Cross Curricular Thematic Unit Plan (5 Days Planning) Instructions

Cross Curricular Thematic Unit Plan (5 Days Planning) Instructions

Cross Curricular Thematic Unit Plan (5 Days Planning): Students will plan 5 full day’s worth of teaching. The lessons MUST address these curricular areas: Mathematics, Science, Social Studies and SEL. The lessons should be
interdisciplinary for kindergaten. Essay format should be used.

Theme of Unit:

Please use a thematic unit that is grade appropriate (look at Illinois Standards/Common Core Standards.

Briefly explain how you will develop a meaningful center around which activities, tasks, and assessments are
focused.

Introduction:

Briefly explain concepts and skills related to the domains (Mathematics, Science, Social Studies) represented in the thematic unit.
Briefly explain your rationale for choosing this thematic unit.
Briefly explain the instructional resources, materials, and technological resources for teaching these domains.
5-Day Planning:

Example:

Day 1

Day 2

Day 3

Day 4

Day 5

For all days graph items below:

All objectives listed by area: LA, SS, Science, SEL, Math etc..

Instructional Strategies

Class Activities (Centers)

Books to complement topic/concept (at least one book a day)

Assessment Strategies

One lesson Plan using the Lesson Plan Template (Central Focus, Learning Objectives,
Standards, Assessment (Informal and Formal), Instruction and Learning, Support of Diverse Learners. With this lesson plan include any handouts that will be used.

Explain the instructional strategies and assessments used in the thematic unit. Explain reasoning for using these
strategies and assessments.

Self-Reflection:

Explain what you have learned while developing this unit (Ex: what stood out to you; what have you learned regarding the content; difficulties that arose when developing the unit; new questions; what would you do differently next time.

Introduction:

The thematic unit for kindergarten students is “My Community.” The focus will be on understanding the concept of community and how different community members contribute to the well-being of society. Students will learn about community helpers, their roles, and responsibilities. They will explore how communities are structured and how they work together to solve problems.

The domains represented in this thematic unit are Mathematics, Science, Social Studies, and SEL. In Mathematics, students will learn about sorting and classifying objects, counting, and basic addition and subtraction. In Science, students will explore the environment around them, plants, animals, and the weather. In Social Studies, students will learn about their community, its members, and how they work together. In SEL, students will develop their social and emotional skills, such as empathy, teamwork, and problem-solving.

The instructional resources, materials, and technological resources for teaching these domains will include books, videos, pictures, and hands-on activities such as sorting and classifying objects, counting, and creating community helpers’ props.

5-Day Planning:

Day 1:
Objectives:

Students will be able to identify different community helpers.
Students will be able to describe the roles and responsibilities of community helpers.
Instructional Strategies:
Picture and video presentations.
Classroom discussion and question-and-answer sessions.
Class Activities (Centers):
Role-playing different community helpers.
Creating community helper hats.
Books to complement the topic/concept:
“Community Helpers” by Anne Rockwell
Assessment Strategies:
Informal: Class participation during discussions and role-play.
Formal: Drawing and labeling different community helpers and their roles.
Day 2:
Objectives:

Students will be able to identify different buildings and landmarks in their community.
Students will be able to explain the purpose of different buildings and landmarks.
Instructional Strategies:
Picture and video presentations.
Classroom discussion and question-and-answer sessions.
Class Activities (Centers):
Building a community with blocks and other materials.
Creating a community map.
Books to complement the topic/concept:
“My Community” by Bobbie Kalman.
Assessment Strategies:
Informal: Class participation during discussions and map-making.
Formal: Identifying and labeling different buildings and landmarks in a community.
Day 3:
Objectives:

Students will be able to identify different plants and animals in their community.
Students will be able to describe the characteristics of different plants and animals.
Instructional Strategies:
Picture and video presentations.
Classroom discussion and question-and-answer sessions.
Class Activities (Centers):
Nature walk to observe different plants and animals.
Creating a plant and animal collage.
Books to complement the topic/concept:
“Plants and Animals in My Backyard” by Susan Mundell.
Assessment Strategies:
Informal: Class participation during discussions and nature walk.
Formal: Drawing and labeling different plants and animals in a community.
Day 4:
Objectives:

Students will be able to understand the concept of weather.
Students will be able to identify different types of weather.
Instructional Strategies:
Picture and video presentations.
Classroom discussion and question-and-answer sessions.
Class Activities (Centers):
Creating a weather chart.
Experimenting with water and ice to understand evaporation and condensation.
Books to complement the topic/concept:
“What Will the Weather Be?” by Lynda DeWitt.
Assessment Strategies:
Informal: Class participation during discussions and weather chart-making.
Formal: Labeling different types of weather on a weather chart.
Day 5:
Objectives:

Students will be able to understand the importance of teamwork in a community.
Students will be able to work together to solve a problem.
Instructional Strategies:
Classroom discussion and