You are on page 1of 3

Grassroots Unit Planning (Map A

)
Unit Theme / Topic / Problem?

Grade 5

Unit Relevance? (Why is this topic important for students to study / act upon?)

Duration
6 weeks

Essential Questions? (Brainstorm 2 to 4 driving ?s)

Culminating Learning Action / Product / Assessment?
(What will students do to present their learning and take action?)

1. Why is community important?
2. What makes your community unique?

Learning Product #1:

3. How can you be an asset to your community?

Students will learn what a community is and understand
what a community needs to function.

4. How can you contribute to change your community?

Essential Threads? (Place an “X” for those that apply)

Learning Product #2:

class(ism)
Culture X
Economics
Gender

X

Labor
Land / geography
X
Migration X
Oppression

politics / gov. X
race(ism) X

Students will learn how to identify assets within the
community that they live in.

Resources X
Resistance

Learning Product #3:

Students will understand the role they play in their own
community and determine how they can make a change in
their community.
Other Understandings Students Will Gain?

Applicable Disciplines and Specific Standards?

Local: Current and/or Historical Understandings
 Students will research their community and
understand how the community they live in was
formed
 Students will examine changes that have
occurred in their community over time
 Students will understand what organizations
have helped or hindered their community and
what resources are available to them in their
community
Global Connections (Current / Historical)
 Students will understand how changes in their
community affect the city at large
 Students will examine how their community has
evolved over time and make connections to how
other states or the country as a whole has
changed over time (what patterns are evident
throughout history?)
 Students will

Place an “X” for applicable disciplines (write in details)

Main Texts? (readings, video, photos, art, music, etc.)
Albany Park by Myles Golde

Language Arts X
Mathematics X
Media / Tech X
Music

Natural Sciences
X
Psychology
Social Sciences
X
Theater / Drama

Visual Arts X
Specific subject:

Key Competencies (Common Core, ACT, or ILS)
(use Skills Cluster Maps for additional planning)
Common Core State Standards:
CCSS.ELA-LITERACY.RI.5.3
CCSS.ELA-LITERACY.W.5.7
CCSS.ELA-LITERACY.W.5.8
CCSS.ELA-LITERACY.SL.5.1
CCSS.ELA-LITERACY.RL.5.1
CCSS.ELA-LITERACY.RL.5.2
CCSS.ELA-LITERACY.RL.5.3.
CCSS.ELA-LITERACY.RL.5.6
CCSS.MATH.CONTENT.5.OA.A.2
CCSS.MATH.CONTENT.5.NBT.B.7
CCSS.MATH.CONTENT.5.NF.B.6
CCSS.MATH.CONTENT.5.MD.A.1
NGSS Science Standards:
NGSS EARTH'S SYSTEMS
E-SS3-1
3-5-ETS1-2

Seed Folks by Paul Feischman
Chicago Tribune
Murals/Artwork evident in community
Albany Park Scavenger Hunt (available at library)
Using Maps to Create Geographic Awareness by ____
Critical Vocabulary Terms?

Primary Instructional Approaches?

Community
Asset

Ongoing assessment/research with hands-on project

Modifications / Differentiation?

Community connection? (field trips, speakers, events)

-Students will work in groups to complete tasks
appropriate to their learning level and ability
-Students will work on tasks in a variety of ways to
allow them to access all aspects of learning

-Visit community garden
-Visit NRC
-Visit forest preserve
-Visit local businesses (possibly have expose where local
businesses come in and talk to the class-students can
visit and speak with different tables)
-Invite someone who grew up in the community to come in
and speak about how the community has changed over
time
-Visit a public library in the community and explore
available books/use time to research (show students what
they can do when they come on their own)

Scope and Sequence (a list of key activities / steps towards the learning project / action)
See folders 2c for skill support, 2d for instructional support and 2e for assessment ideas in the Curriculum Toolkit, 3rd ed.
List the order of the 3 to 5 lessons that will be taught
Give 1-2 sentences about what is happening in between
See the order and explanations for how/when lessons will be taught

Build a Community Lesson will be the final lesson in the unit. This lesson will also culminate and connect all previous lessons
to students and community. This lesson also leads way to the summative assessment for this unit. Students will create and
present a community organization, demonstrating their knowledge of what a community is, what their community needs, and
how they can contribute to change in their community.