By taking an interdisciplinary approach to science class, teachers are able to deepen understanding of content—and sharpen literacy skills at the same time.
At Casco Bay High School in Portland, Maine, Jenny Crowley’s ninth graders are in the midst of a learning expedition called “Questions of Conscience”—a STEM-led, humanities-supported deep dive that focuses on advancements in biology, medicine, and technology, deepens literacy and communication skills in science, and asks bioethical questions like, “How can resources be used equitably?” and “Who gets to make decisions around resources and why?”
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