Thematic Unit Learning in the Third Grade Classroom

How and where the CURRICULUM STANDARDS

Fit in!

Welcome to our 3rd Grade Class!

If you and your child were not in a first or second grade classroom that used thematic units before you may be wondering what is going to make it different from second grade or how things are going to work. It takes a lot of good organization and careful planning for all students to be successful and for appropriate learning to take place.

The best way to understand how a theme unit classroom can be implemented is to understand exactly what the CURRICULUM STANDARDS are and how specific skills, through various classroom activities, are delivered that meetthose standards. The following pages will demonstrate how we will incorporate the skills we need to learn in third grade, meet the curriculum standards and how skills will be included across the curriculum (in all subject areas) during the course of the year to make learning meaningful and fun!

We will be using three long term (10 weeks or longer) Thematic Units in SY 2009-2010. These units are tied into all the social studies and science standards for third grade . The thematic units have been organized on “Topic Planner Webs” so that you are aware of the “topics” that we will cover on each grade level that meet all the standards. They are color coded to identify those standards that correspond to Central Core Concepts, Expanded Concepts to help solidify understanding and those that give minimal early exposure to some fourth grade concepts as they relate to third grade concepts . Specific skills will be delivered through whole group instruction, individual conferencing, independentcenters, small group “hand’s-on” activities and partner project-based tasks. Tasks vary in complexity and higher ordered thinking skills ability and all students will not be engaged in the same activities throughout the year. Early Exposure concept activities and projects will be completed only as a student is ready or able to complete them. Activities and tasks will change weekly and regularly if they are more long term in order to conform to the Third Grade Core “topics” (which are the important third grade standards) on the Topic Planner.

Please familiarize yourself with the CURRICULUM STANDARDS across the subject areas and you will know what your child should be learning. Keep the topic planning webs “handy” so you will know what we are covering in class during each quarter. It will be a fun and exciting year with a lot to learn! Our Thematic Units this year are: “EARLY AMERICAN HOMELAND”, “FRONTIER FARMING & AGRICULTURE”, and “WESTERN EXPANSION & THE ENVIRONMENT”.

Our Theme Unit on:

“EARLY AMERICAN HOMELAND”

REGIONSInhabitants

Northeastern Southeastern

Land Forms

Resources

Climate

Settlements

Colonies

Native Americans

Immigrants

Tribes Hunters/Gatherers

Ojibwa

Powhatan Oneida

Seneca

Algonquian Iroquois

Independents

Roanoke

Jamestown

Plymouth

Explorers

Traders

TRADE

Rules & LawsCitizenship Governance

Geography

Exploration

Map Skills

topographical

Grid Coordinate

Longitude/Latitude

Wilderness

TownshipsCOMMUNITIES

Culture

Customs Language

Art/Costume Architecture

Conflict/Resolution

Historical Events

Historical People

Historical Places

Historical Record

Early Exposure concepts

3rd grade Core Concepts

3rd Grade Expanded Concepts

THEMATIC WEB KEY

3rd Grade Social Studies/Science

Our Theme UnitOn:

“FRONTIER FARMING & AGRICULTURE”

THEMATIC WEB KEY

3rd Grade Core Concepts

Early Exposure Concepts

3rd Grade Expanded Concepts

REGIONS

Midwest & Plains Land Features

Resources

ClimateWeather

Inhabitants

Native AmericansPioneers Tribes

Cheyenne

Blackfeet

Sioux

Comanche

Homesteaders Explorers

TradesmenScholars

TRADE

RULES &LAWSCITIZENSHIP GOVERNANCE

ApacheLawmen

AGROCOMMUNITIES

Culture

Customs

Language

Architecture

Art/Costume

Conflict/Resolution

ECONOMIICS

Cash Crops

Livestock

Agricultural Production

Distribution

Historical People

Historical Events

Historical Record

Historical Places

Geography

Map Skills

Settlements

Streets

Elevation

Climate

Population

Land Forms

3rd Grade Social Studies/Science

Cost-BenefitAnalysis Goods/Services

3rd Grade Core Concepts

Early Exposure Concepts

3rd Grade Expanded Concepts

THEMATIC WEB KEY

Our Theme Unit on:“WESTERN EXPANSION &

THE ENVIRONMENT”REGIONS

NorthwesternSouthwestern

Inhabitants

Immigrants

Frontiersmen

Miners

Explorers

Financiers

Military

COMMUNITIES

Native Americans Tribes

NavahoHopi Pueblo

Nez PerceWashoe Chinook

Land Features

Resources

Climate

Water

TRADE

RULES & LAWS

Citizenship

GOVERNANCE

Local

State

Federal

ConstitutionalIssues 3rd Grade

Social Studies/Science

Culture

Customs

Language

Art/Costume

Architecture

Conflict/Resolution Historical Events

HistoricalPlaces

HistoricalPeople

Geography

Industrialization

GeographicalResource

Exploitation

Supply &Demand

RapidGrowth

State Map

US Map

World Map

Map Skills

Legislation

State ParksSystem

Wildlife Habitats

Social Behaviors& Attitudes

Nature Exploitation

Cause/Effect

Governmental Branches

Historical Record

Migration

WHY ARE THEMATIC UNITS IN SOCIAL STUDIES AND SCIENCE THE CORE IN “BEST PRACTICE” LEARNING?

Students learn best by being able to assign meaning to what they are studying. It helps to have a thematic schemelike a “BIG PICTURE” or a long story, that each chapter must follow in correct sequence. As the chapters of the storyunfold, the story begins to make sense and the “BIG PICTURE” slowly comes together.

The fact that third grade social studies standards revolve around communities of past and present and the development of government makes thematic teaching an even easier way to get specific skills across to students. The units are organized in historical sequence across the year from the basic formation of the original colonies to westward expansion and up to modern times by the end of the year. Along the historical route both settlers andNative Americans engage in various activities that incorporate concepts of science in daily life and encounters withthe environment around them too, so “plugging in” science activities to the events and circumstances of the “history story” help solidify concepts to students in a fun way!

Students will be working in these areas in a variety of ways. Driven by regular “whole class” direct instruction forthe background knowledge, objectives of tasks, drawing of connections and assessment, students will be engagedin individual or self directed centers, small group – task oriented experiments, partner research using technology and “hands-on” project based activities as ways of acquiring knowledge and gaining skills (based on their abilities and readiness) in order to arrive at the end of the “history story” successfully and grade appropriately. The teachermeets with each student regularly and individually to check and guide the learning of each student by these methods. The teacher gives suggestions, guidance or corrects inappropriate or missed skills so the student doesn’t “flounder” or “fall off the wagon” in their learning progress throughout the units of study.

Well organized thematic unit study with purpose, that has associated and appropriate skill activities for a student’sreadiness level, combined with whole group and individual instruction supports “Best Practice” methods for a successful and meaningful education in which your child really learns skills and enjoys engaging in learning!

Where do Reading/Language Arts and Math come into Thematic Unit Learning?

Reading, Language Arts and Mathematics are the most important components in getting a solid academic foundation!In addition to whole class and individual instruction with students using concepts and skills from assigned texts,students will incorporate skills learned from independent centers, group activities and partner sharing. These are not “Free-fall” activity tasks. They are carefully organized and objective based tasks that coordinate with whole groupand individual instruction. Students are held accountable for these tasks being completed thoughtfully and thoroughly. Though not every activity, project or task may require a “recorded grade”, annotated notes are taken onhow a student completed a task and if they were successful. Adjustments are easily made to assist the studentaccomplish his or her tasks if needed.

Reading curriculum is based on specific Standards and skills that are grade or age appropriate. Though some of these skills can be directly taught in whole class instruction using our Literacy Place basal reader it is often best for a student to acquire skills through direct “experience”. Reading a good literature book such as “Charlotte’s Web” will help a child learn far more about the realities of farming and livestock raising in the 20 th century, than reading an invented short story that has no relationship to anything we are studying in class. Interest level of students is much higher when literature they are reading is relative to what they are learning. Most students will be actively reading literature sets at their reading level that are related to our social studies or science units at the time we are doing them. A skilled teacher, who knows the curriculum, is experienced at pulling out paragraphs in a literature book that students are reading which exemplify a specific reading skill that needs to be taught (such as, “quotation marks” or “metaphors”, for example). In addition to this, individual conferencing with students includes a time to re-teach missed skills with a student, that were caught on a class quiz or informal observation.

Mathematics instruction uses a similar approach to reading and language arts. Students DO RECEIVE direct instruction on specific and new math skills. Sometimes this will be delivered as a whole class lesson or in organized math centers, small group activities and in one on one instruction with a student directly. Most math skills are repetitions, practiced many times throughout the year in all grade levels therefore

focusing on the key or specific skills for a grade level appropriately with direct instruction only, actually should onlyconsume about one half of the time that it usually does in the classroom to complete the years curriculum. The rest of the time should afford students the opportunity to practice and apply skills to real situations and in a variety of ways until they can assign true meaning and understanding to what they are learning. Students will regularly participate in math centers, project-based activities and shared learning as some of the ways to practice the skills theyhave learned in direct instruction. As with reading, these activities are monitored closely and students are held accountable for completing tasks daily.

Individual meetings with the teacher are essential to the success of skill acquisition in math. The opportunity to meet with the teacher independently and on a regular basis allows students to get the individual help they need and for any misconceptions or misunderstandings in math to be corrected. In addition to this, every student isrequired to complete a weekly math journal on the highlighted skills for that week. This is an extra opportunity,not only for the teacher to check a students understanding of a specific math skill, it is also a way for studentsto show their own thinking on math concepts, problems and skills. Even if the student doesn’t complete the workIn the journal accurately, the teacher can see by their journal work usually, where the student is going wrong andcorrect the misunderstanding at the next individual meeting time with the teacher.

Just as in reading and language arts, students derive more meaning from mathematics when it is relevant to what they are learning in class. Math skills are “tied into” our thematic units whenever possible by way of projects or “real life” practical experiences. For example, a Pilgrim coming over on the Mayflower might have need to calculatethe amount of space their baggage would take up on the ship. Measuring the length and width of a baggage trunk might be a third grade skill project. Calculating produce bought at a farmers market for a third grader practicing multiplication skills can also be an opportunity for a third grader to find out what fraction of their produce “spoiledin the hot sun. Giving students real experiences in math that go along with things that we are doing in social studies and science gives the “BIG PICTURE” more meaning to students and helps the full story to unfold!

Through carefully planned centers and activities students on grade level or in various ability groupings are able to work at their level and are getting the instruction and skills that they need in a meaningful way. Thematic unitsallow students to also work together sometimes and what some students can’t understand from the teacher, they can learn with the help of a peer. Theme units can also help students form cohesive and respectful bonds with classmates. All students work toward a common understanding and goal but with diverse opportunities to learn based on each child’s abilities and needs. An experienced teacher knows how to manage the variables and guide the learning carefully so that every child learns, keeps their interest level high and succeeds!

• The Times at a Glance• MOVERS & SHAKERS• Massasoit • Peter Minuit • Pocahontas • Powhatan • Miles Standish • John Smith • Peter Stuyvesant • William Bradford • Roger Williams • Edward Winslow • John Winthrop • King Philip • Squanto • Headlines• 1621 Massasoit makes treaty not to harm Pilgrims if Pilgrims respect Indian land and rights • 1664 English take New Amsterdam from Dutch • 1669 Massachusetts Bay Colony takes over Maine • 1673 Marquette and Jolliet explore Mississippi • 1675 King Philip's War • 1682 William Penn arrives in Pennsylvania • 1689 King William's War • 1692 Salem witch trials

SOME examples of important topics and possible “center tasks”, small projects, research activities using technology or direct instruction, across the curriculum in our first Thematic

Unit – “EARLY AMERICAN HOMELAND”. Tasks can include math, language, science and social studies activities in any combination or independently.

• The early Pilgrims built their houses using wattle and daub. Build wattle and daub models with clay, sand, and straw plastered on stick forms. It will crack, but so did the wattle and daub.

• List some ways of preserving food before canning and freezing were available. Find out what foods were preserved in those ways. Try it.• Dry apples. Core the apples, leaving the skin on. Slice the apples across, making apple rings. Pass a string through the holes, leaving a space between

slices. Hang them to dry.• Make a list of the things you think the early settlers would have brought with them from Europe. Find actual lists and compare them.• Pick herbs such as thyme, basil, or rosemary. Taste them as fresh herbs and then dry them. Prepare a dish using one or all of your dried herbs.Plant or

design an authentic kitchen garden. Write to Plimoth Plantation for directions.• Using descriptions from books or information from the historic museums, diagram or make a model of an early village.• Write to curators of a history museum or living history museum and ask questions that have come up during your research.• Make a list of the things the Pilgrims and other early settlers agreed to do in the Colony for their sponsors. Mark which of the items they accomplished in the

agreed upon time.• Find examples of words and expressions that were part of early American English. What words do we use today instead of those early words? Find some

words that are currently in the process of change.• Find inventive or multiple spellings of the same word in the early settlers' writing. When did spelling become standardized?• Write a journal entry about your daily life, using the language and spelling the early settlers might have used.• Find early songs and categorize them according to their type and the need they filled: story, work, spiritual, release, humor. Find current songs that fill each

of these needs.• The Pilgrims drew up the Mayflower Compact as a constitution. Compare the individual rights issues in the Mayflower Compact to those in the US

Constitution. Create a constitution for your classroom. How does it compare with the Pilgrims' constitution?• Make one of these dishes taught to the early Colonists of New England by Native Americans: succotash, johnnycake, Indian pudding, corn oysters, red

flannel hash, or apple pandowdy. (Recipes for these dishes are in Slumps, Grunts and Snickerdoodles. See below.)• Explore the reasons settlers came to Colonial America. Make a chart showing this information.• Show how the local landscape affected the settlers' choices by drawing a map of the area. Identify important land features and their uses.• How would your current locality be used by similar settlers? Is there fresh water nearby? How about a food source? What materials could they use for

shelter? On a map of your area, indicate the best spot for their village.• To show the difficulties of communication between settlers and Native Americans, divide your classroom down the middle for a day. People can only talk to

people on their own side. They can use only non-verbal communication with the other side. Have both groups work together to complete a class project.• Create your own examples of rustic art. Use toys made from natural substances and decorate them. Decorate clothing using only materials available to the

early settlers.• Invent games that need no equipment or create equipment out of available materials. What games do you play that the early settlers could have played?• Most of the Pilgrims and many of the other early settlers were illiterate. Spend a day at school without reading anything. How much of the world is cut off for

you?• Write a story about how members of your household would behave if they were forced to live in one room the way the early settlers did. Could any of their

problems be solved?• How much food does a person need for a year? How did the early settlers store it?• Use empty boxes to approximate the volume of food for one year for one person. Label the boxes by type: meat, vegetables, grains, sweets, fruit, and dairy

products.• Compare the uses of oil today with those of the early settlers. What did they use instead of oil? Try some of the simpler substitutions.• Imagine not being able to be open about your religious beliefs and having to pretend to agree with someone else's. Compare your own religious views with

those of the Pilgrims or Puritans. Which ones would you have to change or pretend to change? Write a letter to someone sympathetic to your plight.• Find out about hornbooks. Make one for today. What would you put on a single page for beginning readers?• Compare the tasks of Wampanoag women with those of English peasant women. Who performed those tasks in other ages, areas, and cultures?

• Show how the local landscape affected the settlers' choices by drawing a map of the area. Identify important land features and their uses.

• How would your current locality be used by similar settlers? Is there fresh water nearby? How about a food source? What materials could they use for shelter? On a map of your area, indicate the best spot for their village.

• To show the difficulties of communication between settlers and Native Americans, divide your classroom down the middle for a day. People can only talk to people on their own side. They can use only non-verbal communication with the other side. Have both groups work together to complete a class project.

• Create your own examples of rustic art. Use toys made from natural substances and decorate them. Decorate clothing using only materials available to the early settlers.

• Invent games that need no equipment or create equipment out of available materials. What games do you play that the early settlers could have played?

• Most of the Pilgrims and many of the other early settlers were illiterate. Spend a day at school without reading anything. How much of the world is cut off for you?

• Write a story about how members of your household would behave if they were forced to live in one room the way the early settlers did. Could any of their problems be solved?

• How much food does a person need for a year? How did the early settlers store it?• Use empty boxes to approximate the volume of food for one year for one person. Label the boxes by

type: meat, vegetables, grains, sweets, fruit, and dairy products.• Compare the uses of oil today with those of the early settlers. What did they use instead of oil? Try

some of the simpler substitutions.• Imagine not being able to be open about your religious beliefs and having to pretend to agree with

someone else's. Compare your own religious views with those of the Pilgrims or Puritans. Which ones would you have to change or pretend to change? Write a letter to someone sympathetic to your plight.

• Find out about hornbooks. Make one for today. What would you put on a single page for beginning readers?

• Compare the tasks of Wampanoag women with those of English peasant women. Who performed those tasks in other ages, areas, and cultures?