Crosscutting Concepts in Science Support Literacy and Writing

The purpose of the chapter is to guide teachers in development of authentic and engaging lessons through multidisciplinary integration. As cross-curricular lessons are implemented, collaborative support between science, math, ELA, social studies, and related arts classes builds excitement for teachers and students. Students are challenged to take ownership of learning using higher-level thinking skills, creativity in design, and practicing 21st century skills such as collaboration, research, problem solving, and innovation. The chapter provides examples of integrative ideas and suggestions on how to begin developing multidisciplinary lessons. Although the primary focus relates to the crosscutting concepts in science with ELA expectations, the resources provided also include integrations for other content areas as well. The goal of the chapter is to provide models for the development of inquiry-based, authentic, and engaging opportunities for students to develop higher conceptual understanding and offer methods for applying their learning to real-world concepts.

Investigation Into Fermentation

This integrated lesson focuses on fermentation, its role in cellular respiration, and practical uses of fermentation for food preservation and nutrient bioavailability. The authors created authentic students experiences through fermentation of yogurt, kefir, kimchi, sauerkraut, pickles, and kombucha. Teachers used the science literacy practices while students engaged with a professional paper throughout the learning cycle in the Biology course. ELA reading practices were implemented to engage students in reading scientific papers and development of a final written assignment. Business owners and other experts brought real-world and hands-on experience in making these products as well as ties to personal culture. The authors applied the 5E lesson plan format, which prompts students to analyze their thinking through a cycle of hands-on and minds-on activities. This lesson addresses Tennessee State Standards for Science and English Language Arts (ELA) for students from both Biology and ELA courses (11th and 12th grades).

The Seeing of Self and Society in Science

This chapter presents strategies for integrating selected practices from the English Language Arts Common Core Standards and the scientific and engineering practices from the Next Generation Science Standards through the use of historical narratives and biographies. The use of trade books as information sources provides avenues which allow students to make connections to the people and places of science. Through selected texts such as Chasing Space, Hidden Figures, and topics such as Typhoid Mary, students engage in examining science content, the lives of scientists, and the history and nature of science. Reading purposes, learning vocabulary in context, viewing narratives from different perspectives, and making personal connections are strategies discussed and modeled through current books. Teachers are provided with strategies to engage the reader, suggested activities for each area, and recommendations on how to utilize trade books within the classroom.

Using the Scientific Method to Solve Literary Problems

In this chapter, the author outlines cross-curricular lessons that have been developed using commonly taught pieces of “classic” literature to facilitate student connections in science. The lessons attempt to use the literature as a basis for building activities that allow students to practice and review scientific concepts in biology and chemistry. The chapter includes strategies for implementation such as finding appropriate literature, facilitating work with other teachers, and building connections to increase student outcomes. This chapter begins with a discussion of basic scientific method and its relationship to literary analysis. The activities that follow demonstrate some specific methods that practitioners can immediately apply in their classrooms.

Partnerships for Science, Technology, Engineering, and Mathematics Education and Career Prosperity

The purpose of this chapter is to report on partnerships between local school agents, business partners, institutes of higher education, and nonprofit organizations that promote science, technology, engineering, and mathematics (STEM) activities that enhance career opportunities for students. The authors share the importance of these partnerships as well as the benefits that result for all members. In addition to describing the benefits of the partnerships, the authors lay out techniques used to manage and develop partnerships. Most importantly, the authors share the outcomes of these partnerships, including professional development projects rooted in the work between the member partners. The chapter provides data about the impact of these partnerships on students' academic achievement and concludes with recommendations and suggestions to develop and sustain partnerships.

Implementation of STEM at the District, School, and Classroom Level

At the district level of a school system, there are immense pressures to add value to the community as a whole. This is achieved through high test scores, graduation rates, and the production of a vital workforce that will propel the community financially. This is a daunting task when the rate of information growth is increasing exponentially faster than educators can adapt. Offering STEM education is an effective means of meeting this demand. This chapter will outline steps that will facilitate the implementation of STEM throughout a school district, school, and classrooms.

Bridging the Gap With Genetics

This chapter delves into practical implementation of a cross-curricular unit of biology and literature. Through collaborative readings, lab work, film study, and structured academic discourse, two advanced placement (AP) classrooms collaborated over several classes fusing science and the humanities. The initial focus of DNA in AP Biology became an exploration of where the bounds of science should extend as AP Literature students joined to raise questions of how far the bounds of science should be allowed to progress. The culmination of the unit required students help bridge the gap between science and the humanities through a Socratic seminar, a structured student-led academic discussion. This chapter reviews the rationale for implantation; the unit plan, including subject-specific and collaborative lessons; results after implementation; student reflections; and recommendations for future implementation, both for teachers and administrators.

Water Ecology, Engineering, and Global Citizenship

This chapter describes a science and literacy integrative unit on water ecology and reading about water purification in post-civil war Sudan through the text A Long Walk to Water by Linda Sue Park, 2010. The authors describe the process of integration according to the 5E learning cycle: engage, explore, explain, elaborate, evaluate. This teaching scenario is also further explicated through connections to The Next Generation Science Standards (NGSS) and overlapping practices between NGSS and The Common Core State Standards in English Language Arts. Aspects of the text are used in conjunction with the hands-on science inquiry to dig deeper into the standards.

All the Light We Cannot See

This chapter offers an enlightening 5E lesson plan that guides ELA teachers through a novel study using excerpts from All the Light We Cannot See, while also directing science teachers through a series of simulations and exercises designed to teach students about the basic properties of waves, including the electromagnetic spectrum. Focusing on science and literacy integration, this chapter also draws attention to the fact that the unit is designed to be taught simultaneously by each content-area teacher or, alternatively, at separate times during the year. The unit provides students with opportunities to explore all components of 5E (engagement, exploration, explanation, elaboration, and evaluation) in both disciples. Lessons are directly aligned with CCSS and NGSS standards, respectively. Additionally, the unit provides all necessary resources, including handouts and appendices, for teachers to successfully teach the unit for student mastery.

Low-Prep STEM Activities That Make a Big Impact in the ELA Classroom

This chapter will inspire English teachers to independently integrate low-prep science, technology, engineering, and math (STEM) activities into their English language arts (ELA) classrooms. It will discuss how STEM projects can ignite engagement to the classics and build excitement for challenging texts. This chapter will offer multiple ideas for STEM integration in the ELA classroom. The ideas, which can be adapted for any text, are meant to inspire teachers to look for science and engineering concepts in literature.