Running head: AN INTEGRATED APPROACH

An Integrated Approach:
Interdisciplinary Middle School Curriculum
Annie Kissinger
EDU 360 OL
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For many adolescents in middle school today, the level of stress and anxiety in their lives

is overwhelming. From the struggle of wanting to fit-in, wanting to make friends, hormonal

changes, a heavier homework load and many other influences, adolescents have a difficult time

adjusting and feeling at ease during their middle school years (Whitney-Thomas & Moloney,

2001). Educators must be constantly aware of these influences that directly impact their students'

academic performances.

Curriculum can be introduced and developed in many ways in middle school classrooms

and there is much debate over the different interpretations and designs of the curriculum. The

most common beliefs are those who put an emphasis on standards-based reform and those who

push for the integrated curriculum. Content of the units in an integrated curriculum draws from

three areas: student needs and interests, adult concerns, and curriculum standards.

Within an integrated curriculum, students' needs and interests are tapped into in a unique

way. Advocates of this type of curriculum place an emphasis on this as these learning

experiences for adolescents should be based around their needs and interests. These aspects can

be turned into themes and topics within the curriculum. ​When a topic connects to what students

like and are intrigued by, their engagement is so much deeper as they are more willing to spend

more time pondering, communicating, collaborating and making connections in meaningful

ways. Students need to be presented with material that connects to them and gives them a chance

to participate in hands-on experiences. Concepts become more visual within integrated

curriculum (McCarthy, 2014).

An adolescents desire to be well informed on topics of concern in today’s world is often

overlooked. Touching on topics of concern and present issues in the world are a great way for
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educators to prepare their students for the future and how they can make educated decisions. In

America today, there are constant concerns of injustice and unequal treatment. Topics like this

are so intriguing for adolescents as they yearn to know more. Rather than just teaching students

about history, it is largely beneficial for students to be submerged in current events. Student

awareness of global issues is the first step in preparing them for the real world. Students should

have an ​understanding of the world’s economy, politics, social structures, and environment. This

understanding can help them make the best decisions about how to live their lives in the future

(Rink, 2016).

It is important to note that teachers of an integrated curriculum carefully plan and

acknowledge subject matter from state and national standards just like any other type of

curriculum. These educators are part of the real world of public schools and work hard to make

this type of curriculum address student needs, the issues and social problems of the world, and

the subject matter that academic standards. When these three aspects are equally addressed and a

part of the curriculum, learning experiences flourish for middle school students.

First and foremost, this type of curriculum should be interdisciplinary and have a basis on

active learning principles and the students needs. (George & Alexander, 2003) George and

Alexander (2003) proposed three models of interdisciplinary curriculum. These are the real-life

scenario model, the cross-curricular model, and the curriculum streams model. The real-life

scenario model focuses on four content areas: language arts, mathematics, science and social

studies. There are usually two semester themes in most districts that address each content area

within the theme. The cross-curricular model focuses on active learning in real life mini courses.

There are 12 day mini workshops which are relevant and project based. Lastly, within the
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curriculum streams method, the school year is split into three trimesters of 12 weeks. Students

are able to select topics and/or activities that they would like to participate in each semester.

Throughout the school year, the content areas “stream” together and go hand in hand.

This type of curriculum is so desirable for many reasons. John Dewey, an American

philosopher, argued that curriculum should be presented as a “reconstruction of experience.”

Learning occurs through these real-life experiences in a deeper and more hands-on way. An

integrated curriculum leads to just that. This type of curriculum allows for student choice as

students long to be more independent, allows for greater flexibility within student interest when

grouping for instruction, greater student engagement and involvement, and teachers can be

facilitators of learning instead of the center stage.

Most can agree that middle school is a challenging period of time for adolescents. With

all the changes that it brings, our job as educators is to help these adolescents navigate their way

through school in the easiest and best way. As students yearn to be more involved, feel more

independent and understand the world around them, presenting them with an integrated

curriculum exposes them to real life situations and first-hand experiences. Drawing on these

experiences, students are more likely to be motivated and desire to learn more and take part in

the classroom. Learning should be fun where students can be thoroughly engaged and work on

their collaboration and communication skills. The once invisible concepts learned in school

become more visible and alive as students are immersed in this type of curriculum.
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References

1. George, P. S., & Alexander, W. M. (2003). ​The exemplary middle school​ (3rd ed.).

Australia: Thomson/Wadsworth.

2. McCarthy, J. (2014). ​Learner interest matters: strategies for empowering student choice.​

Retrieved from

https://www.edutopia.org/blog/differentiated-instruction-learner-interest-matters-j​ohn-mc

carthy

3. Whitney-Thomas, J., & Moloney, M. (2001). “Who I Am and What I Want”:

Adolescents’ Self-Definition and Struggles. ​Exceptional Children​, ​67​(3), 375–389.

​ etrieved from
4. Rink, T. (2016). ​Current events and why we need to teach them! R

https://blog.mimio.com/current-events-and-why-we-need-to-teach-them
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6th-8th grade Interdisciplinary Workshops

Workshop 1: The Unsinkable Titanic

Content Area Learning Standards Topics/Concepts/Activities Formative Summative
Objectives Assessment Assessment

History Students will be CCSS.ELA-LITERAC Students will: Students will Students will
Y.RH.6-8.2
able to explain participate in participate in
Determine the
what the Titanic Engage in group discussion a group group
was, summarize central ideas or with the teacher on what discussion presentations on
the events that information of a they already know about the where they the 2 individuals
led to the primary or Titanic. Students are all share their they researched
sinking of the secondary source; encouraged to participate thoughts that survived the
Titanic and list provide an even if they have never about what Titanic.
notable accurate heard of the Titanic before. they know
survivors of the summary of the Students can ask questions about the Students will be
Titanic. source distinct to show participation. Titanic given a test that
from prior before the includes the
knowledge or Students will then watch a lesson. events leading up
opinions. video on the history of the Students will to the sinking of
CCSS.ELA-LITERAC Titanic. be evaluated the Titanic, what
Y.RH.6-8.7 based on the Titanic was,
Integrate visual After watching the video, their and a multiple
information (e.g., the students will be divided participation choice section
in charts, graphs, into groups ( 5 total) and are level. relating to
photographs, to research at least two individuals that
videos, or maps) survivors. They then will were presented
with other present to the class a very on by the
information in brief biography on each students.
print and digital person they researched.
texts.

Math The student will CCSS.MATH.CONTE Students will: Students will Students will be
NT.7.RP.A.1
be able to participate in given a math
Compute unit
effectively Be divided into groups of 4. groups quiz on questions
explain the rates associated where they with similar
measurements with ratios of Objects such as a pencil, are able to conversions and
of the Titanic fractions, book, folder, marker, etc, assume equations. The
ship. including ratios will be shown to the class different group of students
of lengths, areas and written on the board. roles, but are who won the
and other all estimation game
quantities Each group will be given contributing will use their
measured in like one of the objects. Before to the extra credit on
or different units. any math is done, the group calculations. this quiz.
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CCSS.MATH.CONTE will go up to the board and Some
NT.8.EE.A.4
write their estimation of students
Perform
how many of each object might be the
operations with would equal the length of ones
numbers the Titanic. converting,
expressed in some may be
scientific Each group would go up the ones
notation, and make their estimates multiplying,
including and then would sit back etc.
problems where down and start their
both decimal and calculations of only the
scientific notation object they were given.
are used. Use
scientific notation Each group will go up to the
and choose units front of the class and write
of appropriate the correct calculation on
size for the board. The group with
measurements of the closest guesses to all of
very large or very the objects will receive
small quantities extra credit.
(e.g., use
millimeters per
year for seafloor
spreading).
Interpret
scientific notation
that has been
generated by
technology.

Workshop 2: Animal Habitats

Content Learning Objectives Standards Topics/Concepts/Activities Formative Summative
Area Assessment Assessment

Geography The student will be Students will: The students will The students
able to show what Ohio be engaging in would
they about different Learning Be divided into groups of 3 or their group activity participate in
animal habitats across Standards 4 where they will pick an where students can a showcase
the globe through for Social animal habit from a list be given different where other
presentations. Studies: (Wetland, Tundra, Savanna, roles and research students
6.5 Rainforest, Tide pool, tropical different aspects outside of the
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The student will be Regions rainforest, desert). about their specific classroom,
able to summarize the can be habitat, but they parents and/or
characteristics, determine Each group will create poster will all still be faculty are
threats, climate, food d, boards that include a contributing. welcome to
and animals that are classified description of the climate, the Students will be walk around
part of each habitat. and land, the food, common evaluated based on to each poster
compared animals seen there and possible the teachers' board and
The student will be using threats posed on the animal life perception of how hear from the
able to collaborate various in this habitat. well they worked students about
with others and criteria together and each habitat.
present their projects (e.g., The groups will present their presented their
to their peers. landform, poster boards to the class and if projects and will
climate, possible can do a showcase in be evaluated based
population a school cafeteria or classroom on the students’
, cultural, where other students can come own reflections of
or up to each group to hear about how the project
economic) each habitat. went with their
group.

English The student will be CCSS.ELA-L Students will: The students The student
ITERACY.W
Language able to write a paper .6.2 papers will be will create an
Arts on an animal from the Write Choose an animal from the evaluated based on informational
(ELA) habitat they informativ habitat they researched in the grammar, how the video on their
researched in the e/explanat previous geography lesson. paper flows, if the specific
geography lesson. ory texts information is animal. The
Research the animal and its accurate and if the students will
to
The student will be characteristics. paper is the each present
examine a
able to efficiently requested length. their short
communicate the topic and Write a paper on the animal videos to the
characteristics of their convey making sure to include its class.
specific animal ideas, physical characteristics, diet,
through a clear and concepts, where it is in the food chain in
concise essay and its habitat, its animal family,
following a rubric. informatio interesting facts, how many
n through there are today, if it is
the endangered, etc.
selection,
organizati Create an informational video
on, and to present to the class on their
analysis animal topic.
of
relevant
content.
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CCSS.ELA-L
ITERACY.W
.6.2.B
Develop
the topic
with
relevant
facts,
definition
s,
concrete
details,
quotations
, or other
informatio
n and
examples.

Workshop 3: Honoring Our Heroes

Content Learning Standards Topics/Concepts/Activities Formative Summative
Area Objectives Assessment Assessment

History Students will Ohio Learning Students will: Students will Students will
be able to Standards for be evaluated be participating
show their Social Be given a historical figure as a topic on the in a wax
understanding Studies:8.24 to research the life of. biographies museum where
of the life of a Choices made they write on they take on
historical by individuals, Write a biography of their historical their specific the life of their
figure through businesses and figure. historical historical
their costume, governments figure. They figure and truly
life story and have both Students will then participate in a wax will be get into
emotions. present and museum where they dress up as the evaluated on character in
future historical figures and give the accuracy their
consequences. presentations in a cafeteria or of their presentations.
auditorium space. Other students in writing, the This unique
the school, teachers and parents are grammar and opportunity
able to sit in front of the students in flow of the gives students
this presentation and press their button paper. an opportunity
to make them “come alive,” and tell to dive deeper
their life story. in their
understanding
of what their
historical
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figure went
through during
their lifetime.

ELA Students will CCSS.ELA-LITERA Students will: Students will Students will
CY.W.6.2.B
be able to be assessed write a letter
Develop the
express their Pick someone from history that they on their showing their
gratitude to topic with look up to or made an impact on their understanding understanding
heroes of the relevant facts, life today. of the and
world through definitions, historical appreciation of
a letter. concrete details, Students will research and dive deeper figures’ a historical
quotations, or in their appreciation of their hero or impact, and figure who
Students will other selected person. their effort to made an
be able to information and express their impact.
efficiently examples. Students will then write a letter to gratitude for
express why their hero applauding them for their their
they are CCSS.ELA-LITERA accomplishments, thanking them for accomplishm
CY.W.6.4
thankful to their impact today and even asking ents.
Produce clear
their heroes. questions on how they were feeling
and coherent during their trials or struggles they
writing in faced.
which the
development,
organization,
and style are
appropriate to
task, purpose,
and audience.

Workshop 4: Who Am I?
Content Learning Standards Topics/Concepts/Activities Formative Summative
Area Objectives Assessment Assessment

English Students will be CCSS.ELA-LIT Students will: Students will Students will write
ERACY.W.6.9
Language able to show what be assessed a poem which will
Draw
Arts they know about Research their ancestry and on their receive a good
their cultural evidence cultural background of how participation score as long as
background from they came to be in America. in in-class the teacher can see
through a written literary or Students can make a family workshops, effort put into it
essay. information tree if they would like to show their essay and that the
Students will use al texts to ancestry. quality and if students follow the
the research they support it follows the rubric and
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found about their analysis, Students will write an essay rubric. template.
ancestry and reflection, that summarizes their cultural
culture and fit that and background and how their
within their essay. research. ancestors came to America.

Students will then create a

poem based off a template the
teacher gives that sums up
their background and culture.
Students will present their
poems to the class.

Art Students will be Archdiocese Students will: Students will Students will
able to create a of Chicago Create a mural or collage of be assessed participate in a
mural or collage Fine Arts every aspect that makes them based on the showcase one
that shows their Standards who they are today. Whether it effort night/day where
understanding of 6.26B.05 is images of certain traditions, demonstrated teachers, students
their cultural Create an art flags, favorite foods, colors, during and faculty can
background. work based animals, etc. in-class walk through an
Students will be on a plan workshops on art “exhibit”
able to show their incorporatin both their where students are
understanding of g research murals/collag accompanied by
their culture and problem es and their their
through various art solving. presentations. murals/collages.
that pertains to Students will be
their background. able to explain the
significance of
each of their
different art pieces
on their project.
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Dear Parents/Guardians,

I hope you are all doing well and are excited for what we have in store for the middle school
students these last few weeks!

In the last 12 days of this semester, the students will be participating in a series of
mini-workshops where they can choose to learn about one of the four specific topics that I have
created and listed below. These topics are filled with eye-opening, engaging and fun learning
experiences that have been carefully planned to allow the students to be fully immersed in their
learning.

During the last 12 days of this semester students will learn about one of the four topics
they selected. These topics will be taught through a series of mini-workshops where students will
be hands-on learning and be presented with real world topics and issues. As these experiences
and workshops might differ from traditional teaching, students have the opportunity to grow in
their understanding of the world they live in, the issues that concern us, and be able to better
communicate and collaborate with others. The purpose behind this approach to learning is the
idea that learning should be fun and engaging for students where they are left wanting to know
more.

Below I have listed the four different topics that the teachers and I have created and are
putting the finishing touches on. I would advise that you and the student look over this closely
and take time to decide what workshop fits best. We ask that you return the enclosed slip
selecting your student’s workshop by next [day of the week, date, year].
Here are the options:

The Unsinkable Titanic​ ​(History & Math)

● Students will be able to explain what the Titanic was, summarize the events that
led to the sinking of the Titanic and list notable survivors of the Titanic.
● The students will be able to effectively explain the measurements of the Titanic
ship.

Animal Habitats​ ​(Geography & English Language Arts)

● The students will become familiar with different animal habitats across the globe.
● The student will be able to summarize the characteristics, threats, climate, food
and animals that are part of each habitat.
● The student will be able to collaborate with others and present their projects to
their peers.
● For the English lesson, the students will be able to write a paper on an animal
from the habitat they researched in the geography lesson.
● The student will be able to efficiently communicate the characteristics of their
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specific animal through a clear and concise essay.

Honoring Our Heroes​ ​(History & English Language Arts)

● Students will be able to show their understanding of the life of a historical figure
through their costume, life story and emotions.
● students will be able to express their gratitude to heroes of the world through a
letter.
● Students will be able to efficiently express why they are thankful to their heroes.

Who Am I?​ ​(History & Art)

● Students will be able to show what they know about their cultural background
through a written essay. Students will use the research they found about their
ancestry and culture and fit that within their essay.
● Students will be able to create a mural or collage that shows their understanding
of their cultural background. Students will be able to show their understanding of
their culture through various art that pertains to their background.

The teachers and I have tried to create these topics where there is a wide variety of
interests and experiences that the students can choose from. If you have any interest in any of
these topics, whether you would like to be a part of the learning experience, help plan and set up
for different events, or have any questions feel free to contact me via my information I listed
below!

Thank you for your patience throughout this experience and entrusting myself along with
the other middle school faculty with the teaching of your child! I, along with others, will do my
absolute best to make sure these workshops allow for deeper learning and experiences that
benefit the students!

Blessings,
Miss Anne Kissinger
(contact information)