EDU 151 Thematic Unit Required Components Thematic Unit Requirements Component Parts of Selected Thematic Unit A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks. A) B) Age Level –“Birth through Second Grade” Select an age or grade level. B) C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit. C) D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child. D) E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc. E) F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities). F) G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways. G) H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with H) I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections. J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above. Student Name:  _________   Date:  _________ Assessment Name: Study Topic Unit This assessment is used in every section of EDU 151  This assessment is designed to focus on Standards #4 and #5  This assessment is designed to focus on Supportive Skill # 3, #4, and #5 D/F C B A 100 Unsatisfactory Average Good Very Good Standard or  Supportive Skill  Key Elements Basic Knowledge  Comprehension Application Synthesis Comments Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families (Attach Weekly Planning Form to Standard 4c in School Chapters)  4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches  Activities are not developmentally appropriate and do not incorporate a range of teaching approaches   0 – 12  Activities are mostly developmentally appropriate and incorporate a few teaching approaches     13  Activities are developmentally appropriate and incorporate varied teaching approaches   14 Activities are developmentally appropriate and incorporate a wide array of teaching approache.

1. EDU 151 Thematic Unit Required Components
Thematic Unit Requirements
Component Parts of Selected Thematic Unit
A) Study Topic - Select a specific appropriate topic reflecting
children’s interests and experiences. Topics that are too broad
or not developmentally applicable will not be considered.
Examples of this type of topic include Ocean, Rain Forest,
Outer Space. Examples of specific appropriate topics are shoes,
worms, rocks.
A)
B) Age Level –“Birth through Second Grade” Select an age or
grade level.
B)
C) Focus - Develop a one-sentence focus statement that
summarizes the direction and intent of the unit.
C)
D) Objectives - Identify three or four specific objectives you
wish children to master by the completion of the unit, use the
appropriate NC Early Learning Standards for the age of the
child.
D)
E) Resources - You will need to cite all resources used
throughout the study topic. For example: Internet resources
(specific web site), printed resources, magazines, newspaper,
journals, audio/visual resources, field trips, etc.
E)
F) Extensions Activities - Complete the attached Lesson Plan
Forms in detail. You should also include two extension

2. activities (extended activities or enrichment activities).
F)
G) Discussion Questions – Include at least three open-ended
questions that will help children think about the topic in varied
and divergent ways.
G)
H) Literature Selections - Select children’s books that relate to
the theme and are developmentally appropriate for the children
you will be working with
H)
I) Culminating activity - The culminating activity is a project or
activity that engages children in a meaningful summarization of
their discoveries and leads to new ideas, understandings and
connections.
J) Evaluation - Devise appropriate means of evaluating
children’s progress throughout the unit based on the objectives
chosen above.
Student Name: _________ Date: _________
Assessment Name: Study Topic Unit
This assessment is used in every section of EDU 151
This assessment is designed to focus on Standards #4 and #5
This assessment is designed to focus on Supportive Skill # 3,
#4, and #5

3. D/F
C
B
A
100
Unsatisfactory
Average
Good
Very Good
Standard or
Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
Standard 4: Using Developmentally Effective Approaches to
Connect with Children and Families
(Attach Weekly Planning Form to Standard 4c in School
Chapters)
4c. Using a broad repertoire of developmentally appropriate
teaching/learning approaches
Activities are not developmentally appropriate and do not
incorporate a range of teaching approaches

4. 0 – 12
Activities are mostly developmentally appropriate and
incorporate a few teaching approaches
13
Activities are developmentally appropriate and incorporate
varied teaching approaches
14
Activities are developmentally appropriate and incorporate a
wide array of teaching approaches
15
Standard 5. Using Content Knowledge to Build Meaningful
Curriculum
(Attach Weekly Planning Form and Planning Changes to
Environment Form to Standard 5a in School Chapters)
5a:Understanding content knowledge and resources in academic
disciplines
Activities are not challenging and do not promote
comprehensive developmental and learning outcomes for every
young child
0 - 12
Activities are somewhat challenging and mostly promote
developmental and learning outcomes for every young child

5. 13
Activities are mostly challenging and promote comprehensive
developmental and learning outcomes for every young child
14
Activities are challenging and promote comprehensive
developmental and learning outcomes for every young child
15
(Attach Thematic Unit Required Components Form to Standard
5b in School Chapters)
5b:Knowing and using the central concepts, inquiry tools, and
structures of content areas or academic disciplines
No study topic is present, purpose is unclear, no goals
or objectives listed, unit not age appropriate
0 - 12
Some attempt at a study topic is evident but mostly unclear,
goals and objectives lack inter-discipline approach
13
Study topic is evident and most disciplines are included, goals
and objectives are written in measurable terms
14
Study topic purpose is clear, objectives integrate all disciplines
and encourage higher order thinking skills

6. 15
(Attach Thematic Unit Required Components Form to Standard
5b in School Chapters)
5c:Using their own knowledge, appropriate early learning
standards, and other resources to design, implement, and
evaluate meaningful, challenging curricula for each child.
Appropriate standard(s) not selected or absent
0 – 12
Appropriate standard(s) selected which supports at least one
stated learning objective(s)
13
Appropriate standard(s) selected which supports most stated
learning objective(s)
14
Appropriate standard(s) selected which supports all stated

7. learning objective(s)
15
Supportive Skill: 3
Written and Verbal Communication Skills
The Outline and Planning Forms have serious and persistent
errors in word choice, mechanics, spelling and sentence
structure.
0 - 4
The Outline and Planning Forms have an accumulation of errors
in mechanics, spelling and sentence structure.
6
The Outline and Planning Forms have few errors in mechanics,
spelling and sentence structure.
8
The Outline and Planning Forms are generally free from errors
in mechanics, usage and sentence structure.

8. 10
Supportive
Skill: 4 Skills in Making Connections between Prior
Knowledge/ Experience
And New learning
Activities are not clearly defined. Students not actively engaged
in learning concepts, no evidence of assessment provided
0 - 12
Some activities provide for multiple intelligences, are student
oriented, they encourage creative expression and problem
solving skills, evaluation correlates to unit objectives
13
Activities provide for multiple intelligences, are mostly student
oriented, they encourage creative expression and problem
solving skills, evaluation correlates to unit objectives
14
Activities provide for multiple intelligences, are student
oriented, encourage creative expression and problem solving
skills, evaluation is a continuous process and correlates to unit
objectives.
15
Supportive Skill:

9. 5 Skills in Identifying and Using Professional Resources
No resources are available.
0 - 12
Few resources are cited for teachers and students. Some
materials appear to be inappropriate for the developmental or
other needs of students.
13
A reasonable number and variety of identifiable resources are
used to support student learning relative to unit objectives.
14
A rich variety of resources facilitate meeting objectives
through, the creative use of technology, and children’s
literature.
15
EDU 151 Planning for
GroupsStudy/Project/Topic:______________________________
__

10. Monday
Tuesday
Wednesday
Thursday
Friday
Large Group Time
(songs, stories, games, discussions, etc.)
Story Time
(Include book title)
Small-Group Activities
(specific activity related to topic that incorporates a specific
content area, such as, math, literacy, social studies, etc.
Special Activities
(site visits, special events, etc.)

11. Notes (reminders, changes, children to observe)
EDU 151 Planning Changes to the
Environment Teacher:____________________________
Study/Project/Topic:__________________________
Blocks
Dramatic Play
Manipulatives
(Toys and Games)
“To Do” List
Art
Library

12. Science/Discovery
Sand and Water
(Sensory)
Music and Movement
Cooking
Computers
Outdoors
Family /Community Involvement