Adapting Textbook Curriculum to Thematic Lessons Maria Gross King’s Way Christian Schools Vancouver, WA [email_address]
Maria Gross <ul><li>6 years teaching math and science </li></ul><ul><li>K-12 Math and Science Department Leader </li></ul>...
Using the Scientific Method to investigate this idea… <ul><li>Problem:  The big question:  How can teachers use provided t...
Problem <ul><li>You are given a textbook and supporting material and told to teach middle and high school students… </li><...
General Observations <ul><li>Publishers provide a springboard for curriculum design. </li></ul><ul><li>Middle and high sch...
Thematic Unit Lessons Background <ul><li>AP recommends thematic units for English, History, Biology and Environmental Scie...
Hypothesis <ul><li>Thematic unit lesson plans can excite students about science and expose them to real-life applications ...
Hypothesis <ul><li>This satisfies : </li></ul><ul><li>Student desires -  more engaging lessons </li></ul><ul><li>Teacher n...
Experiment - Procedure <ul><li>List learning goals for the year </li></ul><ul><ul><li>Based upon school, state and nationa...
Experiment - Procedure <ul><li>5.  Design the lesson topic instruction to include other content areas as appropriate </li>...
Learning goals for 9 th  grade Physics <ul><li>Scientific Method (GLE 2.1.1; 2.1.2; 2.1.3; 2.1.4; 2.1.5; 2.2.1; 2.2.2; 2.2...
Textbook Curriculum <ul><li>Paul G. Hewitt. Conceptual Physics </li></ul>
Compare with Textbook <ul><li>Scientific Method: not included </li></ul><ul><li>Vibrations and Waves:  Chapter 25 </li></u...
Common Threads <ul><li>All </li></ul><ul><ul><li>Scientific Method </li></ul></ul><ul><ul><li>Careers </li></ul></ul><ul><...
Themes <ul><li>Renewable Energy – Wind and Solar Power: </li></ul><ul><ul><li>Vibrations and Waves </li></ul></ul><ul><ul>...
Instruction Overview <ul><li>Consider how you can incorporate other content areas for unit: </li></ul><ul><ul><li>English:...
One Plan for Unit Design <ul><li>For each lesson within the Unit: </li></ul><ul><ul><li>Introduction lab </li></ul></ul><u...
Introduction Lab <ul><li>Group assessment </li></ul><ul><ul><li>Team building </li></ul></ul><ul><li>Prepare an easy-to-do...
Lab Rubric (may be scaled up or down depending upon the lab) Total Points= 76 Paper is neatly written or typed Attractiven...
Dialectical Reading Log <ul><li>Individual assessment </li></ul><ul><li>Assign reading in textbook </li></ul><ul><li>Intro...
<ul><li>Text </li></ul><ul><li>Chapter 25 </li></ul><ul><li>25.1:  Give name of section </li></ul><ul><li>Key Terms/defini...
Dialectical Reading Log Rubric Hard to read, doesn't follow directions Neat but hard to read, doesn't follow directions Ne...
Lecture/Discussion <ul><li>Keep it short and to the point </li></ul><ul><li>Let labs do most of the teaching </li></ul><ul...
Problems/Questions from textbook <ul><li>Individual assessment </li></ul><ul><ul><li>Grade based upon trying (completion) ...
Quiz  on textbook material and lecture <ul><li>Individual assessment </li></ul><ul><li>More of an organization grade than ...
Mini-lab(s) or Project <ul><li>Group and individual assessment </li></ul><ul><ul><li>Concept understanding important </li>...
No items are discussed. Does not seem to understand the topic very well.  Three items are missing from discussion. Shows a...
Lesson Topic Grading
Unit Design Own Lab <ul><li>Group assessment </li></ul><ul><li>End of each unit </li></ul><ul><li>Lab groups pick question...
Conclusions:  Student  <ul><li>Our hypothesis was correct: </li></ul><ul><ul><li>Students at King’s Way love these units! ...
Conclusions:  Teacher  <ul><li>Our hypothesis was correct: </li></ul><ul><ul><li>I love teaching these units! </li></ul></...
Conclusions:  King’s Way  <ul><li>Our hypothesis was correct: </li></ul><ul><ul><li>Students feel comfortable giving prese...
Examples of Units at King’s Way
7 th  Grade Life Science <ul><li>Physician’s Handbooks </li></ul><ul><li>Chapter 1:  Muscular/Skeletal System </li></ul><u...
Renewable Energy Unit <ul><li>Highlights: </li></ul><ul><li>Build wind turbines </li></ul><ul><li>Generate electricity </l...
 
 
 
Racing Unit <ul><li>Highlight: </li></ul><ul><li>Design race track </li></ul><ul><li>Prentice Hall Chapter: </li></ul><ul>...
 
 
Rocketry Unit <ul><li>Highlights: </li></ul><ul><li>October Sky DVD </li></ul><ul><li>Design and launch rockets </li></ul>...
 
Sports Unit <ul><li>Highlights: </li></ul><ul><li>Research favorite sport </li></ul><ul><li>Prepare paper and presentation...
Toy Design Unit <ul><li>Highlights: </li></ul><ul><li>Learn about design careers </li></ul><ul><li>Prepare concept drawing...
 
 
 
Rube Goldberg Unit <ul><li>Highlights: </li></ul><ul><li>Design and Build Rube Goldberg device </li></ul><ul><li>Practice ...
 
 
 
Questions?
Thematic Unit Lessons Background <ul><li>“ Thematic instruction is the organization of a curriculum around macro ‘themes’....
AP/College Board Resources <ul><li>AP English Language / Literature and Composition:  “…course may be organized in a varie...
AP/College Board Resources <ul><li>US History:  “One common approach is to conduct a survey course in which a textbook, wi...
AP/College Board Resources <ul><li>AP Biology:  “Themes cut across the topics.  Increasingly, the AP biology Exam will emp...
AP/College Board Resources <ul><li>AP Environmental Science:  “There are several major unifying constructs, or themes, tha...
AP/College Board Resources <ul><li>AP Physics B & C:  no reference </li></ul><ul><li>AP Chemistry:  no reference </li></ul...
Secondary and Middle School Methods   by Ornstein, Lasley, Mindes (2005, p. 452) <ul><li>Thematic unit lesson planning “is...
OSPI Statements <ul><li>OSPI = Office of Superintendent of Public Instruction (WA education department) </li></ul><ul><ul>...
OSPI Statements <ul><li>From “Effective Math Programs” by Tom Boyce: </li></ul><ul><ul><li>“use problem-based or thematic ...
OSPI’s Four State Learning Goals <ul><li>#1 </li></ul><ul><li>“Read with comprehension, write effectively, and communicate...
OSPI’s Four State Learning Goals <ul><li>#2 </li></ul><ul><li>Know and apply the core concepts and principles of mathemati...
OSPI’s Four State Learning Goals <ul><li>#3 </li></ul><ul><li>Think analytically, logically, and creatively, and to integr...
OSPI’s Four State Learning Goals <ul><li>#4 </li></ul><ul><li>Understand the importance of work and finance and how perfor...
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Adapting Textbook Curriculum To Thematic Lessons

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NSTA (National Science Teachers Association) presentation)
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Portland, OR

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Adapting Textbook Curriculum To Thematic Lessons

  1. 1. Adapting Textbook Curriculum to Thematic Lessons Maria Gross King’s Way Christian Schools Vancouver, WA [email_address]
  2. 2. Maria Gross <ul><li>6 years teaching math and science </li></ul><ul><li>K-12 Math and Science Department Leader </li></ul><ul><li>MA Teaching and endorsements in math, chemistry, physics and earth science </li></ul><ul><li>BS Chemical Engineering, Purdue University </li></ul>
  3. 3. Using the Scientific Method to investigate this idea… <ul><li>Problem: The big question: How can teachers use provided textbook curriculum in an way that will excite middle and high school science students? </li></ul><ul><li>Observations: Background information on thematic units. </li></ul><ul><li>Hypothesis: We’ll come up with this after researching thematic lesson plans… </li></ul><ul><li>Experiment: The FUN part! We’ll put together a unit. </li></ul><ul><li>Conclusions: Let’s see what is happening at King’s Way Christian Schools (Vancouver, WA)! </li></ul>
  4. 4. Problem <ul><li>You are given a textbook and supporting material and told to teach middle and high school students… </li></ul><ul><li>How can you keep them engaged and learning? </li></ul><ul><li>And YOU still have a life outside of school? </li></ul>
  5. 5. General Observations <ul><li>Publishers provide a springboard for curriculum design. </li></ul><ul><li>Middle and high school students demand engaging lessons. </li></ul><ul><li>Middle school students and “non-science” high school students become bored easily. </li></ul><ul><li>High school students are requesting guidance on what to do after graduation. </li></ul>
  6. 6. Thematic Unit Lessons Background <ul><li>AP recommends thematic units for English, History, Biology and Environmental Science </li></ul><ul><li>MA Teaching programs instruct in thematic unit preparation </li></ul><ul><li>State education department goals support thematic units </li></ul>
  7. 7. Hypothesis <ul><li>Thematic unit lesson plans can excite students about science and expose them to real-life applications and potential careers. </li></ul>
  8. 8. Hypothesis <ul><li>This satisfies : </li></ul><ul><li>Student desires - more engaging lessons </li></ul><ul><li>Teacher needs - guidance on developing meaningful lessons with only slightly more effort than teaching straight from the publisher’s book </li></ul><ul><li>AP suggestions - use themes to organize material </li></ul><ul><li>State academic standards and goals - Read, write and communicate effectively; know and apply core concepts; think analytically, logically and creatively to solve problems reasonably; investigate future career opportunities </li></ul>
  9. 9. Experiment - Procedure <ul><li>List learning goals for the year </li></ul><ul><ul><li>Based upon school, state and national standards </li></ul></ul><ul><li>Compare to textbook curriculum </li></ul><ul><li>Group goals based upon common threads </li></ul><ul><li>Define themes for these threads </li></ul>
  10. 10. Experiment - Procedure <ul><li>5. Design the lesson topic instruction to include other content areas as appropriate </li></ul><ul><ul><li>English: notetaking, presentations, papers </li></ul></ul><ul><ul><li>History: depends upon theme </li></ul></ul><ul><ul><li>Math: depends upon theme </li></ul></ul><ul><ul><li>Bible: incorporated throughout </li></ul></ul><ul><li>6. Implement lessons on specific topics </li></ul><ul><ul><li>Modify as necessary </li></ul></ul><ul><li>7. Reflect </li></ul><ul><ul><li>Note changes for next year </li></ul></ul>
  11. 11. Learning goals for 9 th grade Physics <ul><li>Scientific Method (GLE 2.1.1; 2.1.2; 2.1.3; 2.1.4; 2.1.5; 2.2.1; 2.2.2; 2.2.3; 2.2.4; 3.1.3) </li></ul><ul><li>Vibrations and Waves (GLE 1.1.3) </li></ul><ul><li>Water Waves (GLE 1.1.3) </li></ul><ul><li>Weather (GLE 1.3.6) </li></ul><ul><li>Sound (GLE 1.1.3) </li></ul><ul><li>Light (GLE 1.1.3) </li></ul><ul><li>Electric Current (KW) </li></ul><ul><li>Newton’s Three Laws (GLE 1.3.1; 1.3.2) </li></ul><ul><li>Linear Motion (GLE 1.1.2) </li></ul><ul><li>Projectile Motion (KW) </li></ul><ul><li>Momentum (GLE 1.2.2) </li></ul><ul><li>Energy (GLE 1.1.4; 1.2.2; 1.3.3) </li></ul><ul><li>Circular Motion (KW) </li></ul><ul><li>Center of Gravity (KW) </li></ul><ul><li>Simple Machines (KW) </li></ul><ul><li>Careers (GLE 3.2.3) </li></ul>
  12. 12. Textbook Curriculum <ul><li>Paul G. Hewitt. Conceptual Physics </li></ul>
  13. 13. Compare with Textbook <ul><li>Scientific Method: not included </li></ul><ul><li>Vibrations and Waves: Chapter 25 </li></ul><ul><li>Water Waves: not included </li></ul><ul><li>Weather: not included </li></ul><ul><li>Sound: Chapter 26 </li></ul><ul><li>Light: Chapter 27 </li></ul><ul><li>Electric Current: Chapter 34 </li></ul><ul><li>Newton’s Three Laws: Chapters 4, 5, 6 </li></ul><ul><li>Linear Motion: Chapter 2 </li></ul><ul><li>Projectile Motion: Chapter 3 </li></ul><ul><li>Momentum: Chapter 7 </li></ul><ul><li>Energy: Chapter 8 </li></ul><ul><li>Circular Motion: Chapter 9 </li></ul><ul><li>Center of Gravity: Chapter 10 </li></ul><ul><li>Simple Machines: Chapter 8 </li></ul><ul><li>Careers: not included </li></ul>
  14. 14. Common Threads <ul><li>All </li></ul><ul><ul><li>Scientific Method </li></ul></ul><ul><ul><li>Careers </li></ul></ul><ul><li>Wave motion: </li></ul><ul><ul><li>Vibrations and Waves </li></ul></ul><ul><ul><li>Water waves </li></ul></ul><ul><ul><li>Weather </li></ul></ul><ul><ul><li>Sound </li></ul></ul><ul><ul><li>Light </li></ul></ul><ul><ul><li>Electric Current </li></ul></ul><ul><li>Mechanics: </li></ul><ul><ul><li>Newton’s Three Laws </li></ul></ul><ul><ul><li>Linear Motion </li></ul></ul><ul><ul><li>Projectile Motion </li></ul></ul><ul><ul><li>Momentum </li></ul></ul><ul><ul><li>Energy </li></ul></ul><ul><ul><li>Circular Motion </li></ul></ul><ul><ul><li>Center of Gravity </li></ul></ul><ul><ul><li>Simple Machines </li></ul></ul>
  15. 15. Themes <ul><li>Renewable Energy – Wind and Solar Power: </li></ul><ul><ul><li>Vibrations and Waves </li></ul></ul><ul><ul><li>Water waves </li></ul></ul><ul><ul><li>Weather </li></ul></ul><ul><ul><li>Light </li></ul></ul><ul><ul><li>Electric Current </li></ul></ul><ul><li>Music </li></ul><ul><ul><li>Sound </li></ul></ul><ul><li>Rocketry: </li></ul><ul><ul><li>Newton’s Three Laws </li></ul></ul><ul><li>Racing </li></ul><ul><ul><li>Linear Motion </li></ul></ul><ul><li>Sports </li></ul><ul><ul><li>Projectile Motion </li></ul></ul><ul><li>Toy Design </li></ul><ul><ul><li>Momentum </li></ul></ul><ul><ul><li>Energy </li></ul></ul><ul><ul><li>Circular Motion </li></ul></ul><ul><ul><li>Center of Gravity </li></ul></ul><ul><li>Rube Goldberg </li></ul><ul><ul><li>Simple Machines </li></ul></ul>
  16. 16. Instruction Overview <ul><li>Consider how you can incorporate other content areas for unit: </li></ul><ul><ul><li>English: notetaking, presentations, papers </li></ul></ul><ul><ul><li>History: depends upon theme </li></ul></ul><ul><ul><li>Math: depends upon theme </li></ul></ul><ul><ul><li>Bible: incorporated throughout </li></ul></ul>
  17. 17. One Plan for Unit Design <ul><li>For each lesson within the Unit: </li></ul><ul><ul><li>Introduction lab </li></ul></ul><ul><ul><li>Dialectical Reading Log </li></ul></ul><ul><ul><li>Lecture/Discussion </li></ul></ul><ul><ul><li>Problems/Questions from textbook </li></ul></ul><ul><ul><li>Quiz on textbook material and lecture </li></ul></ul><ul><ul><li>Mini-labs or project to re-emphasize and apply concepts </li></ul></ul><ul><li>Finish each unit with Design Own Lab </li></ul>
  18. 18. Introduction Lab <ul><li>Group assessment </li></ul><ul><ul><li>Team building </li></ul></ul><ul><li>Prepare an easy-to-do lab that gives students a taste for the lesson topic </li></ul><ul><li>Full lab write-up </li></ul><ul><ul><li>Re-emphasizes scientific method </li></ul></ul><ul><ul><ul><li>POHEC </li></ul></ul></ul><ul><ul><li>For an “A” students must investigate an extension </li></ul></ul>
  19. 19. Lab Rubric (may be scaled up or down depending upon the lab) Total Points= 76 Paper is neatly written or typed Attractiveness Attempted 25% of questions or less Attempted 50% of questions Attempted 75% of questions Attempted all questions; not all correct Attempted all questions and all were correct answers Questions Did not include Two items not addressed correctly One item not addressed correctly Was the hypothesis correct? Why or why not? Discuss specific items in concept; What would you do differently next time? Was the hypothesis correct? Why or why not? Discuss specific items in concept; What would you do differently next time? Additional work done to address new ideas found in original experiment Conclusions Did not include Two items not addressed correctly One item not addressed correctly 3 replications; Data supports Problem & Experiment More than 3 replications; Data supports Problem and Experiment; Data given in Table and/or Graph Experiment -Data Did not include Two items not addressed correctly One item not addressed correctly Step by Step; Repeatable Step by Step; Repeatable; Materials given; Grammatically correct; Easy to understand Experiment - Procedure Did not include Does not relate to Problem Good guess given Best guess given Best guess and background why you made this guess Hypothesis Did not include Materials given Concept given Concept given; materials listed Concept and materials given plus more additional observations Observations Did not include Two or three items not addressed One item not addressed Question answered NOT by yes or no; Testable problem; Only one variable is changed; Question relates directly to concept Question answered NOT by yes or no; Testable problem; Only one variable is changed; Question relates directly to concept; Additional or more difficult problem addressed Problem 0 6 7 8 10
  20. 20. Dialectical Reading Log <ul><li>Individual assessment </li></ul><ul><li>Assign reading in textbook </li></ul><ul><li>Introduces students to vocabulary and key points </li></ul><ul><li>Teaches students how to pull out main ideas out of a textbook </li></ul><ul><li>Makes students think about what they are reading </li></ul>
  21. 21. <ul><li>Text </li></ul><ul><li>Chapter 25 </li></ul><ul><li>25.1: Give name of section </li></ul><ul><li>Key Terms/definition Summary of each section </li></ul><ul><li>25.2: Name </li></ul><ul><li>Key Terms/definition </li></ul><ul><li>Summary </li></ul><ul><li>Response </li></ul><ul><li>For each section, choose one: </li></ul><ul><li>Question </li></ul><ul><li>Comment </li></ul><ul><li>Idea Sparked </li></ul><ul><li>Example from your life </li></ul>
  22. 22. Dialectical Reading Log Rubric Hard to read, doesn't follow directions Neat but hard to read, doesn't follow directions Neat and readable, follows directions Neat, organized, looks professional, follows directions Presentation Missing more than two sections Missing key terms and response for two sections Missing key terms and response for one section Covers text thoroughly; all sections are addressed Coverage of text Missing more than two responses Missing one or two Responses One insightful Response given: Question Comment Idea Sparked Examples from your life Two or more insightful Responses given for each section: Question Comment Idea Sparked Examples from your life Response Missing more than 10% of key terms; missing less than 10% and definitions copied Gives all key terms and their definitions, but copied from book or are out of order from sections Missing no more than 10% of key terms but definitions given are in own words Gives all key terms and their definitions, using own words, not copied from book Key Terms Hardly any good details Few good details Less detailed but still good Detailed, meaningful, includes summary for each section Summary of Section Level 1 (2.5 points) Level 2 (3 points) Level 3 (3.5 points) Level 4 (4 Points) AP Level (KW grade)
  23. 23. Lecture/Discussion <ul><li>Keep it short and to the point </li></ul><ul><li>Let labs do most of the teaching </li></ul><ul><li>Gives more details on specific areas for lesson topic </li></ul><ul><li>Permits students to ask questions and get immediate answers </li></ul><ul><li>Starts students thinking about how they can use topic in real life </li></ul><ul><ul><li>Daily life </li></ul></ul><ul><ul><li>Career exploration </li></ul></ul>
  24. 24. Problems/Questions from textbook <ul><li>Individual assessment </li></ul><ul><ul><li>Grade based upon trying (completion) not accuracy </li></ul></ul><ul><li>Use back of chapter problems/questions to assess initial understanding of topic </li></ul><ul><li>Students work together to explore concepts </li></ul><ul><li>Use for quiz questions </li></ul>
  25. 25. Quiz on textbook material and lecture <ul><li>Individual assessment </li></ul><ul><li>More of an organization grade than a concept understanding grade </li></ul><ul><li>Open notebook </li></ul><ul><li>Students can assess how well they: </li></ul><ul><ul><li>took notes from textbook </li></ul></ul><ul><ul><li>listened to lecture </li></ul></ul><ul><ul><li>did the textbook problems/questions </li></ul></ul><ul><ul><li>listened to the homework answers given in class </li></ul></ul>
  26. 26. Mini-lab(s) or Project <ul><li>Group and individual assessment </li></ul><ul><ul><li>Concept understanding important </li></ul></ul><ul><ul><li>Team building </li></ul></ul><ul><li>Often provide many lab stations, each to emphasize one point in topic </li></ul><ul><li>Keep emphasis on content comprehension </li></ul><ul><ul><li>Not a full lab write-up </li></ul></ul><ul><ul><li>Give data and conclusions on worksheet </li></ul></ul><ul><li>Present findings to class </li></ul><ul><ul><li>Presentation skills emphasized </li></ul></ul><ul><ul><li>Each student must participate by speaking </li></ul></ul>
  27. 27. No items are discussed. Does not seem to understand the topic very well. Three items are missing from discussion. Shows a good understanding of how a wind turbine works. Two items are missing from discussion. Shows a full understanding of how a wind turbine works. One item missing from discussion. Shows a full understanding of how a wind turbine works. High vs low speed is discussed. Efficiency improvement is discussed. Adjustments were made to make turbine run smoothly. Worksheet is complete (it will be graded separately for accuracy.) Content Wind turbine did not work. Wind turbine generated electricity. Performance Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause &quot;waves&quot; in the group. Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Collaboration with Peers 0 1 2 3 4 Presentation Rubric
  28. 28. Lesson Topic Grading
  29. 29. Unit Design Own Lab <ul><li>Group assessment </li></ul><ul><li>End of each unit </li></ul><ul><li>Lab groups pick question they would like to explore in more detail </li></ul><ul><li>Must be new idea; not extension of prior lab </li></ul><ul><li>Use ideas generated in Dialectical Reading Log </li></ul><ul><li>Full lab write-up </li></ul><ul><li>Presentation </li></ul><ul><li>Also used as Final Exam for the year </li></ul><ul><ul><li>Individual design and presentation </li></ul></ul>
  30. 30. Conclusions: Student <ul><li>Our hypothesis was correct: </li></ul><ul><ul><li>Students at King’s Way love these units! </li></ul></ul><ul><ul><li>They are engaged </li></ul></ul><ul><ul><li>“Physics is my favorite class” </li></ul></ul><ul><ul><li>Middle school students look forward to Rube Goldberg and Rocketry units the most </li></ul></ul><ul><ul><li>Students have fun! </li></ul></ul>
  31. 31. Conclusions: Teacher <ul><li>Our hypothesis was correct: </li></ul><ul><ul><li>I love teaching these units! </li></ul></ul><ul><ul><li>The themes give me guidance but can still be creative </li></ul></ul><ul><ul><li>Scores are higher since using thematic lesson units </li></ul></ul><ul><ul><li>Classroom discussions involve even traditionally “lower” students and are more in-depth </li></ul></ul><ul><ul><li>I am stretched and having fun! </li></ul></ul>
  32. 32. Conclusions: King’s Way <ul><li>Our hypothesis was correct: </li></ul><ul><ul><li>Students feel comfortable giving presentations and writing papers </li></ul></ul><ul><ul><li>I have students looking into careers in meteorology, environmental engineering, “green” engineering, medicine and other science areas because of these units </li></ul></ul><ul><ul><li>Students come up with complex problems and find their solutions </li></ul></ul><ul><ul><li>My principal has fun! </li></ul></ul>
  33. 33. Examples of Units at King’s Way
  34. 34. 7 th Grade Life Science <ul><li>Physician’s Handbooks </li></ul><ul><li>Chapter 1: Muscular/Skeletal System </li></ul><ul><li>Chapter 2: Digestive System </li></ul><ul><li>Chapter 3: Circulatory System </li></ul><ul><li>Chapter 4: Respiratory System </li></ul><ul><li>Chapter 5: Excretory System </li></ul><ul><li>Chapter 6: Nervous-Sensory System </li></ul><ul><li>Chapter 7: Complete Human Biology </li></ul><ul><li>Prentice Hall Chapters: </li></ul><ul><li>Bones, Muscles, and Skin </li></ul><ul><li>Food and Digestion </li></ul><ul><li>Circulation </li></ul><ul><li>Respiration and Excretion </li></ul><ul><li>The Nervous System </li></ul>
  35. 35. Renewable Energy Unit <ul><li>Highlights: </li></ul><ul><li>Build wind turbines </li></ul><ul><li>Generate electricity </li></ul><ul><li>UV Paper investigation </li></ul><ul><li>Build and race solar cars </li></ul><ul><li>Prentice Hall Chapters: </li></ul><ul><li>Vibrations and Waves </li></ul><ul><li>Electric Current </li></ul><ul><li>Sound </li></ul><ul><li>Light </li></ul>
  36. 39. Racing Unit <ul><li>Highlight: </li></ul><ul><li>Design race track </li></ul><ul><li>Prentice Hall Chapter: </li></ul><ul><li>Linear Motion </li></ul>
  37. 42. Rocketry Unit <ul><li>Highlights: </li></ul><ul><li>October Sky DVD </li></ul><ul><li>Design and launch rockets </li></ul><ul><li>Exposed to group troubleshooting </li></ul><ul><li>Prentice Hall Chapters: </li></ul><ul><li>Newton’s 1 st Law </li></ul><ul><li>Newton’s 2 nd Law </li></ul><ul><li>Newton’s 3 rd Law </li></ul>
  38. 44. Sports Unit <ul><li>Highlights: </li></ul><ul><li>Research favorite sport </li></ul><ul><li>Prepare paper and presentation </li></ul><ul><li>Sports Day </li></ul><ul><li>Prentice Hall Chapter: </li></ul><ul><li>Projectile Motion </li></ul>
  39. 45. Toy Design Unit <ul><li>Highlights: </li></ul><ul><li>Learn about design careers </li></ul><ul><li>Prepare concept drawing </li></ul><ul><li>Present toy design </li></ul><ul><li>Stimulate artistic creativity </li></ul><ul><li>Allow more “left” brain students to shine </li></ul><ul><li>Prentice Hall Chapter: </li></ul><ul><li>Momentum </li></ul><ul><li>Energy </li></ul><ul><li>Circular Motion </li></ul><ul><li>Center of Gravity </li></ul>
  40. 49. Rube Goldberg Unit <ul><li>Highlights: </li></ul><ul><li>Design and Build Rube Goldberg device </li></ul><ul><li>Practice troubleshooting entire year’s physic concepts </li></ul><ul><li>Work on perseverance! </li></ul><ul><li>Prentice Hall Chapter: </li></ul><ul><li>Simple Machines </li></ul>
  41. 53. Questions?
  42. 54. Thematic Unit Lessons Background <ul><li>“ Thematic instruction is the organization of a curriculum around macro ‘themes’.” www.funderstanding.com </li></ul><ul><li>Elementary teachers use thematic units to engage younger learners nea.org </li></ul>
  43. 55. AP/College Board Resources <ul><li>AP English Language / Literature and Composition: “…course may be organized in a variety of ways. It might be organized thematically around a group of ideas or issues…” </li></ul><ul><li>www.ncte and http://apcentral.collegeboard.com/apc/public/repository/ap08_english_coursedesc.pdf </li></ul>
  44. 56. AP/College Board Resources <ul><li>US History: “One common approach is to conduct a survey course in which a textbook, with supplementary readings in the form of documents, essays, or books on special themes, provides substantive and thematic coverage.” Several themes are provided for teachers’ use. http://apcentral.collegeboard.com/apc/public/repository/ap07_ushist_coursedesc.pdf </li></ul>
  45. 57. AP/College Board Resources <ul><li>AP Biology: “Themes cut across the topics. Increasingly, the AP biology Exam will emphasize the themes and concepts of biology and place less weight on specific facts.” http://apcentral.collegeboard.com/apc/public/repository/ap07_bio_coursedesc.pdf </li></ul>
  46. 58. AP/College Board Resources <ul><li>AP Environmental Science: “There are several major unifying constructs, or themes, that cut across the many topics included in the study of environmental science.” http://apcentral.collegeboard.com/apc/public/repository/ap07_envsci_coursedesc.pdf </li></ul>
  47. 59. AP/College Board Resources <ul><li>AP Physics B & C: no reference </li></ul><ul><li>AP Chemistry: no reference </li></ul><ul><li>Why is this??? </li></ul>
  48. 60. Secondary and Middle School Methods by Ornstein, Lasley, Mindes (2005, p. 452) <ul><li>Thematic unit lesson planning “is often regarded as one that meets student interests and hence increases motivation.” </li></ul><ul><li>“ (T)he unit should address the state academic standards.” </li></ul>
  49. 61. OSPI Statements <ul><li>OSPI = Office of Superintendent of Public Instruction (WA education department) </li></ul><ul><ul><li>Mission Statement: “Preparing Washington Students to Live, Learn, and Work as Productive Citizens in the 21 st Century” </li></ul></ul><ul><li>“ Integrated Unit Themes </li></ul><ul><ul><li>Contextualize learning </li></ul></ul><ul><ul><li>Real world application </li></ul></ul><ul><ul><li>Use Grade Level Expectations (GLEs)” </li></ul></ul><ul><ul><li>www.k12.wa.us/conferences/summerinstitute2006 </li></ul></ul>
  50. 62. OSPI Statements <ul><li>From “Effective Math Programs” by Tom Boyce: </li></ul><ul><ul><li>“use problem-based or thematic units” </li></ul></ul><ul><ul><li>http://www.k12.wa.us/conferences/JanConf2006/materials/7/Boyce_T2.doc </li></ul></ul><ul><li>“ Effective instruction using high-quality curriculum materials can increase students’ comprehension” </li></ul><ul><li>www.k12.wa.us/curriculuminstruct/reading/readingfirst/presentations/LanaEdwardsEvePuhallaBeyondBasicsofComprehension.ppt </li></ul>
  51. 63. OSPI’s Four State Learning Goals <ul><li>#1 </li></ul><ul><li>“Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences; </li></ul>
  52. 64. OSPI’s Four State Learning Goals <ul><li>#2 </li></ul><ul><li>Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness; </li></ul>
  53. 65. OSPI’s Four State Learning Goals <ul><li>#3 </li></ul><ul><li>Think analytically, logically, and creatively, and to integrate different experiences and knowledge to form reasoned judgments and solve problems; and </li></ul>
  54. 66. OSPI’s Four State Learning Goals <ul><li>#4 </li></ul><ul><li>Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.” </li></ul><ul><li>http://www.k12.wa.us/AboutUs/missionstatement.aspx </li></ul>

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