Running Head: INTERDISCIPLINARY PROJECT 1

Interdisciplinary Courses at Franciscan Middle School

Dana Wells, Brittney Vargas, Elizabeth Troup

Franciscan University of Steubenville

Franciscan

Middle School
INTERDISCIPLINARY PROJECT 2

The faculty and administration of Franciscan Middle School seeks to incorporate interdisciplinary

courses in a cross-curricular program implemented the last ten days of school. In order to combat the end

of the year down time, Franciscan Middle School’s administrators aim to engage students by applying

active learning techniques into three different, real life mini courses. These courses are designed to be ten-

day mini workshops. The mini courses include The Spice of Life, a course designed to teach students

about healthy eating, Environmental Enthusiasm, a course designed to teach students about recycling and

conservation, and Glories of Gaming, a course designed to teach students about the geography of the

region. Each mini course will be explored through three different content areas, English Language Arts,

Science, and Social Studies.

English Language Arts is a content area that the administration chose to include because it

encourages students to practice critical reading skills across many subject areas. By exposing students to a

variety of texts they are able to improve their critical literacy “which encourages students to pose

questions about multiple meanings and different perspectives, underlying message and theories” (Beach,

Thein, & Webb, 2015). In the Environmental Enthusiasm course, students will read scientific articles,

enabling them to work on analyzing text and gathering a technical meaning from the texts. In Glories of

Gaming, students will work on their writing skills, by observing the area around them and creating a text

with rich visual language. The Spice of Life course calls students to carefully analyze the advertisements

that they see on a daily basis and be able to see the manipulation techniques that companies use to sell

their products. In this course, students will also be writing an informational text that will be distributed to

the community about the importance of having good eating habits. While these three topics may not seem

like ones that can have a focus on ELA, there are still aspects of the content area that are applicable and

important to the lives of the students.

When implementing an interdisciplinary course, Science is a necessary content area to

incorporate. The U.S. National Science Education Standards recommends, “teachers implement an

inquiry – based program [to] engage students in doing what scientists do,” (Robert – Harris, 2014, p. 93).

The Science department at Franciscan Middle School seeks to emulate these words by incorporating the
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inquiry – based approach as well as the scientific method into all the mini courses. In the Spice of Life,

Science is used to connect the ideas of healthy eating to energy and the changes of state that food

undergoes. In Environmental Enthusiasm, Science is used to show how recycling and conservation affect

the different organism and living systems of the world we live in. In the mini course on Glories of

Gaming, Science is implemented to explain to students the hydrologic cycle and different types of rocks

and how it relates to the environment in which they live. Franciscan Middle School also seeks to apply a

model similar to Robert – Harris’ ideal model by incorporating “questioning, discussing how to collect

and analyze data as well as claims and evidence and possible alternative conclusions” (Robert – Harris,

2014, p. 96). The Science department builds upon itself week by week as it seeks to grow the knowledge

and creativity of its students, while connecting it to real life situations and other content areas.

Social Studies is an important content area which should be integrated into other

subjects. According to Boehm, “We learn from the National Assessment of Education Progress, from

surveys by the National Geographic Society and from a hundred other sources that American student’s

knowledge of history and geography is lamentably thin, and their comprehension of the world out the

United States is skimpy indeed” (Boehm, 2003, p. 78). Social studies is integrated into Franciscan Middle

School’s mini-courses including Spice of Life, Environmental Enthusiasm, and Glories of Gaming. Spice

of Life introduces the significance of healthy eating. Through Social Studies, students can learn about the

economics of eating through the foods distributed to different consumers, and in addition students learn

about the foods that come from the different regions of Austria. Social Studies teaches the Environmental

Enthusiasm class how the environment affects the way people live, and in turn, how people can affect the

environment. Lastly, in Glories of Gaming, students learn about the geography of Gaming, Austria. Since

they are living in Gaming for the time being, it is important for them to know where they are

staying. When one learns any subject, it is important to take into consideration the geography and

historical significance of what the student is learning.

In all, the faculty and administration of Franciscan Middle School has deemed it imperative to

combat the end of the year “time wasters” with a higher priority placed on academics. The administration
INTERDISCIPLINARY PROJECT 4

has decided to use three different options of mini – courses, lasting ten days, in order to implement this

newfound emphasis. Franciscan Middle School will be teaching these three interdisciplinary courses

through the lens of English Language Arts, Science, and Social Studies. Interdisciplinary courses promote

cooperation among teachers and provide real life, hands-on examples for the students to encounter. These

courses are flexible and based upon the interests of the learners in order to promote receptivity and

independence. Skills acquired in these courses are highly applicable to future courses due to the

experiential nature of the learning. Franciscan Middle School has deemed these Interdisciplinary Courses

to be the most effective way to implement these strategies.

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References

Beach, R., Thein, A. H., & Webb, A. (2015). Teaching to exceed the English language arts Common

Core State Standards: A literacy practices approach for 6-12 classrooms. Retrieved from

https://books.google.at/books?id=QxSeUvMy4d8C&printsec=frontcover&source=gbs_ge_summ

ary_r&cad=0#v=onepage&q&f=false

Jones, C. (2009). Interdisciplinary approach - advantages, disadvantages, and the future benefits of

interdisciplinary studies. Retrieved from

http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai

Robert-Harris, D. (2014). What did they take away?: Examining newly qualified U.S. teachers’ visions of

learning and teaching science in k-8 classrooms. Retrieved from

http://www.jstor.org/stable/pdf/10.2979/teachlearninqu.2.2.91.pdf
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The Spice of Life: A Course on Healthy Eating

Assessment

Unit and Evidence of Understanding

Time (Instructional Strategies and
Frame Standards Technology) Formative Summative
ELA Week 6.4 Determine the The teacher will give a short lesson on Teacher will spend time with Paragraph of student eating
1 meaning of words and language in advertisements. Students each group to see if all habit reflections.
phrases will analyze advertisements for a range students are grasping the Introduce and explain
as they are used in a of products and types (print and concept of advertisement Newsletter.
text, including digital) determine the meaning of each. language.
figurative, Students will also be given articles,
connotative, and shown videos, and given other
technical meanings. information on healthy eating.
Students will be asked to reflect on
their own eating habits and how they
have fallen for advertisement
techniques providing a small write up.

ELA Week 7.2 Write Students will start the week by Teacher will read drafts of the Students will submit their
2 informative/explanatory analyzing the SPAR weekly newsletter giving suggestions. newsletter that contains the
texts to examine advertisement, noticing the placement appropriate information and
a topic and convey of the different food groups. Students post them around the
ideas, concepts, and will start writing a newsletter on how community. (Students can
information to eat healthy using resources from the elect to ask for their
through the selection, local area. Informing locals on way newsletter to be on the city
organization, and that they can incorporate healthier website)
analysis of food into their diets and the dangers of
relevant content. eating poorly.

Science Changes of state are The mini session will begin with direct Students will be asked to Students will submit a rough
Week 1 explained by a model of instruction as the teacher explains the complete short food draft newsletter explaining
matter composed of changes of state that occur in matter. experiments in small groups how changes in state are
atoms and/or molecules Students will complete inquiry-based to test their theories of related to cooking and
 INTERDISCIPLINARY PROJECT 7

that are in motion (6th research with question and answer
Grade) sessions to apply this science to food,
particularly cooking and combining
different ingredients.
Science Energy can be Students will continue inquiry-based
Week 2 transformed or research in small groups, expanding
transferred, but never upon previous knowledge. Students
lost will be asked to continue describing
(7th grade) changes of state while additionally
researching the transformation of
energy. Students will be asked to direct
their research towards healthy food
choices, and how better energy is
transferred through healthier food.
Social 13. The fundamental Students will get into groups and pick
Studies questions of economics a specific kind of consumer. They will
Week 1 include what to pick out which foods should be
produce, how to marketed towards that
produce and for whom group. Additionally, students will
to produce. discuss which foods are the healthiest
for each kind of consumer.
Teacher will show the class a video
about which foods are best for the
different groups of consumers.
changing states. Students will consuming food. Students
record their findings in their will be asked to direct this
science journals. The teacher activity towards persuading
will monitor the experiments others to make healthy
and collect the journals daily. choices in their food.
The teacher will make A final copy of the newsletter
observations during work will be submitted and
time to ensure all students are presented to the community.
participating in completion of The news level will explain
the newsletter. Students will how science can help direct
complete daily admit/exit slips healthy food choices,
to check for overall especially in regards to how
understanding and food changes state and the
application of knowledge. transferring of energy that
occurs.
Students will receive a chart The final project is
to do at the end of class, which introduced: students must
will involve a list of foods and design a newsletter about
they will have to sort them healthy eating, including the
between the healthy foods and different food groups,
not healthy foods, and put especially those that come
them into different food from different regions of
groups. Austria.

Social 20. The variability in Students will learn about the resources Students will be put into Students will hand in their
Studies the distribution of distributed in the different provinces groups and briefly present to newsletters and teachers will
Week 2 productive resources in of Austria, specifically focusing on the class on the different assess them based on how
the various regions of which foods come from which kinds of foods coming from well they followed the
the world contributed provinces. the different regions of criteria in order to ensure
to specialization, trade Austria. that the students understood
and interdependence. the material they learned
during this course.
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Environmental Enthusiasm: A Course on Recycling and Conservation

Assessment

Unit and Evidence of Understanding

Time (Instructional Strategies and
Frame Standards Technology) Formative Summative
ELA Week 7.2 Analyze the Students will watch material on Each student will give a short Introduce the video project
1 main ideas and recycling. Highlighting how a lack of oral summary of their stance on where students will make a
supporting details recycling can harm the planet. Students recycling, backing it with commercial for recycling.
presented in will be articles on pro recycling and information from the materials
diverse media and articles that say recycling does not make given.
formats (e.g., a difference. Students will get into small
visually, groups and discuss their opinions on the
quantitatively, matter, using the text and the video to
orally) and back their reasoning. Each group will
explain how the present their stances.
ideas clarify a
topic, text, or
issue under study.

ELA Week 7.6 Use Students will research sources for Teacher will check-in with each Students will submit and show
2 technology, factual information that they will include group evaluating the work they their commercials on
including the in their commercial. Each small group have done so far. Students will recycling. Demonstrating the
Internet, to will write out a script and provide also submit their scripts and knowledge that they have
produce and sources for their information. Students sources as evidence of their acquired while making an
publish writing will have one day to shoot their progress. informative video for the
and link to and commercial in class and the last day will community.
cite sources, as be used to show all commercials.
well as to interact
and collaborate
with others,
including linking
to and citing
 INTERDISCIPLINARY PROJECT 9

sources.

Science Living systems at Students will be asked to form small Exit slips and admit slips will be Students will submit a script
Week 1 all levels of research groups and choose a level of used each class period to check for a commercial on recycling
organization organization of a living system. For for understanding and or conservation showing the
demonstrate the example: organelles, cells, tissues, organs questions. Students will be connections between the living
complementary and organ systems, organisms, observed during work time to systems, their structure and
nature of ecosystems, or the biosphere. The check for participation and functions of nature.
structure and teacher will present a broad overview of comprehension.
function the living systems as a whole. Each small
(6th grade) group will give a short presentation on
their living system to the class at the end.
Science Matter is Direct instruction will be used to explain Using anecdotal records, the Students will submit a 30-60
Week 2 transferred the transferring of matter between teacher will observe in class second commercial about
continuously organism and their environment. work sessions of the video to recycling or conservation to
between one Students must take notes and read the ensure participation and showcase their understanding
organism to assigned reading in order to be able to understanding. Students will of living systems, matter, and
another and fully participate in class discussion and document their work in their the interconnections between
between small group discussion. Students will use science journals, which will be organisms and how each
organisms and science journals for note taking and craft checked daily for participation affects nature. A rubric will be
their physical the script and using class iPads to film and comprehension. used for grading.
environments the commercial.
(7th grade)
Social 6. Variations Students will learn about the effects Students will write an in-class The final project is
Studies among physical humanity can have on the paragraph about the introduced. The students will
Week 1 environments environment. Teacher will show importance of preserving the create a commercial
within the students a video pertaining to this environment. Additionally, integrating the effects that
Eastern subject. Through this, the students will they will talk about what could humanity can have on the
Hemisphere learn the significance of conservation, happen to the earth if it is not environment and talking about
influence human recycling, and sustainability. preserved as it should. how they can preserve the
activities. Human environment.
activities also
alter the physical
environment.
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Social 13. Geographic Students will learn that, like people, the Students will be put into groups Students will present their
Studies factors promote environment in turn can have effects on and research on the most recent commercials to the class, and
Week 2 or impede the the way people live. They will learn natural disasters that have the teacher will grade them
movement of about natural disasters such as affected the world. Students based on how well they
people, products earthquakes, tsunamis, hurricanes, etc. will choose three major take- integrated the criteria.
and ideas. and the damage they can have on away points and then share
people. with the class what they found.
INTERDISCIPLINARY PROJECT 11

Glories of Gaming: A Course on the Geography of the Region

Assessment

Unit and Evidence of Understanding

Time (Instructional Strategies and
Frame Standards Technology) Formative Summative
ELA Week 6.2 Analyze Students will read text on the geography The teacher will listen in on the Students will share their
1 informational text of the Gaming area. They will try to discussion between students as writing with the class and be
development. connect what they have seen with what well ask questions as the able to bring the information
a. Determine a the reports say. Students will be asked to material is being presented. The that they learned into their
central idea of a write a descriptive paragraph on the teacher will also have writing.
text and how it is area surrounding them. Students will worksheet that will be used to
conveyed through share their responses aloud with their check understanding.
particular details. partner. They will compare the
b. Provide an descriptions of the same areas.
objective
summary of the
text that includes
the central idea
and relevant
details.

ELA Week 6.7 Integrate Using the information about Gaming The teacher will monitor the Students will submit their
2 information and the surrounding area, Students will student work as well as give diorama that includes accurate
presented in create a diorama. Using the information them worksheets assessing their representations of their area.
different media or that they were given as well as conduct learning from the previous
formats (e.g., their own research to complete the week.
visually, diorama as accurately and creatively as
quantitatively) as possible.
well as in words
to develop a
coherent
understanding of
a topic or issue.
INTERDISCIPLINARY PROJECT 12

Science Igneous, Students will research three different Students will be divided into Students will demonstrate a
Week 1 metamorphic and kinds of rocks and be able to identify groups and asked to describe working knowledge of the
sedimentary each one. The class will take a short the different characteristics and characteristics by identifying
rocks have unique “field trip” outside to Book Mountain identities of the rocks to each and comparing igneous,
characteristics and will be asked to journal about the other. Students will record in metamorphic, and
that can be used different rock formations they see. their science journals everyday, sedimentary rocks.
for identification Students will be able to use their which will be collected for
and/or technology to take pictures of different completion and understanding.
classification rock formations, and will be asked to
(6th grade) identify why they believe each rock is
such.
Science The hydrologic Students must research and identify the Students will create a model Students will submit a diorama
Week 2 cycles illustrate different parts of the hydrologic cycle “hydrologic cycle” in the of the geographical area of
the changing and record in their science journals what classroom with their small Gaming, including but not
states of water as occurs in each step. Students will use groups and will do a short write limited to examples of igneous,
it moves through inquiry-based research including the up of their findings. They will metamorphic and sedimentary
the lithosphere, scientific method as they complete the be asked to compare their rocks as well as incorporating
biosphere, experiments. Journals will be collected findings to their current the elements of the hydrologic
hydrosphere and and checked for completion and geographical area, as well as cycles.
atmosphere understanding. their hometown.
(7th grade)
Social 3. Globes and Students will learn about globes and After the field trip, students will The teacher will introduce the
Studies other geographic maps, especially about the European be quizzed orally on a couple of final project that will be due
Week 1 tools can be used countries. This week will mainly focus things that were pointed out after week 2: a 3D diorama of
to gather, process on the geography of Gaming, about Gaming. Gaming. It can be made of
and report Austria. The students will be handed a anything from rice crispy
information about map of Gaming and will learn how to treats to clay.
people, places and read it. They will learn about the
environments. surrounding areas, and the aspects of
Cartographers Gaming.
decide which
information to On one of the days, the class will go on a
include and how “field trip” to walk around Gaming and
it is displayed. to get a good sense of the area.
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Social 5. Regions can be Students will learn about the climate of Teacher will assess students by At the end of the week,
Studies determined, Gaming, the population, economics, and asking questions about the students will present their
Week 2 classified and topography. things they learned about dioramas to the class.
compared using Gaming in class to ensure that
various criteria they are absorbing the
(e.g., landform, information
climate,
population,
cultural, or
economic).
INTERDISCIPLINARY PROJECT
Fr a ncisca n Junior Hig h
Since 2017
N ew This Yea r
Th e l ast w eek s of sc h ool ar e f ast
ap p r oac h i n g h er e at Fr an c i sc an Ju n i or
H i gh ! Th ese w eek s of sc h ool h ave a
r ep u t at i o n as t i m e w ast er s, a t i m e t o
w i n d d o w n f o r su m m er . Th o se d ay s ar e
n o l on ger ! Th i s y ear w e ar e
i m p l em en t i n g  i n t er d i sc i p l i n ar y
c ou r ses. St u d en t s w i l l h ave a c h an c e t o
ex p l o r e t h e l oc al ar ea t h r ou gh t h e l en s
of t h r ee d i f f er en t c ou r ses t h at w e w i l l
be of f er i n g at t h e en d of t h i s year .  t o make bet t er food choices.
W e bel i eve t h at st u d en t s w i l l be abl e t o
c on t i n u e t o w or k o n f or m al asp ec t s of
t h ei r ed u c at i on su c h as En gl i sh
Lan gu age Ar t s, Soc i al St u d i es an d
Sc i en c e w h i l e al so l ear n i n g m or e abou t
t h e ar ea ar ou n d t h em i n an exc i t i n g an d
r el ax ed en vi r on m en t .  
14
 
O U R C O U RSES
G LO RIES O F G A M IN G
St udent s will t ake a closer look at t he
area of Gaming, focusing on t he
geography of t he region. They will t ake
short hikes t hrough t he ar ea and have a
chance for t heir cr eat ive juices t o flow
wit h t heir final pr oject . 
SPICE O F LIFE
St udent s have an oppor t unit y t o learn
mor e about eat ing healt hy in our "Spice
of Life" cour se.  We will look at t he
adver t isement t echniques used for food
product s, and how t o eat local, and how
 
EN V IRO N M EN TA L
EN TH USIA SM
St udent s will lear n about t he
import ance of r ecycling and how
r ecycling effect s t heir ar ea. In t his
course st udent s will be able t o creat e
t heir very own commercial!