Implementing the Common Core State Standards is a difficult task. But taking the curriculum and seeing where the overlaps exist so that teachers can integrate across the curriculum can significantly increase student achievement and understanding and decrease teacher frustration. It also allows for the depth that the CCSS demands and helps make connections between the content areas for the students.

I met with the biology teacher that I will be sharing students with and during our collaboration time today we came up with some ideas for our first ten weeks of school to help integrate Biology and Algebra 1. I will be adding these lessons to my website Algebra1Teachers. Here is what we have come up with so far.

- The integration of the
in biology to the*scientific method*in algebra will give common meaning and definitions. This will be a great place to begin our integration as these skills will be necessary all year in both courses. I found this lesson to help the kids, and the teachers use a common language.*independent and dependent variables*

- We are creating a geocaching activity that will integrate solving equations to get the coordinates that will lead them to the biology answers to the ecology questions.
will be a great activity for the students, and I am already looking forward to this lesson.*Geocaching*

is also a skill that our students do in both classes, but they often do not see how these two skills are the same. Biology classes will begin with a classification lesson, and algebra will follow with the classification of polynomials and equations.*Classification*

- We are also very aware of the
needs in both areas. The Biology teacher was quick to think of an experiment that will work great in Michigan. Let's take a look at the trees, and have the students take pictures each day of different trees while the leaves change. If they start to change colors at different times and we graph the*graphing*will we get parallel lines? I love this idea! We are also talking about integrating other leaf projects along with this project.*rate of color change*

Probability and genetics seems a natural fit. Exponential Functions as models for population growth/decay (could also use trig functions to model predator-prey population cycles but that's usually a bit above Algebra 1).