DRAFT: This module has unpublished changes.

Saisha Boothe

EDC 9307

Summer 2018

Prof Juan Morales Flores

Sunny Skies 

Thematic Unit 

 

1) Define what is a thematic Unit. 

Thematic Unit is an organization of a curriculum around a central theme 

 

2) What are the benefits of using thematic units when working with young children?

Thematic unit is beneficial because it keeps a school together. Although the students will be learning different lessons in different ways they will be learning about the same thing. 

3) Indicate the theme being followed at the Center in which you are conducting your observations (Beansprouts: Summer Fun / Sunny Skies: Ocean).

At Sunny Skies the theme is ocean. It changes every month.

 

4) Describe how the teachers at the center are implementing the theme in their lessons. What type of activities have they developed to teach the children about the theme?  

The teachers decorated the classroom with different ocean artwork. For the lesson the student play with a sandbox and on some days have water play. 

 

5) In your opinion, have the Cooperating Teacher’s activities been effective at teaching about the theme and connecting it to the different subject matters? (Provide examples)  

In my opinion, the teachers in my class at sunny skies are following the theme to the best of their abilities because of the students ages. They have the classroom filled with ocean related wall work. They also let the students have sand play and water play during the day. 

 

 

 

6) How did you manage to connect the subject matter (Social Studies, Literacy, Science, etc.) addressed on each lesson to the overall theme? Describe how each of your lesson plans related to the theme of the Center. 

At Sunny skies our theme was oceans. At first it was sort of difficult to connect the theme to social studies. Every lesson I thought of was more towards the subject of science. I finally came up with making a map of oceans out of play-doh. This related to social studies because it showed the students where each ocean is located in the world and let them create their own map of them. For literacy, I read the story Rainbow Fish. It taught the students a lesson on sharing but showed them a beautiful fish in the ocean at the same time. For my third lesson, I did the subjects of math and science combined. I had the students create an ocean in a bottle. It related to math because the students used measurements and counted the animals and cups put into the bottle. It also related to science because it taught the students how the ocean habitat looked. For my cooking lesson, I helped the students create an ocean in a cup. It showed the students the layers of the ocean and was a great snack.

 

 

7) In your opinion, how effective were you at teaching about the theme and connecting it to the different subject matters. (Provide examples) Do you think the connection between each of your lessons and the theme was a strong or weak one?

In my opinion, all my lessons went well and were great learning experiences for the students. They all connected to the subject matter I was teaching. The students also enjoyed and remembered what they were taught. Each of my lessons had a strong connection to the theme.

 

8) What challenges did you encounter while developing the lessons around the theme?

 

 

My biggest struggle during the semester was thinking of a social studies lesson that related to the ocean theme. Everything I thought of was more related to science. Another problem I had was finding some of the materials for my lessons.

 

 

9) Would you do anything differently?

The only thing I would do differently is have extra materials on hand. There were some moments I ran out of materials for everyone.

 

10) What did you learn about thematic units as you develop a series of lessons that revolved around one theme?  

I learned that all schools actually do a thematic unit to keep the school doing the same thing but different activities. It helps keep the school community together. 

 

DRAFT: This module has unpublished changes.

Saisha Boothe

 

EDC 9307                                                                 Professor: Juan Morales-Flores, PhD

 

Subject Matter: Math / Science

 

Theme: Oceans

 

Topic: The Ocean in a bottle 

 

Age of the Children/Grade Level: 3-4 years old, Pre-School 

 

Objective: Preschoolers will learn about the movement of the ocean by using a variety of materials to recreate the ocean waves to explore the ocean habitat.  

 

Materials:

1.  Plastic water bottle 

2. Blue food coloring 

3. Baby oil

4. Measuring cup

5. Funnel

6. Small Ocean related toys

7. Sparkles

8. Glitter

9. Hot glue gun

10. Sharpie marker

11. Water

 

Procedure: (Sequence/steps to follow to teach the new concept(s)/skill(s)

 

Step 1: Have a model of the ocean in a bottle to show the preschoolers. Show the students for them to see an example. 

 

Step 2: Explain to the students they will be creating their very own ocean with animals just by using a water bottle. 

 

Step 3: Write each child’s name on the lid or bottom of each bottle. 

 

Step 4: Help the students use the measuring cup and funnel to fill up each bottle 2/3 of water. 

 

Step 5: Let each student put a few drops of food coloring in their bottle. 

 

Step 6: Help the students put the ocean toys into the bottle.

 

Step 7: Help the students use the measuring cup and funnel to add the oils into the bottle. Fill the bottle to about half an inch of the bottle’s rim.

 

Step 8: Use the hot glue gun to glue shut the water bottle. Then let the bottles cool down.

 

Step 9: Give the students back the bottle and have them tilt it. Explain to the students this is what an oceanic habitat looks like. 

 

Step 10: Let the students enjoy their project. 

 

Assessment of the children:  Were the children able to create an ocean in the bottle and recognize that it represents the movement of the waves in the ocean? 

 

 

DRAFT: This module has unpublished changes.

Saisha Boothe
EDC 9307 Professor: Juan Morales-Flores, PhD

Theme: Ocean
Age of the Children/Grade Level: 4-5 year-old, Pre-school
Objectives: Pre-schoolers will be able to distinguish between land and water. Students will also be able to identify a minimum of 2 oceans.
Materials:
1. Large world map
2. Playdough (blue and green)
3. Clear wrapping paper or plastic wrap
4. Tape
Procedure: (Sequence/steps to follow to teach the new concept(s)/skill(s)
Step 1: show the students a colored pictured of the world and explain to them where different bodies of water are. Try to have them learn the names of at least 1.
Step 2: Tape the paper map to a table. Then place the plastic wrap right on top and tape it down as well.
Step 3: Briefly go over the bodies of water again to make sure the students know where to place the playdough.
Step 4: Assign each student to a certain part of the map, for them to recreate it with the playdough.
Step 5: Give each student both the blue and green playdough.
Step 6: Assist the students with placing the green playdough onto the land and the blue onto the ocean.
Step 7: Have the students explain what they just created.
Assessment of the children: Did the students place the play dough in the correct places?
We’re the children able to identify the oceans?

DRAFT: This module has unpublished changes.

Saisha Boothe

EDC 9307 Professor: Juan Morales-Flores, PhD

Subject Matter: Literacy / Read Aloud

Theme or Topic: Oceans

Age of the Children/Grade Level: 3-4 years old, Pre-School

Objectives: During and after the reading of the book The Rainbow Fish by Marcus Pfister the Pre-schoolers will be able to answer comprehension questions about the story and understand sharing.

Materials:
1. The Rainbow Fish written and illustrated by Marcus Pfister. It was published fir the first time in Switzerland under the title Der Regenbogenfisch in 1992 by Nord-Sud Verlag AaG. Then was republished in English, the same year in New York, USA by North-South Books inc.

Delivery of the lesson:
(Sequence/steps to follow to teach the lesson/ read aloud activity)

Step 1: Ask the pre-schoolers the following questions to introduce the book.
1. Have you ever had something someone else wanted?
2. Did you share with them ? Why or why not?

Step 2: While showing the book cover ask the following questions.
1. What stands out to you on the cover?
2. What colors do you see on the fish?
3. What do you think the story will be about?

Step 3: On the first page ask the pre-schoolers why they think this fish is all alone ? Then begin reading the story.

Step 4: While reading the first couple of pages ask the following questions for the students to have a great understanding and engage with the story.
1. On the first page, Ask what colors do they see ? And what other sea creatures do they notice in the page?
2. On the second page, ask the students if they think Rainbow Fish should play with the other fish?
3. On the third page, find out what the children think Rainbow Fish will do when the little fish approaches him.
4. On the forth page, when all the fish swim away ask the children how they think Rainbow Fish felt being treated like he didn’t belong ?

Step 5: In the middle of the story to make sure the students are understanding the story ask the following questions.
1. What kind of animal did Rainbow Fish talk to about his problem?
2. Who did he tell Rainbow Fish to go to for help?
3. On the following page when the octopus appears, ask the students what they think will happen next.
4. When the octopus tells Rainbow Fish to share his scales, ask the children if they think Rainbow Fish should share with the little fish.
5. On the next page when Rainbow Fish gives an answer, ask the students how he feels about sharing.

Step 6: Towards the end of the book, try to get the pre-schoolers opinions on the problem in the story and how they feel.
1. How does Rainbow Fish feel about sharing?
2. Is he going to share with the little fish?
3. Did Rainbow Fish make a good choice to share?
4. How is Rainbow Fish feeling now?
5. How does everyone feel now?


Step 7: When finished reading the book, ask what they think will happen to Rainbow Fish now and if they enjoyed the book.

Assessment: What will the students do if someone else wants to play with something they have or is playing with?

DRAFT: This module has unpublished changes.

Saisha Boothe

EDC 9307 Professor: Juan Morales-Flores, PhD

Subject Matter: Cooking

Theme: Ocean

Topic: Let’s make a beach

Age of the Children/Grade Level: 3-4 years old, preschool

Objectives: Preshoolers will create an ocean out of a snack

Materials:
1. Ziplock bags
2. Golden Oreo cookies
3. Clear plastic cups
4. Big spoon
5. Vanilla pudding
6. Blue Food coloring
7. Large Bowl
8. Swedish Fish candy
9. Trolli Sharks candy
10. Trolli octopus candy
11. Spoons

Procedure: (Sequence/steps to follow to teach the new concept(s)/skill(s)

Step 1: Ask the students the following questions:
1. Have you ever been to a beach?
2. Did you you enjoy it ?
3. What did you see ?
4. What type of animals did you see?

Step 2: Have the students place 2-3 Oreo cookies in the ziplock bag then let them crush it all up. This will be the sand.

Step 3: Place 3-4 vanilla pudding cups in the large bowl. Put 5 drops of food coloring in the bowl. Then mix it all up. Let each student get a turn to mix the pudding and food coloring together. Mix until an ocean blue.

Step 4: Help the students pour the Oreo sand into the plastic cup. Make sure it’s all at the bottom of the cup.

Step 5: Use the big spoon to scoop up the blue pudding and place it in the cup right on top of the crushed Oreos.

Step 6: Let the students place the different candy animals into the cup on top of the pudding.

Step 7:: Have the students identify the different layers of the beach.

Step 8: Let the students eat and enjoy their creations.

 

Assessment of the children: We’re the pre-schoolers able to create the snack ocean and understand what they just created?

 

 

DRAFT: This module has unpublished changes.
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DRAFT: This module has unpublished changes.

My Educational Philosophy

 

 

DRAFT: This module has unpublished changes.