1. Green Ambassadors Institute Los Angeles, CA February 7 & 10 2014 INTERDISCIPLINARY LEARNING IN ACTION

2. Amy Frame Director of Curriculum & Instruction Sammy Lyon Service Learning Coordinator WHO ARE WE?

3. ICEBREAKER

4. WHO ARE YOU?

5. WHY ARE WE HERE?

6. WHAT IS GREEN AMBASSADORS?

7. GREEN AMBASSADORS CURRICULUM A-G Approved UC Course Being updated to reflect new standards this summer Working on middle school version Available http://greenambassadors.org/curriculum- download/ http://greenambassadors.org/curriculum- download/

8. ECS BEST PRACTICES Middle School Best Practices 2b. Unit Design Cycle Develops and implements standards-based curriculum and assessments around themes, essential questions, and big ideas. High School Best Practices 2e. Interdisciplinary Connections Integrates course with other disciplines; teaches themes, essential questions, and big ideas.

9.  Friday February 7  ECHS Community Forum  Student Projects  Student Q & A  Teacher Insights  Work Time with ECHS Teachers  Unit Design Cycle  3 Entry Points  Themes  Standards  Projects  Teacher Work Time  Monday February 10  ECMS Benchmark Refinement Day  Teacher Teams at Work  Scoring Teacher Models with Rubrics  Benchmark Refinement Protocol  Work Time with ECHS & ECMS Teachers  Unit Design Cycle  Deepening Content Knowledge  Assessing & Reflecting WHAT WE ARE GOING TO DO ?

10. WHAT IS INTERDISCIPLINARY INSTRUCTION?

11. WHAT? Disciplines Interdisciplinary

12. WHY USE INTERDISCIPLINARY INSTRUCTION?

13. WHY? Real World

14. WHY? Real Science

15. WHY? Brain-Based Deep Learning with Multiple Intelligences Higher Order Thinking Skills

16. WHY? WASC Criterion B1: Standards- Based Student Learning: Curriculum “To what extent is there integration among disciplines?” National Green Schools Competition Element 3A (20%) “Interdisciplinary learning about the key relationships between dynamic environmental, energy, and human systems.”

17. WHY? IT’S ON THE TEST…

18. WHY? It’s in the new standards!

19. Quick Question WHY DO YOU THINK WE SHOULD DO INTERDISCIPLINARY INSTRUCTION?

20. HOW DO WE PLAN INTERDISCIPLINARY INSTRUCTION?

21. UNIT DESIGN CYCLE 1. Choose learning objectives. 2. Find thematic connections. 3. Design the project. 4. Deepen content knowledge. 5. Analyze assessment data.

22. THREE ENTRY POINTS Project Design Thematic Connections Learning Objectives

23. UNIT DESIGN CYCLE 2. Find thematic connections.

24. a.Develop an Essential Question around your Theme. b. Brainstorm Guiding Questions pertaining to each subject. c. Explore Big Ideas, considering student development and community needs and interests. d. Research available resources including curriculum, experts, field trips, school campus projects, parents, and organizations. 2. FIND THEMATIC CONNECTIONS.

25. Theme a theme is a concept or unifying idea that can be examined from many angles and disciplines, usually something abstract such as “systems” History National Standards (NCSS): Social Studies Themes 1. culture 2. time, continuity, & change 3. people, places, & environments 4. individual development & identity 5. individuals, groups, & institutions 6. power, authority, & governance 7. production, distribution & consumption 8. science, technology, & society 9. global connections 10. civic ideals & practices TopicsTopics topics are the subjects being explored (often from standards), usually a specific thing, place, or event, such as “The Los Angeles River”

26. 1. Pattern 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change CROSS CUTTING CONCEPTS (THEMES)

27. Essential Question  there is usually only one per unit  relates to the theme of the unit  applies to the real world  interests students and adults over the time span of the unit because it leads to more questions and research  is open-ended and debatable, with no easy answers  requires information from multiple disciplines  is determined by teachers with students’ interests in mind Guiding Questions  there are many per unit  help answer the Essential Question  may apply to one or more disciplines  relate to one or more topics  emerge from teachers and students throughout the unit Is the American Dream sustainable? What is the American Dream? What does it mean to be sustainable?

28. Big Ideas  are the answers to the Essential Questions and/or Guiding Questions  are worth knowing; are important to our survival as a species; are the “ah-ha” moments; life lessons  have multiple real-world applications  may come from standards or combined standards  are developed by teachers AND by students through the learning process The American Dream means different things to different people and groups. Being successful does not have to be defined by large homes and the accumulation of “stuff.” Groups have had different access and obstacles to attaining the American Dream.

29. Essential Questions Learning Objectives: Content Learning Objectives: Skills Topics & Themes Outdoor & Community Experiences Community Resources & Needs Campus Resources & Needs Local Environmental Issues Students' Needs & Interests Teachers' Interests & Talents

30.  One month mini- course, 1.0 credit  Includes: English, History, Math, Science, Spanish, College Prep, Art  Students & teachers arranged by grade level  Community Forum ECHS INTERSESSION COMMUNITY FORUM

31.  Time: From 9:30-10:30; Break until 10:45  See at least one 10 th grade presentation  Observation Form COMMUNITY FORUM OBSERVATION Grade: 9 th 10 th 11 th 12 th Room/Teacher: Time: Theme Big Ideas & Knowledge Students Demonstrate Skills Students Demonstrate Essential Question  What is quality of life?  How and why does change happen?  What is truth and where does it come from?  Why does my community need me? Evidence of Disciplines  English  Math  History/Social Science  Science

33. 10:30-10:45 BREAK

34.  Did you see anything that inspired you?  Did you see anyone else who was inspired?  What does inspired learning look like?  Where did see evidence of each?  Essential Questions  Guiding Questions  Themes  Big Ideas  Content Knowledge in Disciplines  Skills  Standards  Entry Point 2  Learning Objectives (Standards) COMMUNITY FORUM DEBRIEF

35. THREE ENTRY POINTS Project Design Thematic Connections Learning Objectives

36. UNIT DESIGN CYCLE 1. Choose learning objectives.

37. a.Choose important content standards from each subject. b. Include key skills standards such as collaboration and presentation. c. Consider student development and community needs and interests when choosing learning objectives. d. Scope and sequence your objectives throughout the year and across grade levels with colleagues. e. Record standards on the Unit Learning Goals form. 1. CHOOSE LEARNING OBJECTIVES.

40.  Dimension 1: Science & Engineering Practices Dimension 1: Science & Engineering Practices  Dimension 2: Crosscutting Concepts (Themes) Dimension 2: Crosscutting Concepts  Dimension 3: Disciplinary Core Ideas Dimension 3: Disciplinary Core Ideas  Disciplinary Ideas are grouped in four domains:  physical sciences physical sciences  life sciences life sciences  earth and space sciences earth and space sciences  engineering, technology and applications of science engineering, technology and applications of science

41. CALIFORNIA’S ENVIRONMENTAL PRINCIPLES & CONCEPTS  Principle I: People Depend on Natural Systems  Principle II: People Influence Natural Systems  Principle III: Natural Systems Change in Ways that People Benefit from and can Influence  Principle IV: There are no Permanent or Impermeable Boundaries that Prevent Matter from Flowing between Systems  Principle V: Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors

42. UNIT PLANNING English Math History Science Handwork (Art) & Games College Prep & Advisory

43. Quick Question HOW ARE THE NEW STANDARDS AN OPPORTUNITY FOR YOU?

44. STUDENT SPEAKERS

45. 12:00-12:45 LUNCH BREAK

46.  Samantha Knipp, Green Ambassadors  Amy Johnson, Math ECHS TEACHERS

47. THREE ENTRY POINTS Project Design Thematic Connections Learning Objectives

48. UNIT DESIGN CYCLE 3. Design the project.

49. a.Complete the Project Description including all four components. b. Complete the Project Rubric to begin giving students feedback. c. Create the CPT and IUE task prompts and handouts. Be creative, giving authentic audiences for student work. d. As a full group, follow your own written directions to create teacher models of the CPT and IUE. e. Score teacher models using your rubric. Revise your rubric, project description, and handouts as needed. 3. DESIGN THE PROJECT.

50. Project Overview Culminating Performance Task (CPT)Interdisciplinary Unit Exam (IUE) Component 1: Hands-On/Group Work Component 2: Presentation/ Event Component 3: Individual-Class Writing Component 4: Reflection Essential Question Guiding QuestionsBig Ideas

51. TEAM WORK TIME

52.  Reflections on Inspiration  Appreciations  Evaluation  Tomorrow @  ECMS-Gardena 812 165 th Place Gardena, CA 90260 CLOSING amy_frame@ecsonline.org