Table of Contents
1
Best practice of cross-curricular teaching
Introduction: what is an “Area di Progetto”?
Example of Best practise: WORLD WATER DAY
Timetable
1st year – Approach to water as a common resource
2nd year: Water quality control: chemical and microbiological analysis
Assessment
Index of figures
Index of tables
1
Best practice of cross-curricular teaching
Introduction: what is an “Area di Progetto”?
A “Project Area” is in effect a cross-curricular project. In Italy every class of a TechnicalSchool is expected to realize such a project (D.M. 9 march 1994). A period of time corresponding to 10% of the total agenda (normally 2 weeks of the school year, corresponding to 72 classes) is scheduled for it. During A.d.P. special activity, done in what is called “full immersion”, is planned by teachers or by students with the teachers' help. The timetable is modified to fit the project. A project can be designed to last more than one year to take advantage of the increasing cognitive abilities and competencies of students, focusing on more and more specific aspects, which help to professionalize them in their final year. The aims are:
to develop group working abilities
to learn how to solve problems
to create connections between different subjects
to improve autonomy and creativity
Similar projects can be realized in other schools by using normal curricular classes over a longer period of time instead of a short period of full immersion.
Example of Best practise: WORLD WATER DAY
This is an example of long-term cross-curricular activity, extending over two years of school, one week per year. Such an activity can be carried out in schools where some time is scheduled for such purpose or where the syllabus allows it.
1st year: Water as a resource
2nd year: Water quality control: chemical and microbiological analysis
Special events, local problems or the need to deepen specific aspects of curricular subjects can help in the search for a topic. When the topic has been decided on and accepted by the responsible board (in the guidelines students and families are also called to select the topics but these aspects don’t always apply)
- goals must be clearly formulated
- a timetable must be set down
- the form ot the final product must be decided on
All of this is to be done well in advance in order to allow teachers to share opinions and to cooperate in preparing all materials.
Reasons for choice of the topic: The international observance of World Water Day is an initiative that grew out of the 1992 United Nations Conference on Environment and Development (UNCED) in Rio de Janeiro.
The United Nations General Assembly designated 22 March of each year as the World Day for Water by adopting a resolution. This world day for water was to be observed starting in 1993, in conformity with the recommendations of the United Nations Conference on Environment and Development contained in chapter 18 (Fresh Water Resources) of Agenda 21.
States were invited to devote the Day to implement the UN recommendations and set up concrete activities appropriate in the national context. Water for Development was the theme for 2002. The International Atomic Energy Agency was the coordinating UN agency. The currently poor and deteriorating state of water resources in many parts of the world demand integrated water resources planning and management. In 2009 the theme of World Water Day on March 22, has been Transboundary water. Sharing waters means sharing opportunities. UNECE and UNESCO are the leading UN agencies this year. More information is available on the official UN World Water Day website.
What we expect from students: At the beginning of the AdP, a contract with students is made, clearly explaining what they are expected to do and what teachers will do. An example of a contract is the following one:
1st year:Students will write an answer to the authors of articles they read, expressing technical and personal viewpoints
1. In order to realize this goal students are expected:
to read different texts and to analyze their genre
to write a text to uphold their thesis in a suitable style
to collect data and to tabulate(arrange in tables and lists) them
2. Students will work in groups of four and will confront their results to reach a common conclusion
3. Their work will be assessed taking into consideration their behaviour and the content of the documents produced
2nd year: At the end of the AdP, students will actively participate in the “World Water Day” event in Mantova.
1. In order to realize this goal students are expected:
to perform physical-chemical and microbiological analysis of surface waters
to collect and process data(from their analysis)
to interpret the results from the analysis
to share these activities by means of peer-tutoring
2. Students will work in groups of four, will keep a “logbook” of their activities and gather their results in a common table
3. Their work will be assessed taking into consideration their behaviour and content of the documents produced
Timetable
This is the timetable of the project examined:
Maria Pia Coceano - Graziella Mocellin / ISIS Malignani 1/1416
AdP III Ch. A/B - WORK PLAN“World Water Day”
Date / Activity / Teachers
MONDAY
17 February / 8.25 – 9.45
Presentation of AdP: work-plan with both classes together
Brainstorming:what is an AdP? What are you expecting from it? What do you think we are expecting from you?
Management: creation of groups (3/4 people per group, having different skills)
Reasons for the choice of the topic
9.45 – 13.40
Analysis of the text of the leaflet “Water World Contract” (one page given to each group: group analysis and reporting)
Problem solving: re-create the exact sequence of pages, giving reasons.
Homework:
a) looking for information about Water Contract (
b) list habits related to usage of water:
Personal habits, indoor and outdoor
Family habits / Chemistry
English
TUESDAY
18 February / 8.25 – 10.05
Administration of a test about cognitive styles and elaboration of results
10.05 – 12.00 Presentation of GREEN-GLOBE project (Prof. Rigonat)
11.50 – 13.40 Consideration by students of their own study style: strong and weak points of each style. How to avoid weaknesses. / Chemistry
External Expert
L1
THURSDAY
14 February / 8.25 – 9.15 Reporting activity on water usage: habits and consumption
Synthesis of data collected. Tabulation of data as homework.
9.15-10.05
Group activity. Discussion: “Which behaviours can be modified at:
Personal level Family level Local level National level
Global level…?”
10.05-10.55
Inter-group reporting.
11,10– 13.40
Production of a Concept Map synthesizing all different hypothesis. Tabulation and multi-medial presentation of the results. Poster. / Maths
History
Maths
Chemistry
FRIDAY
15 February / 8.25 – 10.55 Analysis and interpretation of texts related to the topic
11.05– 13.40 Discussion and synthesis of different view points coming from different stakeholders – role play / L1
SATURDAY
16 February / 8.25 – 10.05 Brainstorming: Is there a disturbance in the ecologic equilibrium, according to the texts analyzed?
10.05-10-55 Listening to a musical version of: S.T. Coleridge, The Rime of the Ancient Mariner (what does this music evoke – reflection on musical choices)
Analysis of an excerpt of : “Water, water, water everywhere”
11.10-13.00 DoesColeridge’s message and its metaphoric use of water as a symbol present any analogy with the leaflet examined on the first day? Discussion
13.00–13.40 Self-evaluation and teachers’ evaluation of the week. / Chemistry
English(L2)
English(L2)
L1
AdP IV Ch. A - WORK PLAN
“World Water Day“
MONDAY17 march / 8.25 – 10.05
Presentation of A.d.P.: work plan and meaning of the event.
Description of GREEN and Globe projects.
10.05 – 13.40
GREEN project parameters: meaning and use
Experimental activity: determination of dissolved oxygen, pH and conductivity by means of portable equipment and field-kit.
Homework :
reading specific articles (texts) assigned to each group. / External expert
Chemistry
Chemistry Lab
TUESDAY
18 march / 8.25 – 10.05
Experimental activity: determination of nitrates and phosphates by means of portable equipment and field-kit.
10.05 – 11.05 Group work: elaboration of documents
11.05 – 13.40 Microbiologic parameters / Chemistry
Chemistry Lab
Italian(L1)
Organic Chem.
WEDNESDAY
19 march / 8.25 – 10.05
Group work on assigned texts –production of posters (Prof. Spanghero)
10.05 – 11.05 Group work: elaboration of documents
11.10 – 13.40
GREEN project parameters, meaning and use
Experimental activity: determination of nitrates, phosphates, turbidity and suspended solids by means of portable equipment and field-kit / Italian
Chemistry
Chemistry Lab
THURSDAY
20 march / Departure to Mantova: school exchange with ITIS chimici of Mantova
Visit of the town (Palazzo ducale) / Accompanying teachers
FRIDAY
21 march / Active participation in the “Acque di primavera” (Spring waters) event, as part of the “World Water Day”. / Accompanying teachers
Maria Pia Coceano - Graziella Mocellin / ISIS Malignani 1/1416
1st year – Approach to water as a common resource
Objectives (1st year)
Study and analysis of texts
General objectives:
-becoming aware that a text is more than the sum of its contents
-encourage reflection on some text features that will be taken into consideration
genre
conventions of such genre
language used (rhetoric and vocabulary)
ideal reader
content
upheld viewpoint
features and structure of the argument
-give reasons for the choice of genre and explain its advantages to uphold the reasoning
-develop a concept map gathering and connecting the key-points/problems in the texts analyzed
-write an abstract in less than 300 words
-transform the concept map into a report having scientific features, but easily popularized
Scientific objectives:
-understanding the importance of water as a resource that is essential for life
-analyze local and personal habits regarding water usage
-reflection on habits which can be modified to improve the availability of water
-reporting activity on water usage: habits and consumption
-synthesis and tabulation of data collected
Some features (1st year)
In the first day, after the introduction explaining the meaning and the goal of Area di Progetto, students face an easy “problem solving” to induce them to meditate both on communication styles and on water importance. The leaflet printed for the “World Water Day” is divided in its pages, one of them is given to each group and, after having examined and discussed it, the groups must decide the right order of pages in the leaflet. Here is a picture of it s two sides :
Figure 1: World Water Day leaflet (side1)
Figure 2: World Water Day leaflet (side 2)
A meaningful aspect is also the reflection, demanded from each student, about habits related to usage of water in his/her community, in his/her family and by him/herself. The result should be in the form of a list that is shared with classmates.
Such lists are the basis of a reporting activity, leading to the synthesis and tabulation of the collected data (needed for the 3rd day).
Afterwards, such synthesis constitutes the starting point of a group discussion about behaviours that can be modified at different levels.
Again the results of discussion are synthesized, tabulated and presented in multi-medial way or by posters.
The 4th day is devoted to the reading of texts and newspaper articles regarding water availability, consuming and waste in different parts of the world, but especially in our area.
Different goals are set, some linguistic, some ecological.
In the language field students are helped to recognize the language used (rhetoric and vocabulary) , the features and structure of the argumentation, the reasons for the choice of genre and its advantages to uphold the reasoning.
In the ecological-scientific field students are expected first to understand and represent the viewpoints upheld by different stakeholders by means of a role play, and than to discuss and synthesize them.
The final production expected is a report having scientific features but easy to be popularized.
A further action is a letter, to the author of one of the articles read, expressing the common viewpoint of the students.
On the last day, student listen to a musical version of: S.T. Coleridge, The Rime of the Ancient Mariner, by Iron Maiden. They are expected to reflect on what this music evokes and on musical choices.
An excerpt of: “Water, water, water everywhere” is analyzed to reflect on the importance of freshwater and a discussion takes place: does Coleridge’s message and its metaphoric use of water as a symbol, present any analogy with the leaflet examined on the first day?
Lyrics:
The rime of the ancient Mariner (Iron Maiden)
Maria Pia Coceano - Graziella Mocellin / ISIS Malignani 1/1416
Hear the rime of the ancient mariner
See his eye as he stops one of three
Mesmerises one of the wedding guests
Stay here and listen to the nightmares of the sea.
And the music plays on, as the bride passes by
Caught by his spell and the mariner tells his tale.
Driven south to the land of the snow and ice
To a place where nobody's been
Through the snow fog flies on the albatross
Hailed in God's name, hoping good luck it brings.
And the ship sails on, back to the North
Through the fog and ice and the albatross follows on.
The mariner kills the bird of good omen
His shipmates cry against what he's done
But when the fog clears, they justify him
And make themselves a part of the crime.
Sailing on and on and north across the sea
Sailing on and on and north 'til all is calm.
The albatros begins with its vengeance
A terrible curse a thirst has begun
His shipmates blame bad luck on the mariner
About his neck, the dead bird is hung.
And the curse goes on and on at sea
And the thirst goes on and on for them and me.
Day after day, day after day,
we stuck nor breath nor motion
as idle as a painted ship upon a painted ocean
Water, water everywhere and
all the boards did shrink
Water, water everywhere nor any drop to drink.
There calls the mariner
There comes a ship over the line
But how can she sail with no wind in her sails and no tide.
See...onward she comes
Onward she nears out of the sun
See, she has no crew
She has no life, wait but there's two.
Death and she Life in Death,
They throw their dice for the crew
She wins the mariner and he belongs to her now.
Then...crew one by one
they drop down dead, two hundred men
She...she, Life in Death.
She lets him live, her chosen one.
One after one by the star dogged moon,
too quick for groan or sigh
each turned his face with a ghastly pang
and cursed me with his eye
four times fifty living men
(and I heard nor sigh nor groan)
with heavy thump, a lifeless lump,
they dropped down one by one.
The curse it lives on in their eyes
The mariner wished he'd die
Along with the sea creatures
But they lived on, so did he.
And by the light of the moon
He prays for their beauty not doom
With heart he blesses them
God's creatures all of them too.
Then the spell starts to break
The albatros falls from his neck
Sinks down like lead into the sea
Then down in falls comes the rain.
Hear the groans of the long dead seamen
See them stir and they start to rise
Bodies lifted by good spirits
None of them speak and they're lifeless in their eyes
And revenge is still sought, penance starts again
Cast into a trance and the nightmare carries on.
Now the curse is finally lifted
And the mariner sights his home
spirits go from the long dead bodies
Form their own light and the mariner's left alone.
And then a boat came sailing towards him
It was a joy he could not believe
The pilot's boat, his son and the hermit,
Penance of life will fall onto him.
And the ship it sinks like lead into the sea
And the hermit shrives the mariner of his sins.
The mariner's bound to tell of his story
To tell this tale wherever he goes
To teach God's word by his own example
That we must love all things that God made.
And the wedding guest's a sad and wiser man
And the tale goes on and on and on…
Maria Pia Coceano - Graziella Mocellin / ISIS Malignani 1/1416
The A.d.P. ends with aself-evaluation and the teachers’ evaluation of the week.
2nd year: Water quality control: chemical and microbiological analysis
Objectives (2nd year)
-develop and professionalise skills regarding chemical, physical and microbiological analysis of surface waters
-develop an experimental work methodology (data collection and processing )
-acquire key concepts to interpret results
-raising awareness that water is a vital resource to be protected
-share activities regarding water by means of peer-tutoring
Some features (2nd year)
On the first day, after the introduction clarifying the meaning and the goal of the Area di Progetto, a presentation of GREEN-GLOBE projects takes place (when this A.d.P was realized, FYR did not exist, so GLOBE and GREEN protocols were used to perform analysis on the field ).
A fundamental part of this A.d.P is the explanation of the meaning and importance of physical, chemical and microbiological parameters to measure water quality. Students in fact must be able not only to perform measurements, but also to interpret results, understanding their meaning for water health.
The parameters studied and measured were dissolved oxygen, pH, conductivity, nitrates, phosphates, turbidity and suspended solids and, among microbiological parameters, faecal coliforms as a signal of possible contamination.