7.1: Sequential Learning Experiences

Integrate SSAMM learning experiences into an interdisciplinary unit 

Introduction

This document outlines how to integrate Social Studies, Art, Music, and Movement (SSAMM) learning experiences into an interdisciplinary unit.

Common Unit Themes

It is common for many programs to integrate many aspects of learning with the use of “themes” as a way to weave learning together for children. For some learners, the connection of several learning experiences all related to a common concept can support deeper learning. The most successful themes are those that emerge out of the children’s interests (often called “emergent curriculum” ). Common themes include:

• My family
• Friendship and caring
• Community Helpers
• Animals
• Activities (camping, …)
• Transportation
• Locations (oceans, mountains, farms,…)

Social Studies Themes for Young Children

For young children, social studies themes can be engaging and educational through various activities. Cultural Celebrations can be explored by creating simple crafts representing different cultural festivals, listening to music from various cultures, and reading stories about different traditions. Historical Figures can be introduced through role-playing using costumes, creating simple art projects like portraits, and reading age-appropriate biographies. Geography can be made fun by exploring maps and globes, creating dioramas of different regions, and engaging in sensory activities related to different environments, such as sand for deserts and water for oceans. Government and Citizenship can be taught through playing games that involve taking turns and sharing, discussing basic rules and responsibilities, and participating in community projects like planting a garden. Lastly, Economics can be introduced by setting up a play store with pretend money, discussing the concept of trade through toy exchanges, and exploring resources through activities like sorting and counting.

Pause to Reflect

What other themes can you think of?

What themes can you think of that will allow you to present social studies, art, and music topics to the children to help them learn about themselves and others?

What themes from the National Council of Social Studies (NCSS) Framework might you use to help children learn social studies concepts?

Curriculum Web

When planning a theme-based unit, a teacher begins by selecting a theme that resonates with the children's interests, such as 'Community Helpers' or 'Families.' The teacher then brainstorms and organizes ideas using a curriculum web, which helps visualize connections between different activities.

For example, the teacher might plan stories and fingerplays related to the themes, such as reading books about different family structures or community helper roles, and singing songs about family members or community helpers. Transitions between activities can be smooth and engaging, using thematic cues like pretending to drive a car to visit family members or mimicking the actions of community helpers like firefighters or doctors. Art projects can include drawing or crafting representations of the themes, such as creating family portraits, making family trees, or designing badges for community helpers. Music and movement activities can involve dancing to songs about families or community helpers, and acting out roles like parents, children, firefighters, or doctors through dramatic play. By integrating these diverse activities, the teacher creates a rich, interdisciplinary learning experience that supports the children's development across multiple domains.

Often, when planning a theme, teachers will use the concept of a curriculum “web” to begin to plan their ideas. Like a list, but in a different format, a web allows teachers to brainstorm related ideas and then choose the ones that make the most sense to more thoroughly plan for. This process uses both a teacher’s divergent and convergent thinking skills.

A basic web diagram will look like this:

Figure \(\PageIndex{1}\): Basic web diagram

 

Here is a sample of a curriculum web for a community theme using the web format. Can you think of activities to add?

 

Pause to Reflect

What advantages can you find in creating a planning web?

How might you incorporate observations about the children into helping you with your web ideas?

Interdisciplinary SSAMM Units

When planning units, ensure the following criteria are met:

• Multiple sequential learning experiences
• Address all developmental domains
• Include social studies, art, music, and movement experiences
• Meet all the requirements for learning experience plans

Curriculum Web for SSAMM

Below are webs outlining an interdisciplinary SSAMM unit that combines Social Studies, Art, Music, and Movement Activities.

When planning, teachers should always take into account the interests and developmental level of the children. For example, a preschool teacher could plan a Name theme at the beginning of the year so children can learn the names of their classmates and how special and important our names are to us.   Another example would be an infant teacher noticing the infants showing excitement or curiosity when looking at pictures of their family members on the classroom wall, so he plans a family unit.  Still another example would be a toddler teacher planning a community helper theme after noticing the children were pretending to put out fires with a pretend hose.

Children learn best when the activities in the classroom are integrated, meaning all the activities the teacher plans are related to the same topic.

First, let's explore the "Gentle Hands" theme for Infants/Toddlers.

Figure \(\PageIndex{3}\): Gently Hands Theme.

1. Start with a theme. In the example, the theme is Gentle Hands.
2. Determine the Read Aloud Story for planning the unit around:  Hands Are Not for Hitting by Martine Agassi.
3. Determine the Art Activity related to the story/theme.
4. Determine the Music Activity related to the story/theme.
5. Determine the Fingerplays related to the story/theme.
6. Determine the Dramatic Play Activity related to the story/theme.
7. Determine the Movement Activity related to the story/theme.

Now let's look at how you could plan activities for a NAMES theme.

Figure \(\PageIndex{4}\): Ideas for a NAMES Theme

1. Start with a theme. In the example, the theme is NAMES.
2. Determine the Read Aloud Story for planning the unit around:  Chrysanthemum by Kevin Henkes
3. Determine the Art Activity related to the story/theme.
4. Determine the Music Activity related to the story/theme.
5. Determine the Fingerplays related to the story/theme.
6. Determine the Dramatic Play Activity related to the story/theme.
7. Determine the Movement Activity related to the story/theme.

As you can see, all of the activities shown in the GENTLE HANDS web and the NAMES web are examples of multiple sequential learning experiences.

Conclusion

Sequential learning experiences, organized around themes and curriculum webs, are essential for creating engaging and effective interdisciplinary units for young children.

1. Theme-Based Learning:

   • Themes like "My Family" and "Community Helpers" integrate various activities, making learning more meaningful.
   • These themes often come from children's interests, supporting deeper engagement.

2. Curriculum Webs:

   • Curriculum webs help teachers plan and connect activities around a central theme.
   • They visualize how different activities, like stories and art projects, relate to each other, ensuring a cohesive learning plan.

By using theme-based learning and curriculum webs, educators can create rich, interconnected learning experiences that build on each other, making the learning journey cohesive and engaging for children.