Through an interdisciplinary exploration of issues regarding hosting the Olympic Games, students will gain a deeper understanding of the multifaceted factors to form an informed opinion. Friesen et al. (2015) says that interdisciplinary learning is the combining of disciplines that one subject cannot solve alone. This grade 11 project will address core concepts of social studies, science, math and art. Together these subjects will assist students in creating an informed decision of whether or not hosting the Olympics is viable.
These subjects allow for students to address the following disciplinary core concepts:
Making connections between these outcomes has led to a strong interdisciplinary design. Through introducing the provocation “Beyond the finish line” in social studies, the stage will be set for students to inquire about the multiple perspectives represented in the video. These will be further analyzed in science, math and art which will inform the summative essay prepared in social studies. In science, students look at the environmental effects of building infrastructure with cement. Math allows students to utilize data and create graphs that support their position. Finally, art and social creates a critical lens with which students will critique Olympic symbols and complete an artifact of their own keeping in mind nationalistic and multiple perspectives.
Connecting these subjects will allow teachers to meet outcomes of interdisciplinary design which include:
This unit plan addresses all four learning opportunities. Students are challenged to recognize bias by forming opinions through research. They will think critically when considering the multiple perspectives involved with this decision. Students will tolerate ambiguity as they understand the conflicts and policies surrounding the Olympics. They will go beyond learning about sports and the Olympics by appreciating the ethical concerns to our environment and societies. Finally, “collaboration across disciplines increases the likelihood that proposed solutions will be effective” (Strober, 2010).
These subjects allow for students to address the following disciplinary core concepts:
Making connections between these outcomes has led to a strong interdisciplinary design. Through introducing the provocation “Beyond the finish line” in social studies, the stage will be set for students to inquire about the multiple perspectives represented in the video. These will be further analyzed in science, math and art which will inform the summative essay prepared in social studies. In science, students look at the environmental effects of building infrastructure with cement. Math allows students to utilize data and create graphs that support their position. Finally, art and social creates a critical lens with which students will critique Olympic symbols and complete an artifact of their own keeping in mind nationalistic and multiple perspectives.
Connecting these subjects will allow teachers to meet outcomes of interdisciplinary design which include:
- Recognize bias
- Think critically
- Tolerate ambiguity
- Acknowledge and appreciate ethical concerns (Carleton College, 2010)
This unit plan addresses all four learning opportunities. Students are challenged to recognize bias by forming opinions through research. They will think critically when considering the multiple perspectives involved with this decision. Students will tolerate ambiguity as they understand the conflicts and policies surrounding the Olympics. They will go beyond learning about sports and the Olympics by appreciating the ethical concerns to our environment and societies. Finally, “collaboration across disciplines increases the likelihood that proposed solutions will be effective” (Strober, 2010).
Olympics 2026 Unit Plan Design | |
File Size: | 158 kb |
File Type: |