Taking the "Big Idea" Outside the Classroom

Each "Big Idea" has a connection to the core curriculum, providing the framework around which the year is built. I also encourage the special area teachers to integrate the "Big Idea" when applicable, and I use music as another way of keeping the "Idea" front and center.

The first nine weeks' "Big Idea" was relationships. In math, we discussed relationships between numbers within fact families. For example, 5, 3, and 8 are all related (5+3=8; 8-5=3). In reading and writing, the setting of a story has a direct relationship with the main events that occur. In science and social studies, we learned that the location of a place is directly related to its weather and climate. The theme song for relationships was "We Are Family" by Sister Sledge.

The "Big Idea" in the second nine weeks was changes. In math, we focused on how the value of a number changes depending on its position in the numeral. For example, a 9 in the tens place is different than a 9 in the thousands place. In reading and writing, the events of a story are constantly changing as the story progresses. In science and social studies, we learned about cycles and patterns in nature, and how changes are constantly occurring. The theme song for changes was "Changes" by David Bowie.

In the third nine weeks, the "Big Idea" was effects. In math, the operation within a numerical expression affects the outcome just as the contents of a word problem affect the operation used to solve it. In reading and writing, cause and effect are central to the story's plot. In science and social studies, we discussed the effect of electricity and other inventions on our daily lives. The theme song for effects was "Electric Avenue" by Eddie Grant.

For the final nine weeks, I plan on a culmination of the three "Big Ideas" by incorporating an aspect of my students' everyday lives. They will be assigned a project that requires them to choose something about which they can apply all three "Ideas" and document their application. For example, a student may choose soccer and explain his relationship that exists with the coach and/or the relationship that exists between the placement of the foot on the ball and its trajectory. The student may discuss the changes that occur as his game improves, and the effects of practicing to achieve better results.

The flip camera will be used to document the evidence of these applications. Parents and students will be invited to an informational meeting in order to learn how the cameras work and to learn about the guidelines for the project. The ratio of cameras to students will be 1:2. To have the flip cameras will invoke excitement, responsibility and a true sense of ownership for the student and their learning, with an elevated understanding of how the "Big Ideas" apply to daily life.