EDU 360
November 6, 2016
INTERDISCIPLINARY PROJECT 2
School administrators and teachers should always strive to increase student motivation
and aim for the greatest student learning. Subsequently, it is crucial that education evolve to meet
the current needs of the workplace and the global world to prepare students for their futures after
school. Incorporating students’ interests with state and national standards may pose a barrier to
learning, especially at the end of a long school year. The multidisciplinary approach may provide
answers for these concerns. Pavlou and Athanasiou (2014) cite a growing body of research that
indicates the presentation of information in multiple modalities is more effectively perceived and
understood than information presented in just one way. An interdisciplinary approach is one in
which multiple subjects, disciplines, and areas of knowledge are integrated as part of a more
holistic approach to education. It is worthwhile to note that subjects should not be interrelated
without proper cause (Pavlou & Athanasiou, 2014). Research by Avramides, Hunter, Oliver, &
Luckin (2014) further details the cross-curricular approach. Teachers should strive to integrate
inquiry and collaboration into their classrooms to increase student participation (Avramides,
Hunter, Oliver, & Luckin, 2014). From a logistical standpoint, collaboration between many
teachers is necessary to develop and supervise student projects and lessons that integrate
decided to adopt the “Cross-Curricular Program” model as implemented by Homer Junior High
course credit, high-interest content, active engagement, meaningful learning, high motivation,
and a “great deal more student time-on-task” across multiple subject areas (George and
Alexander, 2003, p. 103). Most importantly, this cross-curricular style allows teachers to “extend
the traditional curriculum into life-related application mini-courses” (George and Alexander,
INTERDISCIPLINARY PROJECT 3
2003, p. 103). Therefore, at the end of the school year, Boury Middle School students will have
the opportunity to participate in a short but intensive mini-course system of study. The students
will choose a mini-course in which to enroll; each course embodies a central thematic topic
whose content was carefully constructed and designed by the teachers based on three
standards, and student needs and interests (George and Alexander, 2003, p. 99). Therefore, the
selected content includes a wide range of disciplinary learning styles and activities including
lectures, quizzes and tests, guest speakers, small-group and whole-class discussions, interviews,
field trips, formal writing, creative writing, inquiry-based learning, portfolio construction, media
Overall, Boury Middle School believes that an incorporation of student choice in relation
to this varied, active, and engaging curriculum will yield higher student involvement and
ownership of learning as students “learn more, remember more, and apply more of what they
learn to their own lives” (George and Alexander, 2003, p. 101). We believe that this fully
integrated, thematic curriculum will uphold the Ohio State Common Core Standards and
which students and teachers collaboratively investigate, explore, and discover rich content, the
culture of Cincinnati and the United States, multiple modalities of learning, and meaningful real-
world applications.
INTERDISCIPLINARY PROJECT 4
References
Avramides, K., Hunter, J., Oliver, M., & Luckin, R. (2014). A method for teacher inquiry in
George, P.S., & Alexander, W.M. (2003). The exemplary middle school (3rd ed.). Belmont,
Pavlou, V., & Athansiou, G. (2014). An interdisciplinary approach for understanding artworks:
The role of music in visual arts education. International Journal of Education & the Arts,
Ohio Science Standard: Students will study worksheets and diagrams on the different muscle groups,
Physical Science (PS) – ligaments, and tendons in a person’s body. Students will research the different
Batter Up Light, Motion, and Sound muscles used in playing baseball, such as arm muscles like the tricep, elbow, and
Topic: Anatomy of a baseball humerus. Students will then take a field trip to visit the Great American Ball Park in
player Cincinnati. Students will listen to a presentation given by a sports medicine instructor,
who will teach them about the importance of muscle functions and the need to take
care of one’s body.
Ohio Science Standard: Students will research the different breeds of horses used in the Kentucky Derby.
Off to the Physical Science (PS) – Students will take part in learning about the different ways of taking care of show
Races! Light, Motion, and Sound horses. Students will visit horse stables and learn about the way horses live. Students
Topic: Different breeds and the will listen to a presentation by a horse trainer who will address the proper ways to
lifestyle of horses care for horses. Students will learn about the horse’s nutrition, sleep cycle, level of
activity, and lifespan. Students will participate in a viewing party of the Kentucky
Derby
Ohio Science Standard: Students will learn about the geography of the land during the Underground Railroad.
Life Science (LS) – Students will focus on the different networks of homes and hideouts used from the
I’ve Been Interconnections within southern states to northern states and to freedom. Students will study the different
Working on the Ecosystems seasons and focus on the times that the Underground Railroad was most prosperous
Railroad Topic: resources and lay of the with helping slaves escape. Students will look at the food slaves ate and lived off
land during the underground during their time as fugitives. Students will visit the Underground Railroad Museum
railroad to gain a better understanding of what occurred during the time period.
INTERDISCIPLINARY PROJECT 6
Ohio, Iroquois Ohio Science Standard: Students will investigate the way Native Americans grew and harvested their crops.
for Beautiful Life Science (LS) – They will learn about the different tools the Native Americans used to hunt and gather
River Interconnections within food to sustain their tribes. Students will learn about their camps and the way they set
Ecosystems up the land. Students will learn about the different types of transportation the Indians
Topic: vegetation, land, food, used to help them establish their tribes. Students will look into the different effects the
resources, and weather that the weather had on the tribes and why the people chose that land to establish themselves.
Iroquois Indians experienced Students will have a historian come speak to them about the Native Americans and
the lay of the land. This lesson is collaboration with the social studies strand.
10 Day
Theme Formative Summative Technology Strategies Diverse Learners
Unit Assessment Assessment Instructional
Strategies
Worksheets are Students will write a Field trip, Students will use computers Hands-on experience such
quick-checked summary of what they worksheets, and iPads to look at the as different contraptions
Batter Up throughout the learned after listening diagrams, different muscle groups and will be provided for
lesson. to the sports medicine outside will play instructional strategy students to help them
trainer’s presentation. exploration. games online. They will look at understand where the
pictures online of different muscles are located in the
muscles and ligaments. They body.
will type their summaries on
the computer and submit them.
INTERDISCIPLINARY PROJECT 7
Students will Students will write Presenter, Students will use the television The presenter will hand
complete essays on what they worksheets, screens for the viewing party out PowerPoint slides so
Off to the worksheets on learned from presenter diagrams, and will research information students can look at the
Races! horses’ eating and on which horse viewing party on horses on the computers and information he/she is
habits and the they liked most during iPads. presenting in class.
different ways of the Kentucky Derby
caring for horses. viewing party.
I’ve Been The teacher will Students will have a Presenter, Students will use computers The computers will offer
Working on lead verbal recaps multiple choice and worksheets, end research the different seasons different types of
the of what students true/false test at the of the lesson and resources the assistance such as larger
Railroad have learned end of the lesson test. underground railroad workers text, audio noises, and
throughout the along with 2 essay used to help them get to different games to learn
lesson. questions. This will safety/free land. about the underground
assess their railroad workers.
knowledge of the
information.
Ohio, Teachers can Students will write an Presenter, Students investigate the The historian will bring
Iroquois monitor small essay on the different group work, Native Americans through in real- life props like
for groups as they tribes that interacted learning about computers and the historian corn and beans to show
Beautiful work together to with the Iroquois. different crops. who presents on them and the students what the
River discuss what they their way of life. Native Americans
have learned. planted and ate. These
props would aid both
kinesthetic and visual
learners.
INTERDISCIPLINARY PROJECT 8
Batter Up Domain: Number and Operations in Base Ten Students will be able to identify decimals and then will
3. Read, write, and compare decimals to thousandths. compare them to other number forms. The instruction will
a. Read and write decimals to thousandths using base-ten extend from the textbook and the students will learn some
numerals, number names, and expanded form, e.g., of the ways they could use decimals in real life. Students
347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × will practice identifying the thousandth place in decimals
(1/100) + 2 × (1/1000). with worksheets and in small groups on whiteboards.
b. Compare two decimals to thousandths based on They will complete tables showing the same number
meanings of the digits in each place, using >, =, and < written as the number name, a base-ten numeral, and the
symbols to record the results of comparisons. expanded form. Students will work to identify the roles
4. Use place value understanding to round decimals to any decimals play in baseball, like how they are used to
place.
measure a player’s batting average or a pitcher’s ERA
(earned runs allowed). At the baseball game (field trip),
students will have the chance to ask a statistician how he
records information and calculates the various statistics.
Off to the Domain: Measurement and Data Students will be exposed to different units and systems of
Races! Convert like measurement units within a given measurement measurement, and they will practice converting
system. information between two systems of measurement on
1. Convert among different-sized standard measurement units worksheets. The teacher will provide direct instruction on
within a given measurement system (e.g., convert 5 cm to the metric system and the American standard (or
0.05 m), and use these conversions in solving multi-step, real customary) system. Students will also learn about the
world problems. “hand” unit of measurement used with horses. Students
will engage in research about the length of the track at the
Kentucky Derby, the different units that could be used to
express this distance, and specific horses competing in the
Derby. Students will follow one horse’s speed during the
Kentucky Derby viewing party and write a paragraph
explaining their horse’s finish.
INTERDISCIPLINARY PROJECT 9
I’ve Been Domain: Geography By participating in this mini course, students will be
Working on Graph points on the coordinate plane to solve real-world and provided with a broader lesson on how to measure and
the Railroad mathematical problems. graph an item’s location. Students will also learn how to
1. 1. Use a pair of perpendicular number lines, called axes, to measure the distance between two points on a graph. This
define a coordinate system, with the intersection of the lines applies to students’ study of the Underground Railroad,
(the origin) arranged to coincide with the 0 on each line and a because slaves who wanted to escape the South often had
given point in the plane located by using an ordered pair of to make long, difficult journeys across the country. This
numbers, called its coordinates. Understand that the first is also related to students’ science work regarding the
number indicates how far to travel from the origin in the geography of the land and how this affected people’s
direction of one axis, and the second number indicates how journey. This journey could be expressed as two or more
far to travel in the direction of the second axis, with the
points on a map, and students should be able to identify
convention that the names of the two axes and the
these points. Students must develop their knowledge of
coordinates correspond (e.g., x-axis and x-coordinate, y-axis
how to read graphs and the definitions of the terms
and y-coordinate).
2. Represent real world and mathematical problems by necessary to understand information presented in this
graphing points in the first quadrant of the coordinate plane, way. Students will complete workshops about measuring
and interpret coordinate values of points in the context of the the distance between two points on a graph and
situation. measuring the slope of a line. This mini course will
culminate in a field trip to the Underground Railroad
Museum. Students will produce maps of their
hometowns, labelling at least 4 points, and then measure
the distance between the points.
Ohio: Domain: Operations and Algebraic Thinking Different Native Americans tribes often had their own
Iroquois for Write and interpret numerical expressions. symbols and forms of writing. In a similar manner,
Beautiful 1. Use parentheses, brackets, or braces in numerical mathematics has symbols used to represent certain
River expressions, and evaluate expressions with these symbols. processes. Students must recall these symbols to be able
2. Write simple expressions that record calculations with to fluently answer numerical expressions. The teacher
numbers, and interpret numerical expressions without will introduce parentheses, brackets, and braces and then
evaluating them. For example, express the calculation “add 8 explain the roles they play in a numerical equation. This
and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × should prompt a discussion and review of the order of
(18932 + 921) is three times as large as 18932 + 921, without operations and how this can be applied to longer and
having to calculate the indicated sum or product. more complicated problems. Students will complete
INTERDISCIPLINARY PROJECT 10
Batter Up! Whiteboards and Students’ tables Teacher lecture, Students may use English language
worksheets will be representing the same worksheets, technology to make learners will be
checked during number in different whiteboard work, their tables provided with an
instruction. forms will be assessed presentation at the representing the same interpreter as necessary
after the lesson’s field trip number in different at the baseball game.
instruction. forms Students with
orthopedic impairments
may use technology to
participate in
worksheets and
whiteboard work.
Off to the Class discussion and Students will write a Teacher lecture, Students will use Students with visual
Races informal questions will paragraph explaining worksheets, technology to research impairments may be
be used to monitor the information they computer research, background provided technology to
students’ researched and live viewing of the information on one of watch the Kentucky
understanding during gathered about their Kentucky Derby the horses competing Derby at a closer angle,
lessons. The teacher horse and its finish in in the Kentucky and subtitles can be
will interview students the Kentucky Derby Derby. Students will provided.
as they research a watch the Derby on
particular horse. televisions and other
technology.
INTERDISCIPLINARY PROJECT 11
I’ve Been Students’ progress on Students will create Teacher lecture, Technology will be If necessary, the teacher
Working on in-class worksheets maps of their worksheets, used to show students will provide a map with
the will be monitored. The hometowns, label 4 computer pictures different types and the necessary number of
Railroad teacher will monitor points, and provide a and physical sizes of maps. points labelled. The
students’ creation of graph listing the examples of maps, Students may create students will still be
the hometown maps. distance between the Underground their maps and graphs required to create the
points. Railroad Museum using technology such graph listing the
field trip. as Photoshop and distance between the
Microsoft Word. points.
Ohio: Students will complete Students will take a Teacher lecture, Students will use The teacher will assign
Iroquois for worksheets matching free-response math worksheets, technology to research the small groups for
“Beautiful the symbols to their test at the end of the Historian the ancient presentations so that
River” meanings. Students unit to show their presentation, civilizations that used students of mixed
will work together in understanding of the computer research, symbols in writing ability are grouped
small groups to new symbols and library books and and mathematics. together. Students may
present on symbols their place in ordering other materials use assistive technology
used by other ancient mathematical as they research to
civilizations. equations. prepare for the
presentations.
Batter Up Geography Strand: Places and Regions Students will be introduced to baseball, its origins and history, the
6. Regions can be determined using various formation of leagues, and how it became “America’s Sport.” Students will
criteria (e.g., landform, climate, population, explore famous individuals and personalities, the cultural impact baseball
cultural, economic). effectuated, and the symbolism it generated. This study will include a
INTERDISCIPLINARY PROJECT 12
Economic Strand: Financial Literacy special focus on regional baseball teams, especially the Cincinnati Reds.
18. Workers can improve their ability to earn Students will consider this information as they prepare to go to a Cincinnati
income by gaining new knowledge, skills and Reds baseball game. After the game, the students will interview a baseball
experiences. player and baseball manager about how school and education prepared them
to gain the knowledge and skills needed for the career, the steps they took
to get the job, what they do on a daily basis and the overall requirements for
the profession, possible room for advancement and growth, the level of
income they make, and more. When the students return to school, they will
transform their notes and the information gained in class into a final
portfolio summarizing the history of baseball, the available careers in the
sport, and the interviews they conducted.
Off to the Geography Strand: Places and Regions Students will examine the historical and cultural significance of horse
Races 6. Regions can be determined using various racing and the Kentucky Derby including how jockeys train, the types of
criteria (e.g., landform, climate, population, horses used in professional racing, how races are organized and conducted,
cultural, economic). and the gambling system that emerged. Students will also examine
Economic Strand: Economic Decision historically significant races of famous horses such as Sir Barton, War
Making and Skills Admiral, Seabiscuit, Man O’War, Upset, California Chrome, and American
3. Information displayed in circle graphs can Pharoah in addition to the horses preparing to race in the upcoming
be used to show relative proportions of Kentucky Derby. Students will pick their favorites, participate in a poll, and
segments of data to an entire body of data. use a circle graph to represent (in percentage form) how many students
favor each horse. Students will then watch the Kentucky Derby and use
fake money to place bets on their favorites at a “betting booth.” After the
races, the students will compare the results to their predictions and
determine who placed the best bets and made the most money. Finally,
using the information covered in the course and a recording of the Kentucky
Derby, students will divide into small groups, role play as sports
moderators, and create radio coverage of the event.
I’ve Been Geography Strand: Places and Regions The American Civil War produced drastic changes in population, culture,
Working on 6. Regions can be determined using various civil rights, economics, politics, and society. Perhaps the most important
the Railroad criteria (e.g., landform, climate, population, outcome of the war was the end of slavery. However, this was not easily
cultural, economic). gained. Therefore, in this mini course, students will investigate the purpose,
10. The Western Hemisphere is culturally formation, organization, successes, failures, and ultimate impact of the
INTERDISCIPLINARY PROJECT 13
diverse due to American Indian, European, Underground Railroad movement. Students will examine the lives of
Asian and African influences and important personalities in the movement (i.e. Harriet Tubman, Frederick
interactions, as evidenced by artistic Douglass, John Brown, etc). Students will also visit the National
expression, language, religion and food. Underground Railroad Freedom Center located in Cincinnati. Students are
encouraged to ask questions and conduct interviews with the tour guides.
After the trip, students will divide into small groups and use cameras and
video recorders to create a short documentary on the history of the
Underground Railroad.
Ohio, History Strand: Heritage The Native American tribes have an extremely rich culture and history.
Iroquois for 3. European exploration and colonization They share unique customs, religions, beliefs, practices, social constructs,
Beautiful had lasting effects, which can be used to art, and more. In this course, students will investigate the rise and fall of the
River understand the Western Hemisphere today. American Indian tribes. Students will study the history, culture,
Geography Strand: Human Systems innovations, successes and failures, conflicts, and interactions of the tribes
8. American Indians developed unique in the pre-Columbian Era and during and after European exploration and
cultures with many different ways of life. colonization. Special focus will be given to the American Indian tribes that
American Indian tribes and nations can be lived in Ohio. A historian will visit the class to discuss these and many
classified into cultural groups based on other topics (collaborated with the science teacher- see science strand).
geographic and cultural similarities. Following the visit, students will randomly be divided into small groups.
10. The Western Hemisphere is culturally Each group will then select a tribe (Miami, Shawnee, Ottawa, Iroquois,
diverse due to American Indian, European, Wyandots/Hurons, Mingoes, Delaware, etc) and research its history and
Asian and African influences and culture over the course of many days. Students will take the collected
interactions, as evidenced by artistic information and create a website using Weebly.com. The students will then
expression, language, religion and food. create an activity associated with their website for another group to
complete.
The teacher will Following the baseball The following The following Students will be able to attend the baseball
prepare and game, interviews, and instructional technology will be game. Special preparation, transportation,
Batter deliver a lecture lectures, students will strategies will utilized: and seating will be provided. Any special
on the history of individually assemble a be used for this computers/laptops, tools needed to conduct the interview such as
INTERDISCIPLINARY PROJECT 14
Up baseball and other portfolio summarizing course: inquiry- the Internet for a computer (instead of traditional paper and
essential the information covered based research, research and pencil) and an audio recorder will be
information. in this mini course. The lectures, images, smartboard provided. ELLs may pre-write interview
Through portfolio must include discussions, for lectures, and questions and work with a partner to conduct
observation, small the following sections: graphic Microsoft Word, the interview and record the conversation;
group and whole The History and Famous organizers/note Google Docs, ELLs may also use an audio recorder for the
class discussions, Personalities of taking, Microsoft conversation.
graphic Baseball; The Cultural interviews, Publisher, or a
organizers, and and Regional Impact of workshops, field similar program for
practice interview Baseball in Cincinnati; trip to a the final portfolio.
workshops, the The Available Careers in Cincinnati Reds
teacher will Baseball; and a Personal game, and
monitor the Reflection on Baseball formal
students’ (in which they discuss writing/portfolio
understanding. their interest in the sport construction.
The teacher may and the available
wish to keep careers). Students will
anecdotal records. use computer programs
to create the portfolios.
The portfolios should
include headings, typed
passages, quotes from
the interviews, and
visuals (pictures, graphs,
etc.) Students will be
assessed on the
fulfillment of all
requirements, accuracy
of the content, and
grammar.
The teacher will Using worksheets and The following The following The teacher will ensure that all students have
prepare and the internet, students instructional technology will be adequate seating for viewing the Kentucky
deliver a lecture will research the strategies will utilized: Derby.
on the history of upcoming participants of be used for this computers/laptops, The teacher will provide printed lecture notes
INTERDISCIPLINARY PROJECT 15
horse racing, its the Kentucky Derby; course: inquiry- the Internet for for those who need them (including ELL
Off to cultural impact, they will identify the based research, research and students).
the famous names, types of horses, lectures, videos, smartboard All students will be provided with a detailed
Races races/horses, and racing records, and odds discussions, for lectures, a checklist for the recording project.
other essential of winning. This will be graphic recording of races If ELL students do not feel comfortable or
information; this assessed for accuracy organizers/note watched during the confident, they will not be required to speak
may include and completion. taking, polling, viewing party, and during the radio broadcasting. Rather, they
video clips from Following the viewing reflective audio recording can help with the research, script formation,
significant races. party, students will writing, devices. and audio files.
Through divide into small groups worksheets, and
observation, and create a radio role
whole class broadcast in which they playing/creative
discussions, role play a sports production.
graphic announcer covering the
organizers/note Kentucky Derby.
taking, a class Students must include a
poll and post-race brief history of racing
comparison, an and its impact, a profile
individual short and odds of winning for
reflection each horse, commentary
paragraph about on the race itself, and a
the student’s post-race analysis of the
favorite horse, results. The students will
and check-ins be assessed on the
during the group fulfillment of all
project, the requirements, accuracy,
teacher will creativity, and
monitor the presentation.
students’
understanding.
The teacher may
wish to keep
anecdotal records.
The teacher will Prior to the field trip, The following The following The teacher will ensure that all students can
I’ve prepare and students will conduct instructional technology will be attend the field trip; wheelchair ramps will be
INTERDISCIPLINARY PROJECT 16
Been deliver a lecture research on the Internet strategies will utilized: available. Also, the tour guide will be asked
Working on the history of about the Underground be used for this computers/laptops, to wear a small microphone device that will
on the the Underground Railroad and the famous course: inquiry- the Internet for either amplify his voice for everyone or
Railroad Railroad and individuals associated based research, research, wirelessly connect to an audio headset for
slavery including with it. Students will lectures, smartboard for those who need it.
its purpose, identify the essential discussions, lectures, Microsoft For the video production, ELL students will
formation, questions and compile graphic word for writing a be given the choice to speak and film
successes/failures, the information in a organizers/note script, cameras and themselves if they desire. Rather, they can
and impact. learning log. This taking, learning video recorders, help research, write a script, and edit the final
Through assignment will be logs, field trip, introductory/simple product. If ELL students do not feel
observation, assessed for completion. progress video editing comfortable or confident, they will not be
whole class After the students attend meetings, script software, and the required to speak during the radio
discussions, the field trip to the writing, and smartboard for broadcasting. Rather, they can help with the
graphic National Underground filming/video presenting the final research, script formation, and audio files.
organizers/note Railroad Freedom production. product.
taking, progress Center, they will divide
meetings for the into small groups,
group project, a prepare a script, and film
rough draft of the a documentary using the
script, and information learned in
practice filmings, class (lectures and
the teacher will research) and from the
monitor the field trip. The students
students’ must present their video
understanding. to the class. The students
will be assessed on the
fulfillment of all
requirements,
presentation/presentation
quality, accuracy, and
creativity.
The teacher will After the lecture by the The following The following The teacher will provide detailed notes of the
prepare and historian, the students instructional technology will be overview lecture and guest lecture for any
Ohio, deliver an will break into small strategies will utilized: who need it (including ELLs). These students
overview lecture groups to investigate one be used for this computers/laptops, may have preferential seating and record the
INTERDISCIPLINARY PROJECT 17
Iroquois on the history and specific American course: inquiry- the Internet for lecture using an audio device if they wish.
for culture of the Indian tribe. The group based research, research, ELLs will be placed in a group with students
Beautiful American Indian will vote on their desired lecture/guest smartboard for who have a strong understanding of the
River tribes. A guest tribe (no two groups speaker, lectures, English language and are willing to help
lecturer will may study the same discussions, Weebly.com, and them. ELLs may help write the information if
provide more tribe). Tribes will be graphic Microsoft Word or they wish but can be given other
detailed, specific assigned on a first come, organizers/note another program responsibilities such constructing the website
information. first serve basis. The taking, website (for creating an and searching for images. When viewing
Through group must then generation, activity). another group’s website and completing the
observation, research the history of jigsaw learning, activity, students with exceptional needs may
whole class that given tribe and student-led work with a partner.
discussions including its rise and fall teaching.
(including (major battles) and at
discussion with least 2 of the following
the guest subtopics: innovations,
lecturer), graphic social/tribe/family
organizers/note structure, art, economic
taking, progress practices, religion, or
meetings and any other subject the
checklists for the students deem important
website creation, (as approved by the
and a preview of teacher). Students
the website, the should consider how the
teacher will arrival of European
monitor student explorers and colonists
understanding. affected the tribe.
Students will then
transform the
information (lecture
notes and research) into
a website using
Weebly.com. This
website must include
multiple pages, written
text, images, and a
resource section. Finally,
INTERDISCIPLINARY PROJECT 18
10 Day
Theme Unit Language Arts Standards Evidence of Understanding
Batter Up CCSS.ELA-LITERACY.W.5.2 Students will read texts/ articles regarding baseball and sports.
Students will then write informative texts based on facts about
Write informative/explanatory texts to examine a baseball. This activity will allow students to ssume the role as a
topic and convey ideas and information clearly. sports writer or a sports commentator. Either writing an article
about a game or writing a script for the game. Students will
CCSS.ELA-LITERACY.W.5.2.A practice conveying ideas clearly. Also, students will group
Introduce a topic clearly, provide a general related topics regarding baseball for their articles and use
observation and focus, and group related information illustrations from games to support their writings. Students will
logically; include formatting (e.g., headings), show they can find related information and images to convey one
illustrations, and multimedia when useful to aiding topic. Students will work together in partners to create
comprehension. illustrations to support their documents. Included will be a rubric
to define descriptions and measurable goals.
Off to the CCSS.ELA-LITERACY.W.5.3 Students will read Seabiscuit and write short stories, in first
INTERDISCIPLINARY PROJECT 19
I’ve Been CCSS.ELA-LITERACY.W.5.7 Students will be assigned a research topic relating to the
Working on underground railroad. In the paper, students will use sources that
the Railroad Conduct short research projects that use several relate to their topic by providing example supporting their points.
sources to build knowledge through investigation of Different aspects of the topic will be included in the research
different aspects of a topic. paper to thoroughly investigate the topic. Students will connect
their current knowledge with prior knowledge to fully explain the
CCSS.ELA-LITERACY.W.5.8
topic. Students will use full paragraphs including a short
Recall relevant information from experiences or introduction and conclusion. Students will cite their sources and
gather relevant information from print and digital present their finding to the class in small groups.
sources; summarize or paraphrase information in
notes and finished work, and provide a list of sources.
Ohio, CCSS.ELA-LITERACY.RI.5.3 Students will compare and contrast historical ideas in graphic
Iroquois for Explain the relationships or interactions between two organizers. Students will use texts to gather information about
Beautiful or more individuals, events, ideas, or concepts in a different historical events, people and ideas. The information will
River historical, scientific, or technical text based on be then put into a small writing exercise done in jack daw groups.
specific information in the text. Students will learn about the authors point of view by identifying
the tone, mood and audience of particular texts. Students will
CCSS.ELA-LITERACY.RI.5.8 practice finding evidence and rewording their evidence.
Explain how an author uses reasons and evidence to
INTERDISCIPLINARY PROJECT 20
Batter Up The teacher will have Teachers will grade Teachers will present Students will use Instead of reading
students submit rough their finished information by computers to type their the texts, students
drafts so the teacher products based on providing students papers and can use the may listen to audio
can monitor students’ their ability to with examples of ESPN website to watch texts and then
progress. follow directions. scripts. Teachers may games and look up compose their
also lead doing a class photo ideas. thoughts on a
role play of a sports computer.
script.
Off to the Teachers can observe Teacher will grade Teachers can read Students can use Students will use a
Races the learning process the finished story Seabiscuit to the class computers to type their graphic organizer
while students are based on the or have students read stories. The teacher can to organize their
composing stories. student’s correct it outloud in small present information thoughts on
incorporation of groups. from the smart board characters in the
characters and for easy access for story if they have
events. students. trouble staying on
track.
I’ve Been Teachers can monitor Teachers will grade Teachers can show a Students can use text Students will be
INTERDISCIPLINARY PROJECT 21
Working on small groups when the students’ short film on what resources available on provided an
the students discuss finished research students will be the internet. Teachers enlarged printed
Railroad findings from their paper based on their exploring, which can use their board as a version.
research. Teachers can evidence and allows students to put tool for guiding
also monitor student analysis. faces to names and resources and finding
websites and imagine themselves in age appropriate
computers. the historical setting. material.
Ohio, Teacher can have Teachers will grade Teachers can have Teachers can use the Students may use
Iroquois students read various students on their students collaborate to internet for examples to printed hard copies
for texts out loud to graphic organizers connect their prior present to students on of the text to
Beautiful monitor the students’ and quiz them on the knowledge of the how to compare and annotate and for
River inflection and spelling of various history concepts in a contrast ideas. clarifying and
pronunciation. names and places. white-board activity. sequencing.
INTERDISCIPLINARY PROJECT 22
Mark each session with the numbers 1-4; with 1 being your top choice.
Please fill out and return to teacher by Friday May 8th, 2017
21 April 2017
We hope this newsletter informs you all about the upcoming 10 day mini session for the end of
the academic school year at Boury Middle School. This session will be held from May first until May
twelfth. Boury Middle School teachers have collaborated to create a 10 day mini session that would
incorporate the different landmarks and history of Cincinnati and surrounding land areas. The course
topics that we have chosen to expand upon will be “Batter Up”, “Off to the Races”, “I’ve Been Working
on the Railroad”, and “Ohio; Iroquois for Beautiful River”. These courses will take place the last ten days
of school. Each student will be able to choose what course topic is most interesting to them. Below is a
short description of each topic that will be of interest to your child.
“Batter Up”
The goal of this mini-course is for our students to gain a deeper understanding of the American
game of baseball. This unit will focus on the subjects of math, science, english, and social studies. The
students will focus on the Cincinnati Reds and baseball as a “Pastime” sport. Students will explore
money, statistics, and angles involved in baseball, they will look at the anatomy of the human athlete,
they will create a newspaper article on the Cincinnati Reds, and they will investigate the different career
choices in the game of baseball.
Thank you for your cooperation and time. We look forward to implementing this mini-session within our
school year!