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  • [Solved] Project #2 Integrated Curriculum Model

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    Need assistance – ## SE604Project2IntegratedCurriculumModelGuidelineSheetExampleIncluded12.doc **## SE604Project2IntegratedCurriculumModelGuidelineSheetExampleIncluded12.doc** **SE 604** **Guidelines for Completing Project #2-** **Integrated Curriculum Model** Definition: Integrated Curriculum Model…

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    – ## SE604Project2IntegratedCurriculumModelGuidelineSheetExampleIncluded12.doc

    **## SE604Project2IntegratedCurriculumModelGuidelineSheetExampleIncluded12.doc**

    **SE 604**

    **Guidelines for Completing Project #2-**

    **Integrated Curriculum Model**

    Definition: Integrated Curriculum Model: A curriculum model developed by Van Tassel-Baska, it involves
    **accelerated and advanced content**,
    **depth and complexity through abstract concepts**,
    **direct study of higher order thinking processes**,
    **interdisciplinary themes**, and
    **student research with culminating products for authentic audiences**.

    _Integrated Curriculum Model: Van Tassel-Baska_

    _A._
    _Advanced Content Dimension- 20pts._

    _B._
    _Process/Product Dimension- 30pts._

    _C._
    _Issues/Themes Dimension- 20 pts._

    1. Refer to Chapter 7- Curriculum Models to cover in detail this type of curriculum model. Pages 154-155 of the textbook.

    2. All aspects covered in the definition must be included in the model to receive full credit. This should be designed as a unit plan, consisting of 5 lesson plans. For example, all five lessons pertaining to 5th grade Math. For this assignment only, you
    **do not** have to utilize the COE 5E Lesson Plan Format. Use the format found on page 2 of this document.

    3. For covering the Process/Product Dimension, it is similar to the School-Wide Enrichment Model’s Type II and Type III activities. Pages 141-144 of the textbook.

    4. This activity should be submitted as a Microsoft Word typed document. It should be submitted to the designated discussion board link. The curriculum can be based on a subject matter of your choice.

    5. This assignment is worth 70 pts.

    | |
    | — |
    | **SE 604**<br>**PROJECT #2 Integrated Curriculum Model**<br>**Unit Plan Subject: ___**<br>**English Language Arts- 3rd grade\_\_\_____________** |

    text, referring explicitly to the text as the basis for the answers.

    | | |
    | — | — |
    | ELACC3W7: Conduct short research projects that build knowledge about a topic<br>ELACC3W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for<br>a range of discipline-specific tasks, purposes, and audiences.<br>ELACC3SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking<br>clearly at an understandable pace.<br>**Daily Schedule and List of Activities:**<br>**Monday**<br>**Tuesday**<br>**Wednesday**<br>**Thursday**<br>**Friday**<br>Day 1-America<br>-Introduce Unit<br>-Suitcases will be created to hold souvenirs made. <br>-Make a list of America Christmas Traditions. <br>-Watch “Christmas in America” PP<br>-The Night Before Christmas read aloud in class. <br>-Make Cinnamon/Applesauce Ornaments<br>Day 2-Mexico<br>-Locate Mexico on map.<br>-“Polar Express” will be boarded<br>-Research Mexican Christmas Traditions. <br>-Make a handprint poinsettia. <br>Day 3-Brazil<br>-Locate Brazil on map. <br>-Board Train for Brazil. <br>-Watch Brazil PPT. <br>-Make firework souvenir. <br>Day 4-Liberia<br>-Locate Liberia on Map. <br>-Board Train to Liberia.<br>-Watch Liberia PPT. <br>-Why are fireworks used to celebrate Christmas in Liberia and Brazil? <br>-Continue firework souvenir. <br>Day 5-Antarctica<br>-locate Antarctica on the map. <br>-Why are no holidays celebrated in Antarctica? <br>-Watch Antarctica PPT. <br>-Make souvenir<br>(candy cane koala)<br>Monday<br>Tuesday<br>Day 7-Germany<br>Where is Germany on map? <br>-Watch Christmas in Germany PPT. <br>-Make a Tangram Tree<br>-Review all continents and traditions. <br>-Class discussion of what country each student liked best and why. <br>Create a book of one written passage and one picture of each country and the tradition we learned about in class. <br>**Concept:** The students will learn about the different traditions and concepts of Christmas from 7 different countries around the world.<br> <br>At the end of the unit, students will be able to: <br>**UNDERSTAND**<br>That different countries around the world have different traditions other than that of the United States. <br>**KNOW (Facts**)<br> <br>The students will be able to state a country and a fact about how that country celebrates the holiday of Christmas. <br>**ABLE TO DO**<br>The students will be able to make a variety of souvenirs, mostly ornaments. They will use what they have learned to create these souvenirs. <br>**Introducing The Countries:**<br>There will be a PowerPoint on each country that the students will watch every day a new country is introduced. <br>After the PowerPoints are watched by the students, the students will board the “Polar Express.” We will take the train to the country. (the students will see the path from our state of Georgia to the country on a map)<br>**Discussion**<br>The students will participate in a class wide discussion about each country after they have watched the PowerPoint. Questions will be answered.<br>**Differentiated Instruction Strategies**<br>This unit will consist of PowerPoint presentations, students being read to by the teacher, handouts, hands on activities, and art projects. |
    | **DAY ONE** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about American and Christmas traditions in our country first. They will make a list of traditions that their families do at their homes. They will watch a PowerPoint Presentation on American Christmas traditions, and the class will discuss these. We will read The Night Before Christmas as a class, and then will make Christmas Ornaments. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY TWO** |
    | **A.**<br>**Advanced Content Dimension** | On Tuesday, students will learn about Mexico and their Christmas traditions. They will get in groups of 2-3 and get on the computer and research Mexican traditions. When their research is complete (20 facts) they will turn these facts in. They will create a handprint poinsettia for their project for the day. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY THREE** |
    | **A.**<br>**Advanced Content Dimension** | Students will identify Brazil on the map. They will then watch a PowerPoint on Brazil and their Christmas traditions. They will learn why fireworks are such an important part of Brazil’s Christmas traditions and then they will create a firework art project. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY FOUR** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about Liberia. They will understand the significance and discuss how fireworks relate to their culture. They will find the similarities between Brazil, Liberia, and fireworks. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY FIVE** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about Antarctica, where it is located on the map, and why there are no Christmas traditions found here. They will then make a candy cane koala. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY SIX** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about Christmas in Germany and their traditions. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |

    | | |
    | — | — |
    | **DAY SEVEN** |
    | **A.**<br>**Advanced Content Dimension** | Students will review all countries and traditions learned in class. There will be a class discussion on each country and tradition learned. A book will be created of what they have learned. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **Dimensions Application:**<br>The <br>_process/product dimension_ is used throughout my unit. There is direct instruction given by the teacher, and then every day there is an activity that is done to demonstrate and revolve around what the student has learned. <br> <br>Also, <br>_issues/themes dimension_ is used in this unit. This unit is similar to the Parallel Curriculum Model in that the curriculum is organized around the theme of Christmas. The students are able to develop a deep idea and understanding of each country daily. The students understand the system of knowledge by learning the countries and Christmas traditions. <br> <br>Lastly, <br>_advanced content dimension_ meets gifted student needs because students can pick their groups, pick their country to research and what topics they will choose to research, and they work with students in the class to create this part of the unit. |

    **## SE604Project2IntegratedCurriculumModelGuidelineSheetExampleIncluded12.doc**

    **SE 604**

    **Guidelines for Completing Project #2-**

    **Integrated Curriculum Model**

    Definition: Integrated Curriculum Model: A curriculum model developed by Van Tassel-Baska, it involves
    **accelerated and advanced content**,
    **depth and complexity through abstract concepts**,
    **direct study of higher order thinking processes**,
    **interdisciplinary themes**, and
    **student research with culminating products for authentic audiences**.

    _Integrated Curriculum Model: Van Tassel-Baska_

    _A._
    _Advanced Content Dimension- 20pts._

    _B._
    _Process/Product Dimension- 30pts._

    _C._
    _Issues/Themes Dimension- 20 pts._

    1. Refer to Chapter 7- Curriculum Models to cover in detail this type of curriculum model. Pages 154-155 of the textbook.

    2. All aspects covered in the definition must be included in the model to receive full credit. This should be designed as a unit plan, consisting of 5 lesson plans. For example, all five lessons pertaining to 5th grade Math. For this assignment only, you
    **do not** have to utilize the COE 5E Lesson Plan Format. Use the format found on page 2 of this document.

    3. For covering the Process/Product Dimension, it is similar to the School-Wide Enrichment Model’s Type II and Type III activities. Pages 141-144 of the textbook.

    4. This activity should be submitted as a Microsoft Word typed document. It should be submitted to the designated discussion board link. The curriculum can be based on a subject matter of your choice.

    5. This assignment is worth 70 pts.

    | |
    | — |
    | **SE 604**<br>**PROJECT #2 Integrated Curriculum Model**<br>**Unit Plan Subject: ___**<br>**English Language Arts- 3rd grade\_\_\_____________** |

    text, referring explicitly to the text as the basis for the answers.

    | | |
    | — | — |
    | ELACC3W7: Conduct short research projects that build knowledge about a topic<br>ELACC3W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for<br>a range of discipline-specific tasks, purposes, and audiences.<br>ELACC3SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking<br>clearly at an understandable pace.<br>**Daily Schedule and List of Activities:**<br>**Monday**<br>**Tuesday**<br>**Wednesday**<br>**Thursday**<br>**Friday**<br>Day 1-America<br>-Introduce Unit<br>-Suitcases will be created to hold souvenirs made. <br>-Make a list of America Christmas Traditions. <br>-Watch “Christmas in America” PP<br>-The Night Before Christmas read aloud in class. <br>-Make Cinnamon/Applesauce Ornaments<br>Day 2-Mexico<br>-Locate Mexico on map.<br>-“Polar Express” will be boarded<br>-Research Mexican Christmas Traditions. <br>-Make a handprint poinsettia. <br>Day 3-Brazil<br>-Locate Brazil on map. <br>-Board Train for Brazil. <br>-Watch Brazil PPT. <br>-Make firework souvenir. <br>Day 4-Liberia<br>-Locate Liberia on Map. <br>-Board Train to Liberia.<br>-Watch Liberia PPT. <br>-Why are fireworks used to celebrate Christmas in Liberia and Brazil? <br>-Continue firework souvenir. <br>Day 5-Antarctica<br>-locate Antarctica on the map. <br>-Why are no holidays celebrated in Antarctica? <br>-Watch Antarctica PPT. <br>-Make souvenir<br>(candy cane koala)<br>Monday<br>Tuesday<br>Day 7-Germany<br>Where is Germany on map? <br>-Watch Christmas in Germany PPT. <br>-Make a Tangram Tree<br>-Review all continents and traditions. <br>-Class discussion of what country each student liked best and why. <br>Create a book of one written passage and one picture of each country and the tradition we learned about in class. <br>**Concept:** The students will learn about the different traditions and concepts of Christmas from 7 different countries around the world.<br> <br>At the end of the unit, students will be able to: <br>**UNDERSTAND**<br>That different countries around the world have different traditions other than that of the United States. <br>**KNOW (Facts**)<br> <br>The students will be able to state a country and a fact about how that country celebrates the holiday of Christmas. <br>**ABLE TO DO**<br>The students will be able to make a variety of souvenirs, mostly ornaments. They will use what they have learned to create these souvenirs. <br>**Introducing The Countries:**<br>There will be a PowerPoint on each country that the students will watch every day a new country is introduced. <br>After the PowerPoints are watched by the students, the students will board the “Polar Express.” We will take the train to the country. (the students will see the path from our state of Georgia to the country on a map)<br>**Discussion**<br>The students will participate in a class wide discussion about each country after they have watched the PowerPoint. Questions will be answered.<br>**Differentiated Instruction Strategies**<br>This unit will consist of PowerPoint presentations, students being read to by the teacher, handouts, hands on activities, and art projects. |
    | **DAY ONE** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about American and Christmas traditions in our country first. They will make a list of traditions that their families do at their homes. They will watch a PowerPoint Presentation on American Christmas traditions, and the class will discuss these. We will read The Night Before Christmas as a class, and then will make Christmas Ornaments. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY TWO** |
    | **A.**<br>**Advanced Content Dimension** | On Tuesday, students will learn about Mexico and their Christmas traditions. They will get in groups of 2-3 and get on the computer and research Mexican traditions. When their research is complete (20 facts) they will turn these facts in. They will create a handprint poinsettia for their project for the day. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY THREE** |
    | **A.**<br>**Advanced Content Dimension** | Students will identify Brazil on the map. They will then watch a PowerPoint on Brazil and their Christmas traditions. They will learn why fireworks are such an important part of Brazil’s Christmas traditions and then they will create a firework art project. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY FOUR** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about Liberia. They will understand the significance and discuss how fireworks relate to their culture. They will find the similarities between Brazil, Liberia, and fireworks. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY FIVE** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about Antarctica, where it is located on the map, and why there are no Christmas traditions found here. They will then make a candy cane koala. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **DAY SIX** |
    | **A.**<br>**Advanced Content Dimension** | Students will learn about Christmas in Germany and their traditions. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |

    | | |
    | — | — |
    | **DAY SEVEN** |
    | **A.**<br>**Advanced Content Dimension** | Students will review all countries and traditions learned in class. There will be a class discussion on each country and tradition learned. A book will be created of what they have learned. |
    | **B.**<br>**Process/Product Dimension** | |
    | **C.**<br>**Issues/Themes Dimension** | |
    | **Dimensions Application:**<br>The <br>_process/product dimension_ is used throughout my unit. There is direct instruction given by the teacher, and then every day there is an activity that is done to demonstrate and revolve around what the student has learned. <br> <br>Also, <br>_issues/themes dimension_ is used in this unit. This unit is similar to the Parallel Curriculum Model in that the curriculum is organized around the theme of Christmas. The students are able to develop a deep idea and understanding of each country daily. The students understand the system of knowledge by learning the countries and Christmas traditions. <br> <br>Lastly, <br>_advanced content dimension_ meets gifted student needs because students can pick their groups, pick their country to research and what topics they will choose to research, and they work with students in the class to create this part of the unit. |

  • [Solved] Psychology homework

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    In-depth study guidance and analytical solution covering Psychology homework.

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  • [Solved] Discussion Post

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  • [Solved] r methods project part 1

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    Compose your Research Proposal in Microsoft Word or a compatible word processing application. 2. The paper should be formatted and typed using Times New Roman, 12-point font, double-spaced, and one-inch margins (no exceptions). 3. The length of the paper should be at least 1, select a problem a prob…

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    Compose your Research Proposal in Microsoft Word or a compatible word processing application.   2. The paper should be formatted and typed using Times New Roman, 12-point font, double-spaced, and one-inch margins (no exceptions). 3. The length of the paper should be at least 1,
    select a problem a problem to address for the field project. When selecting a project, make sure you have a clear understanding of the research problem(s) at hand, a realization of the organizational constraints for dealing with such a problem (including time and budgetary restrictions), and an understanding of how the information provided by your research will facilitate decision making.  In your research proposal, provide an identification of the problem, justification for why this problem is important to address, what the expected benefits of addressing the problem will be to key stakeholders, what method of design you plan to use, where you will collect data (if using primary data) or where the data will be found (if using secondary data).
    topic examples  . A company alters its call center process. Assess if there is a statistically significant difference in wait times before and after the change. 2. To improve social media response, develops a statistical model to assess the extent to which client demographics predict social media engagement. 3. In an effort to promote gender equality, assess if there are gender differences in individuals selected for promotion over the past five years. 4. After implementing a change in production, assess if there is a difference is cost before and after the change. 5. Conduct market research on interest in a new product and model the factors that individuals are most interested in and the type of individual most interested in the factors. 6. Compare customer satisfaction after reaching out to customer service based on method of contact (email/live chat/phone). 7. Assess if there is a difference in distribution times or costs between different market outlets. 8. Determine if changes to a product or service changes the target audience or market

  • [Solved] Pharm Week 5 Discussion

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    Nicole is a 55-year-old woman who presents with complaint of inability to hold urine. She describes incidents where laughing or coughing results in a small to moderate release of urine. She has started wearing Peri Pads to avoid embarrassment. Past Medical History • Six vaginal deliveries, all to fu…

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    Nicole is a 55-year-old woman who presents with complaint of inability to hold urine. She describes incidents where laughing or coughing results in a small to moderate release of urine. She has started wearing Peri Pads to avoid embarrassment.
    Past Medical History
    • Six vaginal deliveries, all to full term
    • Osteoarthritis
    • Postmenopausal
    Medications
    • Boniva, 150 mg once a month
    • Calcium, 500 mg daily
    • Vitamin D3, one daily
    Family History
    • Mother, alive and well; hypertension, type 2 diabetes
    • Father, deceased; cardiovascular disease, myocardial infarction at age 77
    Social History
    • No alcohol intake
    • Previous smoker
    • Walks 2 miles/day
    Physical Examination
    • Vital signs normal
    • Palpation of uterus suggests enlargement
    Labs
    • Liver function: Normal
    Discussion Questions
    1. What factors in Nicole's history would help support a diagnosis of overactive bladder?
    2. The clinician prescribes oxybutynin 10 mg (extended-release). What does Nicole need to know about this drug?
    3. If oxybutynin is ineffective, the clinician could use mirabegron, a beta-3 agonist. What does Nicole need to know about this new drug?
    Instructions:
    APA 7th edition format
    Use at least 2 evidenced-based, peer-reviewed references no older than 5 years.
    Two paragraph, minimum 250 words.

  • [Solved] Reading Rocket Article

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    Click the link to read an article about two approaches to teaching reading: structured literacy and balanced literacy.

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    Click the link to read an article about two approaches to teaching reading: structured literacy and balanced literacy.

  • [Solved] biology

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  • [Solved] Introduction and Background and Significance of Proposed Research

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    Statement of the purpose of the synthesis discussing the problem.

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    Statement of the purpose of the synthesis discussing the problem.

  • [Solved] Part 3

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    See attached doc for details APA format and Turnitin report.

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    See attached doc for details
    APA format and Turnitin report.

  • [Solved] NUR 612 Lecture Discussion 3

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    Mrs. Deer is a 72-year-old female who presents to your office complaining of right upper quadrant pain that has been increasing in intensity over the past 2 days. She would have come sooner, but she lacked transportation and waited until her son could drive her. She states that she has not been slee…

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    Mrs. Deer is a 72-year-old female who presents to your office complaining of right upper quadrant pain that has been increasing in intensity over the past 2 days. She would have come sooner, but she lacked transportation and waited until her son could drive her. She states that she has not been sleeping very much because of the pain. She has been nauseous and vomited a couple of times two days ago but has only been drinking fluids. She states that she has not been around anyone else that had an upset stomach. She recalls prior to the onset of pain she had been at a church supper that included meats, refried beans, and many desserts which she sampled. She described the fried pies that she brought to the supper and ate the extras that afternoon.
    **Vital Signs:** BP 130/80, HR 85, RR 20, Temp 99.0°F.
    **Discuss the following:**
    1) What additional subjective data are you seeking to include past medical history, social, and relevant family history?
    2) What additional objective data will you be assessing for?
    3) What are the differential diagnoses that you are considering?
    4) What laboratory tests will help you rule out some of the differential diagnoses?
    5) What radiological examinations or additional diagnostic studies would you order?
    6) What treatment and specific information about the prescription that you will give this patient?
    7) What are the potential complications from the treatment ordered?
    8) What additional laboratory tests might you consider ordering?
    9) What additional patient teaching may be needed?
    10) Will you be looking for a consult?
    **Submission Instructions:**
    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.