Development and Evaluation of a Week Long Integrated Thematic Unit at West Elementary School, Antigo, WI

Abstract

The Department of Public Instruction recommends in its Guide to Curriculum Planning in Environmental Education that school districts not produce an environmental education curriculum guide but rather that environmental topics be infused into the curricula. This project was designed to enhance the infusion process within the curricula at West Elementary, Antigo, Wl. By involving the entire staff of our school with the goal of teaching an EE topic via an all school thematic unit, we would be assured that infusion toward that topic would be taught to all students at West Elementary. In September of 1995 approval for the project was granted by the principal and staff of West Elementary. A week long thematic unit centering around the topic of "Water" was to be implemented in the spring of 1995. An EE task force was formed to initiate the planning of field trips and other special activities. Water based curricula materials were gathered by all staff members throughout the school year. Funding for field trips, material costs, etc. were applied for and granted through Title 5 Encumbered Funds. A specific date for implementing the "Water Week" was set for April 29 - May 3, 1996. In March, the staff was granted a 1/2 day planning session in order to coordinate curriculum and staffing needs. By the end of April, field trips, special presenters, and curriculum to be taught was set in order, During the week of April 29 - 30, 1996 the "Water Unit" was implemented as planned except for some delayed field trips because of inclement weather. Cold and snow hampered some activities but all activities were eventually completed. Alf students completed a pre and post-evaluation to provide data used to determine if the thematic EE unit positively influenced their environmental awareness, knowledge, and behavior toward the chosen theme of "Water". Staff members were given a "Staff Survey" in order to determine their feeling toward infusing EE goals within their everyday curricula. Both student and staff evaluations proved a positive relationship between the infusion model and EE goals.