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Curriculum Tables

Curriculum Tables

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Published by Jake Frumkin
Curriculum Tables
Curriculum Tables

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Published by: Jake Frumkin on Mar 12, 2013
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Curriculum planning chartGenerative Topic
(Blythe et al, 1998)
: Subject: Literacy / Social Studies Name: Jake Frumkin
Concept
*
("The student willunderstand…")StandardAssessment(How will you haveevidence that theyknow it?)Facts("The students willknow…")Skills("The students willbe able to…")Problems to pose("Guiding questions"or "unit questions")Activities:(The big idea, the"enduringunderstanding"[Wiggins, 1998]; abroad way of making sense of theworld, or a “lifelesson”)Individuals createsocial change.Different types of text tell thesestories.Central problem / issue / or essentialquestion (intendedto "get at" theconcept; the“motorvator”)- What needs to bechanged in ourcommunities?What examples canwe learn from forhow to enactchange?Common Core Literacy --
CC.1.2.5.G Draw oninformation from multiple print or digital sources,demonstrating the ability tolocate an answer to aquestion quickly or to solvea problem efficiently.CC.1.4.5.C Develop thetopic with facts, definitions,concrete details, quotations,or other information andexamples related to thetopic; include illustrationsand multimedia whenuseful to aidingcomprehension.CC.1.4.5.M Writenarratives to develop real or imagined experiences or events.
National CurriculumStandards for SocialStudies:
1. Culture 3. People, Placesand Environments 5.Individuals Groups andInstitutions 6. Power, Authorityand Governance 7. ProductionDistribution and Consumption9. Global Connections 10.Civic Ideals and Practices
- Observation of student conversationand notes in literacylogs throughout readaloud- Evaluate variouswriting pieces basedon PSSA rubrics- Rubric basedgrading of finalproject andintegration of ideasfrom unit- Quick write / exittickets from socialstudies lessons togauge thematicengagementunderstanding- Individuals canand do make change(big and small)- People don’talways understandpositive changewhen they first seeit- Growing foodtakes hard work butis not particularlydifficult- Access to healthyfood improvesquality of life forindividuals andcommunities- Identify keycomponents of writing (linguistic,structural, thematic)- make text basedconnections (to self,to world, to othertexts)- “Read” multi-media content asform of non-fictiontext- Follow prescribedconventions of personal narrative,informational andpersuasive essayforms (PSSA)- Compare andcontrast betweentexts- Contextualize ownexperience withingreater communityand world examples- What happenswhen agriculture isintroduced to anunfamiliarenvironment?- How does urbanagriculture createpositive change?- What can we learnfrom successfulmodels for urbanagriculture?- What kinds of people and settingshave created changethrough agriculture?- What is my ownposition, role,potential in terms of access to freshhealthy food?- Ongoing daily readaloud and literacylog notes- Shared reading of selectedbiographical andnonfiction texts- Word work andliteracy skillpractice activitiesbased on said texts- Watching videoson Belo Horizonte,Growing Power,OSBG, etc.- PSSA essay formatbased writingprompts- Hunger banquet &Harvest festival andsubsequentreflections
 
Curriculum planning chartGenerative Topic
(Blythe et al, 1998)
: Subject:Math Name: Jake Frumkin
Concept
*
("The student willunderstand…")StandardAssessment(How will you haveevidence that theyknow it?)Facts("The students willknow…")Skills("The students willbe able to…")Problems to pose("Guiding questions"or "unit questions")Activities:(The big idea, the"enduringunderstanding"[Wiggins, 1998]; abroad way of making sense of theworld, or a “lifelesson”)Social change isrooted in passion &commitment but isnot possiblewithout knowledgeand carefulpreparation. I’d liketo come up with abetter way to saythis, but essentially“A revolution isn’tpossible without aplan”Central problem / issue / or essentialquestion (intendedto "get at" theconcept; the“motorvator”)What do we need toknow to mosteffectively supplyourselves withhealthy food?PSSA Anchors:(these are what are listedon my pacing guide anddetermine upcomingcontent, I need to findthe corresponding CCSSstandards)- Find the perimeter of afigure drawn and labeled- Select appropriate unitfor measuring- Solve problemsinvolving weight, time,temp, length, capacity,mass, or money- Estimate whichpolygon has a greaterperimeter or area- Compare and/or orderdecimals throughhundredths- Solve problemsinvolving addition,subtraction,multiplication anddivision of decimals- Use estimation to solveproblems involvingdecimals- Round numbers frommillions to hundredths- Monitoring viaobservationthroughout peerreview process andfeedback duringcourse of designproject and throughtheir own finaldesigns andexplanation for itseffectiveness(peer review onindividual projectsor collaborativegroup project?)- Post soil analysisworksheet to putresults of experiments intocontext of relevantmath skills- Formulas forfinding area andperimeter- which shapes mosteffectivelymaximize areawhile minimizingperimeter (materialsneeded)- importance of planning inmaximizingresources- Math skills arerelevant andimportant in everyday situations- Key chemicalcomponents of soil- What constituteshealthy/unhealthysoil- How soil qualityeffects plant growth- Scientific data canguide / describe ourquality of life- Determineperimeter and areaof polygons- Calculate cost of materials based onmultiplicationformulas- Creatively designplanters effectivelyutilizing limitedhypotheticalresources- Utilize graph paperas mathematical toolfor measurement- Name numbers(verbal & written)based onunderstanding of place value- Analyze thecontent of varioussoil samples(With equipmentand assistance fromexpert instructor)- Round numbers todesired place value- Clear, organizedrecording andanalysis of data- While resources arecertainly needed toindependently growfood, they areavailable and withcareful planning canbe effectivelyutilized formaximum return- What affects thequality of our plants?- How can we beproactive in creatingoptimal growingconditions?-What is the real liferelevance of potentially abstractmath skills?- Measuringperimeter and areaof various suppliedshapes usinggridded graph paper- Designing ownplanting beds basedon maximization of area andminimization of perimeter/cost- “Soil kitchen”analysis of contentof various soilsamples- Decimal andnumber skill work with data from soilanalysis-

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