Brigid Phelps

Science Concept Planner Part 3 Worksheet:

Themes, Concepts, and Topics
 Theme: subject-specific content, focusing on narrow, specific things such as letters, numbers,
or an individual animal
 Topic: the “big idea” that can connect to multiple, explorable topics
 Concept: a smaller element of the topic, the “smaller ideas” which directly relate to the “big
idea;” focuses on independent but connected components of the concept.

In a theme-based curriculum, all knowledge, skills, and curriculum areas are connected to a
central idea, like a letter of the week or animal of the month. All the activities planned for the
classroom revolve around the central theme with the teacher driving the curriculum. In a
concept-based curriculum (or, as we recommend, a science-based curriculum), parts of the day
are linked to a big idea. These concepts are more dynamic, wherein you can target the big ideas
like all the physical characteristics we can observe, see, record, investigate, manipulate, and
explore by using different skills. Many programs take approaches that revolve around themes,
focusing on a letter or animal of the week and looking at rote memorization and copy/paste art
to promote learning around the stated theme. Concept development, on the other hand, links
previous experiences with new ones, extending into a deeper, more meaningful learning
opportunities. Connecting these concepts together and linking them to previous learning is the
foundation for intentional planning. As a result, identifying explorable concepts is an important
first step in the planning cycle. Consider the following common topics in early childhood
education. Which of these topics would you consider to be better than others?
In your own words, what is the difference between a concept and a
theme?

A concept is something that teachers use to involve inquiry/investigation (examples:

look for bats on field trip, etc.). These are much more authentic, student-led, and open-ended.
Concepts/topics can go in great depth and lead to other inquiries. This helps them really stay
engaged and better understand what they are learning. A theme is something that teachers
use without inquiry in mind (examples: bats (craft), valentines day). These are broader,
teacher-led, and is more close-ended.

What science topic or concepts would you like to explore, and why?

Weather is a science theme; specifically, the concepts states of matter

(precipitation/water cycle), forecast, safety, and seasons. There are many directions you could
take with these topics and they are all accessible for the students in Ohio. Students have also
shown lots of interest in these concepts.

What websites or resources will you use to research your concepts and
topic?
- https://www.pre-kpages.com/activities-for-exploring-the-four-seasons/
- https://weather.com/weather/tenday/l/Dayton+OH?
canonicalCityId=ee9793cecd5f43d5b28c5cfe6529b8a889fcf0927e9be2da9937098acdb479
80
- https://www.youtube.com/watch?v=KM-59ljA4Bs
- National Geographic Kids Weather by Kristin Baird Rattini

What rationale can you provide for choosing this topic? Why is this a
topic worthy of investigating?

I chose this topic because weather is something the students have become very
interested in. It is also easy to create an authentic investigation where they can learn so much.
Weather is in all students’ lives daily (in and out of school) and can lead to many other
investigations if time is available. They have shown interest when playing outside in the snow
and rain. They can also go home and talk to their parents/others about these topics.