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HEALTH INTEGRATION MATRIX |
| A Cross Reference of Michigan Model with Core Curriculum Frameworks |
Information Key for the Health Integration Matrix
The Matrix is a list of all the Content Standards and Benchmarks in math, science, social studies, and language arts offered by the Michigan Department of Education in their Curriculum Framework Document. These are the same standards and benchmarks on which the MEAP Assessment is based. The Matrix identifies how the Michigan Model lessons address the standards and benchmarks so teachers can prepare their students for the MEAP at the same time they are teaching health.
The Matrices that follow are listed by content area. Each content area is further divided into Content Standards. The Content Standards are subdivided into Benchmarks. For example, consider the first page of the Math correlation. Math has been organized into six content areas. The first content area is:
| 1. | Patterns Relationships, and Functions. This area has been further divided into Content Standards. There are two Content Standards on the first page: | |
| a. | Students recognize similarities and generalize patterns, use patterns to create models and make predictions, describe the nature of patterns and relationships, and construct representations of mathematical relationships (patterns). | |
| b. | Students describe the relationships among variables, predict what will happen to one variable as another variable is changed, analyze natural variation and sources of variability, and compare patterns of change. | |
Each Content Standard has several subdivisions called Benchmarks. Content Standard 1 has five benchmarks, and Content Standard 2 has six benchmarks. These benchmarks further define the expectations of the learner in that particular strand.
Following each benchmark, Michigan Model lessons that help address that benchmark are listed in one of three columns. The column in which the lesson number appears indicates the degree to which the lesson addresses the benchmark, or the depth of conceptual understanding that this activity might encourage.
The matrices offer three columns:
| 1. | Introduction—Activities in this column are teacher-driven. It is something that a teacher is presenting to the students, the giving of new information. This might only require students to listen and not actively participate. |
| 2. | Knowledge/Skill-Building—These activities use the information gained in activities from the first column. These activities are usually done together with some teacher direction, but requiring student engagement and effort. There is usually a tangible product expected. |
| 3. | Practiced/Application—These activities can still build skills, but they are more student-centered. They require the student to use acquired knowledge and/or skills to build depth of knowledge and possibly use some higher order thinking skills, such as inferences, predictions, providing reasons for their thinking, etc. |
Wherever a Michigan Model Lesson helps address a benchmark, it will be listed following the benchmark in the appropriate column. The identification system used to note the Michigan Model Lessons appears in the manner noted below. [This is a sample only.]
| Benchmarks | Introduction | Knowledge/Skill Building | Practiced/Application |
| Benchmark #10: | K:II-3, 4, 5, 6 | Kindergarten: Phase II–Lessons 3, 4, 5, 6 | |
| K:II-7 EN | Lesson 7, only the Enhancer Lesson | ||
| K:II-8a#2 | Lesson 8, Activity # 2 only | ||
| K:II-9 Ing | Lesson 9, only the Integration Idea | ||
| K:II-10 Intro | Lesson 10, only in the Lesson Introduction | ||
| K:II-10 Clo | Lesson 10, only in the Closure Activity | ||
| K:II-11 #1,3 | Lesson 11, only activities #1, #3, | ||
| K:II-12 Opt | Lesson 12, only the Optional Activity |
All of the Michigan Model activities listed will help address that particular benchmark (in this case, Benchmark #10.)
PLEASE NOTE:
Many of the benchmarks at the K-1-2 level use the terminology read and write. For example, Content Standard I, Benchmark 1 in English/Language Arts reads: Students will use reading for multiple purposes, such as enjoyment, gathering information, and learning new procedures. For our purposes, the activities that have the teacher facilitating new information to non-readers/writers either by reading to the students or modeling writing, have been placed in column #1 (Introduction) even though the students are not doing the actual reading/writing. These activities help provide the foundation for learning how to read and write, and so can be classified as introducing these concepts or skills.
If the Michigan Model activities are being used individually as support materials for another content area, the lessons/activities that we note in the Application/Practiced column should not be done without assessing students for pre-requisite knowledge /skills, and facilitating this learning first, if necessary. This will ensure that the Michigan Model activity builds on the fundamental skills, allowing students to be successful.