouts were provided within the model unit. Additionally, recommendations for implementing an integrated science curriculum were provided.

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