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Thematic Unit Requirements

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EDMU 523 Brandman University, 2018

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Thematic Unit Requirements

  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 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. • Focus on one grade level only. • What Common Core State Standards (CCSS) in English Language Arts and Mathematics are also addressed in this unit?
  3. 3. Appropriate Themes • 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. Thematic Planning • Organize curriculum around a California Social Studies theme • Umbrella overarching interest area – Big Picture • 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.
  5. 5. 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
  6. 6. 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
  7. 7. 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
  8. 8. 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
  9. 9. 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
  10. 10. 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 - DOK) • The unit should be designed for one grade level 3-6. • The unit needs to include • At least 8 lessons – 4 fully developed • A performance-based final assessment with a rubric.
  11. 11. 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 of themselves, others, and the world in which they live.
  12. 12. More Criteria for Theme Selection • Generates a variety of activities and learning in all areas of development and in a broad range of subject areas. • Realistic in terms of resources (funds, technology, materials, people, places that are available) • Allows for and encourages family input and participation. • Consistent with family and community values. • Allow for a public showing of the capstone product, production, performance, publication, etc.
  13. 13. “Major Understanding” of the Theme • What important ideas you wish students to acquire? Essential Question? • Brainstorm the purpose and goals • Gather the resources and materials • Create a curriculum map • Ask the children: • What do you already know about this topic? • What do you still want to know about this topic? • What would you like to learn?
  14. 14. Possible Activities Maps Field Trips Simulations Drama Geography Family Activities GamesMusic/ Dance Books and Poems Visual Arts Hands-on Activities THEME
  15. 15. K-W-L Chart K What do you KNOW? W What do you WANT to know? L What did you LEARN?
  16. 16. Activities • Introduction • How will you introduce the study to children? • What activities will you do to determine prior knowledge? • How will you tap into their curiosity and hook them in? • Activities to build understanding • Activities that encourage exploration • Activities that build skill • Activities that develop understanding • Hands-on Capstone Activities • Activities help children express and show what they learned • Activities to bring closure to the unit
  17. 17. Outline for an Integrated Thematic Lesson Plan • Title: kid Grabbing Topic • Concept: What is the big idea from social studies you want students to understand? • 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
  18. 18. Lesson Plans • The first lesson should hook students into the topic and connect to their prior knowledge. (Prezi Next) • 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).
  19. 19. Lesson Plans • 6 Lessons (4 fully developed lesson plans) • One lesson should address visual arts or performing arts standard(s). • At least one lesson should make connections with primary sources and CCSS ELA standards.
  20. 20. 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.
  21. 21. Lesson Planning with Common Core State Standards • At least one of the lessons should integrate Common Core State Standards (CCSS) in English Language Arts • Primary Sources Lesson and Capstone project-based learning (PBL) lesson. • Use of Informational Text – Content-Rich Non-fiction • Student Research Using the Internet • Use of Media and Technology • Multimedia Publishing, Video, Presentations, Brochures, Performances, etc. • One of the lessons should integrate CCSS in Mathematics or NGSS in Science.
  22. 22. Capstone Project-Based Lesson • What is the big picture or essential question for this unit? • What can students make, do, produce, or create to build knowledge and demonstrate their learning? • Students complete a hands-on student learning activity (in partners, group, or individual): project, presentation, art, publication, or performance. • How will students celebrate their learning and share their final product with the public?
  23. 23. 5th Grade Project
  24. 24. Project Based Learning (PBL) • Students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. (BIE - https://www.bie.org/about/what_pbl)
  25. 25. Additional PBL Design Elements
  26. 26. Higher Level Critical Thinking Depth of Knowledge Levels (DOK)
  27. 27. DOK Levels for All Lessons
  28. 28. Curriculum Map – Week 4 • 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.
  29. 29. Assessment • How do you document children’s learning? • How do you know if children understand the big ideas of your unit? • Documentation • Observation notes, portolios, journals, etc. • Photography or videos • Collection of student work samples • A class book, newsletter, scrapbook, brochure, presentation, poster, video, infographics, etc. • Social event where student work is shared with parents, administrators, teachers, students.
  30. 30. Final Authentic Assessment • Describe the assessment tool (project, presentation, performance, publication, product, brochure, etc…). • Do Not use a test! • Develop a rubric that will be used to evaluate student performance on the final assessment. • Make sure you design an assessment that is aligned to the standards and learning objectives of the unit. • The project-based final lesson should include the summative authentic assessment rubric with multiple criteria. • Include specific criteria in your rubric assessment based on the thematic unit topic and project-based lesson activity. • Do not use a generic rubric.
  31. 31. • 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
  32. 32. Rubric Table
  33. 33. Example Categories Excellent = 4 Good = 3 Satisfactory = 2 Needs Improvement = 1 Category 1 Give the student a clear idea of what you expect in order to consider this category to be excellent. List several criteria present that justify an excellent rating. Give the student a clear idea of what you expect in order to consider this category to be good, but indicate what is lacking that prevents it from being rated as excellent. Give the student a clear idea of what is missing or inadequate in this category. Specify which criteria was met - but indicate what is lacking that prevents it from being scored higher. List specific criteria that was not met with regards to this category and present reasons why the assignment can not be graded as satisfactory. What would you consider inadequate for this category? Category 2 Give the student a clear idea of what you expect in order to consider this category to be excellent. List several criteria present that justify an excellent rating. Give the student a clear idea of what you expect in order to consider this category to be good, but indicate what is lacking that prevents it from being rated as excellent. Give the student a clear idea of what is missing or inadequate in this category. Specify which criteria was met - but indicate what is lacking that prevents it from being scored higher. List specific criteria that was not met with regards to this category and present reasons why the assignment can not be graded as satisfactory. What would you consider inadequate for this category? Category 3 Give the student a clear idea of what you expect in order to consider this category to be excellent. List several criteria present that justify an excellent rating. Give the student a clear idea of what you expect in order to consider this category to be good, but indicate what is lacking that prevents it from being rated as excellent. Give the student a clear idea of what is missing or inadequate in this category. Specify which criteria was met - but indicate what is lacking that prevents it from being scored higher. List specific criteria that was not met with regards to this category and present reasons why the assignment can not be graded as satisfactory. What would you consider inadequate for this category? Category 4 Give the student a clear idea of what you expect in order to consider this category to be excellent. List several criteria present that justify an excellent rating. Give the student a clear idea of what you expect in order to consider this category to be good, but indicate what is lacking that prevents it from being rated as excellent. Give the student a clear idea of what is missing or inadequate in this category. Specify which criteria was met - but indicate what is lacking that prevents it from being scored higher. List specific criteria that was not met with regards to this category and present reasons why the assignment can not be graded as satisfactory. What would you consider inadequate for this category?
  34. 34. BIE Project Design Rubric https://www.bie.org/object/document/project_design_rubric
  35. 35. BIE Project Design Rubric https://www.bie.org/object/document/project_design_rubric
  36. 36. Student Self Assessment
  37. 37. 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 • How will you prepare them for their fieldtrip 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.
  38. 38. 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 1 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
  39. 39. Curriculum Map Checklist 6 Lessons with Topic and Learning Objective One Grade Level Social Studies Strand and Standard/s (Including # and text of standards) Same Grade Level CCSS (ELA) standard/s Same Grade Level Integrated Subject Matter :(Including # and text of standards)  Standards:(Including # and text of standards) Fully Developed Lesson Plans – Using Required Template Primary Sources Lesson Plan with CCSS (ELA) Required Visual and/or Performing Arts Required CCSS ELA Math Lesson or NGSS Science Required Final Capstone Project-based Lesson Plan with CCSS (ELA) and Rubric Assessment
  40. 40. Curriculum Map Strategies and Assessments Checklist Multiple Intelligences and Adaptations for EL (SDAIE Strategies) and Students with Special Needs (Universal Design for Learning - UDL) Google Classroom Technology Integration - Required Literature and Digital Texts Multimedia - Video, Audio, Apps, Websites, etc. Assessments – Rubric, Exit Slips, Student Self Assessments Fieldtrip, Prezi, and Flipped Video Lessons Learning Activities including higher level DOK thinking levels Formative Assessments, Final Summative Rubric Assessment, Student Self Assessment
  41. 41. Signature Assignment in LiveText • Submit in LiveText: http://www.livetext.com • 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: https://sites.google.com/site/livetexttutorials/copying-a- livetext-project-template-to-your-computer

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