Marcie Griffithmgriffith@ggusd.us

Depth & ComplexityLanguage of the Discipline: Identification & usage of appropriate language relative to the discipline.Details: Elaboration and description of an idea or event.

Patterns: Recurring elements or repeated factors of an idea or event. Order of events. Identify & predict.Trends: Identification of changes throughout a period; factors, influences & forces. Note causality & predict.Unanswered Questions: Unclear ideas & information; What is unknown, unexplored, unproved. Identify & guess.Rules: Organizational elements relevant to curriculum. Note order, determine relevance, organize, & identify learnings.Ethics: Possible rights & wrongs of an event, idea, or issue. Reflection on bias, prejudice, discrimination. Draw conclusions, argue, prove with evidence. Big Idea: Generalization, principle, or theory about the curriculum being studied. Identify theory, state principle.Over Time: Change over time where changes are identified & causality examined. Predict, order, & sequence.Points of View: Multiple perspectives. Examine ideas & events from different perspectives. Think like a . . . Interdisciplinary Connections: Connection between curriculum under study & other disciplines. Associate, integrate, & link.

Content ImperativesOrigin: Beginning, root, or source of the idea or event

Contribution: Define the significant part of result of an idea or event

Parallel: Defining ideas or events that are similar and can be compared to one another.

Paradox: Defining the contradictory elements in an event or idea. Positive/Negative aspects of something.

Convergence: Defining the meeting point of the elements that describe an event or idea.

Expert in a particular field of study

Teach, conduct research & publish findings

Experts in applying a discipline-perform specialized tasks rather than conduct basic research

Collaborate across disciplines

Sub-disciplines or branches

Engages students-Science is more than memorizing facts

Provides rationale for learning

Allows students to gain familiarity with academic disciplines

Demonstrates connections to concepts, thinking processes, & methodologies across multiple disciplines

Frames

Scientific Disciplinarian Learning Centers

Concentric Circles

Align content/standard with disciplinarian Disciplinarian: middle of frame Questions/Depth & Complexity/ Content

Imperatives in outer compartments

Think like an

Ecologist

Key vocabulary important to understanding ecosystems.

What ethical issues might an ecologist investigate when studying ecosystems?

6th Grade Life Science: The number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors. ..

What patterns might an ecologist examine? Explain Details an ecologist might

examine when studying an ecosystems ability to support life

Introduce disciplinarian -Solicit prior knowledge-Provide definition-Discuss type of tools this disciplinarian might use

Introduce thinking tools used in frame -Practice with familiar topic (i.e. birthday parties)

Present questions on disciplinarian frame

Students work in groups, pairs, or as individuals

Share out/reflect as to how thinking like this disciplinarian enhanced their understanding of the content

Introduce: Hook- identified disciplinarian from pictures, discussed prior knowledge

Asked- What types of tools might a geologist use to get a better understanding of what they study?

-Asked- Why might it be important for a geologist to practice using specialized tools?-Explained that we would also be using special tools to help us better understand our study

Introduced thinking tools ( )

Applied to frame/practiced using familiar topic

Names:

Birthday Parties

What are the rules of birthday parties?

What are the patterns of birthday parties?

What are the contributing factors to birthday parties?

What are the specialized terms used about birthday parties?

Align content/standard with disciplinarians Content: middle of frame Disciplinarians & thinking tools: outer

compartments

Wildfires

Geographer

Meteorologist

Pulmonologist (doctor specializing in issues involving respiration).

Identify disciplinarians that align with content

Display/ include Big idea for learning Rules & procedures for learning

Details to make the center aesthetically pleasing

Pictures/images to support learning & hold interest

Provide information/resources on disciplines

Include open-ended task cards/task sheets to guide student inquiry

Disciplinarian + Thinking Skill(s) + Product

Independent learning/small group

Think Like a GlaciologistExamine the global patterns of where glaciers are located, paying close attention to trends in where glaciers are found and how they have changed over time. Create a poster describing your findings. Include graphic aids (maps, charts, etc).

Hybrid: Disciplinarian investigation combined with content focus

Multiple tasks

Reflection on future interest in discipline

Introduce whole class to learning center Review rules & procedures Pre-teach any new concepts/material

necessary for success Direct students to where they can locate

information/resources needed (computer, texts, etc)

Students self-select, rotate, or are assigned to center

Teacher provides guidelines Student submits work plan

-disciplinarian, content, rough sketch, expected completion date

Teacher monitors progressStudent works independently Student presents center to class for use

Provides opportunity to introduce students to general disciplines and their sub-disciplines

Focus on standard/content Move from general to specific view of how

disciplinarians might approach topic - Utilize depth & complexity/ content imperatives to

focus investigation

Identify patterns or parallels noticed between disciplines (afterward)

Professional organizations Jobs/careers Sections Ask the Expert SectionSociety of Nematologists

http://www.nematologists.org/Botanical Society of America

http://www.botany.org/University Websites (Departments &

Programs)Faculty Studies & Research (i.e. microbial ecologist) USC Department of Biological Sciences

http://college.usc.edu/bisc/marine/faculty/

USC / Sandra Kaplan Think Like a Disciplinarian http://www-rcf.usc.edu/~skaplan/index.html

American Museum of Natural History: Ology https://www.amnh.org/ology/

Koshland Science Museum Nat. Academy of Sciences http://www.koshland-science-museum.org/index.jsp

MadSciNet: The 24 Hour Exploding Laboratory http://www.madsci.org/ National Institute of Health, Office of Science

Ed. http://science.education.nih.gov/home2.nsf/feature/index.htm