Planning an Integrated Thematic Curriculum Unit

Who am I in the Lives of Children?

Feeney, Christensen, MoravcikPrepared by Dr. Carla Piper

Thematic Planning

• Organize curriculum around a theme• Umbrella overarching interest area

• Integrates different developmental and subject areas

• Contributes to child’s growing awareness and understanding

• Provides opportunities for child to learn by doing and have direct experiences with the world

• Helps children understand that learning is connected to life.

Children’s Experiences

Reflect on and recreate experiences through:

• Dramatic play

• Block building

• Discussions

• Art

• Music

• Movement

• Measuring

• Graphing and Mapping

Children develop skills through:

• Sensing

• Moving

• Thinking

• Problem solving

• Communicating

• Creating

• Working

• Playing with others

Select a Topic

Look at a child’s life for the theme:

• Environment

• Family

• Culture

• Community

• Geographical locale

Appropriate Themes

• Primary Question: Can I give children direct experience of this topic?

• Should reflect children’s interests, abilities and issues of concern

• Should 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

• Plan to focus on topic for several weeks to several months

Criteria for Theme Selection

• The topic can be taught through direct experience.

• Children can explore it with their senses.

• Concept is developmentally appropriate for young children.

• 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.

Page 346

More Criteria for Theme Selection

• Many things can be experienced and learned • Generates a variety of activities and learning in all

areas of development and in a broad range of subject areas.

• Harmonizes with program philosophy and goals and is interesting to the staff.

• Realistic in terms of resources (funds, materials, people, places that are available)

• Allows for and encourages family input and participation.

• Consistent with family and community values.

“Major Understanding” of the Theme

• The important ideas you wish children to acquire

• Brainstorm the purpose and goals• Gather the resources and materials• Create a mind map or curriculum web• Ask the children:

• What do you want to know?• What would you like to learn?

Mind Map

Creative Movement

Field Trips Dramatic Play

Blocks

Family Activities

GamesSongs and Rhymes

Books and Poems

Art Activities

Cooking

THEME

K-W-L Chart

K

What do you

KNOW?

W

What do you

WANT to

know?

L

What did you

LEARN?

Outline for an Integrated Thematic Plan• Theme: the topic or focus• Children: age and characteristics• Rationale: Why?• Goals: 3-6 broad statements of desired ends

• Attitudes• Skills• Abilities• Experiences

• Major Understandings: 4-6 important ideas you want children to construct

• Books and Resources• Vocabulary Building Strategies • Center Planning - Literacy Learning Spaces

Part One

Environmental Additions and Trips

• List of materials to add to each learning center • Support awareness of theme

• Help develop the ‘big ideas’

• Include ideas for:• Blocks, manipulative toys, puzzles, games

• Dramatic play, art, writing center, library, science area

• Outdoor areas

• Learning trips

Activities

• Introduction• How will you introduce the study to children?

• What activities will you do to build awareness of the topic?

• Activities to build understanding• Activities that encourage exploration

• Activities that build skill

• Activities that develop understanding

• Culmination Activities• Activities help children express and generalize what

they’ve learned

• Activities to bring closure to the unit

Assessment

• How do you document children’s learning?• How do you know if children understand

the big ideas of your unit?• Documentation

• Observation notes• Photography or video• Collection of student work samples• A class book, newsletter, scrapbook• Social event where student work is

shared• A sunburst graphic - see page 353-354

Sunburst Graphic Curriculum Plan

Pages 353-355

Language Games

Child-Authored

Books

Workjobs and Games

Science Mapping and

Graphing

Discussions Language Charts

Blocks Dramatic Play

Sensory Exploration

Fingerplays and Poems

Story Books Literature Extensions

Learning Trips

Family Involvement

Activities

Curriculum Focus on Food

Big Idea #1Everyone needs food to live, grow, and stay healthy. Animals need food too.

Big Idea #2Food comes from different places and we eat in different places.

Big Idea #3People like some foods and dislike some foods.

Big Idea #4Food can be prepared in many different ways.

Reference Books and Cookbooks

Art Songs, Creative

Movement, and Drama

Cooking

Ideas for Enriching the Environment

Art Area

Library

Reading Corner

Blocks ManipulativeToys

DramaticPlay

WritingCenter

Puzzles

HollowBox

DiscoveryTable

LightTable

SensoryTable

OpenArea

CIRCLE CENTERS

• Math and Science

• Pretend and Learn

• Construction

• Writer's Corner (Writing)

• Creativity Station

• ABC

• Library/Listening

Creative Curriculum Centers

• Blocks• Dramatic Play• Toys and Games• Art • Library • Discovery • Sand and Water • Music and Movement • Cooking • Computers Outdoors