Interdisciplinarity involves the combining of two or more academic disciplines into one activity

How might interdisciplinary learning affect you, your colleagues, and your students?
Interdisciplinary learning has proven to have a positive impact on teaching styles and on relationships with both colleagues and students. Let's discuss a few of these potential benefits.
Introducing an interdisciplinary element into a curriculum encourages all involved to develop meaningful links among the fields in ways that intrigue and motivate both teacher and students.
Interdisciplinary, often dubbed "the teaching of thinking," gives a purpose to study that goes far beyond the evaluation and memorization of information related to a topic. As a design element, it can
push you and your students toward more powerful thinking and the ability to make comparisons that bridge disciplines, span eras, and encourage the application of
knowledge.
Engaging in this kind of thinking can also have a positive effect on you, the teacher and designer. Many educators feel energized when using a fresh approach to old content.
After attending a class on interdisciplinary design, Doris Madden, a teacher from Redmond, WA, said, "I realized . . . I was teaching facts for the sake of knowing facts. I now
know I must go back and redevelop my own way of thinking and revise my lessons. This class was a real eye-opener; I think it . . . will make me more excited about
teaching.
In order to define interdisciplinary learning thoroughly, we must understand that it is one of many approaches to designing and teaching a curriculum. For an interdisciplinary unit to be effective, it
must be designed properly. A curriculum begins as a preformatted package of required elements and recommendations for learning for a specific grade level, semester, or year. A good curriculum
expands on this guide, becoming a blueprint for learning that an educator designs and plans in real time with the needs of real-world students in mind. Most curricula are firmly rooted in
the discipline fields
3
and have a three-part structure, consisting in equal measures of:

3.

content
the topics, issues, themes or problems that become subjects of learning.

skills and thinking processes
developmentally appropriate benchmarks for students' learning, such as critical thinking, reading comprehension, analysis, math skills, etc.
assessments
products that demonstrate skills and thinking processes, such as essays, productions, recitals, projects, note-taking and in-class participation, etc.


Heidi Hayes Jacobs stresses
the importance of content,
skills, and assessment.
Interdisciplinary learning emphasizes connections between traditionally discrete disciplines such
as math, science, history, and language arts, rather than limiting learning to one content area at a
time.
When teaching and learning are organized around themes, problems, or issues, students seek
knowledge and skills from a variety of disciplines to provide an expanded and more complex
understanding of the topics they are studying.
When done well, interdisciplinary learning eliminates the fragmentation and the learning of
isolated skills. It allows students to access a particular theme from different entry points as they
work with a range of sources of information and perspectives; it also allows teachers to better
differentiate instruction and create more interesting and rich methods of assessment.
Research has demonstrated that interdisciplinary teaching can increase students' motivation for
learning as well as their level of active engagement. In contrast to learning skills in isolation, when
students participate in interdisciplinary learning they recognize the value of what they are learning
and become more involved in it.
Furthermore, studies show that students learn more when they apply a variety of skills to what
they are studying and when they interact with their classmates, teachers, and members of the
community.
The Center for Ecoliteracy advocates for interdisciplinary teaching and learning as the best
approach for grasping the principles that help define sustainable living. Our publications,
seminars, and ongoing work with schools take an interdisciplinary approach.
Interdisciplinary Project :A curriculum approach where common topic is taught
and assessed with the help of more than one discipline.
Topic WATER AS RESOURCE
The school is taking up an Interdisciplinary project, as FA-3 under the CCE scheme enforced by the CBSE .
The project will involve all the subjects to sensitize the students towards water conservation. The project
focuses on Holistic learning of the child. A Field trip will also be organized to enhance their experience.

2. The first page of the report file will have the following description.
Name of the student
Class/Sec.
Roll No.
Subject Name of the activity Grades Teacher Sign.
English
Hindi
Sanskrit
Maths
General Science
Social Science
Visual arts
Work experienceALL THE NECESSARY INSTRUCTIONS FOR THE ACTIVITIES WILL BE GIVEN TO STUDENTS PRIOR
HAND.
Subject Title /Description of task Guidelines for students
English 1.Writing a message (5 marks)
2.Writing a speech (10 marks)
1.Write a message to your friend informing him
About a trip to Jamaali Kamali giving details
that the inter-disciplinary project (FA 3) will be
based on it.
2.Write a speech on the topic Judicious use of
water.
(Will be done between 17th Dec to 21st Dec)
Hindi A. (

)
B.
A. - - # $
% I
B.
- #
(Will be done between 3rd Dec to 7th Dec)
Sanskrit 1 . - - 0 #1 23
2.
( - 8 )
1.;

>
@A
2.8 / #C8
(Will be done between 19th Nov to 23rd Nov)
General
Science
1. Worksheet (10 marks)

2. Demonstration of activities based on
properties of water. (5 marks)
1.The student will attempt a worksheet on
water conservation methods and properties
of water.
2.The students will demonstrate the
activities in the Laboratory.
(Will be done between 30th Oct 9 Nov)
French 1. Comprehension (10 marks)
2. Poster Making (5 marks)
1.There will be one unseen passage based on the
importance of water. Students will have to
answer the questions based on it.
2.Poster making based on water resources.
(Will be done between 19th Nov to 23rd Nov)
Mathematics 1.Worksheet based on the mentioned
topic (10 marks)
2.Model making (5 marks)
1.There will be a worksheet on how to use
statistics & percentage on usage and wastage of
water as a resource.
Req: Previous 5 water bills of every students
household.
3. Students will asked to make model and
display of models will be done in school
open day.
(Will be done between 26th Nov to 30th Nov) Social
Studies
1.Sacred Rivers of India project
(10 marks)
2. Comparison of an old method and
new method of conservation of water
conservation
1.Students will prepare a project file of 5 pages,
explaining origin, myths, rituals and modern
challenges related to rivers.
2.Activity will be done in the class after the
students visit old method of water conservation.
(Will be done between 10th Dec to 14th Dec)
2
Visual Arts Poster Making. The students will prepare a poster on
(Will be done between 17th Dec to 21st Dec
Computer
Science
To design poster in Corel Draw for
water conservation.
The students to design a poster on the topic
Conserve water today to use it tomorrow,
in Corel Draw.
(Will be done between
Interdisciplinary Project :A curriculum approach where common topic is taught
and assessed with the help of more than one discipline.
Topic WATER AS RESOURCE
The school is taking up an Interdisciplinary project, as FA-3 under the CCE scheme enforced by the CBSE .
The project will involve all the subjects to sensitize the students towards water conservation. The project
focuses on Holistic learning of the child. A Field trip will also be organized to enhance their experience.

2. The first page of the report file will have the following description.
Name of the student
Class/Sec.
Roll No.
Subject Name of the activity Grades Teacher Sign.
English
Hindi
Sanskrit
Maths
General Science
Social Science
Visual arts
Work experienceALL THE NECESSARY INSTRUCTIONS FOR THE ACTIVITIES WILL BE GIVEN TO STUDENTS PRIOR
HAND.
Subject Title /Description of task Guidelines for students
English 1.Writing a message (5 marks)
2.Writing a speech (10 marks)
1.Write a message to your friend informing him
About a trip to Jamaali Kamali giving details
that the inter-disciplinary project (FA 3) will be
based on it.
2.Write a speech on the topic Judicious use of
water.
(Will be done between 17th Dec to 21st Dec)
Hindi A. (

)
B.
A. - - # $
% I
B.
- #
(Will be done between 3rd Dec to 7th Dec)
Sanskrit 1 . - - 0 #1 23
2.
( - 8 )
1.;

>
@A
2.8 / #C8
(Will be done between 19th Nov to 23rd Nov)
General
Science
1. Worksheet (10 marks)

2. Demonstration of activities based on
properties of water. (5 marks)
1.The student will attempt a worksheet on
water conservation methods and properties
of water.
2.The students will demonstrate the
activities in the Laboratory.
(Will be done between 30th Oct 9 Nov)
French 1. Comprehension (10 marks)
2. Poster Making (5 marks)
1.There will be one unseen passage based on the
importance of water. Students will have to
answer the questions based on it.
2.Poster making based on water resources.
(Will be done between 19th Nov to 23rd Nov)
Mathematics 1.Worksheet based on the mentioned
topic (10 marks)
2.Model making (5 marks)
1.There will be a worksheet on how to use
statistics & percentage on usage and wastage of
water as a resource.
Req: Previous 5 water bills of every students
household.
3. Students will asked to make model and
display of models will be done in school
open day.
(Will be done between 26th Nov to 30th Nov) Social
Studies
1.Sacred Rivers of India project
(10 marks)
2. Comparison of an old method and
new method of conservation of water
conservation
1.Students will prepare a project file of 5 pages,
explaining origin, myths, rituals and modern
challenges related to rivers.
2.Activity will be done in the class after the
students visit old method of water conservation.
(Will be done between 10th Dec to 14th Dec)
2
Visual Arts Poster Making. The students will prepare a poster on
(Will be done between 17th Dec to 21st Dec
Computer
Science
To design poster in Corel Draw for
water conservation.
The students to design a poster on the topic
Conserve water today to use it tomorrow,
in Corel Draw.
(Will be done between
Multi-disciplinary Project For classes 9
This year the school has decided to introduce interdisciplinary project for the classes 8, 9 &
10. The purpose of this project is to help the students to apply and extend classroom
learning to life outside the school. It is a group project in which every student is required to
contribute to the completion of the project. A team of teachers from all the five departments
(English, Hindi, Maths, Science & SST) has formulated this project.
Rules:
1. Each section of the class will be divided into 8 groups consisting of seven students in
the order of the roll numbers by the class teacher. He/She will appoint a group leader
who will compile the project after each student finishes his/her work.
2. Each group will deal with the topic from the point of the five subjects English, Hindi,
Maths, Science, and Social Sciences. The topic will be divided into 4 units in the order
the subjects given above. Each unit will have 7 sub-topics and every member of the
group will choose one sub-topic from each unit. In consultation with the group
members the leader will assign the topics to the members. (The English teacher will
check the introduction and the conclusion of the project as well as the general
language level throughout the project. There will be no separate areas for English)
3. Topics:
Class 9: Topic: Agriculture
Sub Topics for Hindi:
1. A poem based on the life of a farmer.highlight his hard work
2. Write 2 slogans on save food
3. An autobiography of any machine/animal used by the farmer.
4. A short skit
5. Story writing
6. Interview of a farmer
7. Advertisement on various schemes for farmers
8. Write any two latest news on agriculture
(drawing/sketches for all topics is compulsory. Presentation
should be attractive and meaningful)
Sub Topics for Maths:
Post Independence Agriculture:
A. Collection of Data
Student 1: Agriculture sector growth rate in India between 1947
1970. -level of production of wheat, pulses, oilseeds etc.
Student 2: Same for the period 1970 1990
Student 3: Same for the period 1990 - 2013
B. Representation of the data:
Student 4: Statistical representation of data collected by student 1
Student 5: Statistical representation of data collected by student 2
Student 6: Statistical representation of data collected by student 3
C. Analysis and conclusion
Student 7: The student will analyze the data and draw conclusion.Sub Topics for Science: AGRICULTURE
1) INSECTICIDES AND PESTICIDES:- (what are they, pros and cons, examples)
2) CROP ROTATION :-( meaning , benefits ,examples)
3) IRRIGATION :-( sources available , problems faced, solutions suggested)
4) ORGANIC CROPS:-(meaning, comparison with normal crops, advantages, any difficulties in
adapting them)
5) PROBLEMS FACED BY FARMERS:-(shifting to urban areas, committing suicide in some states)
6) GOBAR GAS PLANTS
govt. help to encourage it)
7) CROP STORAGE OF CROPS:-(which crops stored, methods available problems experienced)
Sub Topics for SST:
1. Historical perspective (before1947) of Indian agriculture.
2. Geographical perspective- climate, rainfall, temperature, soil, for
different types of crops Kharif, Rabi, Zaid.
3. Political perspective- government effort, promotion of modern
agricultural techniques.
4. Economic perspective-production levels of major crops, five year
plans, food security.
5. Disaster management and agriculture-meaning of disaster
management, disasters that hit agriculture i.e. flood, drought,
landslides-their manmade and natural causes.
6. Disaster management- measures to be undertaken before the
disasters occur i.e. creating awareness and taking adequate
precautions.
Disaster management:
-measures to be undertaken during and after disasters;
-evacuation plans, relief camps, rehabilitation;
-government support to farmers affected by disaster
4. The general lay out of the project is given below: (Total word limit 1200 to 1500
words)
Page 1: Names of all the group members/class/section/roll no/academic year
Page 2: Title page (On the top write FA II Activity followed by the name of the
topic)
Page 3: Content list/index
Page 4: Marks page (for the teachers to fill in)
Subject Fluency-4 Accuracy-6 Content-5 Organization &
Creativity-3
Presentation-2 Total-10
English
Hindi
SST
Maths
Science
Grand
Total
Page 5: Introduction
Page 6 to 12: content based on Hindi
Pages 13 to 19 Content based on SST Page 20 to 26: Content based on Maths
Page 27 to 33: Content based on Science
Page 34-35: Conclusion
Page 36 Bibliography
5. Marks Distribution: Total marks: 50
English: (10 Marks)
Fluency: 4 marks
Accuracy:
Spelling: 3 marks
Grammar: 3 marks
Hindi: (10 Marks)
Fluency: 4 marks
Accuracy:
Spelling: 3 marks
Grammar: 3 marks
SST: (10 marks)
Content: 5 marks
Organization: 3 marks
Presentation: 2 marks
Maths: (10 marks)
Content: 5 marks
Organization: 3 marks
Presentation: 2 marks
Science: (10 marks)
Content: 5 marks
Organization: 3 marks
Presentation: 2 marks
6. The project will be handwritten on A4 size coloured chart paper back to back.
7. The project will be submitted to the class teacher on or before 15th July 2014.
Mr. S. Joseph
Coordinator of Discipline and Activities
CCE Projects for Class 10 & Class 9 The purpose of Project Work is to enable the learners to apply and extend classroom learning to life outside the school. The Board is proposing and promoting
group project work. Every individual is required to contribute to the completion of the project and may be awarded marks/grades in proportion to their contribution. However, it is essential that in
order to make project work meaningful and learning oriented, the identification and selection of project work may be done with utmost care. CCE Maths Project CCE Science Projects Sufficient
required guidance and a suitable time-frame may be provided to the group or individual for carrying out the project effectively. The subject teacher may ensure and certify that the project has been
completed by the group or the individual as desired. Preferring group projects over individual projects will also promote social skills and lessen teachers correction work load. What I hear J forget
What I see, I remember What I do, I understand Kung Fu Tzu (Confucius)

Read more at: http://projects.icbse.com/cce