Tugas Dosen AMerika

SAMPLE UNIT PLAN

integration

social studies, science, language arts, art

activities

1. utilize  a number of books/ resources about the grasslands to provide background knowledge.

2.begin dioramas that will be used in assesment. Plant grasses from colorado prairie and Kenya savanna NOW so these will be growing at assessment time.

3. Review concepts of region. Discuss if grasslands are a region. Use primary atlases to investigate if (and where) grasslands are found on various continents.

4. Using a variety of resources, identify and analyze past and present use of both grasslands areas. Develop a chart or graphic organizer to display information gathered.

5. Investigate what food products come from grasses.

6. Investigate and analyze how weather and climate affect grasslands in these two areas.

7. Discuss presents use of both areas and theorize on the future. Discuss conversation/preservation practices.

8. Do the treasure map activity that takes students through a grasslands to practice map skills.

Assessments

1. The task is to make the previously planted container into a recognizable ecosystem by adding plants, animals, people, homes, etc. in some art form. Each diorama is to be divided in half, to show both past and present.

2. Present diorama to class and justify contents orally using information gathered in this unit.Weather and climate are factors to be discussed. State why grasslands are a " region"

Sources: Abrdges version of a unit for grades 1-5 by janet Pommrehn, Denver Public Schools Elementary Teacher.

Look carefully at this briefly sketched unit. Do yau like it ? Is it  good inter disciplinary unit ? its strengths are that the assessment is built into the learning experience and is not divorced from it. There is also a begining (providing background), a middle ( with numerous sequenced activities), and a final culminating experience.

The designer of this unit, a teacher from colorado, used colorado as one of the two regions of grasslands. You might want to use the common characteristic of the region in which your students live and make some comparison with a similar or different region. Some teachers have used different regions of their own state. You can identify the animal and plant life indigenous to your regio, or what products your region produces and where they are marketed. Perhaps you may want more time to show that regions change or that a region has common characteristics. Or you may want to include more group work or to use photographs to describe  ways in which your local area has changed. Note that any teacher can modify and emphasize different key ideas in the concept of region in this unit, especially through the selection of resources  and materials.

2.4 small group work: identify academic disciplines and skills in grasslands.

1. make a list of the academic disciplines( science, art, etv) that appear be used in each activity and assessment.

2. write down what skills are developed in each activity and assessment.

3. each group member should decide if this is a good interdisciplinary unit.

What are some sources of themes? Besides traditional themes like transportation, the westward movement, and the environtment from content areas, sources might include biographies, local events and history, world events or family histories. Techers have sucdesfully used such themes as egyptian mumular primary themes are foods, friends,grandparents, folktales and famous people. Themes fo r the middle grades migat focus on immigration, courage, and prejudice. Themes could be selected by the teacher or could emerge from the experiences and current needs af students.

Good interdisciplary thematic units have many adventages. Students are more likely to see the connections among the various curriculum areas. In many cases, social studies is the most logical area for integration of a theme. Although reading/ language arts as well as art and drama are often easily incorporated intoa interdiscilplinary thematic unti, sometimes there may be drawbacks. At certain times it is artificial to try to integrate many subject areas into a theme. Teachers have usually found the most difficulty when trying to move math into larger thematic units.

Some critics such as brophy and alleman have raised questions about whether curriculum integration is a boom or a threat to social studies?they are concerned that social studies goalsnget lost in the process of integration does not have to accur all the tme, for all content, for all teachers and students. Itmay be wisw to start slowly and carefully.

Do one integrated thematic unti and compare the outcomes students interest, achievement, time spent and schedulling and assessment issues with your typical social studies unit.

Beginners often ask how long a unit should last. There is no fixed answer to this question, but younger students probably profit more from shorter units, perhaps two or three weeks, and older students gain more from units that are longer, up to six weeks. IF the unit goes on too long,students may lose interest. Some teachers, however, find that students beg  for more after interesting units, such as theeconomic simulationcalled mini-society , which lasts a full six weeks. The ideal time depends both an the age of the students and the materil being taught.

Unit may vary in length depending on how many other areas of the curiculum are included in them. A social studies unit than incorporates art, music, literature, and science usually last longer tahn one that includes no other disciplines. In planning a unit, try to incorporate as many relevant curiculum areas and skills as possible.

Now let us look in more detail at some other units.

Sample unit plan

Travel day to hawaii

The following unit planned to last one week and prepared for the primary grades. Usually, such as a unit has a broad objective and specific daily objectives. Althought it  might be inappropiate to use verbs ssuch as know, value and understand in behavioral objectives for individual lessons such words are appropriate at the beginning of a unit where they provide overall guidance and organization to the instructional procces.

Unit goals

1. Students will understandthe geography, history and traditional culture of hawaii.

2. Students will identify different types of transportation.

Day 1

Objectives       : Students will distinguish an island from a land mass.

                          Students will describe their experiences about hawaii.

                          Students will draw the Hawaiian Islands.

1. introduce the vacabulary term island. Brainstorm with the class: what is an island? Have the children look at a map of the united states and find a state that is a group of  isla

2. discuss the history of hawaii. Share past experiences of children or their parents who have visited there.

3. Tell the children that the class will go on a “ pretend” trip to hawaii in five days. Discuss different modes of transportation.

4. draw the islands on brown butcher paper and label them according to shape. Have the children pin up the product on the bulletin board with a blue background for water.

Day 2

Objectives :      Students will differentiate the various types of transportation.

                        Students will calculate distances from their state to hawaii

1. Brainstorm with the children as to the different ways the class could travel to hawaii( airplane, ship, sailboat,etc)

2. design an airplane ticket. Include the date, time of departure, and soon.

Days 3

Objectives : students will describe the traditional culture/ history of  hawaii.

1. read “ palm Tree” from Young Folks Hawaiian Time.

2. Discuss the term luau, as well as foods usually eaten, dances and so on.

3. Have children make drawings of Hawaiian traditions fora mural.

4. Learn the hula from a community member.

Day 4                          

Objectives: students will depict the sequence of vulcano formation.

1. Brainstorm the term vulcano. Discuss how vulcano formed the islands.

2.have the children divide paper into four squares. Illustrate an eruption of a vulcano in sequence.

Day 5

Objective: students will simulate a travel day in hawaii. This lesson plan is part of full day’s activity :a “pretend” in classroom flight to another state. Hawaii is used as an example in this lesson, but other states  or nations could be used as well. This travel day combins all subjects in a fun educational setting. The following is an exampleof such a day.

1.”Takeoff”

a.    collect children-made airplane tickets at the door.

b.    review the flight route ( ocean to be flown over, etc)

2. Math-macaroni leis

a.    design a simple count pattern ( two reds, one yellow, and repeat) with dyed macaroni and construction-paper flowers. Save for the luau.

b.    count the number of  leis made.

3. Language/letter-writing skills

a.    write and design a postcard to a friend or family member.

b.    discuss how to adress a postcard, the purposeof a stamp, and how to use descriptive language.

4. Reading/ vacabulary skills

a. share “ hawaiian Alphabet “ from young folks hawaiian time.

b. complete a worksheet on hawaiian terms.

c. write in alphabetical order.

5. science : part offlowers

a.    label a hibiscus flower.

b.    discuss the climate needed for it to grow and the stages of plant growth in general.

6. Art and music

a.    Learn the hula and Hawaiian folktales.

b.    design a scarpbook of the day’s events. Draw scenes af hawaii with brief written descriptions.

7. Social studies : Culture and foods of hawaii

a.    finish with a luau in hawaii.poi, coconut and pineaple juice are a few suggested foods to share. The children should eat with their fingers.

b.    “ Reboard” for the return flight home.

Elizabeth A. Gelbart reported about this unit, which she had designed, at a social studies conference. In addition to the previous outline, Gelbert provideed ten pages describing in more detail worksheets with topic such as “ A Hawaiian Vulcano Erupts”.

2.5 On Your Own : Analyze The Unit

In the sample unit plan “Tavel day tohawaii” is the theme and content appropriate for the age group? Are there provisions for teaching skills and values ? Are there a variety of activities for the children ? is there integration with other subject areas of the curruculum? Do you think the class would enjoy the unit? Is there a progression of experiences and activities this leads tto a cumulation in the unit?

The sample unit plan “ Travel Day to Hawaii has many strengths : many classes would learn from and enjoy it, especially the final day’s culmination activity. Check how assesment is handled. Does it flow naturally from the activitiec? But there is one serious concern: is the unit reinforcing stereotype about Hawaii? Will students learn about the large city of Honolulu with its wide divercity of people ? Will students find out about the problems Hawaii is facing today as its land usage changes? The unit focuses on the tourist world of  Hawaii. Attractive as that maybe , it is not the whole picture. Note that the basic plan of this unit cuold be used for other nations or ever states within the United States, but a teacher must be certain that students understand there is moe to region than tourist view.

SAMPLE UNIT PLAN

Living Hawaii

The following one-week unit is prepared for primary grades.

Unit Goals

1.    Students will understandvthe geopraphy, history and traditional culture of Hawaii( same objective as first unit, “ Travel to Hawaii”

2.    Students will describe how contemporary life in Hawaii differs from their own and how it is the same ( different objective compared to first unit).

Day 1

Objectives :      Students describe their images and experiences concerning Hawaii.

Students formulate questions to answer about what it would be like to live in Hawaii.

Students locate hawaii on a globe and relate it to their location.