Using Theme to Make Connections in Science

Theme, a term used in ELA and sometimes Social Studies but not very often in science. In science, we use unit, topic, idea, concept but rarely theme. The bigger picture, large scale, even scope but theme? The underlying message or meaning behind something is often unidentified. But to me theme is as much a part of science as it is any other subject. For instance the theme or meaning behind almost any scientific concept, chaos vs. equilibrium, static vs. consistency, change vs, stagnancy, and evolution vs devolution just to name a few. When we bring these larger themes into science and discuss them intricately with our students they make the connections between concepts on their own.

Write these, and the other larger scientific themes on the board at the beginning of the year and throughout the year have them write down where the unit or topic fits. Eventually they will see that no scientific concept is isolated but that they overflow and intertwine. They discover that Biology, Astronomy, Physics, Chemistry, and Engineering are so unified that the world around us makes more sense. That the little occurrences make a difference in the large scale events and vice-versa. When students see that everything is related, science becomes a part of their daily lives, they seek it out, they want to understand how it works, they are curious and inquisitive and this leads to a student-centered, student-driven classroom.

Wednesday the second semester begins. A semester no longer based on the human body but on the larger world as a whole. The role of humans and our impact on change and maintenance of the planet and beyond. So on the board in big bold letters I have written Survival and Succession. I will have my students free write about these in their journal. Then discuss what do these terms actually mean? This will be the first theme we will discuss in 2017. All the upcoming topics: Humans in space, Genetics, Adaptations, Ecology all fit into this theme, and several others. But I always start with one theme and then let my students add the others in. What happens if we survive? What happens if we don't? Is progress always forward moving or can change be beneficial if it regression? Theme is a big ELA concept second semester as well and I am collaborating with the ELA teachers to bring the concept of theme into full view for students. Once you understand that everything is interrelated: Math, ELA, History, Science, you see that the big picture is not in our control. The intricacies of survival and succession are fluid and not fixed. It is our duty to understand that change is inevitable and that it is how we react and respond to the change is what allows us to survive at all.