AMLE Conference 2015 Powerpoint

Teaching Interdisciplinary Teaming: Pre-Service Teachers Designing a

Middle Grades Interdisciplinary Unit

Dr. Rebecca Page JohnsonErin Filupeit Sara Lovell

Karli PochkarTyler Tarnowicz

Presentation for the Association for Middle Level Education

Annual Conference October 2015

The question is never, “What works?” – all manner of barbarity works, if the end is

orderliness alone. The question is, what works to assure the sorts of civility and dignity that is

essential in the short term for effective learning, and vital in the long run for democratic life?

(Butchart & McEwan, 1998).

Goals for the Middle School Methods Course at Elmira College

1. Unique coursework

2. Closely-aligned with best practice for middle grades

3. Interactive, role-playing and problem-based

Characteristics of Successful Schools for Middle Grades Students

• Active Learning

• Challenging Curriculum

• Multiple Learning Approaches

• Shared Vision

• Organizational Structure (Interdisciplinary teams and common planning time)

• Community Partnerships

6/16

Underlying Theory: Constructivist

"it does not follow that the student will know new facts simply because he has been informed. Knowing requires something more than the receipt and acceptance of true information."

-Israel Scheffler

Task

Operate as an Interdisciplinary Teaching Team for an entire semester.– Create a Common Core

aligned Interdisciplinary Unit around a community destination

– Respond to weekly tasks as a team• Student profiles

• Parent –Teacher Conferences

• Classroom Management

• Field Trip Logistics

• Teach a mock lesson at the community destination

INTRODUCTION TO THE UNIT:ANCIENT CIVILIZATIONS

Greece

Rome

China

Social Studies Component

The Curriculum

• NYS SS LS 6.5a: Geographic factors influence the development of classical civilizations and their political structures– Students will locate the classical civilizations on a map and identify geographic factors

that influenced the extent of their boundaries, locate their cities on a map, and identify their political structures

– Students will compare and contrast the similarities and differences of the Chinese (Qin and Han) and Greco-Roman classical civilizations by examining religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy

• NYS SS LS 6.5b: Political structures developed to establish order, to create and enforce laws, and to enable decision-making– Students will examine the similarities and differences in the political systems of Chinese

(Qin, Han) and Greco-Roman (Athens, Sparta, Roman Republic, Roman Empire) classical civilizations

• NYS SS LS 6.5c: A period of peace, prosperity, and cultural achievements may be indicative of a golden age– Students will examine evidence related to the Qin, Han, and Greco-Roman (Athens and

Roman Empire) civilizations and determine if these civilizations have experienced a time period that should be designated as a golden age

Essential Questions

1. How do political structures establish order?

2. How have ancient civilizations influenced different fields of study?

3. Are modern civilizations more “civilized” than ancient ones?

4. How does geography affect civilizations?

5. How does the past connect to the present?

Social Studies 6: Ancient Civilizations UnitDay 1 Day 2 Day 3 Day 4 Day 5

Geography of RomeRomulus & Remus and the Founding of Rome

Daily Life in RomePolitical Systems in

Rome

What the Romans Gave to the World:

Inventions

Day 6 Day 7 Day 8 Day 9 Day 10

Roman Gods, Goddesses, and

MythsRoman Entertainment

Movie: Engineering an Empire (Rome)

Roman Art and Architecture

Quiz


Geography of Greece Daily Life in GreeceGreek Art and Architecture

Greek Gods, Goddesses, and

MythsAthens & Sparta


What the Greeks Gave to the World:

InventionsDemocracy Quiz and Activity Field Trip

Reflection on Field Trip


Geography of Ancient China

Daily Life in China ConfuciusWhat the Chinese Gave to the World:

Inventions

Trade and Transport: The Silk Road


Political Systems in China

Chinese Art and Architecture

Quiz Project Presentations Project Presentations

Assessment

Formative

• Focus Activity– KWL

– Whip Activities

• Questioning

• Exit Passes

• Think-Pair-Share

• Jigsaw

Summative• In-Class Writing

Assignments• Unit Project• Field Trip Activity

Exit Pass from Lesson #2

• “Roman entertainment was a major component of life in the Roman Empire. Just as we entertain ourselves in our free time, Romans did as well. If you were a citizen of Rome, what would you most likely have done with your free time? Why?”

Social Studies 6 Ancient Civilizations Project

We have now discussed the ancient civilizations of China, Rome, and Greece. For your final unit project, I will expect you to take one of these three civilizations and discuss one significant

political, social, economic, or architectural contribution that the chosen civilization made to society. When choosing your topic, be certain to connect and explain its relevance – why is it

important today? The research project can be completed in multiple ways: an oral report with notecards (10 minutes in length), a written essay (4-5 pages in length), a diorama, or a

PowerPoint presentation (10 minutes in length) just to name a few. Regardless of what you choose, you will have to present it to the class. Presentations will be shown to the class during the last two days of the unit. You will have designated time to work on the project in class, but also at home as well. You can choose to do this project on your own, or to work with a partner. Be sure to let me know what your plan of approach is no later than two weeks before the project is due.

Attached you will find a rubric by which this project will be scored. The best projects display creativity, accuracy in information, and an insight into why the topic your chose has changed

the world. The more you effectively use information to back up your topic, the better off you will be. When choosing a topic, think: “would the world be any different if this wasn’t around?” Don’t limit yourself to material items. You can discuss concepts, people, and/or events as well, such as

Greek democracy or Julius Caesar, for example. Most importantly, have fun and be creative!

Category 5 4 3 2

Creativity

Design is unique, and displays elements that are totally their own.

Evidence of detail, pattern or unique applications

Design is expressive; has some unique features. Has

“branched out” to some degree.

Design lacks individuality. Has few details or is not appropriate for

the form being expressed. Evidence of copying ideas.

Lacks many design elements or interest. Has minimal additional

features or copies the ideas of others. Not much attempt to show

individuality.

Production/EffortUses time to the maximum. Always on task. Time and effort are evident

in the finished piece.

Uses most of their time for work, but is sometimes

distracted by others.

Has difficulty focusing on the project much of the time. Effort is

not very evident in the finished piece.

Hardly evidences caring about quality of the work. No effort put into the

piece.

Work Habits/Attitude

Respectful and open to positive suggestions. Has a good attitude

and respects classmates’ presentations and/or partners at all

times.

Is respectful and accepts suggestions. Respects

classmates’ presentations and/or partners most of the

time.

Lacks openness of suggestions for improvement. Has difficulty

respecting others around them.

Leaves much of the work to others, has poor attitude, and/or does not

respect fellow classmates’ presentations.

Fluency/Grammar

No errors in grammar or spelling that distracts audience from the

overall project.

A few errors in grammar or spelling that distracts

audience from the overall project.

More than a few errors in grammar or spelling that distracts

the audience from the overall project.

Many errors in grammar or spelling that distracts the audience from the

overall project.

Analysis of Topic

Includes multiple pieces of evidence that insightfully support why their topic of choice was significant.

Includes multiple pieces of evidence that support why

their topic of choice was significant.

Includes a couple pieces of evidence that support why their topic of choice was significant.

Includes only one or fewer pieces of evidence that support why their topic

of choice was significant.

Score: _____/ 25__Total Possible Points: 25

Math Component

Essential Questions

• How is geometry used in the real world?

• How can you use your knowledge of areas of triangles and rectangles to calculate the area of other polygons?

• How are area, volume, and surface area related?

• How might Ancient Civilizations have used mathematics in their daily lives?

• How might Ancient Civilizations have used the concept of volume in their daily lives?

Grade 6 Math: Geometry Unit


No School Classification

Polygons

Lesson Plan

Perimeter and

Circumference

Lesson Plan

Area of a

Rectangle

Lesson Plan

Area of a

Triangle

Lesson Plan


Area of

Polygons &

Special

Quadrilaterals

Area of a Circle Review Game Quiz Conference Day


Polygons on

Coordinate

Plane

Polygons on

Coordinate

Plane

Volume of

Rectangular

Prisms

Lesson Plan

Volume of

Cylinders

Lesson Plan

Surface Area

using Nets

Lesson Plan


Surface Area

Lesson Plan

Review for Test Unit Test Field Trip

Lesson Plan

Lesson Plan

Closing Activity

*Erin & Karli

Lesson Highlights

• Volume Focus Activities

• Perimeter GRASPS Task

• Hands-On Activities

• Constructivist Approach

• Formative Assessment

Johnson Museum of Art Activity

• Standards Addressed

• Introduction

• Brief Review

• Activity Directions

• Closing Remarks

• Reflection

Chinese Counting Rods

• Standards Addressed

• Introduction

• Instruction/Delivery of Content

• Independent Practice

• Reflection

ELA Component

Essential Questions

1. How does the past connect to the present?

2. What makes up a civilization?

3. What is a leader?

4. What is friendship?

*5. How have ancient civilizations influenced different fields of study, such as math, history, and literature?

6. How does studying nonfiction help create an overall understanding of fiction?

7. What elements create the mystery genre?

8. What similar elements can be found in different forms of art (music, writing, sculpture, painting, etc.) from the same time period?

Reasoning

• Align material to social studies curriculum as best as possible

• Introduce and work with a unique genre

• Connect literature to other art forms

• Discuss leadership and friendship in-depth

Thieves of Ostia by Caroline Lawrence

Strengths

• First in Roman Mystery series

• Set in Ancient Rome (rare)– Many locations

• Dynamic characters

• Interactive reading methods

• Language

Weaknesses

• Language

• Crimes committed– sensitivity

• Advanced topics– Slavery, religion, race

Why?

Appropriate reading level, less common setting, new genre in curriculum plan

Lesson Highlights

• Daily: “Bell Ringer & Exit Ticket” journals

• Unit Hook: Scooby Doo episode

• Dictionary hunters- working?

• Mapping Rome

• Summative Assessment: Mini-Mystery

Fieldtrip Plan

Morning Lesson

• Art analysis– Introduce a new culture and

help students find similarities between familiar and unfamiliar civilizations and art forms

• Free Write– Unique writing experience

– Practice creative writing skills

Afternoon Activity

• Scavenger Hunt (handout)– Keep students thinking about

the novel

– Notice similarities in different art forms from the same time period

– Notice similarities between different cultures of the same time period

The Field Trip

• Philosophy

• Freedom to Create

• Planning/Implementation of the Trip

Ex. Letter Home to ParentsOur team, The Eagles, has begun an exciting unit on Ancient Civilizations! The unit was planned and will be implemented by our social studies teacher, Mr. Tarnowicz, mathematics teachers, Miss Filupeit and Miss Pochkar, and English teacher, Miss Lovell. We are excited to teach your child about the aspects of Greek, Roman, and Chinese civilizations over the coming weeks. By the end of the unit, your child will know the significant contributions that each civilization made to our current world.

Each teacher has made their own significant contribution to this unit, putting your child’s education at the forefront. In social studies, historical, social, and political aspects of empire and civilization are topics of discussion. In math class, area, volume, and surface area will be addressed. Through reading the novel Thieves of Ostia by Caroline Lawrence, students in English will focus on language, mythology, art, and different forms of writing. Each class unit will be designed to prepare students for a final field trip to the Johnson Museum of Art at Cornell University. Information about this trip will be shared with you in the coming weeks.

Units like this provide an excellent opportunity for parents to become involved in their child’s learning. There are many ways that you can contribute to our Ancient Civilizations project. You are also welcome and encouraged to visit our classrooms and share any expertise you may have concerning ancient civilizations. This could involve sharing factual knowledge or helping the children with any projects that may be done in or out of school. Again, we look forward to beginning this unit and hope you are, too!

Reflection

• Challenges:

– Location

– Timing of the Unit

• Strengths:

– Cooperation

– Work Ethic

Questions?

"Don't let your teaching life make a mockery of your teaching values.Let your teaching values guide your teaching life."

-Bill Ayers

Documents

AMLE Conference 2015 Powerpoint