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Thematic Thematic Presentation Transcript

  • Planning an Integrated ThematicSocial Studies Curriculum UnitEDMU 523
  • History/Social Science Standards• What History/Social Sciences academiccontent standards are addressed in the unit?• Include the standard number and description foreach standard addressed in the unit in history/socialsciences, science, visual and performing arts, health,and/or P.E.• What Common Core State Standards (CCSS)in English Language Arts and Mathematics areaddressed in this unit?
  • Appropriate Themes• Can I give my students direct experience ofthis topic?• Think of possible fieldtrip – either real orvirtual.• Reflect children’s interests, abilities andissues of concern: How will I hook them in?• Involve concepts and skills at the right levelof challenge for the age group• Topic should be complex and interestingenough to be explored at some depth
  • Thematic Planning• Organize curriculum around a CaliforniaSocial Studies theme• Umbrella overarching interest area• Integrates different developmental and subject areas• Contributes to child’s growing understanding ofhis/her place in time and space• Provides opportunities for child to learn by doing andhave direct experiences with the topic• Helps students understand that learning is connected totheir lives.
  • CaliforniaSocial Studies ThemesGrades 3-6•Grade Three—Continuity and Change•Grade Four—California: A Changing State•Grade Five—United States History andGeography: Making a New Nation•Grade Six—World History and Geography:Ancient Civilizations
  • Continuity and Change• Our Local History: Discovering Our Past and OurTraditions• Our Nation’s History: Meeting People, Ordinary andExtraordinary, Through Biography, Story, Folktale, andLegendConsider your own local community history, legends, geography,economy, significant leaders, local Native American tribes, etc.3
  • 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 forIndependence• Gold Rush, Statehood, and the Westward Movement• The Period of Rapid Population Growth, Large-ScaleAgriculture,-• and Linkage to the Rest of the United States• Modern California: Immigration, Technology, & Cities4
  • 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 &Now5
  • World History and Geography:Ancient Civilizations• Early Humankind and the Development of HumanSocieties• The Beginnings of Civilization in the Near East andAfrica:• Mesopotamia, Egypt, and Kush• The Foundation of Western Ideas: The AncientHebrews and Greeks• West Meets East: The Early Civilizations of Indiaand China• East Meets West: Rome6
  • Assignment Requirements• Create a two week history-social science based unit thatintegrates a majority of subject areas.• Unit should reflect the content standards for the gradelevel selected• Unit should include lessons that utilize a:• Variety of intelligences• Different levels of thinking (Depth of Knowledge)• The unit should be designed for one grade level 3-6.• The unit needs to include• At least 8 lessons• A performance-based final assessment with a rubric.
  • 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.• Helps children acquire understanding and appreciation ofthemselves, others, and the world in which they live.
  • More Criteria for Theme Selection• Generates a variety of activities and learningin all areas of development and in a broadrange of subject areas.• Harmonizes with program philosophy andgoals and is interesting to the staff.• Realistic in terms of resources (funds,materials, people, places that are available)• Allows for and encourages family input andparticipation.• Consistent with family and communityvalues.
  • “Major Understanding” of the Theme• The important ideas you wish sstudents toacquire• 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?
  • Mind Map of Possible ActivitiesMapsField Trips SimulationsDramaGeographyFamilyActivitiesGamesMusic/DanceBooks andPoemsVisual ArtsHands-onActivitiesTHEME
  • K-W-L ChartKWhat doyouKNOW?WWhat doyouWANTtoknow?LWhat didyouLEARN?
  • 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 whatthey’ve learned• Activities to bring closure to the unit
  • Graphic Organizer or Mind Mapof the Thematic Unit• Shows the sequence of lessons, content areas addressedin each lesson, multiple intelligences utilized, and levelof depth of knowledge.• Lessons should progress in a logical sequence andconnect with unit objectives• Lessons should reflect a variety of content areas,multiple intelligences, and levels of depth of knowledge.
  • Heirarchical OrganizationTOPICSubtopic Subtopic Subtopic Subtopic
  • Concept MapSubtopicSubtopicSubtopicTopicSubtopic
  • Outline for an Integrated ThematicLesson Plan• Title: kid Grabbing Topic• Concept: What is the big ideafrom social studies you wantstudents to understand?• Rationale/Relevance:• Why is this important forstudents to know?• Why are the outcomes ofthis unit important in thereal world?• Unit Objectives: MajorUnderstandings• Resources: Books, Articles,Websites, Multimedia, etc.• Content Standards andCommon Core StateStandards
  • Lesson Plans• The first lesson should hook students into the topicand connect to their prior knowledge. (Prezi)• Focus on the history-social science curriculumstrands in knowledge and cultural understanding(history, geography, economics, culture, politics,ethics) or democratic understanding and civic values).
  • Lesson Plans• 8 Lessons• One lesson should address visual arts or performingarts standard(s).• At least one of the lessons should meet a CommonCore State Standard (CCSS) in English LanguageArts and one in the CCSS in Mathematics.
  • Lesson Planning with CommonCore State Standards• One lesson should address visual arts or performingarts standard(s).• At least one of the lessons should meet a CommonCore State Standard (CCSS) in English LanguageArts 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
  • 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 innarrative or non-narrative form that is intendedto inform.)• Incorporate the use of technology and digitalmedia for research, publication, or presentation.• Include hands-on student learning activities.
  • Depth of Knowledge Levels (DOK)
  • DOK Levels for All Lessons
  • Assessment• How do you document children’slearning?• How do you know if children understandthe 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 isshared
  • Final Authentic Assessment• Describe the assessment tool (project, presentation,performance etc…).• Do Not use a test!• Describe what students are being asked to do, how theyare to complete the task, and the time frame allotted tocomplete the task.• Develop a rubric that will be used to evaluate studentperformance on the final assessment.• Make sure you design an assessment that addressed theobjectives of the unit.
  • • Allows teacher to focus on what expectationshe/she have for student work• Provides alternative grading system forperformance assessment, portfolios, projects,web assignments, etc.• Can measure a variety of categories in anycontent area• Teacher can determine criteria and scale - ratherthan be subject to standardized testing scores.Rubrics for Assessment
  • Rubric Table
  • Five Features of GoodPerformance Assessment1. Clear targets: Provide clear descriptions of specific achievement expectations to be assessed. Measure one or more of the four achievement expectations. Assure that evaluators understand and remain aware of what they are assessing.2. Focused purpose: Clarify the intended uses of the assessment results. Specify whose information needs the assessment will meet: teachers,curriculum developers, and policymakers.3. Proper method: Use an assessment method that is suited to the assessment goals (such asessays, direct communication, selected response or extended investigations).
  • Five Features of Good Performance• Sound sampling:• Provide a representative sample of all thequestions that can be asked.• Produce results of maximum quality atminimum cost in time and effort.• Yield confident inferences about how therespondent would have done given allpossible exercises.• Accurate assessment free ofbias and distortion:• Present sources of inference and error thatmay have affected the development andimplementation of the assessment.• Anticipate sources of bias that can createambiguity in results.
  • Example
  • Fieldtrip Ideas• Design a fieldtrip related to your thematic unit.• Provide the title and the location or web address ofyour fieldtrip location.• Summarize the experience• What will students do?• How will you organize the real or virtual experience?• Describe student learning activities and essentialquestions to be investigated.• Describe the key history-social science concepts thatyou think this virtual experience addresses.
  • Annotated Bibliography of Resources• Resource Books• Literature Connections- At least 1 literature bookor stories/poems that connect to the theme• Informational Text Connections - At least 1informational 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)
  • Lesson FormatTopicGrade Level and Standard/s: History-Social ScienceCommon Core State Standard/s: (English Language Arts or Mathematics):Integrated Subject Matter Content Standard/s (visual arts, performing arts,math, science, PE, health)Objective(s): Learners will demonstrate their understanding of ? by doing ?Depth of Knowledge (DoK) Level:Resources/Materials: literary and informational texts, digital resources, andmaterialsAnticipatory Set: How will you interest “hook” students in the lesson)Instruction: How will you help build student understanding? (Step by Step)Guided Practice: How will students practice what you have taught them?Closure/Evaluation: How will you check for understanding?Independent Practice: What will students do to continue to practice?Adaptations: English Learners, Gifted Students, Students with Special Needs
  • Signature Assignment in LiveText• Submit in LiveText: http://www.livetext.com• Options for Creating Unit Plan:• Create one complete document (preferably pdf) andsubmit that pdf as the LiveText assignment• Create multiple documents and files and submit all ofthem one by one in LiveText• Create your thematic unit in LiveText by copying thetemplate. Insert files in appropriate sections andsubmit the LiveText document• Tutorial:https://sites.google.com/site/livetexttutorials/copying-a-livetext-project-template