The Five-Week Thematic Unit:
an interdisciplinary planning model
Here is an explication of a five-week thematic unit model inspired by the work of Dave Baker, Cheryl Semple, and Tony Stead, in their book, How Big is the Moon: Whole Maths in Action (Portsmouth, NH:Heinemann, 1990). (Any confusion or off-the-wall ideas are OUR fault since we have had no direct interaction with the authors of the Moon book.)
Week 1: Introduction.
On the first day, we come prepared with an opening activity which we and the students can use together to assess our knowledge of rhythms, ratios and patterns. We follow the activity either that day or the next with a K-W-L debriefing period through which students can identify what they already know, what they want to know, and what they need and want to learn in this topic area. Students choose groups to research these skills and knowledge areas in order to teach the rest of the class as much as they can by the end of the week.
Weeks 2-4: Individual and Group Projects
For the next three weeks, students will work on self-generated projects in the thematic area inspired by the introductory week. Requirements for the projects: (a) the student MUST be interested in the project; (b) the project must be perceived to enhance mathematical understanding; (c) the project must be thought to be do-able in the time available.
Week 2: Students work on identifying a project to pursue.
Week 3: Students research and work on their project.
Week 4: Students prepare a presentation or exhibition based on their work in the previous weeks of the unit.
During these three weeks, the teacher needs to:
Consult with students as they develop an interesting and reasonable project.
Assess what objectives for the unit might help them recognize a need for mini-clinics to be offered at appropriate times.
Enable students to request clinics on other topics as they perceive a need for them.
Arrange for materials, access, etc. as necessary.
One way to handle the clinics is to post newsprint on the wall for each potential clinic. If at least five students sign up for the clinic, it will be offered. Include blank sheets for students to suggest their own clinic topics.
Week 5: Math for Math's Sake
Here we create an archaeology of the mathematics learned during the previous four weeks of the unit. We carefully choose games, puzzles, mini-projects, and other activities that help the students identify what mathematics they have learned, and to celebrate that learning.
(Interpretation provided by Peter Appelbaum)