Outline for December 3rd

L (2 minutes) – Introductions - the why student quotes/data on the board

E – (10 minutes) C3 framework overview (make copies of C3 handout - one-pager) and project background and overview (making direct tie to each part of our project to the C3 framework)

A – (10 minutes) Introduce Costa’s levels of questions and have participants practice writing high-level interdisciplinary questions based on concepts that we have given them. (have blank copies of the framework template for them to fill out)

R – (5 minutes) Pair and share

N – (3 minutes) Next steps/questions

Reflections from StudentsI like how instead of switching your brain from science to English you still have all the information you learned from the previous class onto the next.

Learning the historical piece of climate change

definitely helped me expand my knowledge

because I would've had a hard time connecting history to science if I

didn't have the historical information from the

integrated learning history class.

I found out that in the industrial time, there were

a lot of pollution from factories ever since

they've gotten electricity. since there was more

labor, that means there were more resources being made like a steel factory,

they would burn more fossil fuels.

It helped me expand my knowledge, because I

was able to find the root of the problem, and learn more about the history of

climate change.

Having the ability to work on the climate change project in all three classes helped

me get a better perspective…

I like how instead of switching your brain from science to English you still have all the information you learned from the previous class onto the next.

Learning the historical piece of climate change definitely

helped me expand my knowledge because I would've

had a hard time connecting history to science if I didn't

have the historical information from the integrated learning

history class.

I found out that in the industrial time, there were a lot of

pollution from factories ever since they've gotten electricity. since there was more labor, that

means there were more resources being made like a

steel factory, they would burn more fossil fuels.

It helped me expand my knowledge,

because I was able to find the root of the problem, and learn

more about the history of climate change.

Having the ability to work on the climate change project in all

three classes helped me get a better

perspective…

Student Reflections on Interdisciplinary Learning

Benefits for

students

∙ Allows students to use knowledge domains creatively to foster new understanding.

∙ Develops mental flexibility that prepares students to be lifelong learners

∙ Promotes intellectual rigor by providing a holistic approach to the study of concepts and complex issues.

∙ Models the importance of collaboration and teamwork across disciplines (an important life skill)

∙ Supports and promotes transfer of understanding.

Benefits for

teachers

∙ Allows for much better knowledge of students.

∙ Differentiation becomes easier through links to student areas of interest and background.

Benefits for school

∙ Builds a sense of community.

Interdisciplinary Benefits

The C3 Framework - The Inquiry Design Model

● Compelling Question - Guiding question ● Standards and Practices ● Staging the Question ● Supporting Questions - Factual and conceptual questions

to guide analytical thinking● Formative Performance Tasks● Featured Sources - Texts and various media to support

student understanding● Summative Performance Task - authentic and rigorous

end product● Taking Informed Action

Planning and Pacing Guides

Creating Interdisciplinary Inquiry Questions

Inquiry questions Gathering - Factual● What is the state of the global environment and how did the environment get in this

state? ● How were the problems of industrialization resolved during the Progressive Era

(conservation)?● What are effective ways to influence action?

Processing - Conceptual● How do we balance development with environmental concerns? ● How have past actions influenced our present? ● How are different environments impacted by human action?● How do we know when an argument is valid?

Applying - Debatable● Do we have an obligation to maintain an environment for other living things?● How can we use the power of words to repair the relationship between human

impact and the environment?

Climate Testimony

KEY CONCEPT ACTIVITY

1. Identify a topic in your content area.

2. Identify at least one topic in another content

area that connects.

3. What is the interdisciplinary key concept (big

idea which connects the topics)?

EXAMPLES OF KEY CONCEPTS USEFUL FOR INTERDISCIPLINARY UNITS

• Change

• Relationships

• Systems

• Communication

• Time/Place/Space

• Global Interactions

Next Steps? Questions?

• Stay for a few minutes to talk about our other

unit plans.

• Ask us questions!– Celina Pierrottet crpierrottet@gmail.com

– Michele Beard michelebeard@hotmail.com

Interdisciplinary 7th Grade ClassE➢ Your Socratic Seminar will take place during 4th period on

Thursday, June 9th

➢ Ms. Pierrottet, Ms. Prince & Mr. Alire will be evaluating the seminar together - each with their own rubric.

English History Science

MYP ObjectiveA: Analyzing

MYP ObjectiveC: Communicating

MYP ObjectiveD: Reflecting on the impact of science

Content

Short storyArticlePoem

Content

1920s Eugenics Movement(Supreme Court decision in Virginia)Holocaust -

Content

Genetics (starting week of 4/25)Genetic Engineering (started 4/10)CRSPR technology

Interdisciplinary 7th Grade Class

Purpose of Investigation

Students will understand how to examine different perspectives when considering the impacts of scientific and technical innovations on human ingenuity. Students will explore new scientific advances impacting humanity and their consequences, will study developments over time in science and medicine, and will examine related themes in dystopian fiction. Students will apply understanding of learning and texts in all classes in a question and dialogue session.

Key Concept/Related Concept(s) Global Context

PerspectiveSystems (laws) Power

Scientific and Technical Innovation(the impact of scientific advances on communities)

Statement of Inquiry

Advances in scientific and technical innovations force us to question our ability to manipulate our own inheritance.

Interdisciplinary 7th Grade Class

Statement of Inquiry: Advances in scientific and technical innovations force us to question our ability to manipulate our own inheritance.Factual What are genes?What characteristics define the science fiction/dystopia genre?What is eugenics?What are the roots of the American eugenics movement? What is a motif? What motifs are commonly used in sci fi?What is symbolism?

Conceptual questions: -How did eugenics influence American laws?-How does literature reflect and magnify potential societal consequences? -Why has dystopian fiction become so popular? -How do we determine who has power to decide whether or not to challenge nature’s plan? -How do differing perspectives influence our decisions about the use of scientific and technical advances on humans?

Debatable question: Do changes in society and technology warrant the manipulation of human characteristics?

Interdisciplinary 7th Grade Class

Goal: You will conduct an academic dialogue about the role of government should or shouldn’t play in manipulating our inheritance (the next generation and thereafter) through scientific and technical innovations.

Role: You are a member of a “Utopian Council,” giving input about the use of science and technology to manipulate humans.

Audience: Your fellow “council” members (peers in your class)

Situation: Earth has become overpopulated and so NASA has built a satellite colony. The “Utopian Council” is meeting to share ideas about the use of genetic engineering in this new colony.

Product: “Utopian Council” meeting (Socratic Seminar). Members of the council must reference the following texts discussed in class:● Imbeciles: The Supreme Court, American Eugenics, and the Sterilization of Carrie Buck by

Adam Cohen.● Harrison Bergeron by Kurt Vonnegut● “The Promise of Gene Editing” BBC Dec2015.pdf

Culminating Event – Modifying Humans Socratic Seminar