Running Head: INTERDISCIPLARY CURRICULUM 1

Interdisciplinary Curriculum Learning

Hannah Walker

Franciscan University

EDU 360
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The Review of Literature

Interdisciplinary learning has become a very integral part of the middle school curriculum.

George & Alexander (2003) write about interdisciplinary studies as those that increase student interest

and engagement by incorporating all the disciplines into every subject matter. There are three specific

types of models that can be used. There is the real-life scenario model, the cross-curricular model, and

the curriculum streams model. All three of these models are great ways to offer interdisciplinary

learning to all students, but especially students in the middle school. Senn, McMurtrie, & Coleman

(2019) write that middle school students require “ongoing, concrete, experimental learning in order to

develop intellectually and an integrated curriculum that is more compatible with the way their brains

work.” With the use of either of these three models, attaining that ongoing, concrete, experimental

learning where students apply everything that they have learned in the past to what they are currently

learning in the classroom will lead them to academic success.

The first model that was mentioned is the real-life scenario model. In this model, the four content

areas of language arts, mathematics, science, and social studies are all going to be intertwined. The

teachers will create two semester long unit that must incorporate all of the said subject areas and have

them all interrelate by an overarching theme that can be related to real life situations. By having one

theme each semester, the students will be able to have two solid information packed units that will

ideally help them to understand the material in a more concrete way, rather than just learning about the

topic/theme in one subject area. This model gives the students the chance to fully dive into their

subject matter and get the most out of what they are learning. The time allotment will allow the

teachers to meet all the various needs of the students in the classroom.

The second model that was mentioned is the cross-curricular program. This program consists of

mini courses that are typically twelve-day mini workshops. This gives the opportunity to scale down
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on one topic/theme for 12 days and really zoom in on what the student is learning in that specific

subject area. All the different mini courses will typically include two subject areas, although the

amount of domains in each are evidently up to the individual classroom teacher or the administration.

This happens because it gives the teacher the chance to be able to incorporate all of the aspects of

STREAM (science, technology, engineering, and mathematics) into the mini courses.

The third mentioned interdisciplinary model is curriculum streams. George & Alexander (2003)

write “the planning team created what came to be called “curriculum stream,” groups of teachers and

students who would teach and learn together for an entire twelve-week period within the context of a

particular thematic integrated unit” (p. 106). These curriculum streams were based off the students

interests and needs and gave the opportunity to really dive deep into the learning of the individual

student. Planning specialists were able to create streams while the teachers were learning other ones so

that when they were done, they could simply start with the next. To this day, curriculum streams are

still being made, while some are being recycled and reused.

This teaching approach helps to meet the needs of middle schoolers in a variety of different

ways. The students are able to be involved in the planning process and gives them the “choice” of

what they want to learn. George & Alexander write that “every teacher and each student had the

opportunity to choose which units he or she wish to be a part of in each year” (p. 106). Giving students

the choice over their education (to an extent) will allow them to be more engaged and interested which

can result in the students learning and grasping the material better than they would have if the subject

matter was forced upon them.

Schumacher (1992) wrote that “in 1982 the National Middle School Association issued a

statement, which in part stated, “A ‘true’ middle school will evidence the following conditions or

characteristics, called essential elements: A balanced curriculum based on transescent needs.” Even
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back then, close to forty years ago, people saw the growing need for interdisciplinary curriculum

learning and the benefits that arise from basing the curriculum off student needs and interests.

Research has grown in its support for interdisciplinary curriculum learning and will hopefully continue

to grow in the future.

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Bibliography

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

CA: Wadsworth/Thomson Learning.

Schumacher, D. H. (1992). A multiple case study of curriculum integration by selected middle

school interdisciplinary teams of teachers. Education Resources Information Center.

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

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

10.20429/cimle.2019.240106
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The Curriculum Map

Fall Semester Theme: Washington D.C. Interdisciplinary Unit

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

Language The students CCSS.ELA- The students will Weekly journal A billboard
Arts will be able to LITERACY.RI. learn about logs. Written stating all the
convey in 6.3 George letters to the facts they have
writing their Analyze in detail Washington, the founding fathers learned from
knowledge on how a key students will using their text their literature
Washington individual, write a letter to and information about one of the
D.C by writing event, or idea is him, the students they have found past presidents.
a letter to the introduced, will learn about online. Made up
first president, illustrated, and the past songs conveying
memorizing the elaborated in a presidents in their knowledge
past presidents, text (e.g., order, and they on the past
and the Star through will learn the star presidents.
Spangled examples or spangled banner.
Banner. anecdotes).

Mathematic The students CCSS.MATH.C The students will Weekly math Along with the
s will be able to ONTENT.6.NS. be given a map problems to help billboard, the
graph points on C.8 and will calculations to students will
a map and Solve real-world calculate the be as precise as create a
calculate the and distance between possible. pamphlet for
distance mathematical the white house, “tourists” to use
between local problems by the national mall, if they want to
landmarks. graphing points and other know how to
in all four important travel around DC
quadrants of the landmarks. The and the distance
coordinate plane. students will not it will take to
Include use of only map walk/drive/train
coordinates and distance, but certain distances.
absolute value to convert that into
find distances feet and miles.
between points
with the same
first coordinate
or the same
second
coordinate.

Science The students CCSS.ELA- Students will The marvelous They will take
will participate LITERACY.RS learn vocabulary metals the information
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in an T.6-8.3 words, will use worksheet. from the

investigation of Follow precisely quarters, dimes, worksheet and
metals, their a multistep nickels, and rewrite it to put it
properties, and procedure when pennies. on the billboard.
their uses. carrying out
experiments,
taking
measurements,
or performing
technical tasks.

Social The students Content Students will Book reports and The written up
Studies will be able to Statement: learn about the journal entries. essay about the
research 9. Different US flag and its history of the
credible online perspectives on a history. flag will be put
resources and topic can be on the billboard.
write about the obtained from a
nations flag. variety
of historic and
contemporary
sources and used
to effectively
communicate
and defend a
claim based on
evidence.
Sources
should be
examined for
accuracy and
credibility.

Spring Semester Theme: Historical Cities Around the US Interdisciplinary Unit

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

Language The students CCSS.ELA- Letter to first Weekly Billboard about

Arts will be able to LITERACY.WH governor, do their journal city/state.
convey in ST.6-8.4 ideas align with the logs. Letter
writing their Produce clear catholic church. to governor.
knowledge on and coherent
a US City/State writing in which
by writing a the development,
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letter to the organization, and

first governor style are
of that state the appropriate to
city is in and task, purpose,
they will be and audience.
able to
research if CCSS.ELA-
their ideals LITERACY.WH
were aligned ST.6-8.5
with the With some
catholic guidance and
church. support from
peers and adults,
develop and
strengthen
writing as
needed by
planning,
revising, editing,
rewriting, or
trying a new
approach,
focusing on how
well purpose and
audience have
been addressed.

Mathematic The students CCSS.MATH.C The students will be Weekly Along with the
s will be able to ONTENT.6.NS. given a map and will math billboard, the
graph points on C.8 calculate the distance problems to students will
a map and Solve real-world between the important help create a
calculate the and landmarks in their calculations pamphlet for
distance mathematical specific geographical to be as “tourists” to use
between local problems by area. The students precise as if they want to
landmarks. graphing points will not only map possible. know how to
in all four distance, but convert travel around the
quadrants of the that into feet and city and the
coordinate plane. miles. distance it will
Include use of take to
coordinates and walk/drive/train
absolute value to certain distances.
find distances
between points
with the same
first coordinate
or the same
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second
coordinate.

Science The students CCSS.ELA- Topics include the Journal A written report
will research LITERACY.RS precious gems/stones entries about the state’s
the different T.6-8.3 and their properties about these gem/stone and
precious stones Follow precisely and where they were gems/stones where it was
found in their a multistep found. The students . found and any
specific state. procedure when will research these other
carrying out gems/stones and information that
experiments, conduct experiments would add
taking using these stones and importance/relev
measurements, gems. They will have ant information.
or performing to clean and preserve
technical tasks. the gems/stones and
research about where
they can be found and
how much they are
worth etc..

Social The students Content Students will learn Book The written up
Studies will be able to Statement: about their state’s reports and essay about the
research 9. Different flag/bird. They will journal history of the
credible online perspectives on a have to research entries. flag/bird will be
resources and topic can be online and find facts put on the
write about the obtained from a about these two billboard.
states’ flag or variety subject matters. The
animal/bird. of historic and students will use their
contemporary skills and knowledge
sources and used to write an essay on
to effectively the history of their
communicate flag/bird.
and defend a
claim based on
evidence.
Sources
should be
examined for
accuracy and
credibility.

Parent Letter
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Dear Parents,

Welcome to the start of another great year! My name is Miss Hannah

and I am your child’s 6th grade teacher! I wanted to write a letter to not
only introduce myself, but to also inform you of what my vision is for
this upcoming school year. So first off, I am a first year teacher. I have
my education degree from Franciscan University of Steubenville in
Ohio. I have been studying education for the last four years so I plan to
take strategies and practices that I have learned and apply them to my
teaching now. Moving on to my vision for the school year. I have
gathered data and I plan to center the school year around 2 units. The
students will be learning about Washington DC in the first semester unit
and their choice of a famous historical city in the second semester unit.
They will create a billboard displaying all of their hard work that I will
send out invitations to come see the showcase later in the semester. This
will be a great opportunity to not only show their parents and peers their
hard work, but it also gives the students the opportunity to practice their
presentation skills – skills they will use for the rest of their lives! Certain
activities include journal entries, book reports, worksheets, writing
letters, and writing logs. I encourage you to be involved in the students’
work this school year, as they will be applying so much of what they
already know to what they are going to learn. If you have any questions,
do not hesitate to email me and we can set up a time to meet and discuss
whatever questions you may have.
Sincerely,
Hannah Walker (’20)