Academic Disciplines Integrated into Literature Circles€¦ · The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity,

The new education must teach the individual how to classify and reclassify information,

how to evaluate its veracity, how to change categories when necessary,

how to move from the concrete to the abstract and back, how to look at problems from a new direction—

how to teach himself. Herbert Gerjuoy, Psychologist The Human Resources Research Organization

DAVID N CHUNG EMAIL: [email protected]

https://frames.jtayloreducation.com

Academic Disciplines Integrated into Literature Circles

LIKE

DISCIPLINARIAN THINK a LITERATURE

CIRCLES

THINK LIKE A DISCIPLINARIAN LITERATURE CIRCLES

[email protected] | gatepathways.blogspot.com | frames.jtayloreducation.com 2

THINK LIKE A DISCIPLINARIAN: BECOME AN EXPERT DEFINITION

THINK LIKE A DISCIPLINARIAN… o are roles of the academic disciplines where

students develop expertise o challenges gifted students to “explore the

advanced & sophisticated complex concepts in the disciplines by assuming the role of different disciplinarians.” [Sandra Kaplan, Ed.D.]

o “Its purpose is to help students extend their understandings and skills in a discipline through application of those understandings and skills in ways as much as possible like those of a professional in that discipline.” [The Parallel Curriculum]

ESSENTIAL CHARACTERISTICS/ATTRIBUTES

1. Guided by & utilizes the skills, procedures, &

products of an academic discipline 2. Intended as a context in which to apply reading, writing,

& research skills 3. The teacher serves as a facilitator, not a group member

or instructor 4. Evaluation is by teacher observation and student self-

evaluation 5. Disciplinarians teach, conduct research and publish

their findings in peer-reviewed scholarly journals

EXAMPLES

HUMANITIES § History § Linguistics § Philosophy § Art

SOCIAL SCIENCES § Anthropology § Archaeology § Economics § Geography § Political Scientist § Psychology § Sociology

NATURAL SCIENCES § Space § Earth § Life § Chemistry § Physics § Ecology § Geology

FORMAL SCIENCES § Computer Science § Logic § Math § Statistics § Systems

PROFESSIONS and APPLIED SCIENCES § Agriculture § Architecture and

Design § Business § Engineering § Family and

Consumer Science

§ Journalism, Media Studies, Communication

§ Health Science § Law § Military Sciences § Public

Administration



THINK LIKE A DISCIPLINARIAN LIT CIRCLES DEFINITION

LITERATURE CIRCLES… o are Book Clubs o focus on literature (text), responses (roles), and discussion

(presentation, reflection) o “are structured reading activities that allow high-ordered

thinking, reflection, and discussion” o meetings aim to be open, natural conversations

about books, so personal connections, digressions, and open-ended questions are welcome

THINK LIKE A DISCIPLINARIAN… o are roles of the academic disciplines o challenges gifted students to “explore the advanced &

sophisticated complex concepts in the disciplines by assuming the role of different disciplinarians.” [Sandra Kaplan, Ed.D.]

ESSENTIAL CHARACTERISTICS/ATTRIBUTES 1. Possess the basic qualities of Literature Circles 2. Part of a balanced literacy program 3. Structured for student independence, responsibility, and

ownership of an academic discipline 4. Guided by & utilizes the skills, procedures, &

products of an academic discipline 5. Intended as a context in which to apply reading, writing,

& research skills 6. The teacher serves as a facilitator, not a group member or

instructor 7. Evaluation is by teacher observation and student self-

evaluation

EXAMPLES

o BASIC LIT. CIRCLE MODEL FOR FICTION (Harvey

Daniels) o Summarizer, Word Finder, Literary Luminary,

Illustrator, Discussion Director, Connector, Travel Tracer

o LIT. CIRCLES WITH FRAMES o Profiler, Word Finder, Literary Luminary, Illustrator,

Discussion Director, Connector with the Elements of Depth & Complexity and Content Imperatives

o TLAD CIRCLES o Linguist, Historian, Sociologist, Psychologist,

Philosopher, Political Scientist, Geographer with Lit Circle Roles & Discussion

o Areas of Knowledge (Theory of Knowledge, IBO) o mathematics, natural sciences, human sciences,

history, the arts, ethics, religious knowledge systems, indigenous knowledge systems

VARIATIONS THE COMPONENTS OF CHUNG’S TLAD CIRCLES…

§ Group Expectations & Rules § Assignment Sheet § Rubric § TLAD Task Overview § DCC Frames

o Linguist o Historian o Sociologist o Philosopher o Psychologist

§ Conversational Roundtable § DESIGN ON YOUR OWN



TLAD CIRCLES ASSESSMENT RUBRIC FOR ROLES ACADEMIC DISCIPLINE [circle one]: HISTORIAN SOCIOLOGIST PSYCHOLOGIST PHILOSOPHER LINGUIST OTHER: __________________________________

HIGHLIGHT EACH COMPONENT BASED ON YOUR PERFORMANCE IN YOUR OWN ACADEMIC DISCIPLINE, RESEARCH, AND COLLABORATION. COMPONENT/ RUBRIC SCORE 1 2 3 4

ROLE FULFILLMENT

q Rarely completes role tasks properly and not always on time

q Tasks are done with little or no genuine effort

q No developed response to show understanding or interpretation of a passage

q Does not address the parts of the role

q No textual evidence

q INTELLECTUAL EXPECTATIONS: little or no intellectual traits attempted

q Sometimes completes tasks properly but not always on time

q Tasks are done with minimal effort

q Incompletely addresses parts of the role

q Little evidence provided to support the response

q INTELLECTUAL EXPECTATIONS some intellectual traits occasionally displayed

q Completes tasks independently and on time

q Tasks are thoughtfully done with genuine effort

q Clearly addresses most parts of the role

q Provides textual evidence relevant to the response

q INTELLECTUAL EXPECTATIONS: intellectual traits displayed consistently

q Completes role tasks independently and on time

q Tasks are thoroughly & thoughtfully done demonstrating an extension of the role

q Clearly addresses all parts of the role

q Provides relevant and insightful textual evidence to all responses

q INTELLECTUAL EXPECTATIONS: intellectual traits displayed & contributed to discussion & to the quality of work

RESEARCH

q Research rarely completed on schedule (checkpoints)

q Little or no variety in resource used

q No documentation

q Sometimes has accompanying research completed on schedule (checkpoints)

q Some variety used in resources used in research

q Some documentation

q Has research completed on schedule (checkpoints)

q Some variety in accurate resources (2-3) used in research

q Proper documentation

q Has research thoroughly completed on schedule (all checkpoints) with completed research “notes”

q Accurate & multiple resource (3+) used in research

q Proper documentation

DISCUSSION

q Does not participate in group discussions

q Offers little insight or opinions and makes no personal connections to the text

q Presentation of findings with little or no enthusiasm and no depth or complexity

q Participates reluctantly in group discussions

q Offers few opinions & insights and makes limited connections to the text

q Presentation of findings with one element of depth or complexity

q Participates competently in group discussions

q Offers some insightful opinions and findings and makes connections to the text

q Presentation of findings with some depth or complexity

q Participates enthusiastically in group discussions

q Offers insightful, scholarly and thoughtful opinions and makes pertinent connections to the text

q Presentation of findings with depth, complexity, and intrigue

COMMENTS/REFLECTION: WHAT WENT WELL AND WHY…

ONE AREA TO IMPROVE… WHAT STEPS WILL I TAKE TO ENSURE SUCCESS FOR MY NEXT LITERATURE CIRCLE?

NAME ASSIGNMENT:



HISTORIAN TASK

HISTORIANS study records of events and prepare written accounts based on research. q explain the causes and effects of events and offer interpretations of them.

PATHWAY essential elements; key ideas; trends; conflict; multiple perspectives; origins; contributions;

convergence of factors to form significance; changes over time

MY INTERPRETATION

OF THE SIGNIFICANCE OF THIS HISTORICAL EVENT

STATE 5-8 KEY ASPECTS OF THE HISTORICAL EVENT

WHAT WERE THE ORIGINS OF THIS EVENT?

WHAT ARE THE OTHER PERSPECTIVES TO THIS EVENT?

WHAT ISSUES OR CONFLICT ARE REVEALED WHEN CONSIDERING OTHER VIEWPOINTS?

WHAT TRENDS

PLAYED A FACTOR IN THIS EVENT?

NAME:



LINGUIST TASK

LINGUISTS STUDY THE SOUNDS, WORDS, PHRASES, AND SENTENCES THAT MAKE UP LANGUAGES. • ANALYZE HOW HISTORY AND CULTURE AFFECT THE LANGUAGE USED BY THE AUTHOR • INTERPRET THE AUTHOR’S USE OF LANGUAGE TO ESTABLISH THEME, CONFLICT, TONE, AND MOOD.

PATHWAY author’s style, literary device; essential elements; sentence structure; theme; trends; contributions

STATE A PASSAGE FROM THE TEXT

THAT DISPLAYS THE AUTHOR’S STYLE (INCLUDE PARAGRAPH & PAGE #)

5 KEY WORDS FROM THE TEXT THAT ESTABLISH THE MOOD OF ______________________.

WHAT WORDS OR PHRASES

CREATE AN IMAGE OR THEME IN YOUR MIND?

TEXT/QUOTE WITH PAGE #: DESCRIPTION OF IMAGE:

EXPLAIN HOW THE AUTHOR UTILIZES LANGUAGE (DIALOGUE, SENTENCE STRUCTURE, RHETORICAL DEVICES) TO CREATE TONE .

PROVIDE A EXAMPLE TO SUPPORT YOUR INTERPRETATION.

WHEN CONSIDERING THE WORDS/PHRASES OF THIS TEXT,

HOW ARE THEY ARE

INFLUENCED BY CULTURAL TRENDS?

NAME:



SOCIOLOGIST TASK

SOCIOLOGISTS STUDY THE INDIVIDUALS, GROUPS, AND INSTITUTIONS THAT MAKE UP HUMAN SOCIETY. • OBSERVE & RECORD HOW THE CHARACTERS RELATE TO ONE ANOTHER AND TO THEIR ENVIRONMENTS. • CONSIDER & EXPLAIN HOW INSTITUTIONS (CHURCHES, SCHOOLS, GOVERNMENT, FAMILY, ETC.) AFFECT THE CHARACTERS

PATHWAY institution, relationships; details of important individuals; structure of society; big ideas; conflict;

trends; perspectives; influences, cause-effect

DETERMINE THE C ONDITION OF THE RE L ATIONS HIPS REVEALED IN THE

TEXT. WHY ARE THE PEOPLE RELATING TO EACH OTHER IN THIS

MANNER? CONSIDER EXPLAINING THIS REASON FROM DIFFERENT PERSPECTIVES.

IDENTIFY AND NOTE THE PEOPLE INVOLVED AND THEIR ROLES

IDENTIFY & PARAPHRASE A MOMENT SHOWING THE C ONFL IC T .

WHAT ISSUES ARE REVEALED?

DESCRIBE THE WORLD OF THE PEOPLE IN THIS SOCIETY.

IN WHAT WAYS ARE THE PEOPLE INFLUENCED BY THE STRUCTURE OF THEIR ENVIRONMENT?

DESCRIBE A MOMENT THAT

REVEALS THE TRENDS OF THE LOCATION

(WITHIN THE TEXT)

NAME:



PHILOSOPHER

TASK

A PHILOSOPHER IS ONE WHO SEEKS WISDOM OR ENLIGHTENMENT; A REFLECTIVE THINKER, SCHOLAR, INVESTIGATOR. TRADITIONALLY, THOUGHT OF AS A PERSON WHOSE CHIEF INTEREST IS IN ATTEMPTING TO DISCOVER THE INNERMOST ESSENCE OF REALITY. q CONSIDER & CREATE ESSENTIAL QUESTIONS FOR NOT ONLY DISCUSSION, BUT ALSO DISCOVERY AND ENLIGHTENMENT

PATHWAY essential questions, Socratic Dialogue; details of important events; dilemma; big ideas; connection; paradox; change

STATE 3 OR ESSENTIAL QUESTIONS FOR THE SEMINAR

WITH THE PURPOSE OF UNDERSTANDING & CONNECTING

WITH THE,

OR THE

5 KEY ABOUT THE INDIVIDUAL/S, EVENT/S, CONFLICT, LOCATION, ETC.

SOME IMAGES THAT COME TO MIND WHEN I THINK ABOUT THE EVENTS, CONFLICT, OR SETTING…

CREATE A TIMELINE AND TRACE THE CAUSE-EFFECT RELATIONSHIP

OF A KEY EVENT, CHANGE, OR DEVELOPMENT . MAKE A PREDICTION ABOUT THE FUTURE OF THE INDIVIDUALS INVOLVED.

WHAT IRONY, MORAL DILEMMAS, OR PARADOXES ARE PRESENT?

NAME:



PSYCHOLOGISTTASK

PSYCHOLOGISTS STUDY THE MENTAL OR BEHAVIORAL PROCESSES AND CHARACTERISTICS OF AN INDIVIDUAL OR GROUP. THEY STUDY THE MIND AND BEHAVIOR IN RELATION TO A PARTICULAR FIELD OF KNOWLEDGE OR ACTIVITY. • IDENTIFY A WIDE SPECTRUM OF ISSUES AND FACTORS AFFECTING THE LEARNING, COGNITION, INTELLIGENCE, MOTIVATION,

EMOTION, PERCEPTION, OR PERSONALITY OF THE CHARACTER PATHWAY

mental health, symptoms, diagnosis; details of important events and of the character; structure of society;; conflict;

multiple perspectives; origins; convergence; changes over time, trends

KEY MOMENT REVEALING THE PERSON’S MENTAL HEALTH

5-10 ESSENTIAL CHARACTERISTICS OF ______________________________ (NAME OF THE PERSON)

NOTE THE PERSON’S HOPES, PLANS, STRENGTHS, WEAKNESS, ACTIONS, THOUGHTS, FEELINGS

CONSIDER THE ORIGINS

OF THE PERSON’S CONFLICT.

EXPLAIN THE PERSON’S DEVELOPMENT (PROGRESS OR REGRESS) IN TERMS OF HIS/HER MENTAL HEALTH.

DIAGNOSE THE ISSUE AND PROPOSE A SOLUTION.

WHAT FACTORS ,

(FAMILY HISTORY, ENVIRONMENT, SOCIAL ECONOMIC STATUS, OTHER CHARACTERS, SOCIAL INSTITUTIONS)

CONVERGE

TO CREATE CONFLICT AND/OR CHANGE FOR THE PERSON?

NAME:



CONVERSATIONAL ROUNDTABLE

SUBJECT:

DIRECTIONS: Consider 4 ACADEMIC DISCIPLINES to the main topic in the center of the chart below. For each TLAD ROLE, fill in the necessary details from your own reflection or group discussion.

#1

#2

#3

#4

FINALCONCLUSIONS:

KEY QUESTION

NAME: ASSIGNMENT:



[email protected] | jtayloreducation.com 4

THE GIVING TREE

BY SHEL SILVERSTEIN

Once there was a giving tree who loved a little boy. And every day the boy would come to play Swinging from the branches, sleeping in the shade Laughing all the summer’s hours away. And so they love,

Oh, the tree was happy. Oh, the tree was glad.

But soon the boy grew older and one day he came and said, "Can you give me some money, tree, to buy something I’ve found?" "I have no money," said the tree, "Just apples, twigs and leaves." "But you can take my apples, boy, and sell them in the town." And so he did and


But soon again the boy came back and he said to the tree, "I’m now a man and I must have a house that’s all my home." "I can’t give you a house" he said, "The forest is my house." "But you may cut my branches off and build yourself a home" And so he did.


And time went by and the boy came back with sadness in his eyes. "My life has turned so cold," he says, "and I need sunny days." "I’ve nothing but my trunk," he says, "But you can cut it down And build yourself a boat and sail away." And so he did and


And after years the boy came back, both of them were old. "I really cannot help you if you ask for another gift." "I’m nothing but an old stump now. I’m sorry but I’ve nothing more to give" "I do not need very much now, just a quiet place to rest," The boy, he whispered, with a weary smile. "Well", said the tree, "An old stump is still good for that." "Come, boy", he said, "Sit down, sit down and rest a while." And so he did and

Oh, the trees was happy. Oh, the tree was glad

1

2

3

4

5



DEPTH, COMPLEXITY, CONTENT IMPERATIVES FRAME

TASK

PATHWAY

NAME:



TLAD OVERVIEW DISCIPLINE TASK APPLICATION

HISTORY Historians study records of events and prepare written accounts based on research.

THINK LIKE A HISTORIAN

q attempt to explain the causes and effects of events and offer interpretations of them.

q use primary sources and secondary sources to learn basic information and the state of current knowledge.

q decipher and interpret documents and objects.

q routinely master skills from other disciplines, ranging from art history archaeology to statistics and economics.

q extract statistical information from original records and translate it into a form that computers can read and analyze.

SOCIOLOGY Sociologists study the individuals, groups, and institutions that make up human society.

THINK LIKE A SOCIOLOGIST

q observe and record how people relate to one another and to their environments.

q study the formation of groups; the causes of various forms of social behavior; and the role of churches, schools, and other institutions within a society.

q examine relationships among individuals and groups in order to determine their effect on the overall function of the society.

q formulate theories based on observations of various aspects of society.

q use three chief scientific methods to test these theories: surveys, controlled experiments, and field observations.

LINGUISTICS

Linguists study the sounds, words, phrases, and sentences that make up languages. They also study how history and culture affect languages.

THINK LIKE A LINGUIST

q trace how languages and language families develop, where words come from, and how words get invented.

q study languages that are spoken today as well as “dead” languages, such as Latin, which are no longer spoken.

q consider the way modern languages change and are influenced by cultural trends.

q study sign language and how gestures are used to communicate thoughts and ideas.

PHILOSOPHY

A philosopher is one who seeks wisdom or enlightenment: a reflective thinker: SCHOLAR, INVESTIGATOR, traditionally, thought of as a person whose chief interest is in attempting to discover the innermost essence of reality.

THINK LIKE A PHILOSOPHER

q synthesizing knowledge, attempt to give us theory of human destiny.

q facilitates or makes meeting trouble with equanimity easier

q consider essential questions for not only discussion, but also discovery and enlightenment

PSYCHOLOGY

Psychologists study the mental or behavioral processes and characteristics of an individual or group. They study the mind and behavior in relation to a particular field of knowledge or activity.

THINK LIKE A PSYCHOLOGIST

q diagnose and provide treatment of mental disorders [clinical]

q applies psychological theory and research methods

q consider the group dynamics and other aspects of human behavior in its social and cultural setting [social]

q deals with behavior as it differs from one species of animal to another [comparative]

q consider a wide spectrum of issues and factors, comprising learning, cognition, intelligence, motivation, emotion, perception, personality, mental disorders, and the study of the extent to which individual differences are inherited or are shaped environmentally [behavior genetics]

From: Long Beach Unified School District, Gifted and Talented Education



TLAD OVERVIEW [CONTINUED]

DISCIPLINE TASK APPLICATION

ANTHROPOLOGY

Anthropology is the study of humanity and human culture, focusing on all societies and all aspects of human physical, social, and cultural life, including the strategies for living that people learn and share as members of social groups.

THINK LIKE AN ANTHROPOLOGIST q examine the characteristics that human beings share as members of a single species q examine the diverse ways that people live in different environments q examine the products of social groups, such as beliefs and values, systematically

observing for general patterns in human behavior q develop theories and use scientific methods to test them q determine how people who share a culture view their world

GEOGRAPHY

Geography is the study of the location and distribution of living things and the earth features among which they live. Geographers study where people, animals, and plants live and their relationships with rivers, deserts, and other earth features.

THINK LIKE A GEOGRAPHER q examine the characteristics that human beings share as members of a single species q examine where the features of earth are located, how they came to be there, and why

their location is important. q search for patterns in the distribution of features over the earth’s surface and seek to

discover the reasons for the patterns. q search for patterns in human economic, political, and social activities and try to find out

why these patterns exist. q speculate the forces that create and change the landscape. q explore how human beings change the earth and the ways in which the surface of the

earth has changed over time.

POLITICAL SCIENCE

Political Scientists study government and political processes, institutions, and behavior. They deal with questions closely associated with political theory.

THINK LIKE A POLITICAL SCIENTIST q use political concepts and models that are subject to empirical validation and that may

be employed in solving practical political problems. q consider political theories such as absolutism, activism, alienation, class struggle,

exploitation, human nature, imperialism, liberalism, political correctness, racism, social Darwinism, and/or your own theory [also consider using http://www.politicsprofessor.com/politicaltheories.php for more theories]

q apply theory to interpret and bring understanding

ECONOMICS

Economists focus on the “…study of mankind in the ordinary business of life. More recently, economics has been defined as “the science which studies human behavior as a relationship between (given) ends and scarce means which have alternative uses.”

THINK LIKE AN ECONOMIST q examine that part of individual and social action which is most closely connected with

the attainment and with the use of the material requisites of wellbeing q seek to analyze the forces determining prices—not only the prices of goods and services

but also the prices of the resources used to produce them. q discover what it is that governs the way in which men, machines, and land are

combined in production and that determines how buyers and sellers are brought together in a functioning market. Prices of various things must be interrelated; how does such a “price system” or “market mechanism” hang together, and what are the conditions necessary for its survival?

q consider “development economics,” which examines the attitudes and institutions supporting economic activity as well as the process of development itself. The economist is concerned with the factors responsible for self-sustaining economic growth and with the extent to which these factors can be manipulated by public policy.

q assess the effects of governmental measures such as taxes, minimum-wage laws, rent controls, tariffs, changes in interest rates, changes in the government budget, etc.




TLAD OVERVIEW [CONTINUED]

DISCIPLINE TASK APPLICATION

MARINE BIOLOGIST Marine biologists study organisms in the ocean, other marine or bodies of water.

THINK LIKE AN MARINE BIOLOGIST q describe and classify marine life q determine how marine organisms develop, how they obtain food, how they reproduce,

how they interact with other life, and why particular groups live in different regions of the ocean.

q understand how marine plants and animals can be harvested as food without destroying their natural populations.

q investigate whether or not certain human activities, such as dumping waste products in the ocean, harm marine life.

q discover what substances marine organisms produce that can be used to treat human diseases.

q use marine animals in experiments to increase our knowledge of human life processes.

GEOLOGY

Geologists study the solid and liquid matter on earth. Geologists study rocks, soils, mountains, volcanoes, rivers, oceans, and other parts of the planet to understand how geological events and earth’s geological history affect people.

THINK LIKE AN GEOLOGIST q examine the processes and history that has shaped earth q study with applied science more than theoretical q use physics, chemistry, biology, and other sciences to understand further q look deeper into the earth and study the internal processes of the earth (such as plate

tectonics and volcanoes) q study periods of earth history many millions of years ago q understand natural geological hazards such as floods, earthquakes, tsunamis,

volcanoes, and landslides; forecast potential disasters

PHYSICS Physicists try to understand what matter is and why it behaves the way it does

THINK LIKE AN PHYSICIST q study a wide range of physical phenomena, appearances, or experiences q examine how energy is produced, how it travels from place to place, and how it can be

controlled. q try to answer basic questions about the world, how it is put together, and how it changes. q study natural science—matter, its motion through space, time, energy, and force q analyze nature and how the universe behaves q contribute to advances in technologies with theoretical breakthroughs q many branches of physics: sub-atomic particles of which all ordinary matter is made of

(particle physics) to the behavior of the material “universe” as a whole (cosmology)

PALEONTOLOGIST Paleontologists study animals, plants, and other organisms that lived in prehistoric times

THINK LIKE AN PALEONTOLOGIST q study fossil remains of organisms in layers of sedimentary rocks. q discover what kind of life existed in various periods of the earth’s history. q aid in the location of oil. Oil found in rocks often contains certain fossils. Oil

companies use such fossils as clue to where to find oil.




BECOME AN EXPERT: THINK LIKE A DISCIPLINARIAN

TLA ECOLOGIST Ecologists study the interrelationships between organisms and their environments. § For example, they may research how the creatures in forests, deserts, wetlands, or other ecosystems interact with each other, as well as their

environments. § Some may study how the removal or return of apex predators like wolves affect other species in the area, or the strengths and weaknesses of

invasive species compared with native species. 1.

Language of Ecology, Terminology used by Ecologists

§ environment:

§ ecosystem:

§ organism:

§ atmosphere:

§ biosphere:

§ habitat:

§ interrelationships:

2.

From the resource (text, video), what examples of organisms and environments do I find?

3.

Challenges or important issues I see...

4.

My illustration of

the structure of the environment (as stated in the text or video)



ECOLOGISTTASK

ECOLOGISTS study the interrelationships between organisms and their environments. • FIND OUT HOW THE LIVING ORGANISMS IN AN ECOSYSTEM INTERACT WITH EACH OTHER AND WITHIN THE ENVIRONMENT

PATHWAY

key ecological terms; details of organisms, environments, systems; structure of environment elements that come

together; cause-effect; changes over time, trends

ILLUSTRATION OF THE OF THE ENVIRONMENT

NOTE & DEFINE5-8 KEY ECOLOGICAL TERMS FROM THE TEXT OR VIDEO

EXPLAIN THE IMPORTANT PARTS

OF THE ENVIRONMENT IN THE FEATURED TEXT/VIDEO

DESCRIBE HOW THE IMPORTANT PARTS

CONTRIBUTE TO THE FUNCTIONS OF THE ENVIRONMENT

WHAT FACTORS

CONVERGE TO SUSTAIN/DAMAGE

THE ENVIRONMENT

NAME:



NAME: DATE:

ARTICLE OF THE WEEK: “WHAT IS THE BIOSPHERE?” Big History Project, adapted by Newsela staff https://newsela.com/articles/BHP-U5-2-biosphere/id/3697/

1. Sometimes the history of a word

can tell us a lot about what the word means. The word biosphere was first used by English-Austrian geologist Eduard Suess. It appeared more than 100 years ago in his book The Face of the Earth. Suess combined two words to make biosphere. Bio means life. Sphere refers to the round Earth.

2. The biosphere is the part of our planet that supports life. Suess made up this word because he wanted people to see how all life on Earth is related. He did not want to just focus on living things separately. We now use the word biosphere to explain how all life on Earth is connected.

3. In The Face of the Earth, Suess used a plant as an example of his idea. The plant feeds itself through its roots deep in the soil. At the same time, it rises into the air to breathe. The soil and the air are part of two different spheres, yet the plant interacted in both. Suess wrote that on "the surface of continents it is possible to single out an independent biosphere.”

4. The biosphere is the habitat for all life on the planet. The biosphere is home to life in all its forms, with all its relationships.

5. The biosphere is the network of all life on Earth.

Worlds within worlds

6. The biosphere is incredibly small. It’s just a thin layer around a medium-sized planet. But it’s also incredibly large when you consider all the living things on Earth. It includes huge land areas and the massive oceans. The biosphere can be broken down into smaller areas. These smaller areas are called "ecosystems." An ecosystem is a unique area that supports certain forms of life.

7. Oceans, jungles, and mountain ranges can be ecosystems, but so can smaller places. Think of a cave, a river, a coral reef, or a city. The “vent communities” of shrimp, clams and other fish that surround hydrothermal vents on the ocean

Earth from space.

An 1869 lithograph of Eduard Suess by Josef Kriehuber.



floor are ecosystems. The vents are cracks in the ocean floor, usually near underwater volcanoes. Hot liquid shoots out of the cracks and into the ocean, and small organisms gather there to feed off of chemicals in the liquid.

8. Each ecosystem is different. Its location on Earth, its climate, soils, terrain and other things make it one of a kind. The Earth has many different environments. The biosphere has incredible diversity. Even in extreme environmental conditions, we see amazing examples of life’s flexibility and determination.

9. Every organism has a different way to make a living. Every species must fight for resources and energy. All must reproduce in their own environment. Through biology and geology, we can study these individual ecosystems. What we learn reveals the many complex relationships between life and the planet we all share.

Illustration of the biosphere. Image: Big History Project



BECOME AN EXPERT: THINK LIKE A DISCIPLINARIAN

TLA

1.

Language/Terminology of the Discipline

2.

Methodology

3.

4.

RESOURCES/RESEARCH SKILLS INFORMATION GATHERING/RESOURCES INFORMATION ORGANIZING

• site visits • reading: books, authentic documents, encyclopedia, almanac,

atlas, periodicals • using computer programs, software, Internet, data base • using/viewing video, audio • studying artifacts, pictures • conducting surveys, interviews, experiments • lecture notes

• outline • mind map/web • summarize • paraphrase • cite sources • determine validity • draw conclusions • take surveys: sort and analyze findings



DIMENSIONS OF DEPTH & COMPLEXITY, & CONTENT IMPERATIVES

TOOLS OF THE

DISCIPLINE

§ specialized terms § common tools, tasks of

this discipline

BIG IDEA

§ generalizations, theories § overarching statement § conclusions made based

on the collection of facts

DETAILS

§ traits or characteristics § specific elements § elaboration § examples and evidence

UNANSWERED

QUESTIONS

§ unexplored or not understood

§ conflicting info § incomplete info § further evidence? § things not yet been

proven

PATTERNS

§ repeated elements, events, ideas

§ order of events § predictions

RULES

§ order of the system § hierarchy of the structure § how information is related § ordering principle at work

TRENDS

§ patterns changed over time

§ influencing factors (social, political, economic, geographic)

ETHICS

§ shared beliefs, morals, values

§ humane decision § bias, prejudice,

discrimination? § dilemmas or controversies

MULTIPLE PERSPECTIVES

§ pros and cons § different views on an event § diversity

RELATE OVER TIME

§ past, present, and future § within a particular time

period § effect of time § reasons for change/no

change

ACROSS DISCIPLINES

§ a topic relating to other subject matters

§ how one idea looks in several academic disciplines

§ findings on a subject with each academic discipline

ORIGIN § beginnings § cause § stimulus?

CONTRIBUTION

§ value § cause/effect § impact § significance

CONVERGENCE

§ coming together

§ merging point § meeting

points

PARALLEL § similarities § comparable § connections

PARADOX § opposing

ideas § inconsistencies § dilemma

COPYRIGHT2014JTAYLOREDUCATION,CENTERFORDEPTHANDCOMPLEXITY;DAVID&TRACYCHUNG



DEPTH, COMPLEXITY, CONTENT IMPERATIVES FRAME

TASK

PATHWAY

NAME:



EXIT NOTES: WORKSHOP REFLECTIONS ON

TLAD LIT CIRCLES

FINAL CONCLUSIONS:

"In every block of marble I see a statue as plain as

though it stood before me, shaped and perfect

in attitude and action… I have only to hew away

the rough walls that imprison the lovely apparition

to reveal it to the other eyes

as mine see it. I saw the angel

in the marble and carved until

I set him free.” MICHELANGELO

[EMPHASES MINE]

1 REASON TO USE TLAD CIRCLES…

2 ESSENTIAL METHODS/PROCEDURES IN IMPLEMENTING TLAD CIRCLES…

3 WAYS/AREAS TO USE TLAD CIRCLES IN MY CURRICULUM

Documents

Academic Disciplines Integrated into Literature Circles€¦ · The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity,