1

Interdisciplinary Project:
A 5th Grade Curriculum

2018-2019
Rutherford B. Hayes Middle School
Cleveland, Ohio

Authors:
Kathleen Merriman, Mary Wester, Maddie Brown, Amelia Villa, and Jenna Kuebler
 2

General Information:

School Name: Rutherford B. Hayes Middle School

Grade: 5th Grade Curriculum
School Year: 2018-2019
Setting: Suburban School near Cleveland, Ohio
Model School: Richmond Heights Middle School (The Exemplary Middle School,
pp. 102-103)

Quarterly Dates:

 1st Quarter: August 14 - October 16

 2nd Quarter: October 17 - December 19
 3rd Quarter: January 3 - March 6
 4th Quarter: March 7 - May 9
 3

Rutherford B. Hayes Middle School: 5th Grade Fall 2018 Curriculum

Weeks (When Topic/Focus (What Concepts/skills Activities/Resources Assessments

will you teach the is the main concept (What is included (What instructional (HOW WILL YOU ASSESS
content?) from the state under the main strategies will you STUDENT LEARNING?)
standards that you content?) use? What materials
will teach?) will you need?) Formative/
Summative

Dates: August Content Area: Content Area The main forms of Formative Summative
14th- October 16th English Language Focus: Writing instructional strategies
Arts will include: direct The students The worksheets
Author: -Writing reflective instruction, group will be and written
Jenna Kuebler short and long essays discussion on past participating in reflections will
Fall Theme: “The experiences, rotating classroom be graded. In
World of Water” -Joining group “stations,” discussion, in addition 5 short
informational texts practice worksheets, which the quizzes will be
Standard: with personal and interactive online teacher will given out
“Link opinion and opinions through games. assess which throughout the
reasons using reflective writing students are unit for proper
words, phrases, and Students will read participating, feedback and
clauses...” -Reading texts, short stories, and relaying their consistent
(CCSS.ELA- comprehension with informational articles, own material, comprehension
LITERACY.W.5.1. reflections either in groups, with etc. The fluency
C) the class a whole, or teacher will throughout the
-Formatting proper by themselves. After also assess class.
Link: http://www.c punctuation and this is completed, the personal
orestandards.org/EL grammar students will write reflections
A-Literacy/W/5/1/c/ their personal response based on
in a short or long form prompts
essay. Students should written on the
use experienced whiteboard. If
examples, personal certain students
opinions, media they are having
have witnessed, etc. difficulty
comprehending
An exemplar class the material or
activity, based off of formulating his
the given standard and or her writing
Interdisciplinary theme skills, there
from this quarter’s will be time
unit, would include the available in the
implementation of classroom for
prompting via a group editing
worksheet. Students sessions, in
will delve into the which the
cross-curricular instructor can
activity incorporating offer
Earth Science by suggestions to
completing the the student one
creative writing on one.
worksheet, “Earth
 4

Day; What’s Your

Idea?” Students will
then be asked to share
the responses that they
wrote down with a
class partner. The class
will then proceed to
split up into large
groups, based off of
common interests,
ideas, or word choices.
The teacher will then
hear from these
“teams” the common
themes connecting
their lives and
Environmental
Responsibility.

Materials:

Worksheets:
http://www.k12reader.
com/worksheet/writing
-prompt-earth-day-
whats-your-idea/

Online Interactive
Games:
http://mrnussbaum.co
m/fifth-grade-
language-arts/

Dates: October Content Area: Content Area The second quarter of Formative Summative
17th- December English Language Focus: “The World of Water”
19th Arts Literacy/Reading will focus on the class’ The students There will be
Information Text movement from the will each write three short
Author: Jenna Fall Theme: “The intermediate form of source or argumentative
Kuebler World of Water” -Reading writing, the narrative research-based essays
Comprehension and reflective, to short essays in throughout the
Standard: writing with concrete which peers quarter that
“Read closely to -Argumentative evidence and cited will give will require the
determine what the Writing examples. As the feedback and use of
text says explicitly students progress, they gradings on. rationalized
and to make logical -Forming written will transition from Each student and cited
inferences from it; works out of sources writing with personal will give the sources. These
cite specific textual and study opinions and emotions reasons for the and the
evidence when to writing in a given grade formative
writing or speaking professional tone that and point out assessments
to support includes research- what was well will be
conclusions drawn based evidence and done and what involved in the
from the text” studies. This will could use student’s final
(CCSS.ELA- require the use of the work. The grade.
LITERACY.RI.5.1) students’ reasoning teacher will
 5

skills and reading then grade the

Link: http://www. comprehension skills. feedback given
corestandards.org/E by the peers
LA-Literacy/RI/5/ An exemplar class and, in
activity, based off of addition, grade
the given standard and the overall
Interdisciplinary theme writings of the
from this quarter’s student. Thus
unit, would include the ensuring each
implementation of student knows
approved worksheets. what to include
In class, students will in their own
read a provided writings via
reading examples and
comprehension nonexamples.
worksheet called,
“Water Water
Everywhere.” Students
will be asked to
answer the questions,
referring directly back
to the scientific source
they had just read
from, including
questions such as,
“With so much water
all around us, why is
there so little water for
us to use?” and “What
are the four forms that
water takes when it
returns to Earth from
the clouds?” Students
will then need to refer
directly to the reading
source and relate the
information they find.

Instruction for the

students will mainly be
exhibited through
Direct Instruction and
interactive activities.
Direct Instruction with
discussion is
specifically required to
teach the students
proper skills in reading
comprehension and
writing, as well to
address common
 6

misconceptions among
the students.

Materials:

Worksheet:
http://www.k12read
er.com/reading-
comprehension/Gr5
_Wk23_WaterWater
_Everywhere.pdf

Dates: August Content Area: - Research skills Inquiry based Formative Summative
14th- October 16th Social Studies (different regions of instruction
(Geography) the world, history of Students will Students will
Author: Native Americans) Students will research be divided into engage in a
Mary Wester Fall Theme: “The Online navigation current regions of the five groups to final debate
World of Water” Identify landforms world (West, Midwest, divide the and be
Collaboration East, South) and different assessed on
Standard: Compare and discover different regions of the their
Regions can be contrast water landforms US. Each few participation
determined using present. days groups and
various criteria (e.g., will rotate and knowledge.
landform, climate, Students will then research a
population, cultural transition to Native different A rubric will
or economic). P.19 American life and region. be given to
discover the different Students will grade the
Link: tribes scattered across create posters students to see
http://education.ohio the US. Questions with their if students are
.gov/getattachment/ prompted by the findings to well prepared
Topics/Ohio-s-New- teacher will be share/compare and can
Learning- provided such as “how and contrast articulate and
Standards/Social- do certain landforms with the class. defend their
Studies/SS- (bodies of water) decisions.
Standards.pdf.aspx affect the settlement of After a few
each tribe? weeks, teacher
will have
Teacher will split students stay in
students into different their groups
groups and assign and switch to
them a tribe to Native
research. Americans/trib
Once information is es.
obtained, students will
engage in debates to
determine which area
they would most likely
live in. What are the
pros and cons? Which
tribe’s location would
you most likely live
in? Why?
 7

Materials:
Internet
Google Maps

Tribes and regions:

http://www.ducksters.c
om/history/native_ame
rican_tribes_regions.p
hp

http://geography.mrdo
nn.org/landforms.html

Dates: October Content Area: Heritage Direct Instruction Formative Summative

17th- December Social Studies Research Skills
19th (History) Reading Teacher will instruct Weekly At the end of
Writing students and have journal entries the semester,
Author: Fall Theme: “The them engage in to reflect on students will
Mary Wester World of Water” independent work the topic take their
along with being research and
Standard: collaborating with discussed. notes into real
European peers in group work. Some journals life and take
exploration and will be on the role of
colonization had Students will discover personal and the first
lasting effects which the role water plays in allow students Europeans to
can be used to European exploration. to discuss travel and
understand the Students will learn their thoughts. colonize
Western important vocabulary Others will be America.
Hemisphere today. terms such as voyage, themed and Students will
P.19 vessel, etc. and how have students be assessed
Europeans traveled to take on the based off their
Link: reach America by role of a ability to
http://education.ohio ships. Students will character discuss the
.gov/getattachment/ research the different during that challenges
Topics/Ohio-s-New- struggles Europeans time such as a they had while
Learning- may have faced during European on traveling,
Standards/Social- this time and imagine their voyage along with
Studies/SS- what it may have been to America. what it was
Standards.pdf.aspx like for them. like to trade
Educational videos Weekly and start a
will be used in order to quizzes will community.
differentiate also be given
instruction and
accommodate the Students will
visual learners. fill in graphic
organizers
Students will be such as KWL
introduced to about charts.
people in history
during this time such Informal
as Christopher group
 8

Columbus. Through discussions

the use of texts and will be
sources on the internet routinely held
such as maps, students such as
will obtain an accurate discussing the
representation of the impact
route made by the first European
explorers. Students Colonization
will also look at a map has on
designed in 1474 and America
determine the today.
differences between
what Europeans
believed the world to
look like compared to
what it looks like
today.

Students discover the

effects of trading and
how it plays a role in
the geographical
location presented to
Europeans

Materials:
http://www.socialstudi
esforkids.com/articles/
ushistory/triangulartra
de.htm
https://www.youtube.c
om/watch?v=pYfCRR
NxX2o

Educational video and

resource on the
Triangle Trade

https://upload.wikimed
ia.org/wikipedia/comm
ons/thumb/8/8e/Atlanti
c_Ocean%2C_Toscane
lli%2C_1474.jpg/800p
x-
Atlantic_Ocean%2C_
Toscanelli%2C_1474.j
pg
Map in 1474
https://layers-of-
learning.com/wp-
content/uploads/2013/
 9

09/Columbus-First-
Voyage.pdf
First routes of
Christopher Colombus

Dates: August Content Area: The students will The students will work Formative Summative
14th-October 16th Science study Great Lakes, both independently Assessments: Assessments:
since Cleveland (the and in small groups to include:
Author: Fall Theme: home of Rutherford research the Great -Weekly At the end of
Kathleen “The World of B. Hayes Middle Lakes. Initial research quizzes on the quarter,
Merriman Water” School) borders Lake will be conducted by content each student
Erie. Students will use of texts, such as at studied will present
Standard: study similarities and the public library, and -Graphic on one species
“Organisms perform differences between online. To demonstrate organizers/ of organism
a variety of roles in each of these five learning, students will graphs that he or she
an ecosystem.” Great Lakes, make graphs and/or -A well, has selected
(Ohio’s New including but not graphic organizers organized during the
Learning Standards: limited to: features comparing and research and weeks prior
Science, pg. 142) that make each of contrasting field journal from any of
these lakes diverse, characteristics of the (teacher the Great
Link: locations, depth, Great Lakes. Types of checks Lakes.
http://education.ohio width, bordering graphs may include weekly) Students may
.gov/getattachment/ states/regions, and but are not limited to: -Lab notes choose
Topics/Ohios- organisms that live Bar Graphs, Pie -Worksheets between
Learning- within and around Charts, Line Charts, -Presentations giving an oral
Standards/Science/S the Great Lakes. Venn Diagrams, and on various report,
cienceStandards.pdf. During this first Area Charts. Students species creating a
aspx quarter, in alignment will learn how to PowerPoint,
with the Life Science conduct field research or writing a
standard that inspires and receive field report to
this quarter, students journals. Midway compile the
will focus on a study during this first findings of
of the organisms quarter, students will their research.
within the take a field trip to the Each student
ecosystems of the shores of Lake Erie, will create a
Great Lakes. This where they will detailed, tri-
will include an in- conduct field research fold poster to
depth, research-based to identify and present their
study into into native document any individual
species and the indigenous and findings on
invasive species that invasive species that each species.
are affecting them. they observe. Students These posters,
Furthermore, will take pictures and as well as the
 10

students will learn make detailed field journals,

how to distinguish observations in their lab notes,
and categorize their journals. Students written reports
between will then choose one (if any), and
decomposers, species to research in- any relevant
consumers, and depth and present on photographs
producers within the for the end-of-quarter from the field
ecosystem of the summative project. trip will be
Great Lakes, as well The simultaneous presented to
as the relational food study of consumers, parents, peers,
chain between producers, and and teachers
organisms in this decomposers (the food at an end of
area. For further chain) will enrich and the quarter
enrichment, students inform the students’ Science Expo.
may explore the study of the Great Students will
Great Lakes on a Lakes’ ecosystems. have the
microscopic level in opportunity to
a lab setting. Suggested Resources: demonstrate
their work,
Great Lakes: findings, and
-Videos: individual
https://www.youtube.c research in
om/watch?v=gBRcOL this finale of
cEwF0 the first
quarter’s
https://www.youtube.c study of Great
om/watch?v=k3N5t70 Lakes.
aJ2A

https://www.youtube.c
om/watch?v=6LbZz8v
yMqw

-Graph Creator:
https://nces.ed.gov/nce
skids/createagraph/

-General Information:
http://www.regions.no
aa.gov/great-
lakes/index.php/great_
lakes-restoration-
initiative/invasive-
species/

https://www.thoughtco
.com/the-great-lakes-
130310

Food Chain
Resources:
-Worksheets:
 11

https://www.superteac
herworksheets.com/fo
od-chains/producer-
consumer-
decomposer_WQRQT.
pdf

http://mrtranscience.w
eebly.com/uploads/9/0
/1/4/9014797/__consu
mers_and_producers_a
ctivities.pdf
-Videos:
https://www.youtube.c
om/watch?v=hLq2dat
Po5M

https://www.youtube.c
om/watch?v=pasB5Fx
hVUk
-Foldables/Graphic
Organizers:
https://www.teachersp
ayteachers.com/Produc
t/Food-chains-
Interactive-Science-
Notebook-foldable-
2770215

Conducting
Research:

https://www.scholastic
.com/teachers/articles/t
eaching-content/6-
online-research-skills-
your-students-need/

Dates: October Content Area: For this quarter, the Important terms Formative: Summative:
17th-December Science students will explore discussed and explored Project-Based Students will
19th light and sound as this quarter will be Assessments: work in small
Fall Theme: forms of energy. written down and -Students will groups on an
Author: “The World of Students will observe paired with a visual create two end-of-the
Kathleen Water” how light and sound image to create a musical year
Merriman are affected by the classroom word wall. instruments presentation
Standard: matter through which The word wall will be from scrap on either
“Light and sound they move. In used and referenced materials sound or light
are forms of energy regards to light, throughout this (e.g., rubber (student
that behave in students will conduct quarter. Students will bands, choice)
predictable ways” science experiments begin this quarter with cardboard The group
(Ohio’s New to observe how light a study of the science boxes, etc.). will write,
can travel through behind light. During They will prepare,
 12

Learning Standards: some materials, such the weeks involving a present their practice, and
Science, p. 153). as glass or water. In study of the science of creations to perform a skit
alignment with the light, students will use the class and to teachers,
Link: fall theme “The mirrors to investigate explain which parents, and
http://education.ohio World of Water,” the reflection of light. instrument peers,
.gov/getattachment/ particular attention Students will use has a higher explaining the
Topics/Ohios- will be given to the mirrors and lasers to pitch of how light or
Learning- ways in which water try to bounce light at sound. sound travels.
Standards/Science/S affects both light and different angles from Students will While the skit
cienceStandards.pdf. sound. one side of a room to also explain may be funny
aspx Students will study another. Students will the theory and
characteristics of also have the behind their props/costume
light, such as, when opportunity to build instruments. s may be
it reaches a new and test their own used(e.g., one
material, it is either periscopes to learn -Weekly tests student
absorbed, refracted, principles of light on the dresses up as
reflected, or can waves. Finally, material (esp. a light wave,
continue to travel. students will explore Scientific another
Students will also how light reflects and vocabulary) dresses up as
investigate how light refracts off of and in represented water), the
can cause water as a medium. on the word students will
temperature changes wall be assessed on
when an object The second half of this their
absorbs it quarter will involve an -Students will knowledge of
(particularly, water). in-depth study of the draw the material
Students will also science of sound. connections covered.
study how light is Students will learn between this Students
refracted through about pitch, frequency, quarter and should be able
such objects as a and vibration through the last to “teach”
prism and hands-on activities that quarter to their peers
magnifying glass. allow them to evaluate how about some
Students will also manipulate different light affects aspect of
make a study of objects and create the organisms either light or
sound, exploring different sound waves. they chose to sound. The
such concepts at The teacher may research and teacher will
pitch. Furthermore, collaborate with the present on in use a rubric to
students will evaluate Music department to the Science assess student
and explore how fast bring different musical Expo. knowledge of
light and sound instruments into the the material.
travel, and determine classroom to - Students
through inquiry if investigate various will work on
these speeds are pitches and sounds. small groups
affected by the Working in small to measure
medium through groups, the students and compare
which light and will also plan and shadows of
sound waves travel implement an different
(e.g., liquid, solids, investigation into how objects, and
and gases). the length of PVC write
tubing affects the pitch observations
of sound (e.g., longer in their
tubes create lower observation
pitches and shorter journals
tubes produce higher
 13

pitches). Students will -Worksheets

also learn the biology
of the human ear and
how it perceives and
recognizes sound
vibrations.

Suggested Resources:

Light:

-How to Build a
Periscope:

http://pbskids.
org/zoom/activities/sci
/periscope. html

-Mirror Simulation:
http://www.bbc.co.uk/
bitesize/ks2/science/ph
ysical_processes/how_
we_see_things/play/

Sound:
-Sample Lesson Plan:
http://www.discoverye
ducation.com/teachers/
free-lesson-plans/the-
phenomenon-of-
sound-waves.cfm

-Making Instruments:
https://www.howweele
arn.com/spectacular-
homemade-musical-
instruments/

-Simulation
http://www.bbc.co.uk/
bitesize/ks2/science/ph
ysical_processes/chang
ing_sounds/play/

-Activities:
https://www.scholastic
.com/teachers/articles/t
eaching-
content/science-sound/

-The Human Ear:

 14

https://www.youtube.c
om/watch?v=HMXoH
KwWmU8

Rutherford B. Hayes Middle School: 5th Grade Spring 2019 Curriculum

Weeks (When Topic/Focus (What Concepts/Skills Activities/Resources ASSESSMENTS

will you teach the is the main concept (What is included (What instructional (HOW WILL YOU ASSESS
content?) from the state standards under the main strategies will you STUDENT LEARNING?)
that you will teach?)
content?) use? what materials
will you need?) Formative
Summative

Dates: January 3rd Content Area: Content Area Focus: The main forms of Formative: Summative
- March 6th English Language Reading Foundational instructional strategies
Arts Skills will include: direct Student A group play
Author: instruction, students’ Portfolios will be put on
Jenna Kuebler Spring Theme: -Poetry Exploration personal reading, large Throughout and each
“Spring into and small group the course of student will act
Sports!” -Literature discussion, role-play, the Spring, the out their
character analysis, and students will character. The
Standard: -Proper recitation of example real-world write their own proper
“Read grade-level prose or poetry with videos. chapter recitations of
prose and poetry oral fluency summaries, their given
orally with Students will read the create personal poetic verses
accuracy, poetic novel, The reflections, and character
appropriate rate, Crossover by Kwame score their own portrayal will
and expression on Alexander, about a and others’ be graded by
successive young basketball writings with a the instructor.
readings” player. In addition to given rubric,
(CCSS.ELA- poetic diversity, this
LITERACY.RF.5.4 piece of literature also All of these
.B) offers themes of works will be
“family and added to and
Link: brotherhood” kept within a
http://www.corestan (Goodreads). personal
dards.org/ELA- portfolio in the
Literacy/RF/5/4/b/ student’s file.
The
 15

Materials: assessment
The Crossover by will be
Kwame Alexander ongoing and
conclude with
Internet a final project,
in which the
Goodreads Summary student can
of The Crossover and choose from
Purchase Options writing: a
https://www.goodread poem, song,
s.com/book/show/182 rap, narrative
63725-the-crossover essay, or
Letter Writer: incorporating
http://www.abcya.com some other art
/friendly_letter_maker. form and
htm English
Language Arts
together.

Dates: March 7th- Content Area: Content Area Focus: The main forms of Formative Summative
May 9th English Language Reading Literature instructional strategies
Arts will include: direct The group The students
Author: Jenna -Literacy instruction, students’ discussions will give a
Kuebler Spring Theme: personal reading, large and rotational book report that
“Spring into -Stanza/Scene and small group class reading outlines the top
Sports!” analysis discussion, role-play, will assess three most
character analysis, and which students important
Standard: -Comprehension example real-world comprehend chapters in the
“Explain how a fluency throughout an videos. the material on book. This will
series of chapters, artistic or poetic text a basic level be graded and
scenes, or stanzas Students will read and which turned in at the
fits together to Crossing Jordan by students are end. Weekly
provide the overall Adrian Fogelin. This falling behind short quizzes
structure of a novel offers the the typical on the book’s
particular story, students diversity with pace of reading material will be
drama, or poem” a female lead who and/or given every
(CCSS.ELA- befriends an African comprehension Friday.
LITERACY.RL.5.5 American neighbor,
) despite their families
harsh hostility. In
Link: addition, the two
http://www.corestan friends bond through
dards.org/ELA- reading Jane Austen.
Literacy/RL/5/5/
After reading this and
having daily group
discussions and taking
turns reading to each
other, the students will
write a pretend letter
to the main characters
discussing their
opinion of the book.
 16

Materials:
A sufficient amount of
copies for the students
of Crossing Jordan by
Adrian Forgelin

Letter Writer:
http://www.abcya.com
/friendly_letter_maker.
htm

Dates: January History Social Studies: Direct Instruction Formative Summative

3rd- March 6th History
Spring Theme: Forms of instructional Each week Students will
Author: “Spring into For this quarter, we strategies that will take students will be able to
Amelia Villa Sports!” will be focusing on place during this have a certain create an
the history of the quarter will be: direct part of the interactive
Standard: olympics throughout instructions, interactive timeline
“Multiple-tier the different eras. group/partner timeline due to online to show
timelines can be This will allow the discussions, and insure that what
used to show students to see independent research. each student knowledge
relationships among relationships among stays on task. they have
events and places.” the events that took Direct instruction will gained from
(Ohio’s New place in the first take place when the Students will how the
Learning Standards: olympic games and overall interactive also be olympics has
Social Studies, how they are similar timeline is being required to evolved over
p.19) and/or different to presented. Direct comment on time.
those olympic games instruction will also their peers
Link: of the other eras. take place during the interactive Each student
http://education.ohi Including the olympic each era of the timeline to will be given a
o.gov/getattachment games today. olympics to go over insure the different era
/Topics/Ohio-s- the importance and the understanding of the
New-Learning- Students will study olympics have of each other's olympics in
Standards/Social- the era in which each changed from the material. which they
Studies/SS- of the games took previous era and what have to base
Standards.pdf.aspx place. What might could have been the Quizzes will their
have been happening cause. be presented interactive
in history during that on a weekly timeline on.
time. Group/Partner basis.
discussion will come
Students will be able into place on a weekly
to explore and come basis when the Graphic
to understand how students are asked to organizers
vital the olympics view another peers
have been throughout interactive timeline.
the years Having them discuss
with each other what
they have found.
Research Skills
Independent research
will also happen on a
weekly basis.
Allowing the students
 17

time to research the

particular era they
were assigned.

Template of what the

outcome of the
students timelines
should be:
https://www.historyon
thenet.com/olympic-
games-timeline-2/

Dates: March 7th- History Social Studies: Direct Instruction Formative Summative
May 9th History
Spring Theme: Weekly At the end of
“Spring into In this quarter Forms of instructional quizzes/hando this unit
Author: Sports!” students will be strategies that will be uts on material students will
Amelia Villa learning, researching, taking place during covered be given a
Standard: “The and talking about the this quarter will be country within
Western history of the sports that of direct Various the Western
Hemisphere is found within the instruction, and graphic Hemisphere.
culturally diverse Western Hemisphere independent research. organizers They will be
due to American and how they differ covering asked to
Indian, European, from those countries Direct instruction will material present to the
Asian and African around them. happen for a majority presented class, using
influences and of this quarter. With any form (e.g.
interactions, as Students will study teacher lead google slides,
evidenced by the characteristics of instruction with the powerpoint,
artistic expression, each sports played teacher presenting the prezi).
language, religion within the countries. material the students Information
and food.” (Ohio’s need. And providing gathered from
New Learning The influences these worksheets and research,
Standards, p. 19). sports had on the quizzes including how
countries and how it Independent research the sport came
Link: impacted the country will occur when each about,
http://education.ohi in and of itself will student is given their influences and
o.gov/getattachment also be explored specific country to interactions it
/Topics/Ohio-s- work on. Independent had on the
New-Learning- Research Skills research will include country(will
Standards/Social- looking up make up this
Studies/SS- information about the presentation).
Standards.pdf.aspx history found within
such country. How A grading
such sport has rubric will be
influenced the country put into place
both positive and as well as a
negative. rubric of what
is expected.
 18

Dates: January 3rd Science Science: Direct Instruction Formative Summative

- March 6th Nutrition/Anatomy. -Weekly
Spring Theme: The teacher will quizzes on In teams,
“Spring into For this quarter instruct students material students will
Author: Maddie Sports!” students will learn through a powerpoint covered. create a poster
Brown about how all living on where energy - Taking or powerpoint
Standard: “All things get energy. comes from. Then we accurate notes on how
living things require Beginning with plants will move on to how everyday humans get
energy” (Ohio and then moving onto people and athletes. - Weekly their energy.
Learning Standards, how humans Students will take “exit slip” They will be
p. 143). (athletes) get their notes on this subject containing asked to
energy to perform at matter to use in the one fact they highlight the
Link: the highest level. creation of their learned this aspects of a
http://education.ohi Being that our school posters. Students will week healthy
o.gov/getattachment is based in an area engage in independent - Worksheets lifestyle.
/Topics/Ohios- with many talented work and collaborative - Taking care These will be
Learning- baseball and learning through of plants presented to
Standards/Science/S basketball players, worksheets, weekly -Daily journal the class at the
cienceStandards.pdf students will learn quizzes, journals, and of healthy end of the
.aspx how they get energy. creating posters. choices they semester.
We will take a made Students will
comprehensive look Materials: be asked to
into where our energy Powerpoint take notes
comes from and Notebooks during the
determine if we are Journals presentation.
making healthy Poster Board
choices or not. Art Supplies

-Research Skills Guest Speaker

- Decision making A nutritionist for the
skills Cleveland Cavaliers
- Charting and Browns will visit
- Collaboration the class to talk about
healthy choices and
how they affect energy
levels.Students will
take notes on the
speaker and use this
information for their
poster project.

Learning Activity
In February, students
will participate in the
“Jump Rope for Your
Heart” program in
gym class. This will
lead us into a group
discussion on the
energy used here.
Inquiry-Based
Learning
 19

Students will begin

growing plants in our
green house. We will
continue this project
the rest of the year.
This will serve as a
hands on experience to
show students where
plants get their energy.
When the food is
harvested it will serve
as energy for humans.
Materials:
Seeds
Water
Greenhouse
Gardening tools

Group Work
Together students will
create a food pyramid
and learn about
healthy food choices
for energy. Then we
will investigate our
school/packed lunches
to determine if they’re
healthy.

In these same groups,

students will create
posters on how we get
energy from food. As
well as highlighting
the aspects of a
healthy lifestyle.
These will be
presented to the class.
 20

Dates: March 7th- Science Science: Physics, Direct Instruction Formative Summative
May 9th Matter in Motion Students will learn -Worksheets In learning
Spring Theme: about the change of an -Weekly teams,
Author: Maddie “Spring into The motion of an object caused by quizzes students will
Brown Sports” object can change by motion. They will be - Completion complete a
speeding up, slowing expected to take notes of notes demonstration
Standard: “The down or changing on this matter. We will - Experiments on the effects
amount of change direction. Forces highlight the physics -Creating of force on an
in movement of an cause changes in of American Football charts object. This
object is based on motion. If a force is and the factors -Participation will be
the mass* of the applied in the same involved in the game in activities presented to
object and the direction of an (Delivery of a football parents at the
amount of force object’s motion, the through the air,runners end of the
exerted” (Ohio speed will increase. If on the field, stopping year. Students
Learning Standards, a force is applied in runners on the field) will
p. 149). the opposite direction Students will engage demonstrate
of an object’s motion, in independent and something that
Link: the speed will collaborative learning we covered in
http://education.ohi decrease. Generally, through worksheets, the quarter in
o.gov/getattachment the greater the force weekly quizzes, and a unique way.
/Topics/Ohios- acting on an object, note taking.
Learning- the greater the change
Standards/Science/S in motion. If no Videos
cienceStandards.pdf forces act on an Students will learn
.aspx object, the object about speed and
does not change its motion through
motion and moves at watching videos that
constant speed in a further explain these
given direction. If an concepts.
object is not moving https://www.youtube.c
and no force acts on om/watch?v=04HsuO
it, the object will 93Dz4
remain at rest.
Movement is Students will also
measured by speed watch a video
(how fast or slow the regarding Newton’s
movement is). Speed FIrst Law of Motion in
is measured by time football. This shows a
and distance traveled real life application of
(how long it took the matter in motion in
object to go a specific sports..
distance). https://www.youtube.c
om/watch?v=08BFCZ
JDn9w

E-Learning
In teams, students will
take turns playing the
“Forces and
Movement” game on
Ipads. It shows
students what happens
to a car when you
 21

push/pull it with
softer/harder force. It
also shows what
happens when the car
hits something to stop
its motion.
http://www.bbc.co.uk/
schools/scienceclips/a
ges/6_7/forces_move
ment.shtml

Experiments
Students will be timed
running 100m. We
will use this to
determine speed in
meters per second. If
the student chooses
not to participate they
can observe or be a
recorder for their
group. The numbers
will be graphically
represented in a chart.

Students will complete

another activity on
speed using marbles,
rulers, and textbooks.
https://misscusterswiki
.wikispaces.com/5th+
Grade+Speed+Lesson

Videos
This video shows the
fastest 100m dash
speeds of all time.
This will give students
something to compare
their 100m dash
speeds too.
https://www.youtube.c
om/watch?v=NEuJ5b4
FDXA

Experiments:
Students will drop 3
different types of balls
(baseball, basketball,
golf ball) out the
window and make
observations on which
one hits the ground
 22

first. They will come

to the conclusion that
with no force exerted
on the balls they will
all hit the ground at
the same time.

Following this
students will complete
an experiment to
recognize that
increasing the force
acting on an object
will result in greater
changes in motion.
Recognize that objects
with greater mass will
change their motion
less than objects with
less mass. Students
will lightly toss a golf
ball, basketball,
baseball, ping pong
ball, and tennis ball.
Then students will do
this with greater force
to draw these
conclusions.

Field Trip:
Students will attend a
Lake County Captains
Minor League baseball
game on 05/02/18.
The purpose of this
will be to observe
force on an object.
Upon returning to
school, students will
be asked what they
observed at the game
that shows matter in
motion, speed, and
force on an object.
This will serve as a
wrap up for this
quarter, before the
presentations.
 23

Interdisciplinary Project

EDU 360

November 9, 2017

Jenna Kuebler, Kathleen Merriman, Mary Wester, Madison Brown, and Amelia Villa
 24

In this rapidly-evolving era of American society, students are maturing and absorbing

information faster than perhaps ever before. This movement presents a dire need for adequate

instruction within school systems across the United States. For educators who wish to radically

improve and propel their students’ desire for knowledge, an Interdisciplinary Curriculum is a

popular choice of preference. Interdisciplinary Curriculum is a teaching format that focuses

primarily on “student needs and interests, adult concerns, and curriculum standards” (George &

Alexander, 2003). This type of curriculum is highly desirable for use within classrooms because

it encourages learning advancements in a form that is both useful and memorable to the students.

Through meaningful lessons that are planned with the students’ ultimate interest in mind,

Interdisciplinary Curriculum focuses on the long-term effects on the students. Just as “a doctor

cannot be trained only in physiology and the biology of the body; a doctor treats the whole

human being” (Jacobs, 1989), so must a well-designed curriculum serve to serve the needs of

every student in a holistic manner. With the students of this modern age, there is an

overwhelming desideratum for connection between the content presented in the classroom with

the experiences witnessed in the pupil’s own world outside of his or her classroom. Truly, the

Interdisciplinary Curriculum, when integrated effectively, a goal that Rutherford B. Hayes

Middle School hopes to accomplish, can provide a harmonious blend of relevant material that

draws on the expertise of many qualified individuals.

The concept of an Interdisciplinary Curriculum has a long history of being both relevant

and successful. According to Jones (2010), in the early 1930’s advocates began looking for a

curriculum in which they could integrate multiple content areas. Today, educators recognize the

growing need for interdisciplinary content; subsequently, knowledge is growing at exponential

proportions in all areas of study (Jones, 2010). With that growing knowledge, interdisciplinary
 25

curriculum helps in aiding what material should be taught and what material can be eliminated.

There is a need to show students how different subject areas influence their lives, and how

critical it is for them to see the strength of each discipline (Jones, 2010). No matter the content,

there must be a design to have an active linkage between fields of knowledge to systematically

exhibit the relationships of each discipline.

Building from this foundation of both the history and benefits of an Interdisciplinary

Curriculum, informed curriculum designers must advance the next step in the process: well-

considered implementation of the desired curriculum. To effectively implement an

Interdisciplinary Curriculum within a school wide system, educators must collaborate with one

another to ensure that learning is maximized for each student. It is essential that these educators

communicate with each other so that their professional skills are being utilized in order to fulfil a

goal that is targeted towards the common good of the students (Coffey, 2009). This can be done

by forming connections between each subject and by truly allowing students to see the relevance

between each topic being learned and how they relate. Once all school personnel are on the same

page, each subject should include the fusion of multiple skills that can be united under one broad

theme, along with learning goals that are established in order determine the outcome of the

Interdisciplinary Curriculum. Successful implementation of this curriculum requires not only

thorough planning before the school year begins, but also frequent meetings of all personnel

involved to maintain common goals, strengthen communication between all professionals

involved, assess the activities and programs on an on-going basis, and make improvements as

necessary. If these measures are considered, implementation of an Interdisciplinary Curriculum

should prove relatively effortless.

 26

Rutherford B. Hayes Middle School introduces the interdisciplinary approach across the

content areas of English Language Arts, Science, and Social Studies. Following the model of a

another exemplary middle in Cleveland, Ohio, Richmond Heights Middle School, Rutherford B.

Hayes Middle School seeks to seamlessly integrate multiple disciplines under the same broader

themes. The school year is divided into four, nine-week quarters. For the school year of 2018-

2019, the first two quarters in the fall of the school year revolve around the central theme: “The

World of Water.” The second two quarters explore various strands of learning inspired by the

broader topic “Spring into Sports.” Each teacher within their respective disciplines will align

Common Core Standards and Ohio’s New Learning Standards to these overarching themes for

fall and spring. Furthermore, educators will use a variety of assessment tools and strategies to

differentiate instruction and foster optimal learning, including projects, field trips, experiments,

and inquiry-based learning activities, as well as traditional assessment methods. Bearing in mind

the aforementioned rationale for an Interdisciplinary Curriculum, it is the ardent desire of all of

those involved in its design at Rutherford B. Hayes Middle School that this curriculum will serve

as a framework that can provide the scaffolding necessary for each student to achieve his or her

maximum potential in every content area.

 27

Bibliography

Coffey, H. (2009). Interdisciplinary teaching. Retrieved from http://www.learnnc.org/lp/pages

/5196.

George, P. S., & Alexander, W. M. (2003). The exemplary middle school. Belmont, CA:

Wadsworth Publishing.

Jacobs, H. H. (1989). Interdisciplinary curriculum: design and implementation. Association for

Supervision and Curriculum Development. Retrieved from http://files.eric.ed.gov/fulltext/

ED316506. pdf.

Jones, C. (2009). Interdisciplinary approach: Advantages, disadvantages, and the future benefits

of interdisciplinary studies. ESSAI, 7(26).

 28

Rutherford B. Hayes Middle School

1987 Praeses Way
Cleveland, OH 44101
Greetings Parents and Guardians of RBHMS!
I hope you and your family had a phenomenal summer! Our staff members are so excited to
see returning faces and to meet new ones. In addition to welcoming new students, we have some
other new additions that will be helping pave way for the exciting year we have ahead of us!
It is with greatest pleasure that I announce the implementation of Interdisciplinary
Curriculum into our classrooms here at Rutherford B. Hayes Middle School! Following in the
footsteps of the renowned local Richmond Middle School, our school will be moving forward
from its original curriculum in order to better meet the needs of our talented students, while also
creating a more interactive learning environment.
What is Interdisciplinary Curriculum?
Interdisciplinary Curriculum is an innovative approach to teaching the required
educational material in a way that specifically relates to “student needs and interests,
adult concerns, and curriculum standards” (The Exemplary Middle School, George &
Alexander).
What does this mean for my child?
This means that your child will be learning material along the exact same educational
standards as all other public schools; however, he or she will be experiencing it through
added teaching methods that make the academic material more useful and memorable.
Is this curriculum strategy just a new trend? Will it be completely unfamiliar to my child?
Actually, no; Interdisciplinary Curriculum is widely made up of traditional schoolroom
events that were most likely YOUR favorite experiences in your own childhood
education such as: class field trips, in-class visits from certified professionals in the same
field as each courses’ topics, and many hands-on activities and lessons!
We at Rutherford B. Hayes Middle School sincerely hope you will join us in welcoming this new
movement. If you have any questions or concerns about the matter and/or its effect on your child,
please do not hesitate to email me or to call my work phone during regular school hours (see
below).
Warmest regards to you and your family,
Jenna M. Kuebler

Principal

Office Phone: (760) 519-0781, ext. #229

Email: JMKuebler@rbhms.com
“Change is the end result of all true learning.”
-Leo Buscaglia