Download Conference Presentation - National Council for the Social Studies

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