Running Head: INTERDISCIPLINARY APPROACH

Interdisciplinary Approach
Katie Hernon, Jamie Leatherby, Kritter Mack, Theresa Walker, Hannah Cooke
Franciscan University of Steubenville

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Interdisciplinary teaching is a method, or set of methods, used to teach a unit
across different curricular disciplines. Interdisciplinary instruction entails the use and
integration of methods and critical frameworks from more than one academic discipline
to examine a theme, issue, question or topic. An emerging viewpoint in higher education
emphasizes that a thorough understanding of today's real life problems requires
interdisciplinary reflection. Educators must demonstrate or model for students on how to
approach issues in an interdisciplinary fashion. The most challenging part of
interdisciplinary instruction is moving beyond examination of an issue from the lens of
multiple disciplines, to the blend, production, and integration of insights into a more
inclusive structure of examination. This method is extremely essential to the every day
classroom and beneficial to the learning outcome of students of all grades and ages.
One common strategy to use for the interdisciplinary approach is project-based
learning. This is what my group will be using in our 12 days worth of mini-projects. Not
only does our project incorporate the subjects together and create lasting learning
experiences, but it helps develop life long skills, which come along with the
interdisciplinary model. According to Elijah Ammen, there are four mistakes to this kind
of learning that must be corrected. First is lack of student choice. In the interdisciplinary
model we must let the student choose so they are more engaged and motivated. It should
be inquiry based and student-led. The second mistake is inadequate anticipation building.
When leading up to our 12-day project, we must correctly explain and anticipate all that
is to come so the students are not confused. By doing this, they will hopefully get the
most out of the experience. Thirdly, teachers ignore interdisciplinary connections. To
make for a better process, teachers can include new vocabulary incorporated into multiple
subject areas. Another idea is to have an opening anticipatory event or activity that ties

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multiple subjects together and opens pathways to questions covering multiple categories.
Lastly, there is a lack of audience. We as teachers must have an adequate rubric as well as
sources that help to put the material into application like guest speakers who are in the
field of study. These four items presented by Ammen are key ideas to think about when
using an interdisciplinary model in the classroom with a focus on project-based learning.
Although there are multiple studies on different interdisciplinary teaching
methods, one of the proven most effective strategies is the use of project-based lesson
plans. This type of learning incorporates projects, fieldtrips, and other interactive
methods to get students involved in a less conventional way than simply the textbook and
classroom method. Also known as, place-based learning, project-based learning,
according to the Center for Ecoliteracy, has many benefits including, higher test scores,
better grade point averages, improved classroom behavior, increased self-esteem and
problem-solving abilities, and higher-level thinking skills (www.ecoliteracy.org).
Project-based learning can be time consuming and may cause some concern within
teachers that there is not enough time within the actual classroom to practice and learn
essential skills yet project-based learning provides that experience for learning
opportunities through a lasting and impressionable experience. With this type of whole
body involvement, the lessons that are being taught through outside experiences and
know-hows will stick in a students mind just as well if not better than the usual way of
learning in a classroom. Due to the fact that most of a students educational experience
occurs within the walls of a school building and will most likely be taught in the same
general way, an adventure outside to learn something will be more memorable simply
because it is taught in a very distinctive way. The Center for Ecoliteracy promotes
project-based learning as, a strategy that captures students' imaginations and advances

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environmental stewardship and civic engagement (www.ecoliteracy.org). There have
been many methods and strategies that teachers have tried over the years to better
students educational experiences and incorporating project-based lessons has proven to
be an effective method.
The interdisciplinary approach, when done correctly, can prove to be a very
successful teaching tool. Especially in this age group, variation in instruction is key. This
interdisciplinary approach gives variety without losing the effectiveness of regular
classroom instruction. The approach can allow for exploratory and informational
learning. This approach is applicable for the whole of the school year, not only for just a
field trip activity. This application to regular pedagogy will foster better retention of
knowledge for most students. The interdisciplinary approach is a worthy tool for all
teachers.

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5
DAYS

TOPIC/FOCUS

CONCEPT
S/SKILLS

ACTIVITIES/RESOURCE
S

Days 1-3
Marine
Mysteries

CCSS.ELA
LITERACY.RST.6
8.8
Distinguishamong
facts,reasoned
judgmentbasedon
researchfindings,
andspeculationina
text.

Increasing
exploration
and
scientific
knowledge
skills

o Fieldtrip to the
Aquarium of the
Pacific. Includes
guided tours.
o Beach walk as they
identify and explore
the sea creatures
wildlife, types of
sand/shells, high and
low tides, and
current/riptide
information
o Beach clean up day,
promoting
environmental
awareness and
community building

Days 4-6
Desert
Exploratio
n

CCSS.ELA
LITERACY.RH.6
8.2
Determinethe
centralideasor
informationofa
primaryor
secondarysource;
provideanaccurate
summaryofthe
sourcedistinctfrom
priorknowledgeor
opinions.

Exploring
nature and
obtaining
skills for
survival.
Simulating
historical
events.

o -Bring in guest
wildlife speaker or
park ranger to inform
students of various
wildlife in their
natural desert habitat
(Walk around Mojave
desert)
o -Simulate a survivor
show, incorporating
first aid education,
various natural
disasters of the area

ASSESSMENTS
(HOW WILL YOU ASSESS
STUDENT LEARNING?)
Formative
Informational
packets to fill
out as tour is
being guided
through
aquarium
-Teacher will
guide class
discussion
throughout
the beach
walk and
observe
student
participation
and
questioning.
-Observing
and
monitoring
student
participation
and selection
of sorting
between
items (ie
recyclables,
trash, etc.)
-Park ranger
will engage
students in
question and
answer to
show student
involvement
and
participation
-For the
survivor
game, teacher
will observe

Summative
-Disposable
cameras given
to students at
the beginning of
the Marine
Mysteries lesson
and instructed to
record what they
are learning
with images and
make scrap
book at the end
of the lesson
with written
captions
included.
Students will be
given prompts
for their picturetaking such as
Find something
that surprised
you or Find a
sea creature that
can live in and
out of the
water.
-Students will divide
into three groups
based on the three
lessons for desert
exploration and
present, in their own
words, the most
important aspects of
the lesson. This can
be done with a poster,
a game show, or a
created game to
express what they

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CCSS.ELALITERACY.RST.68.2
Determine the
central ideas or
conclusions of a
text; provide an
accurate summary
of the text distinct
from prior
knowledge or
opinions.

Days 7-9
Theres
More to
911

CCSS.ELALITERACY.RST.68.8
Distinguish among
facts, reasoned
judgment based on
research findings,
and speculation in a
text.

Learning
steps for
safety during
emergencies
and lifethreatening
situations.

including earthquakes,
forest fires, riptides,
CPR, etc., and dangers
of starvation and
dehydration.
-Be a pioneer for a day
and learn how to make
candles, cornhusk
dolls, biscuits and
butter. Students will
also learn about the
process of panning for
gold and experience it
through a hands-on
method.
-Students will be
provided with popsicle
sticks and foam pellets
to create their own
skyscrapers in groups.
These will then be
tested by an amount of
shaking that will
simulate an
earthquake. The even
amount of shaking per
skyscraper will also be
rated to determine its
number on the Richter
scale.
-Students will be
instructed on how to
properly build a
contained fire outside
in different locations
as well as how to
properly put out a fire.
-Students will be
taken to a pool with
experienced lifeguards
who will teach them
the basics of CPR.
They will also learn
smart swimming
tactics.

critical
thinking
skills,
teamwork,
and problem
solving
ability.
-Observing
the ability to
follow
directions
and recipes
for the
creation of
projects.
-Simulate an
earthquake
and observe
the way the
students
follow
directions.
Teacher will
observe the
students
while they
build their
skyscrapers
for
understandin
g of the
material.
-Teacher will
walk through
as the
students are
building their
fires to
ensure they
are following
the correct
step-by-step
process.
-While in the
pool, teacher
will observe
if the

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learned from that
lesson. Each group
must present one
poster and one
activity to represent
their lesson.

-Teacher will
simulate an
emergency that was
not gone over in this
lesson, and see if the
students can apply
what they have
learned about
emergencies to this
semi new situation.
For example, the
teacher will host a
question and answer
discussion with the
students on what
steps they should take
when, for example,
someone gets cut and
needs stiches, there is
a tsunami, or a lock
down in the school.

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students are
following the
proper
procedures
and
following
directions.

Days 10-12
Musical
Melodies &
More

1.5 Analyze and

compare the use of
musical elements
representing
various genres and
cultures,
emphasizing meter
and rhythm.
2.2 Sing music
written in two
parts.
2.3 Perform on an
instrument a
repertoire of
instrumental
literature
representing
various genres,
styles, and cultures
with expression,
technical accuracy,
tone quality, and
articulation, by
oneself and in
ensembles (level of
difficulty: 1 on a
scale of 1-6).

Identify
certain
instruments
during a
musical
performance
. Observe
behind the
scenes
work in a
real studio.
Collaborate
and be
responsible
for putting
on their own
mini
production.

o -Take the students on

a fieldtrip to the
Disney Concert Hall
where they will listen
to the symphony.
Afterwards, three of
the musicians from the
concert who all play
different instruments
will give a short
lesson on how to play
their particular
instrument to their
students. The students
will be able to choose
which musician they
would like to learn
from. They will learn
different musical
terms as well as play
different genres.
o -Students will go on a
backstage tour and get
the opportunity to be a
live studio audience
for the day.
o -Students will create a
show put on for the
parents that will
incorporate everything
that they have learned
in last 12 days. This
will be teacher guided
but student led and
directed.

-Anticipation
guide will be
given to
students
before they go
into the
Disney
Concert Hall
about genres,
styles of
music,
instruments,
and other
musical
aspects.
-Teacher will
observe
student
behavior and
participation
throughout the
live studio
audience to
ensure proper
etiquette and
responses.
-Teacher will
aid students in
the producing
of the
performance
and add input
when
necessary.
Students will
cover all
aspects of
layout of the
performance
production
provided by

-Teacher will provide

a rubric and layout
for the performance
to ensure that all 12
areas of the 12-day
process is covered.

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the teacher.

Dear Parents,
We are proud educators of the 6th grade, here at Santa Clarita Junior High, hoping to
encourage students to reach his/her full potential during this critical time of development
in the students life. As this school year comes to a close, we wanted to be able to
incorporate a twelve-day content filled program to encourage students to participate in
hands-on, informative activities. During this twelve-day program we have incorporated
four content areas that will interest the students and allow the class to partake in each
lesson during a three-day period for each. The four categories are: Marine Mysteries,
Desert Exploration, Theres More to 911, and Musical, Melodies, & More. By selecting
these topics we hope to provide a better understanding of each content area being
provided through various activities.
During the three-day period of the four areas, each day will be filled with interactive
fieldtrips, exploratory pursuits of nature, safety and emergency tactics, and
acknowledging the beauty and profoundness of music. We are excited to see how each
student will become better engaged throughout each lesson. Although this program is less
than two weeks, we hope it will stimulate the students senses and enhance his/her
development of knowledge throughout this stage of his/her life.
If you have any comments or concerns regarding this upcoming program, please
contact either of us educators. You insight is much appreciated and we hope to continue
to push our students to further growth and development.
Sincerely,
Ms. Mack, Ms. Cooke, Miss Hernon, Ms. Walker, and Ms. Leatherby

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References
Ammen, E. (2014). Project-based Learning Pitfalls. Lesson Planet, Retrieved from
http://community.lessonplanet.com/t/project-based-learning-pitfalls/1084
"Place-based Learning." Place-based Learning, Retrieved from
http://www.ecoliteracy.org/strategies/place-based-learning