Integrated Teaching








English LOs:



3RRT3: Analyze information presented in text using knowledge from other texts or personal experiences

3WTT2: Write a procedural text that includes explicit information.

Maths LOs:

3NMD1|: Use skip counting to solve multiplication and division problem up to 1000.

3NFD1 : Model and describe half and one quarter of an object and set.

Science LOs:

3PW2: Construct a simple electrical circuit independently and use it to classify materials as conductors or insulators.

3S5 : Follow the steps in a procedure.







Activity 1, (3RRT3): 45 min, students are assessed to gauge prior knowledge of electricity as a form of energy. Thus, the teacher poses the question what us electricity. Students reading on electricity and heat conduction and have a small class discussion on what they understand will follow this.

Activity 2, (3RRT3 and 3NFD1): 45min, using a flip chart, the teacher will enquire what is electricity and how is it generated. Students will respond by writing on the white board, whereby the teacher will be in a position to classify their responses creating a focus and purpose.

Activity 3, (3PW2 and 3S5) 45 min, the teacher will set up small experiment to illustrate on electricity energy, after which the students will be required to do the same at their tables with provided materials.

Activity 4, (3NMD1 and 3S5): 45 Min, the teacher will introduce static electricity. In order to familiarize the students with static electricity, the teacher will ask such questions as whether they have ever had a balloon rubbed against their hair and what were the resulting actions on how the behavior of both the balloon and the hair.

Activity 5, (3WTT2 and 3NFD1) students will be introduced to atom of matter, that have electron carrying electric charges. The teacher will give notes on electron that have electric charges.

Activity 6, (3RRT3): 45 min, student will try to explain the movement of electric charges from one object to the other when rubbed together. The teacher will choose the best ideas contributed by the students and will set some sought of question and answer statement for the students to record in their books.

Activity 7, (NMD1 and 3S5):

First Day: 45 Min students will be provided balloons and pieces of wool. The teacher will guide in the experiment whereby the two balloons will be rubbed with a piece wool, and student comment on the behavior of the balloon resulting from electric charges.

Activity 8(3WTT2, 3S5): 45 min, Students will continue reading from their text book on observation made from the balloon experiment, with a single student reading loud for the class. There will be small interval breaks to discuss what is read.

Activity 9(3WTT2 and 3NFD1):) 45 min

Aided by the teacher, the reason will recap electric charges and how they act. Students with any questions will be assisted in areas they might not have understood

Activity 10, (3RRT3): Second Day: 45 Min, students will be required to use the internet to research on electricity. Aided by the teacher they will find animations showing electricity as the flow of electron moving from atom to atom.

Activity 11(3NFD1, 3WTT2 and 3RRT3)45 min,

Students read the text book about electrons, they are negatively charged and will only move towards positively charged atoms, and when they do so electricity is generated.

Activity 12(3WTT2, 3S5): 45 min, students learn how electricity moves from point A to B. electrons do not have the capability to jump from one point to another, thus, there must be a continuous path to follow. Students will learn more about this path called a circuit and record notes.

Activity 13, (3NFD1 and 3RRT3): 45 Min, now the teacher can introduce circuits asking the students how electricity gets to their home, and how other electronics pass electricity within themselves.

Activity 14(3PW2, 3S5) 45 min students will be provide dry cells, bulbs wires and a board. They will be tasked to create a working circuit with the challenge of having to light the bulb

Activity 15(3WTT2 and 3NFD1): 45 min, why does a bulb light when the switch is on and goes off when the switch is disconnected? Students will discuss ideas learnt in the unit, then in their own words and understanding they will put down in writing what electricity is, how it is conducted, and what is a circuit.







Activity 16 (3RRT3) making connections introduce topic question of the week: What is static electricity? Where does it occur? What makes it different from electrical currents?

Introduce materials- Rubber balloons – one for each pair of students

Very light cereal, such as puffed wheat or rice crispier, or pieces of tissue

String and tape

Small light bulb with clear glass

Tap with running water

Wool blanket or sweaters

Smart Notebook lesson

Activity 17 (3WTT2, 3NFD1 and 3WTT2)the class will be subdivided into grouping of 2 to 3 students, with allocated role of acting like MacGyver. After going through the task, any queries will be solved as they put down a record f their findings.

Activity 18 (3S5 and 3RRT3)45 minutes lesson, this session will seek to enquire the understanding of the students, as the task is to explain how it works, as they offer example borrowed from life experiences. End the lesson by a recap on lightening formation learned in other units.

Activity 19, (3NFD1 and 3RRT3)45 min, Give a brief summary of static electricity, the lessons will thus focus on reading about electrons, negative charges, and explaining how this take place.

Activity 20 (3NFD1 and 3S5)summarizing 45 minutes interactive lesson, students sharing their knowledge, relating static electricity to a negatively charged current in circuit.

Activity 21 (3RRT3, 3PW2, and 3NMD1) students are will go through their text book reading about the behaviour of static energy, and how the light bulb gets to light, and why it is able to stay lit yet the current is flowing.

Activity 22 (3WTT2 and 3NFD1) students need to think out of the box. Thus, the lesson focuses on alternative sources of energy and why it is important we take care of the environment as they list the impact a degraded environment would have on our day today life

Activity 23 (3RRT3 and 3S5)45minutes, the lesson is reflective, students in groups of three they will put down the energy sources in the environment and how to reserve them. Whether they are renewable or non renewable.

Activity 24, (3NMD1 and 3RRT3) students will have an interactive lesson where they will be subjected to watching a film on world’s alternative sources of energy. The film will help in understand the importance of electricity and how much it is important. However, before the film the class will go through a handout with question they will tackle after watching the film.

Activity 25 (3RRT3, 3PW2) 45 minute students will be subjected to relating what they have learnt on the environmental level to how real energy is constructed. That is, how atoms com to be and what are electrical currents. Aided by the teacher, the student will have small experimental demonstration in class

Activity 26 (3RRT3 and 3S5) students go through their text, with the help of the teacher they will discuss their understanding of atoms and electrons, and why electricity generation is a vital thing.

Activity 27, (3RRT3, 3S5, and 3NMD1)the teacher will give handout, now taking turns, students will read to the rest of the class and they will be guided to apply that they have previously learned. To enable this, the teacher will give guided questions such as how is electricity conducted?

Activity 28, (3WTT2 and 3S5 )student are to record new knowledge in their note books, thus, the teacher will give a recap of the static energy ensuring notes are taken and diagrams to explain the concepts drawn.

Activity 29 (3PW2 and 3RRT3)45 minutes lesson. The teacher will assess the understanding of the subject by conducting a small experiment. Hold up a light bulb ask the student to draw it and state if it will light or not.

Activity 30, ((3PW2, 3S5, and 3RRT3))the students will explain how electrons work, in addition, they will explain how the human body behaves with heat and why and how it compare to other experiments carried out in class such as the Vandergraaf.







Activity 31, (3PW2 and 3RRT3)remind students that sources of energy are all around us and

Come in a variety of different forms. Give the various examples that are easily understood such as heat or electricity.

Activity 32 (3PW2 and 3NFD1) an interactive lesson) student will brainstorm various inventors in the field of electricity. Then they can compare ideas on who did what such as discovering of the light bulb.

Activity 33, ((3PW2 and 3RRT3)60minutes lesson. Students will watch a film on great inventories in the world of electricity. There will also be a demonstration about circuits and students will be required to do analyses on how a bulb lights in the circuit.

Activity 34 Non renewable energy lesson. Text book reading on costs to the humans and environment due to over use of nonrenewable energy. The objectivity of the reason understands the importance of natural resources.

Activity 35 read on means of transforming energy from one form to the other. That is learn heat can be produced by chemical reaction, electrical mechanisms, and friction.

Activity 36, heating conducting lesson. The class will do a simple experiment on transfer of heat from on object the other. The warmer objects share its heat with the colder one that is the colder conducts heat.

Activity 37, (3PW2 and 3NMD1) with the help of the teacher the students will carry out experiments on how energy works in our world. They will be put up is small groups where they will discuss the observations.

Activity 38, (3RRT3 and 3S5) lesson on energy exchange, read the text books on how energy influences everything yet it is invisible.

Activity 39, (3PW2 and 3RRT3) after the experiment, the lesson will test for understanding, the teacher is to ask question relating to experiments conducted in class. This way concepts can be explained where they are not well understood.

Activity 40, 3PW2, 3NMD1 (energy experiments) the class will use a solar calculator to add and subtract and multiply, then students will use their fingers on the solar cell and try to do the summations again. The teacher will enquire what transpires.

Activity 413PW2 and 3NFD1 (energy experiments) using two tins one painted black, there will be a heat conducting experiment with both tins filled with water and check for temperature rise or falls after 10 minutes and comment on the behaviors.

Activity 42, 3RRT3 and 3S5 (review understanding) class discussion to see students understand various forms of energy.

Activity 43, (3PW2 and 3NFD1) conduct an experiment on wind energy construct as simple windmill, then make the students brow some air to the blades of the wind mill and explain the actions that follow in relation to energy.

Activity 44 3PW2 and 3NFD1 (energy wastage), the lesson will focus on energy wastage and how energy can be saved. Thu s, the objective of the lesson understands the concept of conservation.

Activity 45: (3WTT2, 3NMD1, and 3PW2) students should explain electricity, conservation, and energy use without any difficulty. Students should give suggestion on how energy can be saved.


Integratedteaching calls for multidisciplinary approaches that recognize theimportance of transferability of skills development application, keyconcepts and process. Integrated teaching undertakes coordinatedteaching, and assessment from more than a single course unit. Assessments and content to be used can be delivered thematic orproject approaches, or applying a more context focused delivery.Therefore, an integrated teaching approach allows learners todiscover, gather, filter, and give information about topics theyintend to investigate without barriers set by the traditionalsubjects (ADEC, 2013).

Integratedleaning helps students to see the interrelationship between thecurriculum areas. Integrated teaching focuses on skill developmentaround particular theme, which is relevant to the students in class,thus, providing the students with an opportunity to learn more aboutthe subject of study (ADEC, 2013). In addition, according to Tseng(2005), as a benefit some students acquire knowledge with easethrough the integrated approach than the discrete one. Students havea chance to enjoy real life learning opportunities in meaningful andculturally appropriate context they also cope better with fewerassessment tasks whereby they are constructed to meet the needs ofmore than a single course unit.

Howdoes the unit fit with the explanation?

Theunit fits in the integrated program by offering the learners anopportunity to learn more about the content, thus, giving them thechance to have a deeper understanding of the content through variousset activities (ADEC, 2013). Therefore, the unit is offering thestudy to have an experienced founded learning. For example the unitis allowing the students to use prior knowledge and experience inconstruct learning. Additionally the teacher is able to develop ameaningful context for learning, allowing a balance for in teaching,demonstration, discussion and practice. The unit also fit with theexplanation since the teacher is offering purposeful practice, basedinterest and needs, at the same time being encouraged to reflect ontheir earning experiences (ADEC, 2013).

Featuredrecourse helping students towards learning out come for 2 subjectareas

Theunit combines 3 subject areas, that is, English, Science, and Math.Under the theme of electricity, a combination of math and sciencegive essential life lesson to the young student on what can becombined to give heat. Still adding a combination of English makesthe students understand say the movement of heat from a hot substanceto a cold one when they come into contact. The integration of thethree subjects helps the students recognize the cost and risks to thesociety and the environment when we use nonrenewable energy. Theintegration of English to both math and science helps the student inanalyzing the presented information and knowledge from texts andrelating to personal experiences. Integration of English allows forthe recording of learned experiences that are to be used asreferences (Tseng, 2005).

However,it is important to note that as much as integrated programs provideefficiency in the use of time and resources, it is also important toremember that the program may tire the young minds when the programis delivered over an extended period. For this reason, integratedprograms should be broken down into reasonable and achievablesections or lesson periods (Tseng, 2005).


AbuDhabi Education Council (ADEC). (2013). Theteacher guide book The Foundation of the New School Model, Anintroduction for Teachers. NewYork: John Wiley and Sons.

Tseng,H. T. (2005).&nbspU.S.Patent Application 11/259,204.Chicago: University of Chicago Press.