Thematic unit requirements 3

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  • Planning an Integrated Thematic Social Studies Curriculum UnitEDMU 523

  • History/Social Science StandardsWhat 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?

  • Appropriate ThemesHow can I give my students direct experience of this topic?Think of possible fieldtrip either real or virtual.Reflect childrens 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 groupTopic should be complex and interesting enough to be explored at some depth

  • What Enduring Understandings do you want students to gain?What are the essential questions for this unit of study?Brainstorm the purpose and goalsGather the resources and materialsCreate a graphic organizer or curriculum mapAsk the children:What do you want to know?What would you like to learn?

  • Criteria for Theme SelectionTopic must provide active learning and direct, hands-on experiencesChildren can explore it with their senses.Concept is developmentally appropriateConcept can be organized to move from:Simple to complexConcrete to abstractInteresting, meaningful, and worth knowing about.Help children acquire understanding and appreciation of themselves, others, and the world in which they live.

  • Thematic PlanningOrganize curriculum around a California Social Studies themeUmbrella overarching interest area Integrates different developmental and subject areasContributes to childs growing understanding of his/her place in time and spaceProvides opportunities for child to learn by doing and have direct experiences with the topicHelps students understand that learning is connected to their lives.

  • California Social Studies ThemesGrades 3-6Grade ThreeContinuity and ChangeGrade FourCalifornia: A Changing StateGrade FiveUnited States History and Geography: Making a New NationGrade SixWorld History and Geography: Ancient Civilizations

  • Continuity and ChangeOur Local History: Discovering Our Past and Our Traditions Our Nations 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

  • California: A Changing StateThe Physical Setting: California and BeyondPre-Columbian Settlements and PeopleExploration and Colonial HistoryMissions, Ranchos, and the Mexican War for IndependenceGold Rush, Statehood, and the Westward MovementThe Period of Rapid Population Growth, Large-Scale Agriculture,and Linkage to the Rest of the United StatesModern California: Immigration, Technology, & Cities


  • United States History and Geography: Making a New NationThe Land & People Before ColumbusAge of ExplorationSettling the Colonies The Virginia SettlementLife in New England The Middle ColoniesSettling the Trans-Appalachian WestThe War for IndependenceLife in the Young RepublicThe New Nations Westward ExpansionLinking Past to Present: The American People, Then & Now


  • World History and Geography: Ancient CivilizationsEarly Humankind and the Development of Human SocietiesThe Beginnings of Civilization in the Near East and Africa:Mesopotamia, Egypt, and KushThe Foundation of Western Ideas: The Ancient Hebrews and GreeksWest Meets East: The Early Civilizations of India and ChinaEast Meets West: Rome


  • Outline for an Integrated Thematic Unit PlanTitle: Kid Grabbing TopicConcept: 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 UnderstandingsResources: Books, Articles, Websites, Multimedia, etc.Content Standards and Common Core State Standards

  • Assignment RequirementsCreate 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 intelligencesDifferent 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.


  • Assignment RequirementsCurriculum Map for the Unit Plan week 4At least 4 fully developed lessonsA final performance-based final assessment with a rubric. Include a student-self assessment tool with capstone project.Include the following:Curriculum MapPrezi presentation Introduction to the Unit Week 5Week 6 Google ClassroomFieldtrip Lesson PreparationThe unit should include:Primary Source/s Lesson Plan Visual or Performing Arts Lesson PlanCCSS ELA or Math Lesson PlanProject-based Culminating Project: Lesson Plan with Summative Rubric


  • Fieldtrip IdeasDesign 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.

  • Curriculum MappingBrainstormBrainstorm 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

  • Mind Map of Possible ActivitiesCivicsConstitutionField TripsSimulationsDramaGeographyMapsCCSS ELA orMathEconomicsPrimary SourcesBooks and PoemsVisual or Performing ArtsHands-on ActivitiesTHEME

  • Curriculum Map 8 LessonsShows 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 objectivesLessons should reflect a variety of content areas, multiple intelligences, and levels of depth of knowledge.

  • Social Studies Lesson PlansLesson Plans with Formative/Summative AssessmentsPrimary Source Lesson Visual or Performing Arts LessonCommon Core (CCSS) in English Language Arts or CCSS MathAdditional integrated lessons in different social studies strands, science, health, PECapstone Project-based Lesson: hands-on student learning activity project, presentation, publication, or performance Include a summative authentic assessment rubricInclude a student self-assessment


  • Lesson Plan ActivitiesUse primary sources (physical or virtual)Finding Primary Sources: Library of Congress Library of Congress Themed ResourcesIntegrate 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.

  • Visual and Performing Arts LessonMusicDrama TheatreDanceVisual Arts

  • Lesson Planning with Common Core State StandardsOne lesson should meet a Common Core State Standard (CCSS) in English Language Arts or a CCSS in Mathematics.Use of Informational Text Content-Rich Non-fictionStudent Research Using the Internet Use of Media and TechnologyMultimedia Publishing


  • Key QuestionsWhat 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?


  • ActivitiesIntroductionHow will you introduce the study to children?What activities will you do to determine prior knowledge?Activities to Build UnderstandingActivities that encourage explorationActivities that build skill Activities that develop understandingCulmination ActivitiesActivities help children express and generalize what theyve learnedActivities to bring closure to the unit

  • 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

  • Lesson Format: Instructional StrategiesAnticipatory 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?


  • Lesson Topic and StandardsTopic:Grade Level History-Social Science Content Standard: Common Core State Standard/s English Language Arts in History and Social Studies,