Running Header: INTERDICSIPLINARY PROJECT

Columbus Middle School

Franciscan University of Steubenville
EDU 360
Sarah Rooney, Audrey Allman, Emma Yokules, Jude Ledyard, Victoria Alteri
November 9, 2017
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Literature Review

There are many kinds of curriculum orientations which can be beneficial to students in

middle school. There is one however, which stands apart from the rest: the interdisciplinary

approach. Within this method students benefit from the reintroduction of material across content

areas. A team of teachers plan instructional units for their students wherein there is a consistent

theme; this theme then guides all student learning. Benefits from this learning model include an

emphasis of significant learning, constant reintroduction of material, real world application and

skills, and particular attention on teamwork and collaboration. When considering different

learning environments, particularly for middle school students, all of these are important factors

to bring into consideration.

Dr. L. Dee Finx created a taxonomy of elements that engage students in Significant

Learning (Killian & Brandon, 2009). “Significant Learning takes place when meaningful and

lasting classroom experiences occur,” (Why Teach with an Interdisciplinary Approach?, 2017).

When students can relate to curriculum they will become more engaged in the content being

taught. The foundations of interdisciplinary teaching consist of several elements that develop

opportunities for students to relate to content, thus creating opportunities for significant learning.

Six of these elements include foundational knowledge, application, integration, human

dimension, caring, and learning how-to-learn, (Why Teach with an Interdisciplinary Approach?,

2017). Interdisciplinary teaching builds students’ foundational knowledge and cognition of

learning. Students are given the opportunity to apply this knowledge and skill across many

dimensions. Students also learn about relevant issues and learn to take a personal stance. Lastly,

students discover the application of values, interests, and emotions in their lives. With these
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foundational elements, interdisciplinary learning is at a parallel with the core values of

Significant Learning.

Teachers have begun to notice student success within interdisciplinary teaching both

because the classes reinforce previously learned material but also because this teaching style

reflects a real life model. Just as students carry learned material from one classroom to the next,

adults also use one learning experience they have gained from one aspect of their life and apply

it to a completely separate area. Because students recognize the world as complex, they will

accept the idea that their courses are also interwoven within each other (Why Teach with an

Interdisciplinary Approach?, 2017). To display the idea that each class is its own matter which

does not cross into the next class is a false representation of reality. Students appreciate and are

more engaged in the material when they see that their school prepares them for life outside of the

classroom. When students notice that their curricula depicts aspects of real life, they have a more

complete and authentic learning experience (Why Teach with an Interdisciplinary Approach?,

2017).

Interdisciplinary teaching gives students the tools to recognize and dissolve personal

biases, develop tolerance for uncertainty, and establish goals through critically thinking and

social awareness (Core SEL, 2017). Interdisciplinary teaching increases the development of

cognitive brain function by introducing the students to diverse approaches to problem solving.

Students are taught in a way that promotes both declarative and procedural knowledge which

involves the use of both factual and procedural evidence (Why Teach with an Interdisciplinary

Approach?, 2017). Through interdisciplinary teaching students learn to push past their biases by

gaining an appreciation of the variety of disciplines and the development of an ethical lens where

students further their problem solving skills through the use of morals and justice not just
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scientific explanations (Why Teach with an Interdisciplinary Approach?, 2017). All students are

able to be participants through the variety of methodologies relatability to the student’s ability to

learn, grade level, and basic understanding. Some methodologies that can be relatable for

students are discussions, direct instruction, projects, and student led learning all while

incorporating multiple subject areas (Why Teach with an Interdisciplinary Approach?, 2017).

Through interdisciplinary teaching students learn to develop their own ideas, respect and tolerate

others and their beliefs, exploration, and bring their learning to greater depths of understanding.

Using the interdisciplinary approach can promote critical thinking skills in students. First,

by using this approach students are learning the same theme, but in different perspectives. For

instance, if the theme is Christmas students would learn about the history of Christmas in a

Social Studies class. Then, they would learn about the cost of Christmas in Math class. By

acquiring the knowledge from multiple perspectives, students are able to understand the

differences between each content area (Why Teach with an Interdisciplinary Approach?, 2017).

Second, student’s factual knowledge and procedure all knowledge (process-based information) is

enhanced through the interdisciplinary approach. The deeper students are able to go in these

areas of knowledge, the more the class can engage in more complex discussions. Finally,

students can examine the different conflicts that arise in each discipline. Students can examine

the variety of approaches of resolution in each discipline. Therefore, teaching with an

interdisciplinary approach will allow students to further their critical thinking skills (Why Teach

with an Interdisciplinary Approach?, 2017).

Students and teachers, especially in the middle school classroom, benefit from an open

and collaborative team environment. This need for teamwork can be explained by the first goal

listed by the 1977 National Middle School Association (NMSA) Committee. The first goal
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states, “every student should be well known by as a person by at least one adult in the school

who accepts responsibility for his/her guidance” (George and Alexander, 2003). This “need to

be known” relates to every students’ need to be seen and valued as an individual and begin

taking on their educational goals as an independent mind and unique learner. Social and

Emotional Learning (SEL) Competencies reflect this need. The SEL Competencies are broken

down into five areas: self-awareness, self-management, social awareness, relationship skills, and

responsible decision-making (Core SEL, 2017). There is a distinct alignment between a middle

school student’s need to be individual and the dictator of their own learning and the SEL

Competencies. When teachers and students can act as partners in learning, acknowledging all

areas of development, success is marked with individual accomplishment and acquirement of

skills which propels the student into a successful future. In this way, there needs to be particular

attention to the way in which lessons and curriculum are built to foster this teamwork

atmosphere across content areas.

An interdisciplinary approach is shown to be beneficial on many levels. Not only does it

directly enhance student learning by reinforcing a topic across content areas, but it also allows

for significant and meaningful learning to take place. Students are encouraged to learn well

within a system which mirrors the real world wherein all subjects are interconnected and

individuals work together for a common goal. By developing learning strategies which reflect

the real world students and teachers become partners in learning and instruction is led by student

interest and curiosity. The planning and execution of an interdisciplinary approach demands that

all teachers be prepared to guide student learning, not dictate it, and in doing such students thrive

in an environment which was particularly designed for them. In the end, this model encourages

collaboration, curiosity independence, deep thinking, and a love for life-long learning.
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References:
Core SEL Competencies. (n.d.). Retrieved October 30, 2017, from
http://www.casel.org
George, P.S., & Alexander, W.M. (2003). The Exemplary middle school. Belmont, CA:
………..Wadsworth Publishing.
Killian, L. J., & Brandon, C. D. (2009). Using the Significant Learning Taxonomy and Active
Learning to Improve Accounting Education. Journal Of Faculty Development, 23(3), 30-
36.
Why Teach with an Interdisciplinary Approach? (2017, October 09). Retrieved October 31,
2017, from https://serc.carleton.edu/sp/library/interdisciplinary/why.html
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Fall theme: Election
Subject Standards
Area
Language RL.6.4 Determine the meaning of
Arts words and phrases as they are
Victoria used in a text, including figurative
Alteri and connotative meanings;
analyze the impact of specific
word choices, including sensory
language, on meaning and tone.
RL.6.6 Explain how an author
uses the point of view to develop
the perspective of the narrator or
speaker in a text.
Mathematics Develop understanding of
Emma statistical variability:
Yokules 1. Recognize a statistical question
as one that anticipates variability
in the data related to the question
and accounts for it in the answers.
For example, “How old am I?” is
not a statistical question, but “How
Activities
Students will learn about political
speeches and persuasive
language. Students will listen and
review speeches given by different
political figures.
Students will learn the importance of
persuasion. Student will be placed in
the same assigned group from their Art
and Music class and will write
persuasive speeches for the candidate
they choose for the class.
They will give these speeches in class
to their peers and a vote will be cased
for the final two candidates.
The final two candidates will present
their speeches to the middle school
students, Columbus faculty, and
parents. The final vote will be made by
the students and faculty after the
speeches.
Students will examine the voting
patterns from past elections and the
current elections. They will look for any
patterns that occurred which could
influence the upcoming election.
Students will use a variety of online
resources in order to compile their data.
They will examine the issues the people
1
Assessment
Students will be given a rubric for
the speeches they write, the
speeches will be graded on
grammar as well as their use of
persuasion.
Students will also be given a rubric
for how they will be graded on the
presentation of their speeches.
Students will be given grades
periodically throughout the project
based on time-on-task during class
time, collaboration with classmates,
and creative thinking.
The final two candidates will give
their speeches on November 15th
“Election Day”
Parents and Family are Welcome to
attend.
After completing the research,
students will complete a
presentation describing their choice
for the election. Their decisions
must be backed by the voting
history they were to examine during
the course of this project. Students
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old are the students in my
school?” is a statistical question
because one anticipates variability
in students’ ages.
2. Understand that a set of data
collected to answer a statistical
question has a distribution which
can be described by its center,
spread, and overall shape.
3. Recognize that a measure of
center for a numerical data set
summarizes all of its values with a
single number, while a measure of
variation describes how its values
vary with a single number.
Social Roles and Systems of
Studies Government: Content Statement
Sarah #10: Governments can be
Rooney categorized as monarchies,
theocracies,
dictatorships or democracies, but
categories may overlap and labels
may not accurately represent how
governments function. The extent
of citizens’ liberties and
responsibilities varies according to
limits on
governmental authority.
Science Matter and Motion:
Jude This topic focuses on the study of
Ledyard foundational concepts of the
particulate nature of matter, linear
2
voted for and examine the current will create a visual presentation and
candidates to determine based off their share it with their peers.
research how they will fair in the
election. Students will make a prediction
of this year’s election results based on
their research on the previous statistics.
Students will learn about different types Students will be informally assessed
of government and study civilizations through observation during the
which integrated each type of spontaneous lectures. Students will
government through direct instruction. be given a formal assessment of
Students will then be divided into small understanding in the form of a quiz
groups to present a spontaneous after each spontaneous lecture
lecture on a specific type of group has presented.
government. Students will be required
to deliver a 90 second presentation and
then carry out a role play or activity that
demonstrates the government. For
example, in a dictatorship students
could play a citizen version of Simon
says.
The students will learn about motion The informal formative assessment
and its different characteristics including includes the observation of
kinetic and potential energy and their students’ feedback during the class
everyday occurrences followed by a discussion by listening for examples
class discussion. of everyday occurrences.
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motion, and kinetic and potential
energy
Content Statement: An object’s
motion can be described by its
speed and the direction in which it
is moving.
Art and 4PE: Connect selected ideas,
Music concepts and processes used in
Audrey visual art with those used in other
Allman academic disciplines.
4PR: Transform perceptions and
processes into two- and three-
dimensional artworks.
Spring theme: National Parks
Subject Standards
Area
The students will also learn how to
create/interpret graphs that are used to
analyze motion.
The teacher will then teach the students
about some historical moments when
different presidents had to use this
same information to make big decisions
like flying a man to the moon as well as
launching rockets to different areas.
The teacher will present graded
homework which includes different
graphs for which the students must note
the speed, direction, time, and distance
for each graph.
During this Fall Theme of Elections
students will be asked to take on the
roles within a political campaign
committee. They will assign roles and
begin to design a campaign for one of
the students in their small group. They
will be asked to make a poster, slogan,
and a commercial demonstrating the
views and goals of their candidate. The
classmate candidate will run on a
platform based around issues of
concern in the school and their
classroom.
Activities
3
The formal summative assessment
will include the graded homework as
well as a quiz after the lesson and a
test after the chapter is completed.
Students will be evaluated based on
the success, organization,
cleverness, and overall
cohesiveness of their political
campaign. They will be given
rubrics for each assignment to
determine their grades, but there
will also be a viewing party where
the success of their campaigns will
be ranked based on viewer’s
votes. The viewing party will be on
November, 15th and all families are
welcome to attend, support our
students and vote for their favorites
in all categories.
Assessment
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Language CCSS.ELA-LITERACY.W.6.3
Arts Write narratives to develop real
Audrey or imagined experiences or
Allman events using effective technique,
relevant descriptive details, and
well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by
establishing a context and
introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally
and logically.
CCSS.ELA-LITERACY.RST.6-
8.7 Integrate quantitative or
technical information expressed
in words in a text with a version
of that information expressed
visually (e.g., in a flowchart,
diagram, model, graph, or table).
Mathematics Theme: Ratio and Proportional
Jude Relationships
Ledyard Strand: Understand ratio
concepts and use ratio
reasoning to solve problems.
Topics:
1. Understand the concept
of a ratio and use ratio
language to describe a
ratio relationship between
two quantities.
Students will be writing short stories about
different National Parks this semester in 6th
Grade. We will journey through many of
the parks in our research and then, after
selecting their favorite, they will begin
writing two short stories. The topics they
can use are endless, from a day and night
in the park as a wilderness explorer to a
view of the park from the persona of an
animal that lives there, students will be able
to use their factual knowledge to inform
their creativity. Our students will then
select their favorite of the two stories and
submit it to be published in the Annual
Sixth Grade Anthology along with any
other works or artwork which was inspired
by this Spring Theme.
Before the lesson begins, the teacher will
gather an understanding of the students’
previous knowledge as well as use
motivating points to introduce the theme of
National Parks through holding a
discussion that inquires questions such as
the following:
 How many of you have been to a
national park?
 What did you see when you were
there? (Ex. animals, geographic
formations, weather?)
4
Because student work will be
published in a printed work it is
especially important that their stories
are grammatically correct and well
edited. These two features will be a
significant portion of their
grade. They will also be
encouraged to write creative papers
and improve their personal style and
voice through this assignment. In
the end, the desired effect is well-
written, polished, and creative
stories of which each student can be
proud.
The formative assessment includes
the teacher observation from class
participation and understanding of
ratios reasoning as well as
informally assessing the worksheets.
The formal summative assessments
will be in the form of a quiz at the
end of this lesson as well as a test at
the end of the chapter.
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2. Use ratio and rate
reasoning to solve real-
world and mathematical
problems
 What interested you the most when
you visited?
The teacher will give a deep explanation of
the concept of ratios and rates, using
examples that relate to previous knowledge
(fractions and decimals). Included in this
explanation would be a small presentation
of the importance of proper ratios in nature
by watching this video:
https://www.youtube.com/watch?v=ysa5OB
hXz-Q
Lastly, the students will individually work on
worksheets covering ratios and rate
reasoning to be reviewed at the end of the
class.

Social Theme:
Studies Regions and People of the
Victoria Eastern Hemisphere
Alteri Strand:
Geography
Topic:
Spatial Thinking and Skills
Spatial thinking examines the
relationships among people,
places and environments by
mapping and graphing
geographic data. Geographic
data are compiled, organized,
stored and made visible using
traditional and geospatial
technologies. Students need to
be able to access, read, interpret
and create maps and other
geographic representations as
tools of analysis.
Students will learn about the importance of
geography and creating maps.
Students will learn about the history of
national parks especially the parks located
in and around the Ohio area.
Students will work to create and design a
map for their own national park. Students
will design their maps including geographic
representations: analysis tools; keys;
symbols; etc. They will learn about in
class. Students will write a brief summary
about their nation park and the map they
created for it and prepare a presentation for
the class.
Students will be assessed on the
material based on their maps,
summary, 8 and presentation.
The maps will be hung up
throughout the classroom and be
available for parent viewing during
parent teacher conferences
Students will be quizzed periodically
and tested on the material at the end
of the unit.
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Content Statement:
3. Globes and other geographic
tools can be used to gather,
process and report information
about people, places and
environments. Cartographers
decide which information to
include and how it is displayed.

Science This topic focuses on the study
Emma of rocks, minerals and soil, which
Yokules make up the lithosphere.
Classifying and identifying
different types of rocks, minerals
and soil can decode the past
environment in which they
formed.
Students will examine the rocks, minerals,
and soil found at different National Parks.
The class will be put in small groups and
every group will be given a national park.
Each group will research the variety of
rocks, soil, and minerals which can be
found at their respective National Park.
They will study the history and formation of
the rock, mineral, or soil at their National
Park. Students will also be able to contact a
representative from their park to learn more
information about the rocks, minerals, and
soil. Finally, students will complete a
culminating project displaying their findings.
They will create presentations to show
others their findings.
Students will have the option to
create a PowerPoint, Prezi, or
Poster, an animation tool, to display
their findings. They will work within
their groups to create one project for
the whole group. After creating their
project, students will present their
work to other peers and then a
second time at the school open
house?

Art and 1PR: Demonstrate technical skill
Music and craftsmanship in the use of
Sarah materials, tools and technology
Rooney to solve an artistic problem.
2PR: Experiment with a variety
of techniques and working
methods when creating an
original work of art.
Students will learn about the importance of Each student's’ permanent product
recycling to protect our national parks. will be assess using a rubric of
Using recycled material students will create required criterion for the project.
works of art that remind park visitors to pick
up their trash and recycle. These pieces will
be displayed throughout the community and
then donated to the national park which
students visit.
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6PR: Integrate elements of art

and design to solve
interdisciplinary problem.
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Dear Parents and Families,

All of the teachers at Columbus Middle School are pleased to welcome you and your
child to sixth grade. We have prepared many exciting learning opportunities for your child
during their year in the sixth grade. At Columbus Middle School we frame our instruction based
upon an interdisciplinary approach. The interdisciplinary approach involves the cross-curricular
study of a topic. Through this approach, students are able to gain new perspectives from various
viewpoints. Additionally, students develop critical thinking skills, recognize bias, and become
more open to other ideas. We use this approach because we want our students to be well rounded
individuals. The teachers of each grade level collaborated in teams to decide on a topic for the
fall and the spring.
In sixth grade we will be exploring the election during the fall semester and national
parks during the spring semester. Our teaching staff has worked hard to create valuable learning
opportunities for our students. The content we develop will work in conjunction with the other
subject areas, in order to provide our students with multiple perspectives on these topics. In the
fall, students will learn about the different types of government, write campaign speeches, create
a campaign ad, and predict the voting results. In the spring semester, students will examine short
stories about national parks, learn about the importance of recycling, and examine rocks and
minerals from national parks. These are only a few of the variety of activities the students will be
completing during the school year.
By the end of the school year, students will gain a deeper understanding of the specified
topics. In the past, we had great success with this program. Students were always eager to come
to school and learn. We are excited to welcome your children into our classrooms this year. Let
the voyage begin!

Take care,
Columbus Middle School Sixth Grade Teachers
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Fall / Winter Dates Winter / Spring Dates

2017 2018
Theme: Theme:
Election National Parks

New Student Orientation Second Quarter Report

Aug.18th Jan. 12th
(6- 8pm) Card

Parent and Student Welcome Martin Luther King Jr. Day

(Ice cream Social) (5-7pm) Aug. 22nd (No School) Jan. 15th

First Day of School Spring Break March 29th

Aug. 24th (No School)
April 1st

Labor Day Return from Spring Break

(No School) Sept. 4th April 2nd

Parent Teacher Conferences Third Quarter Report

April 6th
(5-8pm) Oct. 4th

Columbus Day Celebration Parent Teacher

(1:30pm) Oct. 6th Conferences (5-8pm) April 13th

Columbus Day Information Night on

Oct. 9th May 23rd
(No School) National Park Field Trip

First Quarter Report Cards Field Trip to National Park

Oct. 27th (6pm) June 1st

Halloween Last day of School

Oct. 31st (Locker Clean Out)
June 14th

Election Day 4th Quarter Report Cards

Nov. 7th ( Mailed home) June 23rd

Student Elections State Exams/Final Exams

(Parents Welcome) (1:30pm) Nov. 15th TBH

Thanksgiving Break Nov. 22nd--

(No School)
Nov. 24th

Winter Break Dec. 21st--

(No School)
Jan. 2nd
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Science
Students will learn how to describe an object’s motion by its speed and the
direction in which it is moving.
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