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Interdisciplinary Curriculum
Real Life Scenario Model

Joseph Terbrack
October 21, 2019
EDU 360 OL
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In the traditional classroom, students learn about just one subject at a time. Then, at the

end of the period or block, the students move form one classroom to another and begin learning

about a different subject. This cycle continues throughout the day until the school day is over.

There is no transition between subjects; no shared themes, topics, or concepts; and a very small

amount of communication between teachers of different content areas and disciplines about what

the students are learning. Each class is taught and learned separately: completely sterile from

each other. This concept is flipped on its head when it comes to the interdisciplinary model. The

interdisciplinary model tries to break down the walls between subjects that have been built in the

traditional classroom. The main purpose, or goal, of an interdisciplinary model is for students to,

“make connections between ideas and concepts across different disciplinary boundaries”

(Appleby, 2015). Teaching with an interdisciplinary model allows students to use the

information that they learned in one class to help them in another. It simultaneously reinforces

previous knowledge and allows students to make connections for themselves building schema in

the process.

There are three primary types of interdisciplinary models. The first type is known as a

Real-Life Scenario Thematic. This type of an interdisciplinary model focuses on linking

curriculum with student interest. Real-Life Scenario Thematics connect different subjects and

disciplines through a theme. These themes can be something big that involves the whole school,

or something small that connects just two subjects. The goal of Real-Life Scenario Thematics is

to connect concepts to real world problems and applications. A fun example of this model would

be using the theme of Gingerbread Men to connect anatomy, biography, novels, and cooking

(George & Alexander, 2003, p. 102).

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Another type of interdisciplinary model is the Cross-Curricula Program. This program

centers around broad questions that bring together all the work that the students will be doing

throughout that year or semester. Teachers construct units from these questions, building toward

the answers as they go. Cross-Curriculum Programs provide a lot of opportunities for inquiry-

based learning and helps students see school as a place of discovery. Some great examples of

broad questions that could be used for a Cross-Curriculum Program are: “what is civilization,”

or, “what is community” (George & Alexander, 2003, p. 104).

The third type of interdisciplinary model is Curriculum Streams. Curriculum Streams

involve, “groups of teachers and students who teach and learn together for an entire 12 week

period with the context of a particular thematic integrated curriculum” (George & Alexander,

2003, p. 106). This type of interdisciplinary model takes a lot of intense planning in order to

effectively implement. It focuses a lot on student choice as a form engagement. Students are

given the opportunity to choose what they are going to study or which “stream” they are going to

head down. The students are then placed into multiage groups where the students play a part in

conducting their own learning experience in pursuit of a given topic. Ideally, this process would

be implemented with the use of technology in order to help guide the students though their given

stream. These three main types of interdisciplinary models help to demonstrate the wide variety

that can take place in interdisciplinary teaching.

Why use an interdisciplinary approach at the middle school level? Middle school students

present their own unique challenges when it comes to teaching. They are often too old to be told

what to do but are not yet mature enough to be self-motivated. The interdisciplinary approach

focuses on students’ interests: motivating them toward deeper learning. This form of motivation

is ideal for middle school students who still have not lost their childhood curiosity about the
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world around them. As students progress through middle school, they develop important critical

thinking skills. These skills are sharpened when they make connections past disciplinary

boundaries widening their viewpoint and thinking in the process. The focused on critical thinking

and problem solving can also better prepare a student for high school where explicit instruction

is not as frequently given. When implemented correctly, the interdisciplinary approach can be

used very effectively at the middle school level because it takes advantage of what makes middle

school students unique (Appleby, 2015).

There has been an extensive amount research done that supports the use of

interdisciplinary approach in the classroom. The shared themes used in an interdisciplinary

approach help students to look at a problem from multiple directions: building knowledge and

making connections. This has proven to be particularly effective in connecting important

concepts within STEM (science, technology, engineering, and math) programs (Senn,

Mcmurtrie, & Coleman, 2019). The interdisciplinary approach has also been found to improve

student engagement and motivation through exploration of concepts from different points of

view and subject areas (Moser, Ivy, & Hopper, 2019). Another area where research has shown

the benefit of implementing an interdisciplinary approach is in the professional development of

teachers (Childress, 2019). During interdisciplinary lessons, teachers can observe colleagues and

learn about content that they do not normally teach. Interdisciplinary models require teachers to

work with faculty that are outside their discipline, gaining insight and knowledge that they

previously would not have access to.

In conclusion, the interdisciplinary model is far from the traditional classroom that students

and teachers are used to. It reaches past disciplinary lines making connections and building

scheme. Allowing students the freedom to look at a concept from multiple angles deepening their
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knowledge and understanding. Even though there are different types of interdisciplinary models,

they all focus on connecting the multiple approaches and strategies that examine a common

theme or objective. This unitive process is what makes the interdisciplinary model such an

effective strategy at the middle school level.

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References

Appleby, M. (2015, April 9). What are the benefits of interdisciplinary study? Retrieved October

18, 2019, from https://www.open.edu/openlearn/education/what-are-the-benefits-

interdisciplinary-study.

Childress, G. (2019). From where two or more are gathered: Understanding an interdisciplinary

team. Current Issues in Middle Level Education, 24(1), 4.

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

Wadsworth.

Moser, K. M., Ivy, J., & Hopper, P. F. (2019). Rethinking content teaching at the middle level: An

interdisciplinary approach. Middle School Journal, 50(2), 17-27.

Senn, G., McMurtrie, D., & Coleman, B. (2019). Collaboration in the middle: Teachers in

interdisciplinary planning. Current Issues in Middle Level Education, 24(1).

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Dear Parents/Gradians,

I am writing you this letter to inform you about some exiting things that will be happing
at Notreal Middle School this upcoming academic year. The teaching staff has made two
engaging themes for the upcoming semesters. These themes will be used to make
interdisciplinary connections between subjects. Your child will use these themes as they move
from class to class. The idea is that the teachers will use the themes to connect concepts between
the four main subjects and disciplines (Math, Science, Language Arts, and Social Studies). Not
to worry, the themes have been designed to meet state standards in every subject area!
The theme for our first semester will be Around the World in 80 Days based off of the
popular book by Jules Verne. During this theme students will follow the main character Phileas
Fogg as he travels around the world. Over the course of the semester, students will study
different cultures from around the world, create a travel journal that compares key pieces of
literature, and build a model of different types of rocks and minerals that Phileas Fogg
encountered. Our second semester theme is Soar to New Heights. This theme focuses on the
Wright Brothers and their invention of the airplane. Students will learn about energy transfer and
the scientific method. They will also use the Wright Brothers flight data to study proportional
relationships and rates of change culminating in their own aviation experiment.
The interdisciplinary curriculum approach is something that has been proven to be
effective in many middle schools across the country and we are excited to bring it to Notreal
Middle School this upcoming year. As a staff, we would like you to help us keep track of the
success of this new program. We will be sending home surveys every other month that can be
completed online. These surveys will help gage how we are doing so we can identify the areas
we need to improve upon.

I hope you have a great rest of summer,

Joseph Terbrack, Head of Interdisciplinary Curriculum

P.S. Don’t forget about Meet the Teachers Night coming up September 3rd!
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Fall Semester Theme: Around the world in 80 Days

Content Learning Standards Topics/Concepts/ Formative Summative

Area Objectives Assessment Assessment
Activities

Language Students will CCSS.ELA- Students will Read The Formative The summative
Arts be able to LITERACY.RL.6.2 Around the World in assessment will assessment will
identify Determine a theme 80 Days. mostly be done be the cultural
different or central idea of a through Travail Journal
themes and text and how it is As they progress observation of that the students
ideas in a text conveyed through through the book class and small created over the
as well as be particular details; every week or so the group course of the
able to provide a summary class will “pause” discussions. semester.
distinguish of the text distinct the book and the These (Talked about in
and identify from personal Language Arts discussions will the activities)
different types opinions or teacher will teach a relate back to the This Travail
of texts. judgments. lesson on different standards Journal will
types of texts using helping students contain samples
CCSS.ELA- examples from to extract of various
LITERACY.RL.6.7 around the world. themes/ideas and different kinds
Compare and (Ideally the country understand of texts (that the
contrast the that Phileas Fogg is different type of students
experience of currently at in the texts. researched and
reading a story, book.) found) as well as
drama, or poem to a reflection
listening to or The teacher will help
students research about each one.
viewing an audio, This ties into
video, or live different genres and
styles of writing both of the
version of the text, Standards that I
including form all over the
world. The students have listed.
contrasting what
they "see" and will create a Travail
"hear" when reading Journal that has
the text to what they example texts in it as
perceive when they well as their
listen or watch. reflections on the
text.

Math Students will CCSS.MATH.CON Students will use the During class, Students will
be able to use TENT.6.RP.A.3 theme of Around the students will take a test
ratios and Use ratio and rate World in 80 Days to answer questions pertaining to
rates to solve reasoning to solve study ratios and on a dry erase what they
real world real-world and rates. This can be board and hold learned in the
problems. mathematical done by using up the answerers various lessons.
problems, e.g., by distance traveled, of the different This test will be
reasoning about time when moving at ratio problems. centered around
tables of equivalent a constant speed. The teacher will the standards
ratios, tape Comparing the keep track of and should show
diagrams, double speeds of various how the students how well the
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number line means of are doing. students have

diagrams, or transportation. The grasped the
equations. teacher could even information.
do pricing/currency
(And all conversions in
substandard,CCSS. various countries.
MATH.CONTENT.
6.RP.A.3.A-D)

Science Students will 6.ESS.2 Igneous, The tie in to the Students will Students will
learn about the metamorphic and theme is that engage in a work in groups
different kinds sedimentary rocks because Phileas jigsaw activity. to create a 3D
of rocks. By have unique Fogg is a scientist, Each station will model
the end of this characteristics that he collects rocks and be about a demonstrating
unit they will can be used for mineral samples different kind of how each of the
be able to give identification and/or from around the rock. (How it is rocks are
the classification. world during his formed, its formed. They
characteristics travels. properties, etc.) will also have to
of each type of 6.ESS.3 Igneous, Each station will supply a short
rock and show metamorphic and The teacher can also have an essay on each of
how each was sedimentary rocks provide examples of example of that the rocks. The
formed. form in different each kind of rock kind of rock that essay is meant to
ways. and allow the the students can be similar to a
students to decipher draw a picture of museum display.
the rock’s and bring back It must describe
characteristics to their group. their model, list
The teacher can then To conclude the the
take the students jigsaw activity characteristics of
outside and they can each group will each rock, and
hunt for various kind complete a explain how
of rocks. (on the graphic they are
playground or at a organizer about identified.
nearby park) what they
learned.

Social Students will (grade 6) Create an activity Students will use Students will
Studies learn about where Phileas Fogg longitude and research a
important Content Statements: uses various maps to latitude lines to specific country
graphing tools, 3. Geographic tools learn about the play a game of or area in the
the importance can be used to different regions in where is Phileas Eastern
of gather, process and the southern Fogg (similar to Hemisphere.
cartography, report information hemisphere. where is waldo) They will then
how to read about people, places on the map. This create a map or
longitude and and environments. will be turned in maps that show
latitude lines. Cartographers are the end of the population,
decide which class. climate,
Students will information to landforms, as
also be able to include and how it is well as longitude
compare displayed. and latitude
regions based
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off of data Content Statements: lines. Then they

from the 4. Latitude and will give a brief
region. longitude can be presentation
used to identify describing what
absolute location. they created and
why it is
Content Statements important.
5. Regions can be
determined,
classified and
compared using data
related to various
criteria including
landform, climate,
population, and
cultural and
economic
characteristics
Any Content
Statement under the
6th grade Theme:
Regions and People
of the Eastern
Hemisphere could
be modified to fit
around the Around
World in 80 days
theme.

Spring Semester Theme: Soar to New Heights (The Wright Brothers)

Content Learning Standards Topics/Concepts/ Formative Summative

Area Objectives Assessment Assessment
Activities

Language Students will CCSS.ELA- Students will read A graphic Students will
Arts be able to LITERACY.W.8.1 from various sources organizer will be write an essay
evaluate and Write arguments to (informative/exposit handed out (and describing the
support claims support claims with ory texts) about the turned in later) Wright
that they make clear reasons and Wright Brothers to help provide Brothers three
in writing. relevant evidence focusing on the structure for greatest
They will also writing style of the students writing. contributions to
(A-E) society based
be able to text not so much the It will help them
on their
write an CCSS.ELA- content. They will organize their
research and
informative/ex LITERACY.W.8.2 examine the clams claims and readings. The
planatory Write that the texts are provide relevant focus of this
essay that informative/explanat making and list the examples for essay will be
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conveys a ory texts to examine evidence that is what they are developing an
certain topic a topic and convey provided to prove trying to prove.
expository
or idea. ideas, concepts, and these claims.
writing
information through structure. (an
the selection, The students can
also work in writing introductory
organization, and paragraph
analysis of relevant workshops (stations)
learning about the which contains
content. the main idea,
different parts of
three
(A-F) informative/explanat
supporting
ory texts. (Convey paragraphs, and
ideas, organization, a conclusion)
analysis of relevant
information, etc.)

Math Students will CCSS.MATH.CON The teachers help The teacher will Students make a
be able to use TENT.8.EE.B.5 students use flight project various model or paper
the slopes of Graph proportional data from the Wright graphs on the airplanes. They
different relationships, Brothers board using a take their planes
graphs to interpreting the unit experiments to projector. The to the gym and
compare rate as the slope of create various students will throw them
proportional the graph. Compare graphs. These graphs answer various several times
relationships. two different can compare questions using collecting data
proportional distance-time and Plickers (a very on each flight
relationships movement speed. useful/versatile (distance and
represented in app). The time). Then the
different ways. For teacher can keep students will
example, compare a the data to see analyze the data
distance-time graph where students and create
to a distance-time are struggling, graphs showing
equation to and which the average
determine which of students might speed and
two moving objects need a little distance-time
has greater speed. more help. traveled.

Science Students will 7.PS.3 Energy can The Wright Brothers Students use Working in
be able to be transformed or used several measurements to groups students
explain how transferred but is machines in their see what will use their
energy can be never lost. experiments and happens when knowledge about
transferred in even in their bicycle energy is added energy transfer
a variety of 7.PS.4 Energy can shop. The teacher to or taken away to create their
ways. be transferred can use any of these from a system. own invention
through a variety of as examples of They record (think Rube
ways. simple machines and their data and Goldberg
to demonstrate how compare it to machine) like
energy transfers their classmates the Wright
from one system to by filling a large Brothers did.
another. The teacher chart on the They will then
can then bring up the board that the present their
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concept of efficacy teacher is machine to the

and why it was so monitoring. class and explain
important to the how the energy
Wright Brothers. is transferred
from one
element/system
to the next.

Social Students will (grade 8) The teacher will Students are Students will
Studies gain an explain how the asked to look up write an essay
understanding Content Statements: Wright Brothers an important that compares
of the effect 24. were influenced by person or and contrasts the
that the Choices made by the people who came business that had Wright Brothers
choices made individuals, before them. The an effect on to another
by individuals, businesses and teacher will also human history. important figure
businesses and governments have explain how the They bring the in American
governments, both present and actions of the Wright name and a few history. (A list
have on future consequences. Brothers impacted sentences of possible
present and human history. (66 describing what options will be
future years later first flight they did on an provided for
generations. we landed on the entrance slip for them to choose
moon) class the next from) They will
day. The teacher focus on the
The teacher can than collects these theme of,
branch off and slopes and with “actions have
explain other help from the consequences.”
important students uses
individuals, them as example
businesses, and to explain cause-
governments who effect
also alter the course relationships and
of human history. how important
actions can have
major
consequences on
future
generations.