RUNNING HEAD: Interdisciplinary Curriculum

Interdisciplinary Curriculum

Brittany Ort

EDU 360 OL

3/10/19
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Over the past several years, many changes have been made to middle school curriculums.

These modifications are made to further the growth and education of students while supporting

and accommodating the developmental needs of adolescents. The primary goal of education and

schooling is to create an initial spark that will inspire students to continue to make new

discoveries, seek further knowledge, and expand their ability to think and learn. Adolescents are

inquisitive individuals who are seeking independence and self-discovery in a greater way (Duerr,

2008, p. 177). Middle school educators are responsible for accommodating the developmental

needs of their students through the curriculum they use. One curriculum and instructional

concept that is being incorporated into middle schools in a greater way is an interdisciplinary

curriculum. Through the different types of interdisciplinary curriculums, educators are able to

meet the developmental needs of adolescent students and allow students to make learning

connections through exploration of integrated subject areas allowing real-world applications and

skills to be developed.

The concept of an interdisciplinary curriculum first began in the twentieth century and

has increased in popularity over the past several years. Interdisciplinary learning requires

teachers and students to make connections across subject areas through exploration and relevant

applications. This type of learning provides students with the opportunity to deepen their initial

understanding of concepts (Styron, 2013, p. 47). Rather than focusing on one subject area,

teachers incorporate multiple subject areas into a lesson to create a fuller explanation and

knowledge of content. One application of an interdisciplinary curriculum is the real-life scenario

thematic model. In this model, teachers incorporate the four content areas: language arts,

mathematics, science, and social studies. These content areas are addressed in real-life ways

typically through the creation of two semester theme projects. Interdisciplinary lessons are
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usually based on a theme and emphasize interdisciplinary skills such as literacy, numeracy,

research skills, and critical thinking (Drake & Burns, 2004).

Teachers are responsible with the challenging task of planning enriching lessons that

capture the interest of their students. These lessons require teachers to know the educational and

developmental needs and learning styles of their students. Many of the lessons teachers create

focus on the standards that are supposed to be met while preparing students for important

standardized tests. For a successful interdisciplinary lesson, teachers typically have to set aside

additional planning time which can be difficult for teachers to accommodate in their already busy

schedule. Most teachers are also not trained in the interdisciplinary pedagogical method. Schools

who utilize this method would need to provide further training for their teachers for this method

to be effective. Team teaching is a strategy that is often used in schools where an

interdisciplinary curriculum is used. This technique allows teachers from multiple disciplines to

work together to design a curriculum, instruct students, and assess teams of students on the

knowledge gained (Jones, 2010, p. 76).

Early adolescent learners are in a critical stage of development undergoing immense

growth and change. During this time of development, middle school educators have a great

responsibility for creating lessons that are designed specifically to support the intellectual, social,

emotional, and physical development their students. Middle schoolers need lessons that include

sensory motor experiences or inquiry-based learning. Early adolescents seek autonomy,

interaction, and activities that allow them to explore and problem solve (Salyers & McKee,

2009). Interdisciplinary curriculums allow middle school students to explore a topic in multiple

subject areas while developing lifelong skills. This type of curriculum enhances and supports the

development of early adolescents by giving them an opportunity to explore topics in a practical

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and meaningful way. At Finch Street School in Ontario, Canada, teachers grouped students in

five multiage groups and collaborated on a two-week curriculum unit on the Olympic Games.

The teachers observed numerous benefits such as students working collaboratively, students

demonstrating depth of understanding on topics related to the unit, and students having a greater

on-task behavior (Drake & Burns, 2004).

Interdisciplinary curriculums reflect what students will encounter in daily life and work.

Students often forget skills and concepts that are lacking connection to real-life situations and

because of this view skills and concepts learned in the classroom as irrelevant. Middle school

students desire to associate their learning with real-world situations and interests (Styron, 2013,

p. 47). Interdisciplinary education allows students to gain skills such as critical thinking,

creativity, collaboration, and effective communication which are seen by colleges and businesses

as essential skills. Students who have the skills that interdisciplinary courses provide are sought

out by colleges and business (Jones, 2010, p. 78). Lifelong learning skills such as independence,

confidence, and self-discovery are acquired in the interdisciplinary pedagogical method. Daily

life is not stratified into different parts based on the subject matter used. The world is

experienced in a way that incorporates multiple subject areas and skills utilizing multifaceted

knowledge. The interdisciplinary method is not only a useful method for the classroom, but for

the real-world since human beings live in an interdisciplinary world (Cruickshank, 2008).

Educators must accommodate the individual needs of their students while seeking to

relay to their students the relevance and importance of concepts taught. The real-life scenario

thematic model is a model of interdisciplinary instruction that allows students to relate the

concepts of multiple subject areas to ordinary scenarios and experiences. Through an

interdisciplinary curriculum the developmental needs of early adolescents can be acknowledged

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and supported. This type of curriculum provides students with numerous essential life skills that

are sought out by many colleges and businesses.

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References

Cruickshank, D. (2008, October 7). Kaleidoscopic Learning: An Overview of Integrated Studies.

Retrieved from https://www.edutopia.org/integrated-studies-interdisciplinary-learning-
overview

Drake, S.M. & Burns, R.C. (2004). Meeting Standards Through Integrated Curriculum.
Retrieved from http://www.ascd.org/publications/books/103011/chapters/What-Is-
Integrated-Curriculum%C2%A2.aspx

Duerr, L.L. (2008). Interdisciplinary Instruction. Educational Horizons, 86(3), 173-180.

Jones, C. (2010, April 1). Interdisciplinary Approach- Advantages, Disadvantages, and the
Future Benefits of Interdisciplinary Studies. ESSAI, 7(26), 76-81.

Salyers, F. & McKee C. (2009). The Young Adolescent Learner. Retrieved from https://
www.researchgate.net/publication/265410517_The_Young_Adolescent_Learner

Styron, R.A. (2013). Interdisciplinary Education: A Reflection of the Real World. Systemics,
Cybernetics, and Informatics, 11(9), 47-52.
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Dear Parents/Guardians,

Welcome to the 2019-2020 school year! I am looking forward to beginning this school

year with each of you. This year the team of teachers has decided to initiate two new semester

themes. Each semester, a new assigned theme will be incorporated into your child’s classes.

These themes will allow your child to explore new concepts and develop many new skills.

Throughout the school year, announcements will be made giving more details about the themes.

The theme of the fall semester will be “Adventures with a Cup of Tea!” Students will be

reading the book, Three Cups of Tea, by Greg Mortenson while learning more about the culture

of Pakistan with a focus on mountainous regions and schools in other countries. Over the course

of the semester, students will calculate the measurements of their own school designs, learn more

about eastern countries, study mountain climbing, and make their own cups of tea. The theme of

the spring semester will be “Royal Mice!” Students will be reading the book, The Tale of

Despereaux, by Kate DiCamillo. Over the course of the semester, students will be making their

own soup creations, calculate ratios and measurements of ingredients, analyzing science

experiments of mice in mazes while constructing their own mazes, and learning more about

royalty during the Middle Ages.

Throughout this school year, students will be developing many new life skills while

growing in the academic areas of language arts, mathematics, science, and social studies. The

sixth-grade teachers and I are here to help you and your children in any way we can. We look

forward to the discoveries and growth of the students this school year! Please feel free to contact

us with any questions or concerns.

Sincerely,

Ms. Brittany Ort

Interdisciplinary Curriculum 7

Fall Semester Theme: “Adventures with a Cup of Tea”

Content Area Standards Concepts/ Formative Summative
Skills Assessment Assessment

Language CCSS.ELA- - Find textual Each day, students At the end of the
Arts LITERACY.RL.6.3 evidence to show will discuss with semester, students
Describe how a particular conflict and other classmates one will submit all of
story or drama's plot resolution event from the text their textual
unfolds in a series of - Use of cooperative that relates to a citations which
episodes as well as how learning conflict or resolution connect to the
the characters respond or - Understand the in the novel. challenges and
change as the plot moves concept of plot, resolutions in the
toward a resolution. conflict, and novel.
resolution

Mathematics CCSS.MATH.CONTEN - Find the area of Daily, students will The final part of this
T.6.G.A.1 triangles, complete a project will require
Find the area of right quadrilaterals, and worksheet which students to upload
triangles, other triangles, polygons requires them to find their design ideas
special quadrilaterals, and - Understand how the area of different into an architectural
polygons by composing the area of different shapes. Students computer program.
into rectangles or shapes put together will also be able to Students will also
decomposing into can be used to find discuss their design submit a list of
triangles and other the total area of a ideas with the necessary
shapes; apply these shape classroom teacher. components for a
techniques in the context - Identify the school building.
of solving real-world and essential elements of
mathematical problems. a school building
- Understand how to
use an architectural
computer program

Science CCSS.ELA- - Use research and Students will turn in Students will submit
LITERACY.RST.6-8.1 textual evidence to a daily summary of a final comparison
Cite specific textual write a final paper new information chart of the positive
evidence to support on a topic they found relating and negative effects
analysis of science and - Compare and to the topic of of tea. They will
technical texts. contrast information mountain climbing also submit a final
- Organize a positive or the positive and paper on the training
and negative effects negative effects of needed for mountain
chart tea. climbing.

Social Studies G.PR.5 - Learn about Students will turn in At the end of the
Regions can be different types of a daily drawing of unit, students will
determined, classified and maps different types of organize their maps
compared using data - Research a maps for the country into a portfolio
related to various criteria different culture of Pakistan. which explains
including landform, - Create a portfolio different types of
climate, population, and - Analyze research maps with their own
cultural and economic and finding examples they
characteristics. - Create different created during the
types of maps unit.
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Spring Semester Theme: “Royal Mice”

Content Area Standards Concepts/Skills Formative Summative
Assessment Assessment

Language Arts CCSS.ELA- - Use textual Students will submit At the end of the
LITERACY.RL.6.5 evidence to make an daily reflections on semester, students
Analyze how a analysis a quote which will present their
particular sentence, - Compare and focuses on light and final poster designs
chapter, scene, or contrast light and darkness. contrasting light and
stanza fits into the dark darkness. They will
overall structure of a - Analyze quotes also turn in their
text and contributes - Present a poster analysis on light and
to the development design of an analysis darkness in the
of the theme, novel using textual
setting, or plot. evidence.

Mathematics CCSS.MATH.CON - Calculate ratios Students will Students will submit

TENT.6.RP.A.3.D - Make unit complete a unit their final soup
Use ratio reasoning conversions conversion and ratio recipes with the cost
to convert - Create a recipe practice problem of each ingredient.
measurement units; - Follow instructions each day at the Students will also
manipulate and and ingredients to beginning of class. have an option to
transform units make a final product make their soup
appropriately when creations.
multiplying or
dividing quantities.

Science CCSS.ELA- - Make a chart or Students will turn in Students will

LITERACY.RST.6- graph a daily reflection on present their charts
8.7 - Construct a maze what new sources and graphs of mice
Integrate - Use research they have found or maze experiments
quantitative or finding to plan and the progress they based on research to
technical create a design have made on their the class. They will
information - Write reflections maze construction. also present they
expressed in words on progress made own maze creations.
in a text with a
version of that
information
expressed visually
(e.g., in a flowchart,
diagram, model,
graph, or table).

Social Studies GOV.CP.9 Different - Research a topic Daily, students will Students will submit
perspectives on a - Create an artistic collaboratively their final artistic
topic can be representation of discuss with other representations of a
obtained from a research findings students how to manor and submit a
variety of historic - Write a research create their artistic final copy of their
and contemporary paper representations of a research paper.
sources and used to - Find valid sources manor during the Along with their
effectively for a research Middle Ages. They research paper and
communicate and project will also work project, students will
defend a claim - Work with others together to find submit a reflection
based on evidence. in a group information on their on how they
Interdisciplinary Curriculum 9

Sources should be chosen knight or contributed to the

examined for royalty during the work of their group
accuracy and Middle Ages. during this project.
credibility. While working
collaboratively,
students will add to
their final
reflections on how
they contributed to
the work of their
group.