Standards

:
My unit will integrate standards from all subjects, but with particular focus on Social Studies, Literacy and Math. Although science will be inherent in much of the learning, this is a subject that is taught outside of my classroom and will not be an explicit focus of instruction. PA Common Core Standards for Literacy –
CC.1.2.5.B, CC.1.2.5.F, CC.1.5.5.B, CC.1.3.5.E, CC.1.4.5.B, CC.1.4.5.E, CC.1.4.5.G, CC.1.4.5.H, CC.1.4.5.M, CC.1.4.5.T, CC.1.4.5.V, CC.1.4.5.X

PA Common Core Standards for Math –
CC.2.4.5.A.1, CC.2.4.5.A.2, CC.2.4.5.A.5, CC.2.1.5.B.2

Curriculum  Materials:   -­‐  Journals  /  Notebooks  for  each  subject   -­‐  Gridded  graph  paper  for  blueprints   -­‐  Computers  in  classroom  and  computer   lab  in  library   -­‐  Laptop  /SMART  board   -­‐  Trays  and  pictures  of  food  for  Hunger   Banquet   -­‐  Planters,  soil,  seeds  and  watering   apparatus   -­‐  Supplemental  texts   -­‐  Additional  supplies  as  needed  /   requested  for  i ndependent  culminating   project    

Knowledge  of  Students  and  Context:  
-­‐  My  students  are  overly  focused  on  s chool/learning  as   a  performance  based  academic  activity,  I  would  like  to   integrate  both  creative  hands  o n  material  into  their   learning  and  a  push  to  consider  their  communities   (macro  and  micro)  as  a  context  for  learning   -­‐  Students  are  very  critical  and  creative  but  do  not  have   tons  of  opportunities  to  explore  the  depth  o f  these   skills  or  contextualize  in  academics   -­‐  They  are  also  incredibly  smart  and  capable  in  regards   to  their  content  k nowledge  and  I  would  like  to  push   these  academic  strengths  to  a  point  of  more  critical   application  and  enduring  meaning   -­‐  Students  generally  come  from  highly  resourced  part   of  the  community  and  can  easily  overlook  the   disparities  between  their  lives  and  those  of  their   neighbors   -­‐    Students  have  studied  eco-­‐systems,  gardening  and   have  basic  sense  of  nutrition.    I  would  like  to  push   these  understandings  to  a  more  critical  thinking  and   social  justice  based  application  of  their  developing   knowledge  and  creativity.  

NCSS Social Studies Standards –
CC.8.5.6-8.A, CC.8.5.6-8.B, CC.8.5.6-8.C, CC.8.5.6-8.G, CC.8.5.6-8.H, CC.8.6.6-8.E

 

*Standards written out on next page Teaching  Methods:     -­‐  Experiential  learning  through  various  hands  on   activities  and  contextualization  of  materials  within   the  r esidue  of  these  experiences   -­‐  Creative  “real  world”  applications  of  math  skills  to   test  the  depth  of  their  understanding   -­‐  Presentation  of  tough  issues  and  modeling  of   inequity  to  get  students  motivated  to  take  a  social   justice  approach   -­‐  Use  of  technology  for  research   -­‐  Culminating  homework  project  to  give  chance  for   in  depth  creative  thinking  without  using  up  too   much  class  time   -­‐  Class  presentations  for  application  of  public   speaking  and  audience  participation  skills   -­‐  Personal  responsibility  and  required  attention  to   detail  in  caring  for  plants   -­‐  Student  collaboration   -­‐  Multi-­‐modal  /  multimedia  content  

     

What  

Lesson   How  

Why  
Theories  of  Teaching  and  Learning:  
-­‐  Students  need  to  feel  personally  comfortable   and  safe  in  learning  environment  (Maslow)   -­‐  We  should  “read”  the  world  and  the  word   (Freire).    This  will  be  applied  via  hands  on   activities  and  both  book  and  m ulti-­‐media   based  literacy  t hat  will  be  used  to  build  an   academic  and  “ real  world”  understanding.   -­‐  Students  know  what  educators  value,  they   pick  up  their  messages  and  act  on  them   (Dweck).    This  relates  to  my  students  being   very  good  at  school  and  following  known  paths   and  procedures  to  earn  a  top  grade.    I  want  my   students  to  understand  that  I  value  a   thoughtful,  experimental  and  self-­‐reflective   process  and  for  them  to  then  act  on  those     expectations.     -­‐  Students  should  be  taught  “with”  rather  than   “at”  (Ken  Osborne).  My  hope  is  t hat  a   multidimensional  and  personally  relevant   curriculum  w ill  create  t his  dynamic.  

 
Educational  Philosophy  and  Beliefs    

 

-­‐  Learning  can  and  should  be  fun   -­‐  The  most  meaningful  learning  and  most  enduring  understanding   takes  place  through  the  creative  and  personal  application     -­‐  Providing  a  diverse  set  of  learning  experiences  is  more  likely  to  allow   for  m ultiple  students  to  m aster  and  internalize  concepts   -­‐  “Never  doubt  t hat  a  small  group  of  thoughtful,  committed  citizens  can   change  the  world.  Indeed,  it  is  t he  only  t hing  that  ever  has.”  –  Margaret   Mead   -­‐  Ubuntu  –  My  humanity  is  tied  to  yours   -­‐  Yes  Maslow  is  right,  but  best  learning  takes  place  when  students  are   comfortable  being  uncomfortable   -­‐  Students  value  t heir  education  more  w hen  t hey  are  a  collaborator   and  explorer  of  their  learning.    The  teacher  should  merely  be   facilitator  and  provider  o f  feedback.    

   

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 says explicitly and make inferences. CC.1.2.5.F: Determine the meaning of words and phrases as they are used in grade level text, including interpretation of figurative language. CC.1.3.5.E: Explain how a series of chapters, scenes or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CC.1.5.5.B: Summarize the main points written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally CC.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.H: Introduce the topic and state an opinion on the topic. 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 through investigation of different aspects of a topic. CC.1.4.5.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

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 and to addition. CC.2.1.5.B.2 Extend an understanding of operations with whole numbers to perform operations including 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 an accurate 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 the relationships between information and ideas clearly and efficiently.

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