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 strands, 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 graphic organizer or curriculum map • 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 Unit 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.
  14. 14. Assignment Requirements • Mindmap, Graphic Organizer, or Curriculum Map for the Unit Plan – week 4 • At least 4 lessons • A final performance-based final assessment with a rubric. • Include the following: • Graphic Organizer/Curriculum Map • Prezi presentation – Introduction to the Unit Week 5 • Week 6 Google Classroom • Fieldtrip Lesson Preparation • The unit should include: • Primary Source/s Lesson Plan • Visual or Performing Arts Lesson Plan • CCSS ELA and Math Lesson Plan • Project-based Culminating Project: Lesson Plan with Summative Rubric
  15. 15. 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.
  16. 16. Graphic Organizer, Mind Map, Infographic • Brainstorm social studies unit topic and provide a visual of possible subtopics for your thematic unit. • Plan thematic integration of subject matter with history/social science strands. • Begin process of organizing a 2-week unit to meet needs of all students focusing on the multiple intelligences and diverse learning styles. • Due in Week 4
  17. 17. Mind Map of Possible Activities Civics Constitution Field Trips Simulations Drama Geography Maps CCSS ELA or Math EconomicsPrimary Sources Books and Poems Visual or Performing Arts Hands-on Activities THEME
  18. 18. Mindmeister Example: MI
  19. 19. Curriculum Map – 4 Lessons • 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.
  20. 20. Social Studies Lesson Plans Lesson Plans with Formative/Summative Assessments •Primary Source Lesson •Visual or Performing Arts Lesson •Common Core (CCSS) in English Language Arts •Additional integrated lessons in math, science, health, PE •Capstone Project-based Lesson: hands-on student learning activity: project, presentation, publication, or performance. The project-based final lesson should include the summative authentic assessment rubric.
  21. 21. 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.
  22. 22. Visual and Performing Arts Lesson • Music • Drama – Theatre • Dance • Visual Arts
  23. 23. Lesson Planning with Common Core State Standards • Two of the lessons should meet a Common Core State Standard (CCSS) in English Language Arts and a CCSS in Mathematics. • Use of Informational Text – Content-Rich Non-fiction • Student Research Using the Internet • Use of Media and Technology • Multimedia Publishing
  24. 24. 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?
  25. 25. 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
  26. 26. • 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
  27. 27. 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?
  28. 28. 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
  29. 29. 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?
  30. 30. DOK – Depth of Knowledge
  31. 31. Depth of Knowledge (DOK)
  32. 32. Assessment and Adaptations • Formative 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.
  33. 33. Formative Assessments • How do you document children’s learning? • How do you know if children understand the big ideas of your unit? • Documentation for Progress-Monitoring • Graphic Organizers • Exit Slip • Whiteboards • Quick Write • Draw It! • Clickers • Apps: Socrative, Kahoot, Peardeck, Nearpod
  34. 34. Apps and Tools for Formative Assessment • 56 Formative Assessments – Google Doc • 56 Formative Assessments for Social Studies • Growing the List: 50 Digital Education Tools and Apps for Formative Assessment Success • 5 Fantastic, Fast, Formative Assessment Tools from Edutopia • Assessment Apps for Teachers
  35. 35. 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.
  36. 36. • 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
  37. 37. Rubric Table
  38. 38. Example
  39. 39. Adaptations: 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?
  40. 40. 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
  41. 41. TPACK Framework • Technology Used by Teacher • Technology Used by Students: • Knowledge Building • Knowledge Expression
  42. 42. 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)
  43. 43. 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: livetext-project-template-to-your-computer