At Parker, we talk a lot about project-based learning and teaching multiple subjects through the use of thematic units. I thought it would be fun to take you on a little behind the scenes tour of how a thematic unit is developed and executed from start to finish.
1.
Start with a topic: Obviously we want to appeal to the developmental age and interests of our students. Our most recent unit on owls was a perfect example.
2.
Generate interest: We brainstormed what we already knew about owls, activating some prior knowledge and generating excitement. Kids were bursting with facts, stories, experiences, and ideas about owls during our initial brainstorming and idea gathering sessions. I knew this was going to be a great unit......
3.
Begin! In this stage we read books, learned new information, and watched clips of owls on the internet. We began discussing owls in science as well, learning about the special characteristics of owls, and all the fun facts that capture a young child's imagination. We listened to various owl calls, providing yet another glimpse into the life of this mysterious creature.
4.
Go cross-curriculum: In art, the students carefully drew owls while observing life-like models of two owls that Susie provided. This enabled the children to look carefully, observe certain features, and again, get excited about the topic. They also began work on 3-dimensional paper mache owls, providing another outlet for their knowledge. In music, the children sang owl songs. We walked (or swooped) down the hall as silent as owls, "keeping an eye out for our prey." We learned about which owls are present in our neck of the woods and why - incorporating a bit of geography. In language arts, the children read about owls, looked at owl guides, and heard owl poetry. In math, we counted and graphed the various types of owls the children were all studying, adding yet another way to assimilate and use our knowledge.
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| First grade mathematicians graphing owl types |
5.
Hands-on learning: In science we looked at the feathers of owls through the lenses of microscopes and made observational drawings. Using real taxidermied owls, the children noticed all the amazing features - the soft feathers, the intricate coloring, the sharp talons and beak. We then drew our observations. We dissected owl pellets (the remains of an owl's meal), giving us another hands-on, concrete example to connect us with our topic.
6.
Research and write! After weeks of study, discussion, and observation, the students were ready to choose an owl to research and write about. We turned to our extensive collection of owl books and guides, along with the internet, and got to work. We even worked with our middle school buddies to find and record facts. Once the fact gathering was complete, the children got to work writing. Each child chose a few important facts about his/her owl to include in the book. They made wonderfully detailed illustrations to go with their facts. After some time revising and editing, viola - an owl book was born!
7.
Share and reflect: Now it was time to share our knowledge. The children sat in the "author's chair" and presented their books to their classmates and teachers. It was a proud moment for all of the children. They shared their expertise, took questions, and were able to reflect on their learning.
The children were actually disappointed when the unit was over. A sure sign of true engagement!
