RUNNING HEAD: Interdisciplinary Teaching

The Interdisciplinary Approach to Teaching

Rebecca Turner

March 6, 2019

EDU 360 OL
Interdisciplinary Teaching 1

Middle School is a transitional period for many students. At this age, students are

between dependence and independence, they are learning more about themselves, and they need

support and guidance from mentors and teachers to help them succeed. In addition to support,

middle schoolers also need a good education to help continue to form their academic success.

One way to support academic success of middle schoolers is to implement an interdisciplinary

approach to learning. An interdisciplinary approach to education means integrating one or more

content area about the same subject. An interdisciplinary approach is relational rather than the

traditional approach to educational which is conventional (Scoville, 1994).

This new approach to learning connects more information across curriculum and

standards. Interdisciplinary teaching is very different from the traditional classroom environment

- it is typically much more hands-on and inquiry-based. This radical transformation of the

classroom has been shown to improve the comprehension of subjects by enriching the quality

and making connections between subjects (You, 2017).

The connections formed through interdisciplinary teaching need to be acted upon.

Teachers should take this opportunity to encourage inquiry and educational development in each

student as they begin to make connections for themselves. For example, a teacher named Janet

Mulder created a unit focusing on the government systems and how the students can participate

as a democracy. This teacher combined the subjects English Language Arts, History, and

Government to create this inventive unit that allows for learning and participation all in one

(Mulder, 2000).
Interdisciplinary Teaching 2

The importance of an interdisciplinary approach cannot be emphasized enough.

Connections make for greater and deeper understanding and that is what interdisciplinary

education is all about. Connections between subjects and connections in real life circumstances

will make the material applicable to the learners. Connections made outside of the textbook are

as important, if not more important, than connections made within a textbook (New York Board

of Education, 1996).

Connections specifically created in interdisciplinary units can range from Engineering,

Health, and Arts. Interdisciplinary units are not created with limitations - they are created to go

beyond the standard understanding of a topic. This new depth allows for students not only to

learn about the topic, but to learn more about themselves. It gives teachers a new empowerment

to connect curriculum standards and goals to various subjects and it gives students a new sense

of freedom to inquire and find new depth in topics. When teachers work together on

interdisciplinary units, they are called “Interdisciplinary Teams” (Husband and Short, 1994).

When interdisciplinary teams work together, there is an increase of decision-making

ability, self-efficacy, and confidence. While working as a team, the interdisciplinary approach

becomes even more effective to teach instruction. It is especially important to work as teams

when teachers, teaching middle school and high school, have different specialities. Teachers

want to use their skills and sometimes a team of educators with different skills can create units

that are inventive and original (Husband and Short, 1994).

In conclusion, there has been a lot of research conducted on and around interdisciplinary

approaches. Though no singular approach is perfect, this approach allows for greater critical
Interdisciplinary Teaching 3

thinking skills, hands on practice, and an enrichment in education that may not be found

elsewhere. Interdisciplinary teaching allows students to reach new depths that will pique the

curiosity of many students. Overall, this approach has been shown to improve various aspects of

education and should be considered by schools as they decide how to teach curriculum.
Interdisciplinary Teaching 4

Works Cited

Husband, R. E., & Short, P. M. (1994). Interdisciplinary teams lead to greater teacher

empowerment. ​Middle School Journal,​ ​26​(2), 58-60. doi:10.1080/00940771.1994.11494412

Mulder, J. (2000). Debate on ratification. Retrieved from

http://score.rims.k12.ca.us/activity/ratification/

N. (1996). Making connections: literature as a basis for multiple perspectives and

interdisciplinary education. ​Office of Instructional Publications​. Retrieved from

https://files.eric.ed.gov/fulltext/ED405600.pdf​.

Scoville, J. (1994, May). ​How to achieve outcomes in interdisciplinary education based

on a valid methodology integrating art, music, philosophy, science, history, and literature.

Speech presented at Annual Conference of the Community College General Education

Association in New York, Albany.

You, H.S. (2017). Why teach science with an interdisciplinary approach: History, trends,

and conceptual frameworks. ​Journal of Education and Learning,​ 6(4), 66-77.

Interdisciplinary Teaching 5
Interdisciplinary Teaching 6

Fall Semester Theme: Government and History of Democracy

Content Standards Evidence of Formative Summative

Area Understanding Assessment Assessment

Language CCSS.ELA-LITE The students will Students will Students will

Arts RACY.SL.6.1.A use this semester prepare for a prepare and
Come to to learn about socratic seminar present a debate
discussions what the based on an on one of the
prepared, having government and event that topics given by the
read or studied how democracy occured in the teacher.
required material; works. This will be history of the
explicitly draw on demonstrated United States
that preparation through the form government.
by referring to of debates and
evidence on the socratic seminars.
topic, text, or
issue to probe
and reflect on
ideas under
discussion.

Math 7.RP.3 Use Students will use Students will Students will be
proportional math skills in a learn about taxes taken on a field
relationships to real-life situation and practice on trip to a restaurant
solve multistep after practicing in an example where they will
ratio and percent the context of the income. calculate the tax
problems. classroom. and gratuity that
Examples: simple will be given.
interest, tax,
markups and
markdowns,
gratuities and
commissions,
fees, percent
increase and
decrease,
percent error.
Interdisciplinary Teaching 7

History CCSS.ELA-LITE Students will learn Students will Students will act
RACY.RH.6-8.3 about how a bill is conduct research as various levels
Identify key steps passed through and create a of congress
in a text's the various levels virtual timeline of (assigned by
description of a of government how a bill teacher) and
process related before eventually becomes a law. create a
to history/social becoming a law. classroom “law.”
studies (e.g., how This will be
a bill becomes backed up with
law, how interest research on the
rates are raised history of the US
or lowered). government.

Science MS-ESS3-4 Students will learn Students will Students will do a

Earth and Human about how the conduct research community service
Activity government and and create a activity together
Construct an laws impact the report on how (such as picking
argument environment. they make an up trash, planting
supported by They will also impact on trees) to
evidence for how learn about how environment and contribute to
increases in much funding how they could helping the Earth.
human goes towards improve their
population and protecting the contribution.
per-capita environment.
consumption of
natural resources
impact Earth's
systems

Spring Semester Theme: Health and Nutrition

Content Standards Evidence of Summative

Area Understanding Formative Assessment
Assessment
Interdisciplinary Teaching 8

Language CCSS.ELA-LITE Students will learn Students will Students will

Arts RACY.RI.7.4 how to read create produce a
Determine the instructions and instructions on research project
meaning of words ingredients on how to prepare on how diets of
and phrases as foods. This will their favorite American citizens
they are used in help them to meal. have changes in
a text, including make informed the past 30 years.
figurative, decisions about
connotative, and the food they are
technical eating.
meanings;
analyze the
impact of a
specific word
choice on
meaning and
tone.

Math CCSS.MATH.CO Students will use Students will Students will

NTENT.6.RP.A.3. ratios and make a graphic calculate the
D Use ratio measurements to organizer to show nutritional value of
reasoning to make informed the amounts of food from the
convert decisions on how different foods a 1970’s and 2019.
measurement many calories person should They will conduct
units; manipulate they should intake on a daily research on the
and transform consume on a basis. differences of
units daily basis. This nutritional value
appropriately will also help them (fat, calories,
when multiplying to calculate the sugars, vitamins,
or dividing percentages of etc).
quantities. fat, sugar, and
carbohydrates in
food.
Interdisciplinary Teaching 9

History CCSS.ELA-LITE Students will learn Students will Students will

RACY.RH.6-8.7 how to read create a create an
Integrate visual graphs in order to community individualized
information (e.g., make decisions graphic organizer “meal plan” based
in charts, graphs, on how much to that shows the on the graphic
photographs, eat and what type amount of organizer they
videos, or maps) of food to eat. different types of created with the
with other food that should class.
information in be included in a
print and digital diet (meat, dairy,
texts grains, fruits, and
vegetables).

Science LS1.C: Students will learn Students will Students will each
Organization for the difference complete journal pot a plant to be
Matter and between organic entry describing kept in the
Energy Flow in and pasteurized the difference classroom. This
Organisms foods. They will between organic assessment will
As matter and also learn about and pasteurized be ongoing as
energy flow additives (colors, foods. students will have
through different sugars) and the the responsibility
organizational effect of those to care for their
levels of living additives on the plants.
systems, human body.
chemical
elements are
recombined in
different ways to
form different
products.
Health
Standard:
The nutritive
value of foods,
including natural
and organically
produced foods,
the relation of
nutrition to
health, and the
Interdisciplinary Teaching 10

use and effects of

food additives