TBL

**Theme Based Learning (TBL)**

**Content** The specific content being taught can range from any science theme depending on which grade level it is being taugh to. Content can include the planets, stars and sun, experiments, and so much more. **Grade Level** This method could be used for any grade level, but I will be focusing on 8th grade. **Curriculum Standards** SC.O.8.2.1: demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environment science, and astronomy

**Description of Practices** Theme based learning has steps that are followed in a concept map. They have also composed Web based theme learning. This strategy is mostly used for forming reports on a certain theme. Group learning takes place and allows for students to learn social skills and how to present, discuss, and eliminate unimportant information. To make this process more clear, the steps are provided:

Step 1: Finding the theme-The theme can be any science topic. The teacher can come up with their own theme of what they are learning at the time or the students can brainstorm some kind of science topic. This could also allow for students to interact socially in groups while coming up with a theme. They can do things like proposing a theme or even votig on one as a class.

Step 2: Finding a focus of interest based on the theme-This can also be looked at as the "sub" theme or the focus of interest within the theme. This process alone can be divided innto three steps (finding a focus of interest, group evaluation,and present the evaluation results).

Step 3: Finding materials based on the focus of interest-Students go off and explore during this step. If they are doing this on the web, they can explore different search engines or one that the teacher provides. During this step, materials are collected and arranged that are needed to learn more about the topic.

Step 4: Integrating the theme to to establish shared knowledge-People within the group or class exchange what they have learned and evaluate which information is important and which is not.

Step 5: Publishing and sharing integrated knowledge-After the report is discussed and revised within groups or as a class, the information is presented. This can be presented orally or as a concept map (as shown on the website).

**Implementation Considerations** You could use this strategy for any type of classroom. It may be difficult to use for the students who receive special education services below the 8th grade level. Small group settings could be beneficial because it would allow the class to spend more time and focus in more specifically on one science theme. This could also work for the whole class general education setting while dividing the class into smaller groups and discussing. **Example**

**Citation**

Liu, M.-C., & Wang, J.-Y. (2010). Investigating Knowledge Integration in Web-based Thematic Learning Using Concept Mapping Assessment. //Educational Technology & Society, 13//(2), 25-39.

Science