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UBD Unit Plan Template

UBD Unit Plan Template

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Published by Jake Frumkin
UBD Unit Plan Template
UBD Unit Plan Template

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Published by: Jake Frumkin on Mar 12, 2013
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06/02/2014

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Unit Topic: Food Justice Grade level: 5Stage 1 – Desired ResultsContent Standard/Established Goals(s):
PA Common Core Standards for Literacy -
CC.1.2.5.B: Cite textual evidence by quoting accurately from the text to explain what the text saysexplicitly and make inferences.CC.1.5.5.B: Summarize the main points written text read aloud or information presented in diverse mediaand formats, including visually, quantitatively, and orallyCC.1.4.5.B: Identify and introduce the topic clearly.CC.1.4.5.E: Write with an awareness of style.CC.1.4.5.G: Write opinion pieces on topics or texts.
 
CC.1.4.5.M: Write narratives to develop real or imagined experiences or events.CC.1.4.5.T: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.CC.1.4.5.V: Conduct short research projects that use several sources to build knowledge throughinvestigation of different aspects of a topic.CC.1.4.5.X: Write routinely over extended time frames (time for research, reflection, and revision) andshorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes andaudiences.
PA Common Core Standards for Math
CC.2.4.5.A.1 Solve problems using conversions within a given measurement system.CC.2.4.5.A.2 Represent and interpret data using appropriate scale.CC.2.4.5.A.5 Apply concepts of volume to solve problems and relate volume to multiplication andto addition.CC.2.1.5.B.2 Extend an understanding of operations with whole numbers to perform operationsincluding decimals
PA Common Core Standards for Social Studies
CC.8.5.6-8.A: Cite specific textual evidence to support analysis of primary and secondary sources.CC.8.5.6-8.B: Determine the central ideas or information of a primary or secondary source; provide anaccurate summary of the source distinct from prior knowledge or opinions.CC.8.5.6-8.C: Identify key steps in a text’s description of a process related to history/social studies (e.g.,how a bill becomes law, how interest rates are raised or lowered).CC.8.5.6-8.G: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.CC.8.5.6-8.H: Distinguish among fact, opinion, and reasoned judgment in a text.CC.8.6.6-8.E: Use technology, including the Internet, to produce and publish writing and present therelationships between information and ideas clearly and efficiently.
Understanding(s)
Students will understand that:- Social inequities exist and are theproduct of intentional structures- Data is a tool for understanding andaction- Individuals create social change- Access to fresh, healthy food is a social justice issue
Essential Question(s):
- Who decides what we eat? How doeswhere we live effect this?- Why/how is food justice a justice/racial/economic issue?- How can I (we) change my communitythrough agriculture?- What is the cost of healthy eating? Whatis the cost of not eating healthily?
 
Student objectives (outcomes):
Students will be able to….- Use mathematic concepts (number sense in comparison of nutritional content & ratiosof sellers of fresh healthy food to other stores) to better conceptualize and plan foraction in relation to the necessity of healthy food and the factors that determine accessto it- Design structurally sound and effectively planned planting beds using key mathematicconcepts (measurement, volume/area, geometry, ratios and number conversion)- Reflect thoughtfully and speak respectfully on their own position in the world and theircommunity in terms of access to healthy food- Make recommendations for increased equity in food justice based on skills andconcepts throughout unitStudents will know…- While unhealthy food may be cheaper to buy in the moment, the costs down the roadare substantial- Food deserts exist and are an intentional result of social structures and governmentsubsidies- Positive change is possible through innovation in the realms of political policy, scientificinventions, urban agriculture and creative thinking and hard work - Individuals and small groups are the most effective vehicles of this positive change
Stage 2 – Assessment EvidencePerformance Task(s):
- Reflective personal narrative essay onexperience of hunger banquet activity androle playing the experience of someoneelse- Blueprint and design project for plantersand planning of planting crops in theclassroom- Group project mapping food sources intheir community (this may get dropped infavor of a more instructional presentationby me) & definition of food desert (tie toecosystems)- Culminating invention/innovation projectmaking well planned and content basedrecommendation for how to make ourcommunity a healthier / more just place
Other Evidence:
- Notes/organizers on sections of Whatthe World Eats- Stop & Jot notes in Literacy Logs fromread aloud of Seed Folks guided readinggroup observations from OmnivoresDilemma- Notes/ worksheets/ exit slips/ quick write from videos- Data analysis from “What the World EatsLesson” - Writing activities from Shared Readingmenus- Food Journal’s tracking own diets andsources of food
 
- Ongoing care for and tracking of our owncrops in the class room
Stage 3 – Learning PlanLearning ActivityObjective(s)Assessment
(Literacy) Daily read aloudof Seed Folks and studentstop and jot notes- SWBAT engage with textusing literacy skills forcomprehension and shareunderstanding of textthrough writing anddiscussion- Student will becomefamiliar with variousaccounts of the positivesocial change created byurban agricultureReview of notes in LiteracyLog and observation duringdiscussions(Literacy)Daily Quick Write- Increase fluency inwriting in response to aprompt- SWBAT think throughand write about varioustopics related to foodJusticeReview of quick writes inliteracy logs andobservation during sharing(Literacy) Shared readingof “Kaddo’s Wall” - SWBAT make inferencesand determine the moralof a story- SWBAT learn animportant concept aboutthe sharing of foodresources through afictional storyReview of various writtenassignments in Menuactivities for the week andend of week assessment of content and vocabulary inaddition to shared readingcollaborative discussions(Literacy) Guided readingof Omnivore’s Dilemma insmall groups- SWBAT distinguishbetween fact and opinionin a non-fiction text- SWBAT consider thechoices that we make inwhat we eat in relation toits nutritional value andthe process through whichit arrives in our handsNotes taken andobservation during smallgroup discussions(Literacy) Shared readingof “The City that EndedHunger” - SWBAT makeconnections betweendeveloping ideas aboutfood justice and thepositive potential of Review of various writtenassignments in Menuactivities for the week andend of week assessment of content and vocabulary in

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