I always look forward to the NSTA journal issues that have a theme with the words integrated or interdisciplinary in them. Interdisciplinary is one of those words that is hard to define, but we “know it when we see it.” The article Thinking, Teaching, and Learning Science Outside the Boxes in the February 2009 issue of The Science Teacher does provide a definition as well as a discussion of its importance and even a “taxonomy” of levels of disciplinarity (yes, I know that’s not a real word!), showing that it’s not an either/or dichotomy. The challenge is to make the connections authentic and purposeful, rather than contrived and trivial.
The lessons described in this issue are anything but contrived and trivial! Solving the Mystery of Mock Mummies goes beyond creating “mummies” as a arts-and-crafts activity to fact-finding on the process of mummification, a study of artifacts, observations, and inferencing. A key component is having to interpret the work of others. In addition to the online resources mentioned in the article, SciLinks has websites under the keyword “archaeology.” Although they are in the 9-12 group, some of the sites would be appropriate for middle-schoolers, including Animal Mummies in the Cairo Museum, and In Vesuvius’ Shadow. It would be interesting to connect these activities with an ancient history class.
My students were fascinated by amber and the insects inside, and the activities in Amber: Using “Tree Tears Turned to Stone” to Teach Biology, Ecology, and More! would certainly capitalize on that interest. (I also saw this topic as a rationale to visit jewelry stores selling amber for pieces to wear to class!). If your students are interested in more information, try Fossil Amber, Amber: Window to the Past (also recommended in the article), and Oldest Gecko Fossil Ever Found, Entombed in Amber. In Search for the Golden Moon Bear, the authors describe a Reader’s Theatre project, in which students wrote and performed an original script based on a science-related book. I’ve seen many elementary classes use this technique to improve fluency and comprehension, but I’m excited by the idea of middle-schoolers writing and performing, especially if they can share what they’re learning with a younger audience. The article has step-by-step directions, but if you need more information, check out the resources at Readers’ Theater.
Helping students see the connections between science and “real life” is the theme of several articles. In Cell Towers and Songbirds, students look at the possible consequences of the technology that seems to be indispensible these days. The Global Warming Project could be adapted for high school students with the question: What is the impact of most students driving to school rather than carpooling or using the bus? And Time’s Up, Turkey: Pop-up Thermometers takes a look at a technology that will be in use later this month in many homes.
Regardless of what grade level you teacher, two articles would make excellent discussion starters at faculty meetings: The Great Divide: How Mathematics Is Perceived by Students in Math and Science Classrooms shows how there may be confusion between how common concepts (such as data collecting and analysis, graphing, measurement, and unit analysis) are taught and used in science and math classes. And Physics or Stamp Collecting? Pitfalls of the Hierarchy of Disciplines is a thought-provoking article that discusses how we communicate the importance of science to students and some of the misconceptions that students may develop.