Interdisciplinary Lesson

Interdisciplinary Lesson Plan Assignment Exemplar

(Provided courtesy of an iteachTEXAS candidate)

Current Event: The Coronavirus outbreak is the current event the students will focus on. Many people are concerned about their health due to this disease rapidly spreading around the world. https://www.nbcnews.com/health/health-news/live-blog/coronavirus-updates-live-u-s-europe- brace-infection-spread-italy-n1153801 Content Disciplines: English II and Chemistry are the content areas for this assignment. The coronavirus is related to English because journalists are writing articles about the disease to keep everyone updated. Chemistry and coronavirus are connected because scientists are searching for the cure. Learning Objective: The students will use their knowledge of English and Chemistry to create a fictional cure for Coronavirus. Chemistry Objective 1: Students will select which elements from the Periodic Table should be in the cure.

TEKS Subchapter 19 C, Chemistry (5) Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power. The student is expected to:

(A) explain the use of chemical and physical properties in the historical development of the Periodic Table. (B) identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals, using the Periodic Table; and (C) interpret periodic trends, including atomic radius, electronegativity, and ionization energy, using the Periodic Table.

Chemistry Objective 2: Students will calculate the chemicals needed for the cure. TEKS Subchapter 19 C, Chemistry 8

(8) Science concepts. The student can quantify the changes that occur during chemical reactions. The student is expected to:

(A) define and use the concept of a mole. (B) calculate the number of atoms or molecules in a sample of material using Avogadro’s number. (C) calculate percent composition of compounds. (D) differentiate between empirical and molecular formulas. (E) write and balance chemical equations using the law of conservation of mass.

Chemistry Objective 3: Students will formulate a cure by using the scientific method. TEKS Subchapter 19 C, Chemistry 3

3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:

(A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, to encourage critical thinking by the student. (B) communicate and apply scientific information extracted from various sources such as current events, published journal articles, and marketing materials. (C) draw inferences based on data related to promotional materials for products and services.

English Objective 1: Students will read and evaluate information found in informational text to formulate a cure.

TEKS Subchapter 19 B, 9 English II (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(A) explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments; and (B) analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and personal attacks.

English Objective 2: Students will create an APA format report on their findings. TEKS Subchapter 19 B13, English II (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea. (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning. (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed. (D) edit drafts for grammar, mechanics, and spelling; and (E) revise the final draft in response to feedback from peers and teachers and publish written work for appropriate audiences.

English Objective 3 Students will compile their research and design a PowerPoint. TEKS Subchapter 19 B 23 English II

Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

(A) marshals evidence in support of a clear thesis statement and related claims. (B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view. (C) uses graphics and illustrations to help explain concepts where appropriate. (D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and (E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials

Warmup- Students will write what they know about the outbreak. The students will also write which elements they think are present in existing medicines. They will also write about how the scientific process affects researchers searching for cures to illnesses. They will discuss how the media coverage is affecting the public’s view of the coronavirus. Instructional Strategies: Students will be placed into groups. Working in groups helps students meet the objectives because they can talk to each other throughout the whole process. They will brainstorm ways to cure the disease. Students will complete a KWL chart about the coronavirus before they begin to research. This will help students think about their prior knowledge of coronavirus. After ten minutes, I will show them a BrainPop video that discusses the Coronavirus. Students must take notes while watching the video. Taking notes will help students retain information. They will refer to their Chemistry textbook and additional online information about diseases. This will help students learn the objectives because they must use their Chemistry knowledge to develop the cure. They will answer questions such as, “What chemicals are used in medicines? How are these medicines tested? How do these elements react with other products? I will show them reports written by scientists. This will expose them to informational texts. I will advise my students to use the Purdue Owl website to format their essay in APA format. Materials: The required materials are the Chemistry textbook, computers, and cellphones. These materials will help students find the necessary research for their projects. The computers and cellphones will provide them access to the Purdue Owl website. Closing/Formative Assessment: Students will complete an exit slip before they leave class. They will discuss how the brainstorming session went and will discuss the ideas that were shared in their groups. The teacher will ask the students about their thoughts during class. The teachers will answer any questions the students may have. When the students begin working on their written report and PowerPoint, they must complete the exit slip based on those assignments. By using the exit slips, students can keep track of how their project is coming along. Summative Assessment: The students will create a PowerPoint presentation to present their findings to the class. The PowerPoint will show how the students devised a plan to cure the illness. The students will use the scientific method as a basis for this assignment. They will organize their information into the steps of the scientific method for the PowerPoint. Students

will critique their classmates’ decision making in their development of the cure. Students will also turn in a typed report of their findings. Homework: Students will research cures to prior outbreaks. This will help them formulate ideas for their projects by seeing how previous outbreaks were handled by scientists. They will evaluate the cures to prior outbreaks. Students can imagine solutions to the disease from reading about older cures. This information will be included in their PowerPoints.

Plan an interdisciplinary lesson that relates to a current event. Include in your plan:

1. The grade and content area in which you are pursuing licensure

2. A link to a news story about the current event

3. Name of all content area disciplines that you are using in your plan and why you chose the other discipline as a corollary to your own. If you are a K-6 teacher, choose more than one discipline, e.g. math and science or math and art.

4. Learning objectives with the specific state standards to which you are aligning copied and pasted into the lesson. Standards addressed should reference your content area at least one other content area as defined in item 2. (You may refer to course 5200 or any other credible resources about learning theory.)

5. Warm-Up

6. Instructional Strategies: Explain how you will use high yield strategies to teach your objectives and guide the learning

7. List of materials needed for the lesson

8. Lesson closure / Formative Assessment. Note you must address BOTH components in order to earn full points on the rubric. Your closure activity may include a formative assessment component, but if you are combining the two, you must make this explicit in your plan.

9. Summative Assessment plan (include formative and summative assessments. Formative assessment may be informal, e.g. questioning strategies during the warm-up.)

10. Provide a homework plan or a plan to reinforce the learning in classroom