Curriculum planning chart Generative Topic (Blythe et al, 1998

Concept* ("The student will understand…") (The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a “life lesson”) Individuals create social change. Different types of text tell these stories. Common Core Literacy - CC.1.2.5.G Draw on
information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Subject: Literacy / Social Studies
Assessment (How will you have evidence that they know it?) - Observation of student conversation and notes in literacy logs throughout read aloud - Evaluate various writing pieces based on PSSA rubrics - Rubric based grading of final project and integration of ideas from unit - Quick write / exit tickets from social studies lessons to gauge thematic engagement understanding Facts ("The students will know…") - Individuals can and do make change (big and small) - People don’t always understand positive change when they first see it - Growing food takes hard work but is not particularly difficult - Access to healthy food improves quality of life for individuals and communities Skills ("The students will be able to…") - Identify key components of writing (linguistic, structural, thematic) - make text based connections (to self, to world, to other texts) - “Read” multimedia content as form of non-fiction text - Follow prescribed conventions of personal narrative, informational and persuasive essay forms (PSSA) - Compare and contrast between texts - Contextualize own experience within greater community and world examples

Name: Jake Frumkin
Problems to pose ("Guiding questions" or "unit questions") - What happens when agriculture is introduced to an unfamiliar environment? - How does urban agriculture create positive change? - What can we learn from successful models for urban agriculture? - What kinds of people and settings have created change through agriculture? - What is my own position, role, potential in terms of access to fresh healthy food? - Ongoing daily read aloud and literacy log notes - Shared reading of selected biographical and nonfiction texts - Word work and literacy skill practice activities based on said texts - Watching videos on Belo Horizonte, Growing Power, OSBG, etc. - PSSA essay format based writing prompts - Hunger banquet & Harvest festival and subsequent reflections Activities:


CC.1.4.5.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension. CC.1.4.5.M Write narratives to develop real or imagined experiences or events.

Central problem / issue / or essential question (intended to "get at" the concept; the “motorvator”) - What needs to be changed in our communities? What examples can we learn from for how to enact change?

National Curriculum Standards for Social Studies:
1. Culture 3. People, Places and Environments 5. Individuals Groups and Institutions 6. Power, Authority and Governance 7. Production Distribution and Consumption 9. Global Connections 10. Civic Ideals and Practices

Curriculum planning chart Generative Topic (Blythe et al, 1998):
Concept* ("The student will understand…") (The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a “life lesson”) Social change is rooted in passion & commitment but is not possible without knowledge and careful preparation. I’d like to come up with a better way to say this, but essentially “A revolution isn’t possible without a plan” Central problem / issue / or essential question (intended to "get at" the concept; the “motorvator”) What do we need to know to most effectively supply ourselves with healthy food? PSSA Anchors: (these are what are listed on my pacing guide and determine upcoming content, I need to find the corresponding CCSS standards) - Find the perimeter of a figure drawn and labeled - Select appropriate unit for measuring - Solve problems involving weight, time, temp, length, capacity, mass, or money - Estimate which polygon has a greater perimeter or area Standard Assessment (How will you have evidence that they know it?) - Monitoring via observation throughout peer review process and feedback during course of design project and through their own final designs and explanation for its effectiveness (peer review on individual projects or collaborative group project?) Facts ("The students will know…")


Skills ("The students will be able to…") - Determine perimeter and area of polygons - Calculate cost of materials based on multiplication formulas - Creatively design planters effectively utilizing limited hypothetical resources - Utilize graph paper as mathematical tool for measurement

Name: Jake Frumkin
Problems to pose ("Guiding questions" or "unit questions") - While resources are certainly needed to independently grow food, they are available and with careful planning can be effectively utilized for maximum return - Measuring perimeter and area of various supplied shapes using gridded graph paper - Designing own planting beds based on maximization of area and minimization of perimeter/cost - “Soil kitchen” analysis of content of various soil samples - What affects the quality of our plants? - How can we be proactive in creating optimal growing conditions? - Decimal and number skill work with data from soil analysis Activities:

- Formulas for finding area and perimeter - which shapes most effectively maximize area while minimizing perimeter (materials needed) - importance of planning in maximizing resources - Math skills are relevant and important in every day situations

- Compare and/or order decimals through hundredths - Solve problems involving addition, subtraction, multiplication and division of decimals - Use estimation to solve problems involving decimals - Round numbers from millions to hundredths

- Post soil analysis worksheet to put results of experiments into context of relevant math skills

- Key chemical components of soil - What constitutes healthy/unhealthy soil - How soil quality effects plant growth - Scientific data can guide / describe our quality of life

- Name numbers (verbal & written) based on understanding of place value - Analyze the content of various soil samples (With equipment and assistance from expert instructor) - Round numbers to desired place value - Clear, organized recording and analysis of data

-What is the real life relevance of potentially abstract math skills?

* It is important to note that the concept might remain the same across subjects (e.g., the concept on the math curriculum table might be the same as the concept on the social studies curriculum table), OR it might be different.

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