Transcript Interdisciplinary Units That Work

Interdisciplinary Units
That Work
Presented by
NYSUT’s
Subject Area Committee
Sylvia Smyntek-Gworek - ELA
Kathleen McIntosh - Science
NYSUT Subject Area Committee
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New York State United Teachers (NYSUT)
We are made up of a committee of teachers –just
like you – that have been appointed by fellow
teachers and the NYSUT Board to respond to the
needs of fellow teachers.
We listen to and work with teachers, professional
organizations, and SED to provide an educational
voice for our profession and discipline.
Go to NYSUT.org if you would like more information
about educational issues in New York State
Units
 Interdisciplinary
 Newspaper
Spelling
Unit
 Animals That Aren’t Cuddly
MST Standard
Performance Indicators
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1.1 Compare and contract the parts of plants, animals
and one-celled organisms.
4.1 Observe and describe the variations in reproductive
patterns of organisms, including asexual and sexual
reproduction.
Observe and describe developmental patterns in
selected plants and animals (e.g., insects, frogs,
humans, seed bearing plants).
5.1 Compare the way a variety of living specimens
carries out basic life functions and maintains dynamic
equilibrium.
Social
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standards
Standard 3 Geography
 Use a variety of intellectual skills to demonstrate
their understanding of the geography of the
interdependent world in which we live.
 Standard 5 Civics & Government
 Use a variety of intellectual skills to demonstrate
their understanding of the necessity for
establishing governments; the governmental
system of the U.S. And other nations; the U.S.
Constitution; the basic civil values of American
Constitutional democracy; and the roles, rights
and responsibilities of citizens.
ELA Standards
 ELA STANDARD
ONE: Students will read,
write, listen and speak for information and
understanding.
Some READING benchmarks:
 -Locate
and use school and public library
resources to acquire information.
 Compare and contrast information from a
variety of different sources
 -Preview informational texts, with guidance, to
access content and organization and select
texts useful for the task
Some WRITING benchmarks:
 -Take
research notes, using a note-taking
process, with assistance
 Use outlines and graphic organizer to plan
reports, with assistance
 Use paraphrase and quotation correctly
 -Cite sources, in footnote and bibliography,
using correct form, with assistance.
Interdisciplinary Spelling
Spelling lists used in ELA are
generated by other subject
area teachers.
Requirements
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Subject area teachers with vocabulary that
needs to be reinforced provide a list and fill-inthe-blank questions. Words and worksheet are
presented and completed in English class.
Graded worksheets are then sorted and passed
along to the subject area teacher who also takes
a grade.
Advantages
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Important vocabulary and concepts are
presented to students twice by two different
individuals.
 The worksheet provides another opportunity to
reinforce concepts.
 Trading graded papers between classes and
teachers reinforces the fact that correct spelling
and capitalization is necessary in classes other
than English.
 A great way to review for any test.
Modifications for Special
Education
 Special
Education students copy spelling
lists and receive worksheets along with
their classmates. At the discretion of the
special education teacher some students
receive printed spelling lists.
 Special education students frequently
begin worksheets in academic support and
spelling tests are modified according to
IEPs.
Example : Science
Name______________________________ Science period ________
Cell words
mitosis
organic
nucleus
proteins
ribosome
organelles
chloroplast
carbohydrates
cytoplasm
respiration
membrane
lipids
mitochondria osmosis
compound
resolution
mutation
lysosome
diffusion
function
__________1. Compounds that contain carbon are ___ compounds.
__________2. The control center of a cell is called the ______.
__________3. Small structures inside the cell are called ____.
__________4. The part of a cell that controls what enters and exits the
cell is the cell ___________.
Example: Social Studies - War of 1812
Massachusetts
royal colony
House of Burgesses
Nothwest Passage
joint-stock company
Virginia
cash crops
Pennsylvania
New York
Mayflower
charter
tobacco
compact
monopoly
Pilgrims
Crusades
proprietor
investors
colony
Georgia
-Fill in each sentence with a vocabulary word.
1. Crops that are sold for money are __________________
2. William Penn founded this colony. ___________________
3. ____________________ was founded by James Oglethorpe.
4. The Dutch were the original settlers in ________________
5. Settlers traveled over the Blue Ridge Mts. to expand ___.
6. Pilgrims bound for Virginia landed in this colony. ______
Example: Spanish
Name _____________________
Spanish period __________
aficionado
renegade
jalapeno
quesadilla
sombrero
incommunicado
ponchoserape
vaquero
barracuda
pueblo hacienda
conquistador desperado
vigilante
cilantro
guacamole
huarache
canasta
armada
I. Fill in each blank using a spelling word.
1. The cows were protected at night by the _________
2. The cowboy slept under his ___________________ at night.
3. Mom ordered a chicken __________________ for dinner.
4. Billy the Kid was a ___________________ in the Old West.
5. She bought a new pair of ___________________ for summer.
Example: Art
Name ______________ ART period ____________
 monochromatic criticism
papier-mâché'
intermediate analogous geometric collage
complementary aesthetics tactile
opaque
emphasis
mosaic
calligraphy illustration
caricature
contour
portrait
proportion
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1. The art of beautiful writing is called ________.'
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2. In ____________ drawing, your hand and eye
move at the same time.
Example: French
Name _________ French period __________
French words and phrases have made their way into the
English language. We use many every day and may not
even realize it! Complete these sentences with a
French word. You will not use any more than once.
1. He waved and called _________________ as he left.
2. He brought his fiancée (that’s another French word)
a beautiful ____________________ of red roses.
3. My older brother eats like a pig (he is porcine) so he
enjoys going to a restaurant with a
_____________________.
Newspaper Unit
The final product is the front page
of a newspaper. It contains a student
generated masthead, and a
minimum of 4 articles written in
core academic classes.
Requirements
 One
teacher willing to coordinate separate
components and produce the final product. (art
teacher)
 At least 4 teachers willing to participate
 Time: 2-7 days of class time for each teacher
who participates.
 Total project time: about 6 weeks
Students:
 Write
articles in all core classes which are
graded by individual teachers before being
forwarded to the art teacher.
 Work with groups in art class to choose
articles that will be used in their
newspaper. Groups create a masthead
and do the layout of their page.
 Must each contribute one article to the
group’s newspaper
Examples:
English - introduction of unit and requirements
 Social Studies - a political cartoon that is jointly
prepared in art and social studies
 Foreign Language -factual article about France. It
can be monuments, cooking, art, music, biography, or
the Tour de France.
 Science - advertisement for an element in the
Periodic Table
 Math - a computer generated graph, using data from
student surveys or internet information
Note: These articles can be about whatever topic you
are currently covering in class.
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Hydrogen
 H
Hear ye! Hear ye!
Meet the #1 element. It’s the first, it’s the best! Its
atomic number is 1!
It’s colorless
It’s odorless
It’s a gas
Used as a rocket fuel
Used to make methanol
Used to make ammonia
Used to make WATER
Buy now! Comes as a solid, a liquid or a gas. Great
prices while supplies last!
Social - cartoon
French
Write an article in your own words on one of the following
aspects of French culture using the background
information provided.
-The History of France
-Geography of France
-City Life/Rural Life of France
-The Loire Valley and the Chateau
-Paris, the City of Light
-Art or Music
-French Cuisine
-Le Tour de France
Other details:
 The
library media specialist helps with
research.
 Some teachers require bibliographies
which are not included in the newspaper.
 The English teacher is available to proof
read any article.
Inclusion of Special
Education Students:
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our district special education students
do not take art in seventh grade. They
have a full year of reading instead. They
write the same articles as other students.
They are then grouped together and,
along with their special education teacher,
attend art class for about a week to work
on their masthead and layout.
Animals
That
Aren’t
Cuddly
This is an integrated project involving
science, English, and social classes.
Students will work to gather
information about two animals. They
will compare the external and internal
structures of these animals as well as
their reproductive methods and
patterns of development.
Written Report on Two
animals
 Animals
assigned randomly
 One animal is a mammal/bird
 One animal is a
fish/amphibian/reptile/insect
 All students (except a few special
education students) get different animals
Format
 Title
Page
 Written Report on two animals
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Internal structures
Scientific names
Geographic areas and habitats
Eating habits
External appearances
Reproduction
 Bibliography
Requirements:
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English teacher
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2 spelling units - animal words and report words
(double graded with science)
Preliminary correction of section 1: Internal Structures
which is a prerequisite for students receiving their
animals
4-5 half class periods to present examples (good and
bad) and to help with organization of individual
sections of the report
Reminders of deadlines on a regular basis
Proofreading and correction as requested by
individual students
 Social
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Studies teacher
Reinforces requirements for map: continents
and oceans labeled, key, location of animals
Discusses range as determined by
geographical factors such as deserts,
mountains and extreme temperatures
Corrects map and section 3, Geographic
range and habitat
Total class time: 1 day
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teacher
• one day for intro
• 8-9 days for research
• 10 minute segments of 5-6 classes to present
examples and to help with organization of
individual sections of the report
• Proofreading and correction on an as- requested
basis
• Occasional reminders and explanations during the
2 project due date..5 weeks between the end of
the research and the
Library Media Specialist
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Has worked with students several times
previously preparing bibliographies.
 Introduces students to library print sources,
WorldBook Online and other data bases.
 Presents a template for preparing a bibliography
which is used throughout middle and high
school.
 Corrects and grades all student bibliographies.
This is done in time for students to easily correct
and recopy a perfect bibliography for their
finished report.
Note: She is then showered with gifts by grateful
English and science teachers!
itle
page
T
-include your name, names
of animals, your science and
English periods
-decorated with images that
portray both of your animals
Written report - Internal
Structures
 Students
receive a graphic organizer (see
hand out) which helps them as they
research information on two body
systems. They use the same two organ
systems for both animals so that they can
see similarities and differences.
Written report - Scientific
names and types
 A short
paragraph which gives the
scientific name of each animal using
correct form
 It also includes the type of animal. For
example: bird, insect, or mammal
Written report - Geographic
areas and habitat
 Tells
where each animal lives
 Briefly describes the habitat
Written report - Eating habits
 What
the animal eats is the easy part.
 What eats the animal is much harder but
students are encouraged to use good
research and thinking skills to find out.
 Humans are excluded from the entire
report
Written report - External
appearances
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A detailed description that includes
measurements in metric units
See graphic organizer
 Some students tend to be too brief and need
encouragement to add detail
Written report - Reproduction
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information on:
How often and in what seasons young are
produced
Appearance and average number of young at
birth/hatch
Size of young at birth/hatch
Which parent (if any) cares for the young
How long it take young to mature
Total length of written report
is 3 - 6 typewritten pages.
(or 6-12 handwritten)
Bibliography
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be in correct form
 Is graded by Library Media Specialist
 Must have a minimum of 6 sources
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2 sources must be print
2 sources must be internet
2 sources can be print or internet
Map
 Students
are given a blank world map
 Social Studies teacher reminds them
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Of continent names
How to make a key for the map
To use common sense when showing where
animals live (I.e. “all over the world” does not
usually mean deep ocean or the arctic)
Other details
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Several sections of the report are collected early
and given a preliminary grade. They are then
returned for editing before being included in the
final report.
 Students need to be reminded to be sure to
have a working printer and enough black ink if
they type the report at home.
 Extra credit is offered for turning in the report
early, including extra sources in the bibliography,
and including drawings, pictures or models.
 Every student does complete this report eventually!
Special Education
Modifications
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Academic assistance students have the same
requirements. Academic assistance teacher sets
individual deadlines for each section of the
report.
 Many special education students receive the
same two animals. This makes research and
writing manageable for the teacher to assist and
supervise.
 Students with extremely limited abilities research
one animal and do not complete the
compare/contrast component of section one.
Contact us at
[email protected]
or
[email protected]
PDF files for the Newspaper Unit, the
Animals That Aren’t Cuddly Unit, and
Interdisciplinary spelling worksheets can
be found at:
www.wilson.wnyric.org
click on “Middle School”,
“Departments”,
“Kathleen McIntosh”,
“SAC workshop”