PLANNING A THEME BASED UNIT - Pacific Edge · PDF filePLANNING A THEME BASED UNIT PLANNING A THEME BASED UNIT 3 Integrating various subjects in the curriculum can contribute to a greater

PLANNING A THEME BASED UNIT

PACIFIC EDGE PUBLISHING LTD.

Copyright © 2000 Pacific Edge Publishing Ltd.

All rights reserved. No part of this book covered by the copyrights hereon may be reproduced or used in anyform or by any means—graphics, electronic, or mechanical—with the exception of the ReproducibleTemplates, without prior written permission of the publisher. A limited copyright is granted for thepurchasing teacher who may use the Reproducible Templates for his/her own classroom. These pages maybe reproduced for their intended use only. Any request for photocopying, recording, taping, or informationstorage and retrieval systems of any part of this resource shall be directed in writing to CANCOPY, 214 KingStreet West, Suite 312, Toronto, Ontario, Canada M5H 3S6.

ISBN 1-895110-20-3

Pacific Edge Publishing Ltd.PO Box 350Gabriola, B.C.Canada V0R 1X0Telephone: 1-800-668-8806Fax: 1-800 956-8299www.classroomresources.compacificedge@classroomresources.com

Written by Diana MumfordIllustrated by Stuart Duncan

Printed and bound in Canada.

Using A Theme Study Approach 4

School-wide Themes 5

Class Themes 6

Individual and Small Group Studies 7

Implementation Process 8

Reproducible Templates for TeachersPlanning For Integration: Sharing Responsibility 9Planning For Integration: Checklist 10Planning For Integration: Objectives 11Planning For Integration: Resources 13Planning For Integration: Human Resources 15Planning For Integration: Activities 16Planning For Integration: Weekly Planning 17Evaluation: Theme Based Unit 19Evaluation: Activities In Theme Based Unit 20Evaluation: Student Progress 21Celebration: Happy Notes 22

Reproducible Templates for StudentsEvaluation: Group Work 23Self Evaluation 24Evaluation: End of Unit 25

TABLE OF CONTENTS

PLANNING A THEME BASED UNIT 1

2 PLANNING A THEME BASED UNIT



Integrating various subjects in the curriculum can contribute to a greater awarenessof the interrelationship of school programs and make learning more relevant.Integration of subject content is intended to help students make sense of the manydimensions of their world. Integration also enhances students’ ability to transfer thecompetencies and skills acquired in one context to other appropriate situations.Teachers determine the extent to which curriculum integration is appropriate and themanner in which it is achieved.

The Intermediate Program Policy Grades 4 to 10December 1993, Province of British Columbia

Theme based units are a vehicle for teaching arange of skills and content by integratingcurriculum areas around a topic. This methodof teaching links curriculum strands andcapitalizes on children’s interests, creating asense of purpose and community in theclassroom. By building on their interests andlife experiences, young people’s attitudes,skills and knowledge are developed inmeaningful ways. Inquiry and communicationare activated by a desire to know more,resulting in enthusiastic participation in thelearning process.

By building on their interestsand life experiences, youngpeople’s attitudes, skills andknowledge are developed in

meaningful ways.

The integrated studies approach, based oncollaboration with the learners, is a neworganizational model for some teachers. It canbe threatening to those who are accustomed toa more traditional model, because the teacherno longer has the same kind of control over thecontent of the curriculum. However, the morethat students become involved in how and whatthey study, the more interested they become inlearning. This model can be implemented incautious steps, with the teacher relinquishingdecision making at any rate that feelscomfortable. Many teachers do the planningthemselves or with other teachers, but remainflexible, allowing students’ interests to lead theunit in unexpected directions.

The role of the teacherbecomes one of coordinator or

facilitator.

Although students may be given a greatervoice in the topics they study and the strategiesthey use, the teacher’s role is not diminished,but changed. Young people still need teachersto help them reflect on their learning and leadthem to make connections between prior andnew knowledge. The acquisition of skillsneeds to be planned and the possibilities forapplication of these skills in other situationsneeds to be illustrated. The role of the teacherbecomes one of coordinator or facilitator, whomaintains a sense of the whole picture and avision of the skills the students need to acquirethrough classroom activities.

An excellent strategy for teachers wishing tomake the transition from teacher directed tomore student directed learning, is to beginplanning thematic units with another teacher.Working in cooperation with a colleague—sharing ideas, reflecting on activitiesattempted, developing resources, planningactivities—affirms the skills of both teachersand provides an opportunity to build on eachother’s expertise to create something thatneither would have accomplished alone.

Begin by planning thematicunits with another teacher.

USING A THEME STUDY APPROACH


School-wide theme studies are usually plannedfor multi-aged groups created by combiningthe student population in different ways thanthe usual grade level groups. The structure andduration of the theme study vary according tothe resources available and the objectives ofthe unit. Often this type of activity is limitedto a single day or several half days because ofthe complexity of organization required.

One advantage of school-widetheme studies is that teachers

benefit from the interchange ofideas when they come together

to work collaboratively.

One advantage of school-wide theme studies isthat teachers benefit from the interchange ofideas when they come together to workcollaboratively. Also, the sense of the schoolas a community is enhanced when teachers andstudents from different classes becomeacquainted and when students work with othersof different ages.

illustration: school

Community members can be invited to bringtheir skills and perspectives into the school,and parents recruited for assistance. This typeof activity can be planned by the staff, or ajoint committee of staff and students.

Plan your student groupings according to yourgoals for the theme study and the types ofactivities you wish to use. If you want seniorstudents to work with younger children, pair

Grade 7 with Grade 3, Grade 6 with Grade 2, Grade 5 with Grade 1, and Grade 4 with Kindergarten students

so that there is the maximum age rangebetween paired students. This would work wellif you wanted senior students to read toyounger children or to help with art projects.

Sometimes it may be more appropriate togroup primary and intermediate studentsseparately, e.g. different primary andintermediate activities might be planned for afitness day that encourages students to strivefor personal achievement.

School-wide theme days can be wonderfulspirit builders and an excellent way tocelebrate special days (e.g. World Food Day)and holidays.

SCHOOL-WIDE THEMES


Many teachers plan their classroom programsaround themes, integrating curriculum areasinto a single unit of study. These units vary inlength depending on the resources availableand whether or not the study is extended by thestudents’ enthusiasm and interest.

The theme may be chosen by the teacher or incollaboration with the students, or may developfrom the interests of one or two students whoseenthusiasm spreads to all their classmates. Theteacher remains responsible for ensuring thatskills are practised, but the subject matter andactivities may be directed by the students.

Learning becomes moremeaningful when learnerschoose their methods and

topics of study.

Although many teachers plan their themebased units themselves or with other teachers,there are advantages when theme studies aredeveloped by teachers and students together.The students bring innovative ideas, resourcesand strategies and become committed to thelearning process that is driven by their owninterests. Learning becomes more meaningfulwhen learners choose their methods and topicsof study; the model of lifelong learning isbrought into the school setting. Interpersonalrelationships between teachers and students areimproved when authority is put aside, andteachers become collaborators rather thanlecturers.

The movement toward studentdirected learning is not a

movement away fromresponsibility—the

responsibility becomes sharedwith the students.

Of course, the teacher retains ultimate controlover behaviour and remains accountable forensuring that students are engaged inworthwhile projects that extend skills andresult in increased knowledge and positiveattitudes. The movement toward studentdirected learning is not a movement away fromresponsibility—the responsibility becomesshared with the students.

illustration #3

CLASS THEMES


This type of study is used when the aim is tohelp young people become independentlearners. The topic may be initiated by astudent or the teacher, or may be an extensionof a class theme, when particular children aremotivated to continue their exploration beyondthe general interest of the class. The teacheroffers resources and teaches the skills andstrategies needed to proceed independentlyeither individually or through class lessons.

Individual needs are mostlikely to be met when the child

has his own reasons forreading, writing or computing

and has a sense of control.

Small group and independent studies offermany advantages to the learner. The learningis not contrived or forced but a naturaloutcome of an interest. Individual needs aremost likely to be met when the child has hisown reasons for reading, writing or computingand has a sense of control.

illustration #4

INDIVIDUAL AND SMALL GROUP STUDIES


This implementation process may provide abridge from the traditional model of teacherdirected learning and segregated subjects to amore innovative way of planning units ofstudy. It is a process that may be used by asingle teacher, by a team of teachers whochoose to plan together, or by a teacher whowishes to include students in the planningprocess. Templates are provided on thefollowing pages that can be used for planning,or as models for designing your own planningtools.

STEP 1: CHOOSE A THEME

The first task in the planning process is to meetwith your collaborators to discuss and define atheme that will form the basis of a unit ofstudy. You may need to brainstorm for newideas, refine an idea already suggested by onemember of the planning team, raise awarenessof all members of the team, or narrow a largetopic down to a manageable size. Goal(s)pertaining to the theme (i.e. not specific tocurriculum areas) should be agreed upon by allmembers of the planning team.

STEP 2: PLAN AHEAD

Now develop a realistic plan around the chosentheme: you may split the planning tasks amongthe members of the planning team, decidingwho will plan for specific curriculum areas,and set a date for completion of the planning;plan the entire unit together; or if you areworking alone, map out a plan to meet specificobjectives for the unit.

Tasks that should be completed before youbegin teaching the unit include:

• set objectives (for curriculum areas)• determine evaluation strategies• divide planning responsibilities• set deadlines for completion of planning• gather/locate resources• plan activities: an introductory activity to

kick off the unit, whole class activities, smallgroup activities, individual projects orassignments, and a culminating activity tomark the end of the unit

• reach out to the community for assistance• map out the entire unit using weekly

planning templates

STEP 3: PUT THE PLAN INTO ACTION

Launch the unit. At this point you will need tobe flexible, as student ideas and interests maytake you in unexpected directions. Continue tomeet with the planning team for inspiration andsupport as the unit progresses, and adjust yourplan as the need arises.

STEP 4: EVALUATE • CELEBRATE

Evaluation of students’ progress should beaddressed throughout the unit using tools thatreflect the objectives that were set in Step 2.When you have completed the activities,evaluate the success of the unit, shareinformation with other classes, parents, andcommunity groups and celebrate youraccomplishments.

IMPLEMENTATION PROCESS


PLANNING FOR INTEGRATION: SHARING RESPONSIBILITY

DIVIDE THE TASKS IDENTIFIED IN STEP 2 AND SET DEADLINES.


THEME

TASK PERSON COMPLETIONRESPONSIBLE DATE

PLANNING FOR INTEGRATION: CHECKLIST


Step 1

Step 2

Step 3

Step 4

Choose a Theme

Put the Plan Into Action

Evaluate • Celebrate

Plan Ahead

Theme: Goals:

Objectives set Resources located

Evaluation strategies determined Activities planned

Responsibilities shared/deadlines set Community/families involved

Be open to changes in the plan

Meet with colleagues often

Evaluation of Student Progress Evaluation of the Unit’s Success

Intellectual Development Logistics

Human and Social Development Student interest and involvement

Career Development Celebration/sharing planned

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PLANNING FOR INTEGRATION: OBJECTIVES

IDENTIFY YOUR OBJECTIVES FOR THIS UNIT.


INTELLECTUAL DEVELOPMENT

LANGUAGE ARTS

LITERATURE (appreciation, forms)

READING (comprehension, phonetic analysis, structuralanalysis)

WRITING (creativity, sentence/paragraph structure,punctuation/capitalization, spelling)

SPEAKING

LISTENING

MATH

SCIENCE

SOCIAL STUDIES

FINE ARTS

MUSIC

DRAMA

ART

12 11

PHYSICAL DEVELOPMENT

USE OF TECHNOLOGY TIME MANAGEMENT,PLANNING

COOPERATION WITH PEERS

EMOTIONALDEVELOPMENT

SOCIAL DEVELOPMENT

HUMAN AND SOCIAL DEVELOPMENT

CAREER DEVELOPMENT

PLANNING FOR INTEGRATION: RESOURCES

LOCATE OR CREATE SUITABLE RESOURCES: PRINT, A.V., MANIPULATIVES.


LITERATURE (novel, poetry, short stories)

READING (skill development materials, selections frombasal reading series, library books,etc.)

WRITING (pictures, skill development materials,templates)

SPEAKING

LISTENING

LANGUAGE ARTS

14 13

MATH

FINE ARTS(MUSIC, DRAMA, ART)

SCIENCE

SOCIAL STUDIES

EVENT:

CONTACT PERSON:

PHONE:

NOTES:

EVENT:

CONTACT PERSON:

PHONE:

NOTES:

EVENT:

CONTACT PERSON:

PHONE:

NOTES:

EVENT:

CONTACT PERSON:

PHONE:

NOTES:

PLANNING FOR INTEGRATION: HUMAN RESOURCES

PLAN FOR COMMUNITY INVOLVEMENT: PARENTS, GUEST SPEAKERS, FIELD TRIPS.



PLANNING FOR INTEGRATION: ACTIVITIES

PLAN A VARIETY OF ACTIVITIES USING YOUR GOALS AS A GUIDE.

INTRODUCTORY ACTIVITY

WHOLE CLASS ACTIVITIES

SMALL GROUP ACTIVITIES

INDIVIDUAL ACTIVITIES

CULMINATING ACTIVITY

PLANNING FOR INTEGRATION: WEEKLY PLANNING

PLAN FOR A WEEK OR THE ENTIRE UNIT, BUT REMAIN FLEXIBLE.


TIME MONDAY TUESDAY

17

WEDNESDAY THURSDAY FRIDAY

Did we meet our goals for• Intellectual Development?• Human & Social Development?• Career Development?

Did we keep our planning flexible toallow for children’s interest?

Were our students challenged to becreative in their thinking andrepresenting?

Did we require higher level thinkingskills?

Did we encourage cooperative learning?

Did we use a good balance of wholeclass, small group and individualactivities?

Did the students appear to be interestedand actively engaged in learning?

Was there contact between communitymembers and our students?

Did we involve parents/guardians in thelearning process?

Did we integrate curricular areas to maximize student interest andprovide large blocks of time for in-depth study?

Were there logistical problems?

Were the resources we used appropriate for our students and relevant to the unit?


EVALUATION: THEME BASED UNIT

USE THESE QUESTIONS WITH THE PLANNING TEAM TO EVALUATE THE UNIT.

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EVALUATION: ACTIVITIES IN THEME BASED UNIT

USE THIS CLASS LIST TO RECORD MARKS OR TO INDICATE COMPLETION.


EMOTIONAL/SOCIAL DEVELOPMENT CAREER DEVELOPMENT

INTELLECTUAL DEVELOPMENT

EVALUATION: STUDENT PROGRESS

USE A CLASS SET OF THIS FORM TO RECORD COMMENTS THROUGHOUT THE UNIT.

NAME


CELEBRATION: HAPPY NOTES

GIVE A HAPPY NOTE TO EVERY STUDENT AT LEAST ONCE DURING THE UNIT.

Well Done!

is awarded this certif icate in recognition of

teacher’s signature

has shown by

teacher’s signature

Congratulations!

Names of group members:

_____________________________________________________________________

_____________________________________________________________________

We worked on:

_____________________________________________________________________

_____________________________________________________________________

We learned:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

We needed help with:

_____________________________________________________________________

_____________________________________________________________________

Next time we would:

_____________________________________________________________________

_____________________________________________________________________

EVALUATION: GROUP WORK

Theme:_____________________________________ Date ______________________________


My project was:

_____________________________________________________________________

_____________________________________________________________________

My work on this project was:

NOT GOOD OK PRETTY GOOD GOOD FANTASTIC

I am good at:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

I need to improve:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

SELF EVALUATION

Name:_____________________________________ Date ______________________________


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We have been studying:

_____________________________________________________________________

_____________________________________________________________________

My favourite activities were:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Some of the interesting things I learned are:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

I would like to learn more about:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

EVALUATION: END OF UNIT

Name:_____________________________________ Date ______________________________


NOTES


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PLANNING A THEME BASED UNIT - Pacific Edge · PDF filePLANNING A THEME BASED UNIT PLANNING A THEME BASED UNIT 3 Integrating various subjects in the curriculum can contribute to a greater