Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Outline for December 3rd L (2 minutes) – Introductions - the why student quotes/data on the board E – (10 minutes) C3 framework overview (make copies of C3 handout - one-pager) and project background and overview (making direct tie to each part of our project to the C3 framework) A – (10 minutes) Introduce Costa’s levels of questions and have participants practice writing high-level interdisciplinary questions based on concepts that we have given them. (have blank copies of the framework template for them to fill out) R – (5 minutes) Pair and share N – (3 minutes) Next steps/questions Student Reflections on Interdisciplinary Learning Reflections from Students I like how instead of switching your brain like how fromIscience to instead Englishof switching your you still have all the brain from science to EnglishI found out that in the industrial information you learned still haveclass all the time, there were lot of I found outathat in the fromyou the previous pollution from factories everwere industrial time, there onto information the next. you learnedsince they've electricity. a lotgotten of pollution from from the previous class since there factories was moreever labor, that since onto the next. means theregotten were more they've electricity. It helped me expand It helped me expand my my knowledge, knowledge, because I because I was able to was able to find the root find the root of the of the problem, and learn problem, and learn more about the history of more about the history climate change. of climate change. resourcessince being made a there waslike more steel factory, labor,they thatwould meansburn there were more being more fossil resources fuels. made like a steel factory, they would burn more fossil fuels. Learning the historical piece of climate change Learning the historical piece of definitely helped me climate definitely expand change my knowledge helpedI me expandhad mya because would've knowledge because I would've hard time connecting had a hardtotime connecting history science if I history to science if I didn't didn't have the historical haveinformation the historical information from the from the integrated learning integrated learning history history class.class. Having the the ability ability to to Having work on on the the climate climate work change project project in in all all change three classes helped three classes helped me me a better getget a better perspective… perspective… Interdisciplinary Benefits Benefits for students ∙ Allows students to use knowledge domains creatively to foster new understanding. ∙ Develops mental flexibility that prepares students to be lifelong learners ∙ Promotes intellectual rigor by providing a holistic approach to the study of concepts and complex issues. ∙ Models the importance of collaboration and teamwork across disciplines (an important life skill) ∙ Supports and promotes transfer of understanding. Benefits for teachers Benefits for school ∙ Allows for much better knowledge of students. ∙ Differentiation becomes easier through links to student areas of interest and background. ∙ Builds a sense of community. The C3 Framework - The Inquiry Design Model ● ● ● ● ● ● ● ● Compelling Question - Guiding question Standards and Practices Staging the Question Supporting Questions - Factual and conceptual questions to guide analytical thinking Formative Performance Tasks Featured Sources - Texts and various media to support student understanding Summative Performance Task - authentic and rigorous end product Taking Informed Action Planning and Pacing Guides Creating Interdisciplinary Inquiry Questions Inquiry questions Gathering - Factual ● What is the state of the global environment and how did the environment get in this state? ● How were the problems of industrialization resolved during the Progressive Era (conservation)? ● What are effective ways to influence action? Processing - Conceptual ● How do we balance development with environmental concerns? ● How have past actions influenced our present? ● How are different environments impacted by human action? ● How do we know when an argument is valid? Applying - Debatable ● Do we have an obligation to maintain an environment for other living things? ● How can we use the power of words to repair the relationship between human impact and the environment? Climate Testimony KEY CONCEPT ACTIVITY 1. Identify a topic in your content area. 2. Identify at least one topic in another content area that connects. 3. What is the interdisciplinary key concept (big idea which connects the topics)? EXAMPLES OF KEY CONCEPTS USEFUL FOR INTERDISCIPLINARY UNITS • • • • • • Change Relationships Systems Communication Time/Place/Space Global Interactions Next Steps? Questions? • Stay for a few minutes to talk about our other unit plans. • Ask us questions! – Celina Pierrottet [email protected] – Michele Beard [email protected] E Interdisciplinary 7th Grade Class ➢ Your Socratic Seminar will take place during 4th period on Thursday, June 9th ➢ Ms. Pierrottet, Ms. Prince & Mr. Alire will be evaluating the seminar together - each with their own rubric. English History MYP Objective A: Analyzing MYP Objective C: Communicating Content Content Short story Article Poem 1920s Eugenics Movement (Supreme Court decision in Virginia) Holocaust - Science MYP Objective D: Reflecting on the impact of science Content Genetics (starting week of 4/25) Genetic Engineering (started 4/10) CRSPR technology Interdisciplinary 7th Grade Class Purpose of Investigation Students will understand how to examine different perspectives when considering the impacts of scientific and technical innovations on human ingenuity. Students will explore new scientific advances impacting humanity and their consequences, will study developments over time in science and medicine, and will examine related themes in dystopian fiction. Students will apply understanding of learning and texts in all classes in a question and dialogue session. Statement of Inquiry Advances in scientific and technical innovations force us to question our ability to manipulate our own inheritance. Key Concept/Related Concept(s) Global Context Perspective Systems (laws) Power Scientific and Technical Innovation (the impact of scientific advances on communities) Interdisciplinary 7th Grade Class Statement of Inquiry: Advances in scientific and technical innovations force us to question our ability to manipulate our own inheritance. Factual What are genes? What characteristics define the science fiction/dystopia genre? What is eugenics? What are the roots of the American eugenics movement? What is a motif? What motifs are commonly used in sci fi? What is symbolism? Conceptual questions: -How did eugenics influence American laws? -How does literature reflect and magnify potential societal consequences? -Why has dystopian fiction become so popular? -How do we determine who has power to decide whether or not to challenge nature’s plan? -How do differing perspectives influence our decisions about the use of scientific and technical advances on humans? Debatable question: Do changes in society and technology warrant the manipulation of human characteristics? Interdisciplinary 7th Grade Class Goal: You will conduct an academic dialogue about the role of government should or shouldn’t play in manipulating our inheritance (the next generation and thereafter) through scientific and technical innovations. Role: You are a member of a “Utopian Council,” giving input about the use of science and technology to manipulate humans. Audience: Your fellow “council” members (peers in your class) Situation: Earth has become overpopulated and so NASA has built a satellite colony. The “Utopian Council” is meeting to share ideas about the use of genetic engineering in this new colony. Product: “Utopian Council” meeting (Socratic Seminar). Members of the council must reference the following texts discussed in class: ● Imbeciles: The Supreme Court, American Eugenics, and the Sterilization of Carrie Buck by Adam Cohen. ● Harrison Bergeron by Kurt Vonnegut ● “The Promise of Gene Editing” BBC Dec2015.pdf Culminating Event – Modifying Humans Socratic Seminar