Running head: INTERDISCIPLINARY PROJECT 1

River Valley Academy

Franciscan University of Steubenville

EDU 360

Dawn Cutri, Casey Haggerty, Megan Hukill, Madison Jennings, Joseph Schuster

March 6, 2016
INTERDISCIPLINARY PROJECT 2

In writing this synopsis, we will discuss the philosophy behind the cross-curricular

program, the advantages of incorporating the social and emotional learning approach of CASEL

(Collaborative for Academic, Social and Emotional Learning) within the classroom environment,

present the sources of cross-curricular content, and explain the benefits of this approach by

providing examples of its implication in the classroom setting.

According to authors George and Alexander (2003), the “cross-curricular program”

engages students in hands-on, active learning that is a “holistic/thematic educational approach”

(p. 103). The “fifth quarter” of the school year, approximately the last two weeks, is devoted to

“[extending] the traditional curriculum into life-related application mini-courses” (George and

Alexander, 2003, p. 103). The themes of these mini-courses cater to student interest while

connecting to the school’s surrounding community. By providing learning experiences across

the curriculum, these themes encompass all subject areas. Authors George and Alexander (2003)

state that “centering the curriculum around these large, meaningful questions, and constructing

units from them, helps students master important skills and content knowledge” (p. 105). By

engaging students in this way, school becomes an environment that gives them the opportunity to

“discover themselves and the world” (George and Alexander, 2003, p. 105). The self-

discovering and environmental awareness aspects of the cross-curricular program are important

for the social and emotional development and well-being of early adolescents.

Integrating CASEL, Collaborative for Academic, Social, and Emotional Learning, in the

cross-curricular academic area connects curriculum-wide core standards with specific

components to deepen student learning. Within the integrated, interdisciplinary curriculum

method, students learn that content area subjects are interrelated: mathematics is a component of

science and reading and writing are necessary for all subject areas.
INTERDISCIPLINARY PROJECT 3

Social and Emotional Learning, SEL, can be approached in three ways: (1) through

explicit instruction, (2) through integration with academic curriculum areas, and (3) through

teachers’ instructional practices. As noted by the developers of CASEL (2015), the ultimate

student goal of Social and Emotional Learning is “better adjustment and academic performance

as reflected in more positive social behaviors and peer relationships, fewer conduct problems,

less emotional distress, and improved grades and test scores” (Outcomes Associated with the

Five Competencies, 2015). With SEL, students have the opportunity to discover that the five

competencies of CASEL, self-awareness, self-management, social awareness, relationship skills,

and responsible decision-making, are necessary skills to have in all content subject areas and

throughout life. With the ability to self-regulate emotions and develop social awareness,

students are better able to focus more efficiently when in the learning environment. The

developers of CASEL (2015) commented about the role of Social and Emotional skills, saying

that they “determine how well-equipped children will be to meet the demands of the classroom.

They also help determine whether students are able to engage fully in learning and benefit from

instruction” (Outcomes Associated with the Five Competencies, 2015).

The interdisciplinary approach involves much time, effort, and cooperation on the

teacher’s part. Administrator, author, and educator Ben Johnson (2014) states that educators

must be “committed to providing students full access to the well of deep-learning knowledge that

will unlock their potential” (para. 3). In his article Deeper Learning: Why Cross-Curricular

Teaching is Essential, Johnson (2014) suggests five guidelines to facilitate the cross-curriculum

approach. In his first guideline, Johnson (2014) encourages the idea that “deep learning engages

the whole student (and teacher)” (para. 3). Under the cross-curriculum approach, the educator

holds a holistic view of each student; “heart, mind, body, and soul” (Johnson, 2014, para. 3).
INTERDISCIPLINARY PROJECT 4

The second guideline states that successful cross-curriculum programs “require enthusiastic

partners” (Johnson, 2014, para. 3) including students, parents, and the surrounding community.

In his third guideline, Johnson (2014) explains that teachers need “to prepare successful learning

experiences that promote deep learning” in their curriculum (para. 3). Johnson’s (2014) fourth

guideline supports his belief that “assessment must equal learning” (para. 3). He explains that

assessment should “[reflect] mastery of learning objectives rather than mere assignment

completion” (Johnson, 2014, para. 3). Lastly, Johnson (2014) provides his fifth guideline which

insists that “collaboration is necessary” (para. 3). In cross-curricular programs, students have the

opportunity to grow socially and develop new learning ideas through interacting with peers.

According to authors George and Alexander (2003), the content that makes up a cross-

curricular or “integrated” curriculum is gathered from three sources: student interests, adult

concerns, and curriculum standards (p. 99). Incorporating student needs and interests is crucial

because when curriculum is “based on the living concerns of those who study it”, it is much

more likely to “provoke strong motivation and persistent efforts” (George and Alexander, 2003,

p. 100). In other words, if students like what they are studying, they will be much more inspired

to learn. Authors George and Alexander (2003) recommend that “students themselves are drawn

into the planning process to suggest the needs they feel most strongly” (p. 99). This concept puts

the students in charge of their learning, giving them “involvement and ownership of the course of

study” (George and Alexander, 2003, p. 101).

Middle school students are in the process of blooming into adults, therefore, many of

their interests and concerns will most likely relate to bigger social issues in the world around

them. George and Alexander (2003) state that “middle school learners have serious questions

about themselves and their world that can serve as legitimate base for a curriculum plan” (p.
INTERDISCIPLINARY PROJECT 5

101). A curriculum centered around these questions not only involves students in the current

social issues and prepares them for real-life situations, but also “helps them discover themselves

and the world” (George and Alexander, 2003, p. 105). However, George and Alexander (2003)

admitted that even teachers who use the cross-curriculum approach must “work in the real world

of public schools” (p. 96), leading to the component of meeting state standards. Teachers should

make sure to let concerned parents know that not only are students having fun while learning in

cross-curricular programs, but they are also engaging in lessons that meet state grade-level

requirements.

Why should teachers consider implementing a seemingly intimidating and time-

consuming cross-curricular approach into their classrooms? Johnson (2014) would most likely

summarize the benefits in just two words: deep learning. Johnson (2014) explained that “deep

learning is like taking a long drought from a well of knowledge as opposed to sipping from many

different levels” (para. 2). Rather than keeping all of the subjects separate, as in the usual

subject-based curriculum, the integrated approach incorporates elements of all of the subjects

into real-world learning experiences for students. These experiences allow students to make

connections between the subjects and learn how to apply their knowledge to real life. Students

gain more depth of understanding, and as a result, “learn more, remember more, and apply more

of what they learn to their own lives” (George and Alexander, 2003, p. 101). Deep learning is

the ultimate goal of the integrated curriculum because it is “more likely to lead to a level of

mastery that facilitates future learning and increases retention and transfer” (George and

Alexander, 2003, p. 101). Integrated curriculum enables students to build upon the foundations

of their learning.
INTERDISCIPLINARY PROJECT 6

Teachers may wonder where to start when it comes to implementing the cross-curricular

method in the classroom. George and Alexander (2003) touched on the concerns of some

teachers who feel “threatened by a curriculum with which they have no familiarity and

uncomfortable when they are asked to teach what they themselves do not know” (p. 109).

Although valid, these concerns can significantly be lessened when there is teacher collaboration.

Collaboration works best when teachers “pool their talents, resources, time, and efforts to

maximize coherence, relevance, and connections among the content areas” (Johnson, 2014, para.

4). With this in mind, it makes sense that the first step of implementing the integrated

curriculum is to form teams with teachers from other departments. These teams of teachers work

together to come up with several interdisciplinary thematic units, all of which tap into student

interests that encompass content from the four core subject areas of mathematics, English

language arts, science, and social studies. Johnson (2014) commented that the goal of team

teachers in cross-curricular schools “is two-fold: provide rich, rigorous, and relevant flow of

knowledge and skills, and then find a way to lead students to this” (para. 14). While most

teacher-teams produce one to two carefully planned thematic units per school year, there are

many unique and creative ways to implement these units. For example, the cross-curricular

programs of Homer Junior High School in Homer, Alaska uses the last twelve days of the school

year to engage students in exciting, interdisciplinary mini-courses (George and Alexander, 2003,

p. 103). In this way, Homer Junior High School immerses their students in “high-interest active

learning” that is both “meaningful and motivating” and “extends the traditional curriculum into

life-related application” (George and Alexander, 2003, p. 103).

In conclusion, one can see the importance of having a variety of ways to teach students so

that each of them can be reached no matter their ability, level of development, or learning style.
INTERDISCIPLINARY PROJECT 7

By incorporating the cross-curricular program into our school system, we are providing our

students with a more hands-on, interactive way of learning while still meeting required state

standards. Our approach involves not only the school, but also the students’ families and the

local community. By including these people, students are catered to in a holistic manner. Their

backgrounds and differences are recognized and celebrated. The implementation of the CASEL

design into our cross-curricular academic plan ensures that the lessons will benefit all students

and their families both socially and emotionally. By allowing students to have a voice in how

and what they learn, we are showing them that we value their opinions and take their ideas into

consideration. This curriculum also gives students real-life experiences to grow from and

potentially use in their future endeavors. We as teachers are very excited to explore the new

tools and strategies that are at our disposal and to make the school experience for our students

more engaging and memorable.

INTERDISCIPLINARY PROJECT 8

References:

George, P.S., & Alexander, W.M. (2003). The exemplary middle school (3rd ed.). Belmont,
CA: Wadsworth/Thomson Learning.

Johnson, B. (2014, August 14). Deeper learning: why cross-curricular teaching is essential.
Retrieved February 25, 2016, from http://www.edutopia.org/blog/cross-curricular-
teaching-deeper-learning-ben-johnson .

Outcomes associated with the five competencies. (2015). Retrieved March 1, 2016, from
http://www.casel.org/social-and-emotional-learning/outcomes/.
Running head: INTERDISCIPLINARY PROJECT 1
River Valley Academy 8th Grade Science
10-Day Unit
Theme Science Standards Evidence of Understanding

Ohio Science Standard: Students will visit the Ohio River shores and the Ft.
Just Around - A combination of constructive and destructive geologic processes formed Earth’s surface. Steuben site. Students will keep a journal of their findings
The River - EARTH AND SPACE SCIENCE (ESS) and what they saw at each site. Students will take samples
Bend - Topic: Physical Earth of the soil and rocks to see what is in them. Students will
 Sub topic: The interactions between the hydrosphere and lithosphere are studied as they research about erosion and what affect flooding has had
relate to erosional events (e.g., flooding, mass wasting). The characteristics of rocks and on the Ohio River shores.
soil, the climate, location, topography and geologic process are studied.
Ohio Science Standard: Students will research the effects of pollution on our air
The Swing - Environmental science incorporates biology, chemistry, physics and physical geology and and how the mills and factories along the Ohio River have
State introduces students to key concepts, principles and theories within environmental science. played a role in it. Students will hear a presentation from
- ENVIRONMENTAL SCIENCE a local official and what their plans are to help fight
- Topic: Earths Resources pollution in our area. Students will ask questions about
Air and air pollution the steps being taken to combat pollution. Students will
 Primary and secondary contaminants write a letter explaining an idea they have to help stop
 Greenhouse gases pollution to send to our state legislation.
 Clean Air Act
Ohio Science standard: Students will be exposed to and have a presentation by
Future - The characteristics of an organism are a result of inherited traits received from parent(s). professionals in the biological/medical field (A local lab
Professionals - LIFE SCIENCE (LS) tech and geneticist will come and speak to the class).
- Topic: Species and Reproduction Students will take part in daily science experiments that
Career Connection: they will research and test out prior to doing them for the
Students will research the roles of careers related to genetics, such as: group. Students will keep track of the outcomes of the
 Geneticists: expertise in the study of genetics. various experiments that have been conducted over the
 Veterinarian and Vet Techs: managing the health and wellness of animals, understanding course of the 10 days and write a brief summary of their
animal reproductive behaviors and patterns. findings (i.e. if they worked or failed and what they
 Biologists: study plants and animals and their environments. learned from them). Students will visit and tour local
 Medical and Animal Scientists: develop and improve products by conducting research medical lab to see what their daily tasks may include.
and experiments.
 Students will conduct career interviews, through a workplace visit or by telephone, to
gather information that describes the real-work context of this classroom content.
Ohio Science Standard: Students will research (with parent involvement) their
The Melting - The characteristics of an organism are a result of inherited traits received from parent(s). ethnic backgrounds. Students will create a sample of a
Pot - LIFE SCIENCE (LS) family tree going back at least three generations.
- Topic: Species and Reproduction Students will pull their own DNA and learn to read it with
 Sub topic: Expression of all traits is determined by genes and environmental factors to the kit they will be provided with. Students will tie in the
varying degrees. The traits of one or two parents are passed on to the next generation presentation from the lab tech and visit to the local lab
through reproduction. Traits are determined by instructions encoded in deoxyribonucleic from the Future Professionals activity and write a brief
acid (DNA), which forms genes. overview of what they learned.
INTERDISCIPLINARY PROJECT
10-Day Unit Formative
Assessment
Theme
Soil and rock sample
Just Around results from site visits
The River and review of their
Bend journaling of the findings
from sites visited,
observation of group
work and collaborations,
review of drafts of
research papers.
Observation of group
The Swing discussion, review of first
State drafts of their letters to
state legislator
Review of journal
Future writings on outcomes of
Professionals experiments, observation
of students during
presentation from guest
speaker and during field
trip
Review of drafts of
The Melting family tree projects,
Pot observation of student
involvement/participation
during visitor
presentation and lab visit,
observation during active
learning times, review of
first draft of overview of
presentation and lab visit
2
Summative Instructional
Assessment Technology Strategies Diverse Learners
Strategies
Evaluation of final Field trip, direct Students will use microscopes to Mixed-ability pairings for sample
draft of research paper instruction, partner look at rock, water and soil gatherings and microscope use, hands
turned in at the end of work, outdoor samples gathered from field trips. on learning experience, use of word
the 10 day workshop. exploration, science Students will use processing technology for paper writing
experiment, active computers/IPads to research
learning, journaling information about the effects of
erosion due to flooding of the
Ohio River, use of word
processing technology to aid in
writing of papers
Review of final draft Question and answer, Students will use computers and Use of word processing technology for
of letters to state inquiry-based research, word processing technology to letter writing, ability to work with a
legislator, review of group discussion, write their letters as well as to buddy if needed during research time,
research materials used discussion and research material needed to write
to write letters observation the letters.
Presentation of science Simulation, science Students will use various science Hands on learning experience, use of
experiments, review of experimentation, equipment for experiments, use visual aids to help understand what they
the summary of their research, field trip, of computer for finding will be seeing and what students may be
findings from all observation and experiments to perform using during their experiments,
experiments journaling, question assigned front row seating for those
and answer, active who have trouble seeing from a
learning distance, buddy system in
experimentation if needed
Completed family tree, Simulation, field trip, Students will use DNA test kits Hands on learning experience,
results of DNA test (if experimentation, team (that will be provided for them), group/family cooperation for family
they were successful or project (with parents), Computer for family tree project tree activity, assigned front row seating
not), review of final question and answer, and research as well as for for those who have trouble seeing from
copy of overview of inquiry-based research, writing final copy of overview a distance, buddy system in DNA
presentation and lab direct instruction (how testing if needed.
visit to use the DNA kits
properly) active
learning
INTERDISCIPLINARY PROJECT 3
River Valley Academy 8th Grade Social Studies

10-Day Unit Social Studies Standards Evidence of Understanding

Theme
Geography Strand: Human Systems The learning goals for this mini course include gaining a greater
Just Around 15. The movement of people, products and ideas resulted in new patterns of settlement and land understanding and appreciation for the Ohio River Valley. The
use that influenced the political and economic development of the United States. students will be able to recognize the physical characteristics that
The River promoted migration, growth, and development in this area. We
Bend Economic Strand: Production and Consumption
will also look at the steel industry that flourished in Steubenville
23. The Industrial Revolution fundamentally changed the means of production as a result of and the surrounding areas. To foster this learning experience,
improvements in technology, use of new power resources, the advent of interchangeable parts during the first week, the students will partake in a field trip to
and the shift from craftwork to factory work. Fort Steuben. Lastly, the class will take a tour of the
ArcelorMittal Weirton in West Virginia.

Government Strand: Civic Participation and Skills The learning goal of this mini course is to form involved and
The Swing 19. Informed citizens understand how media and communication technology influence public knowledgeable citizens in preparation for the elections in
opinion. November 2016. We will take a look at how positive and
State negative media plays a role in voters’ perception of the
20. The U.S. Constitution established a federal system of government, a representative
candidates. As a class, we will then identify whether the views
democracy and a framework with separation of powers and checks and balances. of the candidates have been properly portrayed or skewed in the
media. We will also look at the history of political cartoons and
how they have evolved over the years. Lastly, we will take a tour
of the Ohio Statehouse as we learn about the elections that will
occur on the state level and the relationship between the state and
federal government.

Economic Strand: Financial Literacy During this mini session, the students will receive practical
Future 25. The effective management of one’s personal finances includes using basic banking services experience handling finances. We will have a guest financial
(e.g., savings accounts and checking accounts) and credit. services agent come to speak to the class about money
Professionals management. The students will learn about saving money,
opening bank accounts, writing checks, etc. Class discussion will
include college finances, the balance between work and school,
and how to achieve a good credit score.
Geography Strand: Human Systems The learning goal for this mini session is to explore and embrace
The Melting 16. Cultural biases, stereotypes, and prejudices had social, political, and economic consequences to different cultures found throughout the Steubenville area.
for minority groups and the population as a whole. Students will gain an understanding of the census as they
Pot investigate these statistics. We will celebrate each ethnicity by
17. Americans began to develop a common national identity among its diverse regional and
highlighting its cultural norms, religious holidays, and family
cultural populations based on democratic ideals. practices. Classroom discussion will include, cultural biases,
stereotypes, and prejudices, as well as how America has
developed its own identity as a “melting pot.”
INTERDISCIPLINARY PROJECT 4

10-Day Unit Formative Summative Instructional

Assessment Assessment Technology Strategies Diverse Learners
Theme Strategies
Daily journal, Based on the experience at Inquiry-based Google Document for play script, Fort Steuben field trip will be
Just Around observation, exit/admit Fort Steuben, groups of 8 research, discussion, classroom blog for daily journal wheelchair accessible, groups will be
slips, and postcards. will conduct research to class trips to Fort entries, internet research for divided based on a range of abilities,
The River write and to direct a short
Bend Steuben and projects, Google Document and outlines provided, verbal and written
play which will illustrate a
period of Steubenville
ArcelorMittal, team youblisher.com for newspaper. reminders, translators when required,
history they feel most projects for play and preferential seating and placement in
impacted the civilization. newspaper, and field trip groups, and visual
In conjunction with the trip acting out a story. representations.
to ArcelorMittal, the
students will each choose a
technological advancement
from the Industrial
Revolution in
Steubenville. Together,
the class will create an
authentic newspaper from
that time period which
illustrates all the
technological
advancements.
The Swing Discussion, questioning, The students will be Class trip to Ohio Prezi or Google Slides for Field trip site will be wheelchair
State think-pair-share, take a divided into groups and Statehouse, internet classroom instruction, internet accessible, buddy system on field trips,
stand debates, and assigned a candidate. research, class research for projects and article groups will be divided based on a range
reflection journal. They will create a poster discussion, group reflections, Google Documents of abilities, preselected article
or virtual Facebook or
Twitter page that compiles
work, Venn diagrams, for article reflections. suggestions for students who struggle
the views of each direct instruction, with research, checklists, buddy
candidate, either right or jigsaw instruction, systems for class field trips, preprinted
wrong, as displayed in the and textbook notes when required, and provide
media. Students will create readings. questions to structure readings.
their own political cartoon.
Students will submit two
(2) article reflections per
week on a specific political
topic.
INTERDISCIPLINARY PROJECT 5
Peer/Self-assessment, Each student will select an Guest speaker, direct Google Documents for reflection Partner system- every student will be
Future observations, daily blog “identity” which will instruction, individual paper, Google Sheets for paired with a classmate to meet with
post, and interviews. include a job/salary, research, KWL chart, organization and calculations, each other periodically for peer
Professionals family/marital status, and partner work, and Gmail for submitting assignment, assessment, outlines and rubrics,
mock bank statement
(Collaboration with math
Myers Briggs classroom blog posts, and preferential seating, translators. If
teacher—see mathematics workshop. LinkedIn exploration for student is struggling, assessment may
spreadsheet). The task professionalism/career readiness be modified based on abilities (i.e.
will be to create a financial lecture. financial plan for two weeks vs. one
plan for one month which month), allow tape recorder for lectures
will include budgeting to and guest speaker.
make car payments,
mortgage payments, credit
card payments, and living
expenses. The students
will have experience
writing mock checks and
opening bank accounts.
The students will submit
this plan with a reflection
paper.
Interviews, observations, Students will compile their Student-led Ancestry.com account for family Partner system- every student will be
The Melting misconception checks, family tree to the best of instruction, direct tree assignment, Google paired with a classmate to meet with
group discussion, and their ability. This will be instruction, internet document for magazine article, each other periodically for peer
Pot done through the aid of
journal entries. research, group work, Microsoft PowerPoint or Google assessment, groups will be divided
Ancestry.com. For
Heritage Day, Students
and guest speaker Slides for presentations and based on a range of abilities:
will create a presentation instruction, and preferential seating, resource bucket
of their ethnicity. On the youpublisher.com for digital that contains examples, ideas, website
last day of the unit, each magazine. resources, instructional diagrams, and
student will prepare a dish articles to assist independent research,
for a Cultural Food glossary of content-related terms, and
Festival. Together, the printed material vs. digital material.
class will create a
magazine to illustrate the
different cultures found in
Steubenville. The
magazine will highlight
the different cultural
events are occur around
Steubenville (i.e. Greek
Festival.)
INTERDISCIPLINARY PROJECT 6
River Valley Academy 8th Grade Reading/English Language Arts
10-Day Unit Reading/English Language Arts Standards
Theme
Strand: Reading Literature
Just Around 2. Determine a theme or central idea of a text and analyze its development over the course of the
The River text, including its relationship to the characters, setting, and plot; provide an objective summary of
the text.
Bend
3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
7. Analyze the extent to which a filmed of live production of a story or drama stays faithful to or
departs from the text or script, evaluating the choices made by the director or actors.
Strand: Writing; Text Types and Purposes
The Swing 1. Write arguments to support claims with clear reasons and relevant evidence.
State a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information into broader categories; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations,
or other information and examples.
Strand: Writing; Production and Distribution of Writing
Future 4. Produce clear and coherent writing in which the development, organization, and style are
Professionals appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3.)
6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate with
others.
Evidence of Understanding
Students will read several excerpts from the book
Huckleberry Finn. Online sources and study guides will
be used to bridge learning gaps. Once the text is read,
students will watch the movie version of Huckleberry
Finn, take notes, compare differences between the book
and the movie, and engage in classroom discussions. The
teacher will assign reading groups, assign a certain
amount of pages/chapters to cover each day, and will also
read in class while doing activities.
Students will write a Political Campaign Speech, present
the speech in groups or individually in class, compare
ideas with peers, analyze older campaign speeches and
determine how goals have changed over time. Students
will be grouped with peers who hold similar goals.
Students will prepare for a debate with other students in
the classroom based on the campaign speeches they have
written.
Students will complete an anticipation guide and read an
article about career readiness. This article, obtained from
https://www.acteonline.org/WorkArea/DownloadAsset
.aspx?id=2114 will be discussed as a class. Students will
engage in think/pair/share activities with a partner.
Also, students will learn how to write/type a resume,
“apply” for a job, and engage in group job interviews.
INTERDISCIPLINARY PROJECT 7
Strands: Reading: Informational Text; Craft and Structure
The Melting Writing; Production and Distribution of Writing Students will read and understand the format of following
Pot 5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular steps of a process of several different cultural recipes.
sentences in developing and refining a key concept. Students will create and publish a cultural/heritage-based
classroom cookbook. On the last day of unit, students
4. Produce clear and coherent writing in which the development, organization, and style are will bring in their cultural treat of choice to share with the
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are class for a Cultural Food Festival.
defined in standards 1-3.)

10-Day Unit Formative Summative Instructional

Theme Assessment
The teacher will informally
Just Around observe participation of
students during group
The River discussion in class.
Bend
The Swing The teacher will monitor
State group progress and meet
with each group individually
to address any questions or
concerns.
The teacher will observe
Future student participation,
engagement, and
Professionals comprehension during the
graphic organizer/article
activities.
The teacher will have a
The Melting check-in meeting with
each individual student
Pot
after they write their
recipes to address any
formatting questions
before the group of
students comes together
as a whole
Technology Strategies Diverse Learners
Assessment Strategies
The teacher will evaluate The teacher will guide -use of the Smartboard to view Students will work in groups or with a
the detail in which reading and encourage the movie version of Huckleberry partner for social and peer support.
students compared and group discussions. Finn
contrasted the text to the
movie.
The teacher will evaluate The teacher will scaffold -use of the Internet to research Students will have the opportunity to
students based on instruction, first by campaign speeches from the past take on different roles in the group
participation, content, modelling and guiding setting while collaborating with peers.
and professionality in the students, then by
debate. grouping students to
collaborate and work
together. There will also
be class discussions.
The teacher will review The teacher will facilitate -use of the Internet to view an Students will work with partners and
and grade student learning class-wide. article about Steubenville reflect upon their personal attributes
resumes based on Also, students will work https://www.wsws.org/en/articles/2 while writing their resumes.
formatting and content. with partners to complete 013/04/08/rust-a08.html
graphic organizers. -use of Microsoft Word to type a
resume
The teacher will The teacher will -use of the Internet, Microsoft Students will have the opportunity to
evaluate the overall explicitly instruct Word to create and publish celebrate their personal cultures and
appeal of the students about the format classroom cultural cookbook and share about them in the classroom
of recipes. Afterwards,
completed cookbook design the cover page setting while enjoying food treats from
with guided instruction,
and the accuracy of the students will work
a variety of cultures.
steps written. independently on their
recipes before working as
a group to compile their
classroom cookbook.
INTERDISCIPLINARY PROJECT 8
River Valley Academy 8th Grade Mathematics
10-Day Unit
Theme Mathematics Standards Evidence of Understanding

Domain: Geometry Students will come to a better understanding and

Just Around Cluster: Understand congruence and similarity using physical models, transparencies, or geometry appreciation of the detailed planning and mathematics
The River software. behind the construction process. This minicourse will
Bend 4. Understand that a two-dimensional figure is similar to another if the second can be obtained focus on our very own Veterans Memorial Bridge. A
from the first by a sequence of rotations, reflections, translations, and dilations; given two local architect will come in and speak to the class.
similar two dimensional figures, describe a sequence that exhibits the similarity between Students will analyze authentic, detailed blueprints of
them. the bridge, finding the scale and calculating the size
Domain: Expressions and Equations and surface area of the real bridge based on it. This
Cluster: Understand the connections between proportional relationships, lines, and linear equations. will give them a better understanding and real-life
5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare application of important math concepts such as
two different proportional relationships represented in different ways. proportionality and similarity. They will show
Domain: Geometry (Grade 7) evidence of this understanding by constructing their
Cluster: Draw, construct, and describe geometrical figures and describe the relationships between own 3D model of Veterans Memorial Bridge that is
them. proportional and to scale, and by creating blueprints
1. Solve problems involving scale drawings of geometric figures, such as computing actual of their model using geometry software.
lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
Domain: Expressions and Equations Students discover the math involved in politics and
The Swing Cluster: Work with radicals and integer exponents. elections. By estimating the population of Ohio and
State 3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate examining past voting records and statistics, they will
very large or very small quantities, and to express how many times as much one is than the see why we are considered a “swing state.” Students
other. For example, estimate the population of the United States as 3 × 108 and the will analyze past data to understand Ohio’s role in the
population of the world as 7 × 109, and determine that the world population is more than 20 2012 presidential election, making connections
times larger. between state elections and national elections, and
Domain: Statistics and Probability (Grade 7) understanding how all of the votes add up. They will
Cluster: Investigate chance processes and develop, use, and evaluate probability models. hold their own mock election as a class, which will
12. Approximate the probability of a chance event by collecting data on the chance process that not only give a greater awareness of how elections
produces it and observing its long-run relative frequency, and predict the approximate work in the real world, but also the opportunity to
relative frequency given the probability. practice many math skills. Students will make
predictions, detailed graphs, and determine the
probability of each candidate being the winner.
Domain: Functions In this minicourse, students will learn the financial
Future Cluster: Use functions to model relationships between quantities. responsibilities of being a future professional.
Professionals 5. Describe qualitatively the functional relationship between two quantities by analyzing a graph Throughout the two week period, themes such as
. e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that banking, salaries, checkbooks, and balancing a budget
exhibits the qualitative features of a function that has been described verbally.
. will be explored by the students, and they will also be
Domain: Expressions and Equations (Grade 7) introduced to the world of stocks. The mathematical
Cluster: Solve real-life and mathematical problems using numerical and algebraic expressions and concepts behind each of these themes will be
equations. practiced by the students, and they will see how
3. Solve multi-step, real-life and mathematical problems posed with positive and negative proficient math skills are necessary to be successful
rational numbers in any form (whole numbers, fractions, and decimals), using tools as a professional in the real world. They will show
INTERDISCIPLINARY PROJECT 9
strategically. Apply properties of operations to calculate with numbers in any form; convert evidence of their understanding by making their own
between forms as appropriate; and assess the reasonableness of answers using mental financial decisions randomly drawn salary and family
computation and estimation strategies. For example: If a woman making $25 an hour gets a situation cards. This real-life simulation will be fun
10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary for students, sharpen their math skills, and prepare
of $27.50 them to function in the world as a professional.
Domain: Statistics and Probability Students explore their own cultural background to
The Melting Cluster: Investigate patterns of association in bivariate data. discover the makeup of their individual ethnicity.
Pot 1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of Based on their findings, students create one pie chart
association between two quantities. Describe patterns such as clustering, outliers, positive or displaying their individual makeup and another of the
negative association, linear association, and nonlinear association class as a whole, combining all of the data to see the
Know that straight lines are widely used to model relationships between two quantitative big picture. Students will then split into small groups
variables. For scatter plots that suggest a linear association, informally fit a straight line, and conducting research for constructing their own scatter
informally assess the model fit by judging the closeness of the data points to the line. plots based on the relationship between the
Use the equation of a linear model to solve problems in the context of bivariate measurement population of an ethnic group in the United States and
data, interpreting the slope and intercept. the year in history. In this way, students will
Understand that patterns of association can also be seen in bivariate categorical data by incorporate the melting pot of America theme into
displaying frequencies and relative frequencies in a two-way table. Construct and interpret a their learning about bivariate data. Students also
two-way table summarizing data on two categorical variables collected from the same make a two-way table based on their scatter plot and
subjects. Use relative frequencies calculated for rows or columns to describe possible see if they can discover other bivariate relationships
association between the two variables. from demographics of the Steubenville, Ohio area.

10-Day Unit Formative Summative Instructional Technology Diverse

Theme Assessment
Students will solve real-life math
Just Around problems both as homework and in
class guided by the teacher.
The River During group work, the teacher
Bend will pull aside each student
individually to work with them
one-on-one and ensure
understanding of the math
concepts. The teacher will walk
around the classroom and visit
student groups to evaluate their
progress. Students will show their
work by keeping all notes and
calculations in a math notebook.
Assessment
Students will be divided into
groups of four or five and
construct a 3D model of
Veterans Memorial Bridge.
They are free to use any kind of
materials at school or at home,
and creativity is encouraged.
However, the model must be to
scale and proportional to the
real bridge. Each student in the
group will also make their own
scale drawing of their model
using online geometry software
to turn in with the project.
Strategies
Direct instruction will be used to
explain important math concepts
and solve example problems, but
students will take charge of their
learning when they apply the
math to the hands-on construction
of their model. Cooperative
learning and collaboration will be
utilized in the group projects.
Students will take notes on the
architect’s visit. Overall, a “guide
on the side” style will be used to
help student discover the math as
they work on their projects.
Strategies Learners
Students will use a free Students work at their own pace
online geometry software throughout the ten days, so those
called “Sketchometry” that fall behind will be given extra
on their iPads to support, and those that finish early
construct scale drawings will be given additional learning
of their 3D model of the activities. For the scale drawing
Veterans Memorial assignment, students get to choose
Bridge. whether they collaborate with other
(www.sketchometry.org members of their group, or work
) independently. Instruction will
The teacher will also use include a mix of lecture, group
the smartboard to do work, and one-on-one sessions with
example math problems students. Math problems will have
for the students. visual and graphic depictions.
INTERDISCIPLINARY PROJECT
Each student will conduct research
on the population and voting
statistics of a state, and answer
The Swing several math problems based on the
State information collected, showing
their work. We will compare their
answers to the statistics of Ohio in
class, and the teacher will observe
student participation. For the mock
election, students will record their
predictions and create graphs of the
results.
The teacher will assess student
Future understanding by observing their
participation in activities during the
Professionals minicourse. These will include
opening a mock bank account,
balancing a budget, writing checks,
calculating interest, becoming
“mock shareholders,” and creating
a graph of their stock market
success. Each day will also feature
a take home assignment with math
problems based on the skills
learned that day. Students will
keep track of their financial
decisions each day in a journal and
perform a self-assessment on their
decisions.
Students will create a pie chart
The Melting showing their own ethnic makeup.
They will be assessed in their
Pot participation when students, led by
the teacher, assemble the pie chart
of their whole class’ ethnic
makeup. For the scatter plot
project, the teacher will check-in
with each small group to make sure
they have decided on a plan and are
on task. Students will also be
informally assessed on their
cooperation and participation in the
small groups. Students must show
their work on all homework.
Students will turn in a portfolio
of all their work done over the
two week period. This will
include their answers to math
problems, predictions, graphs,
and any other activities
completed during the
minicourse.
In addition to a creating a
month-long financial plan
(Collaboration with social
studies teacher—see social
studies spreadsheet), students
will give a presentation at the
end of the minicourse about the
financial decisions recorded in
their journal, explaining what
decisions they made and why.
Their grade will not be based
on whether students made
successful decisions, but on
how well they are able to show
what they learned from them.
The presentation will also
include a final assessment of
their stock’s value using the
graph they designed.
Students are divided into small
groups of two or three and
asked to pick a particular
ethnicity. They will research
statistics of the growth (or
decrease) of the population of
this ethnicity in the city of
Steubenville throughout history
and in the United States at
large. Based on relationships
between the two variables (the
year and population), students
will construct their own scatter
plots and two-way tables.
Students will be assessed on
clarity and correctness of the
data presented in their graphs.
10
The teacher will use instructional
simulation and encourage active
learning by holding the mock
election. Direct instruction will
used when explaining the
mathematics behind polls and
statistics, but students will
conduct their own research and
keep track of their work in their
portfolio. Cooperative learning is
implemented when students work
together as a class for the election.
Each day follows the model for
scaffolded instruction. The day
starts with direct instruction. The
teacher will present the theme of
the day, perform example
problems for the students and
answer any questions they may
have. Then students solve their
own math problems in small
groups with guided practice. The
rest of the day students will be
engaged in active learning as they
navigate the real-life scenarios
simulated by the teacher. Each
day will bring a new challenge to
students, and critical thinking and
problem solving skills will be
encouraged.
Review of pie charts and percents
activates prior knowledge of
students. Students will conduct
their research on their ethnicity
independently, and then put the
data together as a class. Direct
instruction will be included to
introduce the concept of bivariate
data to students, who will then
apply the knowledge they have
learned in an active learning
activity (creating their own scatter
plots). Students will have choices
in which ethnic group they select
and how they present their scatter
plots in a clear and creative way.
Students will cast their Students who need extra help in
votes using the free completing the math problems will
online software called be given support and individual
“Poll Everywhere” time with the teacher. Talented and
(https://www.pollevery gifted students will be given
where.com/) opportunity to go further practice
They will use their their math skills. When conducting
tablets to submit their research on their state, students are
vote and will be able to given the option of working in
automatically see the groups or by themselves, and a
results appear on the variety of resources will be
smartboard. provided.
Students will analyze Students are free to use multiple
stock market graphs by media for their final presentation.
using the “StockCharts” By working in small groups to
website solve example problems, gifted
(http://stockcharts.com/ students will be able to help
h-sc/ui?s=$COMPQ) students with difficulties. These
and create their own challenged students are also given
stock chart in Microsoft the opportunity to watch a Khan
Excel. Teacher and Academy video or receive one-on-
students will utilize the one instruction. Diverse learners
smartboard when solving will also benefit from the variety of
example math problems instruction (direct instruction,
as a class and in small guided practice, work in small
groups. groups, and independent practice).
Students will use Student groups of two or three
http://www.ancestry.co provide a form of the buddy
m/ to discover their system, where students can help
ethnic heritage, and may each other and hold each other
use the online graphing accountable. Additional examples
tool “Create a Graph” to and support are given to students
make the class pie charts. who have trouble grasping the
(https://nces.ed.gov/nce concept of bivariate data. Students
skids/createagraph) are given a variety of options in the
creation of their graphs; they may
use technology (“create a graph”),
draw it by hand, or find some other
creative method to communicate
the data.
INTERDISCIPLINARY PROJECT 11
River Valley Academy 8th Grade Social and Emotional Learning
10-Day Unit Social and Emotional Learning Core Competencies Evidence of Understanding
Theme

Just Around Social Awareness Students will create a timeline of the cultural, economic,
 The ability to take the perspective of and empathize with others from diverse and environmental impact of the closing of the Steel Mills
The River
backgrounds and cultures, to understand social and ethical norms for behavior, and to in the Steubenville area. This timeline will be in the form
Bend
recognize family, school, and community resources and supports. of a scrapbook compiled of new clippings, photos, and
artifacts documenting the change. Students will also write
a prompt from the point of view of a person who lived
during this time. By putting themselves in the characters
position, students will be able to take on the perspective
of the individual from the steel mill era and empathize
with the hardships endured.

The Swing Self-management

 The ability to regulate one’s emotions, thoughts, and behaviors effectively in different
State
situations. This includes managing stress, controlling impulses, motivating oneself, and
setting and working toward achieving personal and academic goals.
Responsible Decision Making
 The ability to make constructive and respectful choices about personal behavior and
social interactions based on consideration of ethical standards, safety concerns, social
norms, the realistic evaluation of consequences of various actions, and the well-being of
self and others.
Students will create a presentation and write a paper
showcasing a personal hero, where specific admirable
qualities the role model possesses are addressed. Being
able to identify positive behaviors in others will raise self-
awareness of one’s own actions and behaviors.
In collaboration with the English department, students
will participate in a mock debate and election. From what
was learned in the role model presentation, students will
identify positive qualities that is required in a leader.

Future Self-awareness
Professionals  The ability to accurately recognize one’s emotions and thoughts
and their influence on behavior. This includes accurately
assessing one’s strengths and limitations and possessing a well-
grounded sense of confidence and optimism
Social Awareness
 The ability to take the perspective of and empathize with others
from diverse backgrounds and cultures, to understand social and
Students will be split into small groups where they assess
their strengths and weaknesses individually, and then
identify strengths in one another. In doing this, self-
confidence will be elevated and students will begin to
discuss what jobs his/her strengths would be best suited
for.
The students then will design a business that they believe
is needed in the Steubenville area, and will design how
INTERDISCIPLINARY PROJECT
ethical norms for behavior, and to recognize family, school, and
community resources and supports.
Relationship Skills
 The ability to establish and maintain healthy and rewarding
relationships with diverse individuals and groups. This includes
communicating clearly, listening actively, cooperating, resisting
inappropriate social pressure, negotiating conflict constructively,
and seeking and offering help when needed.
Responsible Decision Making
 The ability to make constructive and respectful choices about
personal behavior and social interactions based on consideration
of ethical standards, safety concerns, social norms, the realistic
evaluation of consequences of various actions, and the well-being
of self and others.
12
the business will be run and how it is structured. Once the
business has been designed, students will begin to
conduct business with other groups through trading and
investing in collaboration with the mathematics
department.
As students become comfortable with investing and
trading concepts, each group will be given an envelope in
which there will be conflict scenarios where the team
needs to communicate and collaborate in order to resolve
the hypothetical situations.

The Melting Social Awareness
Pot  The ability to take the perspective of and empathize with others from diverse
backgrounds and cultures, to understand social and ethical norms for behavior, and to
recognize family, school, and community resources and supports.
Responsible Decision Making
 The ability to make constructive and respectful choices about personal behavior and
social interactions based on consideration of ethical standards, safety concerns, social
norms, the realistic evaluation of consequences of various actions, and the well-being of
self and others.
As a continuation of the project from the Just Around The
River Bend unit, students will look at the census of the
Ohio Valley to gain an understanding of cultural
demographics from before the rise of the steel mills to
now. Through discussion, students will make hypothesis
about the fluctuations in diverse cultures throughout the
years. At the end of the mini units, the students will host a
Steubenville culture festival where foods from the
primary ethnic backgrounds are served to the community
and the students will showcase their timeline scrapbooks
and mock business designs from the Future Professionals
unit.
INTERDISCIPLINARY PROJECT
10-Day Unit Formative
Theme Assessment
Students will complete two
Just Around
pages of the scrapbook at a
The River time and discuss why they
Bend chose the artifacts that they
did. Student’s research and
work diligently on the
scrapbook in class. A class
discussion where students
compare and contrast the
differences between then
and now and write prompts
where they write a narrative
as an individual during this
time and event will show
understanding and
reflection.
The Swing
State Students will show their
process of thinking
through discussing
certain qualities. Also, a
part of the lesson will be
a quiz that defines
attributes, qualities, and
values.
Future Students will keep time
Professionals records and notes about
decisions discussed, ideas
that arose, and plans that
were made for the mock
business. A detailed sheet
keeping track of
investments and trades
13
Summative Instructional
Technology Strategies Diverse Learners
Assessment Strategies
The finished timeline This unit will be  Web-based searches  Students who have a difficulty
scrapbook and primarily instructed  Slideshare.net managing time will be provided an
presentation where the through inquiry based outline of milestones to help space
student shares his/her learning and research the work load in a manageable
take away points, as well way.
as well as what made the  The teacher will help students
most impact about the transfer the milestones and dates
over to a planner, to ease
history of Steubenville
organization.
and the broader Ohio
 Students with physical handicaps
Valley. may make their scrapbook online
using slideshare.com
Participation in the Teachers will  Web-based searches  Students with hearing
mock election and facilitate, guide and  Ohio.gov disabilities will have
debates, as well as the prompt discussion and accommodations closer to
final paper and lead debates. speakers.
presentation about  English Language Learners
will be provided a translator.
positive qualities
identified in their
chosen role model.
Each group will turn in In collaboration with  Google docs  English Language Learners
a folder that shows all the math department,  Excel spreadsheet will be provided a guide with
the meeting logs, students will be  Mint- budget planner terms and vocabulary in
spreadsheet of learning how to make English and Spanish as a
resource.
finances, and a detailed investments, as well as
explanation of the balance the income
 Students who struggle in math
will be paired with a well
hypothetical problem and outflow of achieving peer as support.
they were faced with finances. Through
INTERDISCIPLINARY PROJECT 14
will be logged, showing and what the group did group work, the
complete math equations. in order to resolve the students will be
issue. learning from each
other and the teacher
will be a facilitator.

The Melting Students will keep a

The journal will be The teacher will guide  English Language Learners
Pot journal of cultural census
turned in as the unit’s research and help  Web-based search will be given extra assistance
statistics, notes of the
artifact, as well as students organize the  Census.gov from the teacher when it comes
Ohio Valley ethnic to the web-based searches.
participation in the culture festival.
fluctuations, and
authentic recipes of the
school sponsored  Students with dyslexia may
Culture Festival. The type out their journal entries
top most predominant rather than write in a journal.
Scrapbook and Journal
ethnicities of the Ohio
will be graded on
Valley. Students will also
fluency of ideas and
fill out reflections and
perspectives drawn.
write discussion prompts
to continue a search.
INTERDISCIPLINARY PROJECT 15
Running head: INTERDISCIPLINARY PROJECT 1

River Valley Academy

5432 Riverbend Way ⚫ Steubenville, OH 43952

6 March 2016

Greetings Eighth Grade Parents and Guardians!

We hope this letter finds you well. We are very excited to announce the mini-courses for the end of River
Valley Academy’s 2015-2016 academic school year. As always, we choose topics that would incorporate the rich
history and environment of Steubenville and its surrounding areas. The four course topics will be, “Just Around the
Riverbend,” “The Swing State,” “Future Professionals,” and “The Melting Pot.” These courses will occur during
the last 10 days of the school year, June 6th- 17th, 2016. Each student will select the topic he or she finds most
interesting. Below, we have provided a short description of each unit as well as a flyer to aid your student in his or
her topic decision.

“Just Around the Riverbend”

Our goal for this mini-course is for the students to gain a greater understanding and appreciation for the
Ohio River Valley. During this unit, students will explore the history of the Steubenville area and the steel industry,
sail the Mississippi River with Huckleberry Finn, analyze the rocks, the sediment, the soil, and the water of the Ohio
River, and lastly, create a scaled model of the Veteran’s Memorial Bridge.

“The Swing State”

The goal for this mini-course is to form involved and knowledgeable citizens in preparation for the
elections in November 2016. The students will gain the skills necessary to write a speech and engage in debates.
Students will learn about the importance of media and communication in a political campaign. Students will gain an
understanding of pollution and other platform issues and how these can affect them and their futures. Lastly,
students will learn each candidate’s platform and analyze poll statistics.

“Future Professionals”
During this mini session, the students will receive practical experience handling finances, writing resumes,
and exploring job opportunities. Students will learn how to invest in the Stock Market and budget finances.
Students will explore careers in the science field. Class discussion will include college preparation, the balance of
work and school, and financial literacy.

“The Melting Pot”

The goal of this mini course is to embrace the cultures found throughout the Steubenville area. Students
will have the opportunity to perform DNA testing, create a cookbook which will include local and ethnic recipes,
identify ethnic percentages, create a family tree, and lastly, explore the meaning of the word culture and identify
how Steubenville has become a “melting pot” of many ethnicities.

We ask that you please return the attached paperwork by Friday, April 22, 2016. Thank you for your
cooperation!
Thank you from your 8th grade Team,
Ms. Cutri, Ms. Haggerty, Ms. Hukill, Ms. Jennings, and Mr. Schuster
INTERDISCIPLINARY PROJECT 2

Please return by Friday, April 22, 2016!

Student’s Name_______________________________

Mini Session preference 1____________________________

Mini Session preference 2____________________________
Mini Session preference 3____________________________
Mini Session preference 4____________________________

As a school, we strive to involve the community in the classroom as often as possible. We invite parents
and guardians to be involved during these mini sessions!

My name is ____________________________________________
You can reach me during the day at (___)_________________
and during the evenings at (___)___________________
My email address is __________________________

I can help in the following ways:

❏ Chaperone for field trips
❏ Speaking to the class on _____________________________________
❏ Making materials at home
❏ Volunteering as a mentor for students who need extra help
❏ Other __________________________________________
INTERDISCIPLINARY PROJECT 3