Thematic Unit


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Thematic Unit

  1. 1. Planning an Integrated Thematic Social Studies Curriculum Unit EDMU 523
  2. 2. History/Social Science Standards • What History/Social Sciences academic content standards are addressed in the unit? • Include the standard number and description for each standard addressed in the unit in history/social sciences, science, visual and performing arts, health, and/or P.E. • What Common Core State Standards (CCSS) in English Language Arts and Mathematics are addressed in this unit?
  3. 3. Appropriate Themes • How can I give my students direct experience of this topic? • Think of possible fieldtrip – either real or virtual. • Reflect children’s interests, abilities and issues of concern: How will I hook them in? • Involve concepts and skills at the right level of challenge for the age group • Topic should be complex and interesting enough to be explored at some depth
  4. 4. What Enduring Understandings do you want students to gain? • What are the essential questions for this unit of study? • Brainstorm the purpose and goals • Gather the resources and materials • Create a mind map or curriculum web • Ask the children: • What do you want to know? • What would you like to learn?
  5. 5. Criteria for Theme Selection Topic must provide active learning and direct, hands- on experiences •Children can explore it with their senses. •Concept is developmentally appropriate •Concept can be organized to move from: • Simple to complex • Concrete to abstract •Interesting, meaningful, and worth knowing about. •Help children acquire understanding and appreciation of themselves, others, and the world in which they live.
  6. 6. Thematic Planning • Organize curriculum around a California Social Studies theme • Umbrella overarching interest area • Integrates different developmental and subject areas • Contributes to child’s growing understanding of his/her place in time and space • Provides opportunities for child to learn by doing and have direct experiences with the topic • Helps students understand that learning is connected to their lives.
  7. 7. California Social Studies Themes Grades 3-6 •Grade Three—Continuity and Change •Grade Four—California: A Changing State •Grade Five—United States History and Geography: Making a New Nation •Grade Six—World History and Geography: Ancient Civilizations
  8. 8. Continuity and Change • Our Local History: Discovering Our Past and Our Traditions • Our Nation’s History: Meeting People, Ordinary and Extraordinary, Through Biography, Story, Folktale, and Legend Consider your own local community history, legends, geography, economy, significant leaders, local Native American tribes, etc. 3
  9. 9. California: A Changing State • The Physical Setting: California and Beyond • Pre-Columbian Settlements and People • Exploration and Colonial History • Missions, Ranchos, and the Mexican War for Independence • Gold Rush, Statehood, and the Westward Movement • The Period of Rapid Population Growth, Large-Scale Agriculture,- • and Linkage to the Rest of the United States • Modern California: Immigration, Technology, & Cities 4
  10. 10. United States History and Geography: Making a New Nation • The Land & People Before Columbus • Age of Exploration • Settling the Colonies –The Virginia Settlement • Life in New England –The Middle Colonies • Settling the Trans-Appalachian West • The War for Independence- • Life in the Young Republic • The New Nation’s Westward Expansion- • Linking Past to Present: The American People, Then & Now 5
  11. 11. World History and Geography: Ancient Civilizations • Early Humankind and the Development of Human Societies • The Beginnings of Civilization in the Near East and Africa: • Mesopotamia, Egypt, and Kush • The Foundation of Western Ideas: The Ancient Hebrews and Greeks • West Meets East: The Early Civilizations of India and China • East Meets West: Rome 6
  12. 12. Outline for an Integrated Thematic Lesson Plan • Title: Kid Grabbing Topic • Concept: What is the big idea from social studies you want students to understand? What is the essential question? • Rationale/Relevance: • Why is this important for students to know? • Why are the outcomes of this unit important in the real world? • Unit Objectives: Major Understandings • Resources: Books, Articles, Websites, Multimedia, etc. • Content Standards and Common Core State Standards
  13. 13. Assignment Requirements • Create a two week history-social science based unit that integrates a majority of subject areas. • Unit should reflect the content standards for the grade level selected • Unit should include lessons that utilize a: • Variety of intelligences • Different levels of thinking (Depth of Knowledge) • Adaptations based on Universal Design for Learning (UDL) • Utilize technology appropriately (TPACK framework) • The unit should be designed for one grade level 3-6. • The unit needs to include • At least 8 lessons • A final performance-based final assessment with a rubric.
  14. 14. Lesson Format: Instructional Strategies • Anticipatory Set • How will you interest “hook” students in the lesson, help them see the purpose and connect with prior knowledge? • How will you help build student understanding of the concept or skill? • What teaching or instructional strategies will you use? • Target Vocabulary, Key Concepts, Graphic Organizers, Contextual Cues, Modeling, Questioning, Reframing, Media and Technology? • What technology will be used by the teacher and for what purpose?
  15. 15. Signature Assignment in LiveText • Submit in LiveText: • Options for Creating Unit Plan: • Create one complete document (preferably pdf) and submit that pdf as the LiveText assignment • Create multiple documents and files and submit all of them one by one in LiveText • Create your thematic unit in LiveText by copying the template. Insert files in appropriate sections and submit the LiveText document • Tutorial:
  16. 16. Thematic Unit Lessons • At least one lesson should address and meet visual arts or performing arts standard(s). • At least one of the lessons should meet a Common Core State Standard (CCSS) in English Language Arts and one in the CCSS in Mathematics. • Students must use media and technology to create a project or presentation.
  17. 17. Lesson Planning with Common Core State Standards • One lesson should address visual arts or performing arts standard(s). • At least one of the lessons should meet a Common Core State Standard (CCSS) in English Language Arts and one in the CCSS in Mathematics. • Use of Informational Text – Content-Rich Non-fiction • Student Research Using the Internet • Use of Media and Technology • Multimedia Publishing
  18. 18. Lesson Plan Activities • Use primary sources (physical or virtual) • Finding Primary Sources: Library of Congress • Library of Congress Themed Resources • Integrate literature (books, stories, poems, plays) and informational text (nonfiction writing in narrative or non-narrative form that is intended to inform.) • Incorporate the use of technology and digital media for research, publication, or presentation. • Include hands-on student learning activities.
  19. 19. Key Questions • What learning experiences and activities will students engage in? • How will students be grouped during the lesson? • What materials, technology, and resources will you use during this lesson? • How will you engage and motivate students to learn the subject matter content? • How will you differentiate your learning activities for a diverse student population and assure that all students have access to Common Core and curriculum content standards?
  20. 20. Activities • Introduction • How will you introduce the study to children? • What activities will you do to determine prior knowledge? • Activities to Build Understanding • Activities that encourage exploration • Activities that build skill • Activities that develop understanding • Culmination Activities • Activities help children express and generalize what they’ve learned • Activities to bring closure to the unit
  21. 21. • The first lesson should hook students into the topic and connect to their prior knowledge. (Prezi) • Focus on the history-social science curriculum strands in knowledge and cultural understanding (history, geography, economics, culture, politics, ethics) or democratic understanding and civic values). Anticipatory Set
  22. 22. Lesson Topic and Standards • Topic: • Grade Level History-Social Science Content Standard: • Common Core State Standard/s • English Language Arts in History and Social Studies, Mathematics, Next Generation Science • Integrated Subject Matter Content Standard/s • Literature, Visual Arts, Performing Arts, Math, Science, PE, Health
  23. 23. Learning Objectives and DOK Levels • Lesson Objective(s): • Learners will demonstrate their understanding of _______by doing ____ • Must be measurable. • Depth of Knowledge (DoK) Level: • Recall – Skill/Concept – Strategic Thinking – Extended Thinking • Resources/Materials Needed: • What information or literary texts, digital resources, and materials will be used in this lesson?
  24. 24. DOK – Depth of Knowledge
  25. 25. Depth of Knowledge (DOK)
  26. 26. Media and Technology TPACK: Technology, Pedagogy, and Content Knowledge • What media or technology will be used by the teacher? • What media or technology will be used by the students? • How will this promote student learning? • What is the purpose of using this technology? • knowledge building • knowledge expression
  27. 27. TPACK Framework • Technology Used by Teacher • Technology Used by Students: • Knowledge Building • Knowledge Expression
  28. 28. Assessment and Adaptations • Assessment: Progress Monitoring • How will you gain understanding of students’ prior knowledge at the beginning of the lesson? • How will you monitor student progress during the lesson? • How will you assess student understanding at the end of the lesson? • Independent Practice • What will students do to continue practicing and applying what they have learned? • Adaptations • Describe the adaptations you could make in the lesson for English learners, gifted students or students with special needs and explain why those adaptations would be appropriate? • Adaptations could be made to any of the aspects of the lesson described above.
  29. 29. Universal Design for Learning • Multiple Means of Representation • How can you present information and content in different ways? • Multiple Means of Action and Expression • How can you differentiate the ways that students can express what they know? • Multiple Means of Engagement • How can you stimulate interest and motivation for learning?
  30. 30. Fieldtrip Ideas • Design a fieldtrip related to your thematic unit. • Provide the title and the location or web address of your fieldtrip location. • Summarize the experience • What will students do? • How will you organize the real or virtual experience? • Describe student learning activities and essential questions to be investigated. • Describe the key history-social science concepts that you think this virtual experience addresses.
  31. 31. Mind Map of Possible Activities Maps Field Trips Simulations Drama Geography Family Activities GamesMusic/ Dance Books and Poems Visual Arts Hands-on Activities THEME
  32. 32. Graphic Organizer or Mind Map of the Thematic Unit • Shows the sequence of lessons, content areas addressed in each lesson, multiple intelligences utilized, and level of depth of knowledge. • Lessons should progress in a logical sequence and connect with unit objectives • Lessons should reflect a variety of content areas, multiple intelligences, and levels of depth of knowledge.
  33. 33. Heirarchical Organization TOPIC Subtopic Subtopic Subtopic Subtopic
  34. 34. Concept Map Subtopic Subtopic Subtopic Topic Subtopic
  35. 35. Mindemeister Example: MI
  36. 36. Assessment • How do you document children’s learning? • How do you know if children understand the big ideas of your unit? • Documentation • Observation notes • Photography or video • Collection of student work samples • A class book, newsletter, scrapbook • Social event where student work is shared
  37. 37. Summative Authentic Assessment • Describe the assessment tool (project, presentation, performance etc…). • Do Not use a test! • Describe what students are being asked to do, how they are to complete the task, and the time frame allotted to complete the task. • Develop a rubric that will be used to evaluate student performance on the final assessment. • Make sure you design an assessment that addressed the objectives of the unit.
  38. 38. • Allows teacher to focus on what expectations he/she have for student work • Provides alternative grading system for performance assessment, portfolios, projects, web assignments, etc. • Can measure a variety of categories in any content area • Teacher can determine criteria and scale - rather than be subject to standardized testing scores. Rubrics for Assessment
  39. 39. Rubric Table
  40. 40. Example
  41. 41. Annotated Bibliography of Resources • Resource Books • Literature Connections- At least 1 literature book or stories/poems that connect to the theme • Informational Text Connections - At least one informational text that connect to the theme • Primary Sources • Videos/DVDs or other media • Digital Resources and Websites (At least 5 sites) • Possible Guest Speakers (Give job titles)