Interdisciplinary Activity

Names: Libby Goldberg and Jeremy Long Content Areas: Math

and Science

1. What big idea or CONCEPT could frame both of your content

areas?

Science and Math , studies in patterns

(Content) (Content) (Concept)

2. What UNITS, in particular, would revolve around this concept

Content 1: moon phases, weather, classification

Content 2: functions, geometric transformations, arithmetic and

geometric sequences, order of operations

3. What UNDERSTANDINGS and/or ESSENTIAL QUESTIONS might

you explore related to this concept. List and describe their
application/importance in both content areas
NOTE: You should include your concept in your Understanding
statements.

o Devise ONE understanding useful for BOTH content areas units:

Students will understand that patterns help us make predictions.

o Devise understandings and essential questions more specifically

designed for each content areas unit:

Content 1: Science

Understanding: Patterns of the moon help us make tidal

predictions
Question: How do patterns affect our daily life?
Question: How would a change in light patterns affect us?

Content 2: Math
 Interdisciplinary Activity

Understanding: Functions follow patterns that help us make

predictions on how the graph/ table will continue
Question: What can patterns in graphs tell us?
Question: How can patterns mislead us?

4. Identify what SKILLS students could exercise or practice within this

unit. Aim for at least two skills that span content areas and two skills
specifically designed for each content area

Sample spanning skill stems:

Making inferences Problem solving
Making predictions Finding patterns
Gathering evidence Justifying conclusions with
Analyzing cause and textual support
effect relationships


Content Specific Skills:

Content 1: Science
Analyze relationships within patterns
Analyze cause and effects of changes in patterns

Content 2: Math
Represent a pattern algebraically and graphically
Describe the effects of an error or outlier in a pattern

5. Identify the KNOWLEDGE or VOCABULARY youd address in

each of these units. The Knowledge will most likely be specific
for each content area.

Content 1: Science
Quarter, waxing, waning, gibbons, full, crescent,
relationship, eclipse, rotation



Content 2: Math
Domain, range, function, outlier, relationship

HOOK:

Describe how youd go about introducing this concept to your

students. You may use any of the strategies from Chapter 5, a
childrens book, or any other ideas you have (Note: If you use the
childrens book idea, follow the directions below).

Students will be given graphs and then answer a prompt

regarding the graph. We came up with a few questions because
depending on the class you may want to hook them using
different prompting questions. The teacher may decide to use
one, two, or all of the graphs as a hook activity.

Some ideas of graphs are:

Sample Prompts:
Explain a time where these graphs would represent what is
happening in your life?
 Provide a specific scenario where the graph would represent an
occurrence?
What information can we assume from these graphs?