Curriculum planning chart
Generative Topic (Blythe et al, 1998): Litter
Concept*
Standard
("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)
There are a
variety of ways
to learn about
an issue like
from books,
videos, and
discussions
Central problem /
issue / or
essential
question
(intended to "get
at" the concept;
the motorvator)
What are the
problems that
litter causes?
Taken from the PA
State Standards
1.5.1.B: Develop content
appropriate for the topic.
Gather and organize
1.8.1.A: Generate
appropriate questions
about a topic.
1.9.1.A: Use media and
technology resources for
directed learning
activities.
Subject: Social Studies, Literacy, Science
Name: Christina Kim
Assessment
Facts
Skills
Problems to pose
(How will you
have evidence
that they know it?)
("The students will
know")
("The students will
be able to")
("Guiding
questions" or "unit
questions")
Discussion
How
trash/dumping
occurred
Identify some of
the harmful
effects of litter on
the environment
What is wrong
with having litter
on the ground?
KWL charts
Turn and talks
Observations
Morning Meeting
shares
Word study
How long it
takes for some
materials to
decompose
How harmful
litter can be to the
environment
Guess and
check against
how long
something takes
to decompose
discussion using
I agree/disagree
language to talk
about their
opinion of litter
Why cant we just
dump trash into
the oceans? What
would that affect?
What are some
problems that you
notice in your own
neighborhood?
Activities:
Here Comes the
Garbage Barge!
Read aloud
Class generated
list of problems
Guessing how
long something
takes to
decompose
Curriculum planning chart
Generative Topic (Blythe et al, 1998): Litter
Concept
Standard
("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)
There is a direct
relationship with
humans and the
places in which
they live
Central problem /
issue / or
essential
question
(intended to "get
at" the concept;
the motorvator)
What are we
doing to the
environment?
Are we a helpful
or harmful
factor?
1.5.1.B: Develop content
appropriate for the topic.
Gather and organize
information,
incorporating details
relevant to the topic.
Write a series of related
sentences with one
central idea.
S.K-2.B.3.3.1: Identify
methods of recycling
and reusing resources.
Subject: Social Studies, Science
Name: Christina Kim
Assessment:
Facts
Skills
Problems to pose
(How will you
have evidence
that they know it?)
("The students will
know")
("The students will
be able to")
("Guiding
questions" or "unit
questions")
Class
discussions
The 3 Rs
Students will be
able to:
What would the
world look like if
humans werent
around
Class generated
lists
How to reduce
their trash/what
waste actually is
Observations
What recycling is
participate in
discussions on
issues of the
environment
How much of the
trash could be
salvaged
identify different
categories of
trash
The alternatives
to littering/just
throwing
something out
What if we did
not change our
ways and kept
littering?
What are the
different kinds of
trash
Activities:
Trash
inventory/Neighbo
rhood walk
The 3Rs read
aloud
Trash sorting
Repurposing/recy
cling an item
Curriculum planning chart
Generative Topic (Blythe et al, 1998): Litter
Kim
Concept
Standard
("The student will
understand")
Subject: Social Studies, Art, ELA
Assessment:
Facts
Skills
Problems to pose
(How will you
have evidence
that they know it?)
("The students will
know")
("The students will
be able to")
("Guiding
questions" or "unit
questions")
Students will be
able to:
What can we do
to help?
use persuasive
language and
illustrations to
create a poster
What do we
know that other
people could find
useful?
work in groups
on a project
What are some
ways to problem
solve?
(The big idea, the
"enduring
understanding"
[Wiggins, 1998]; a
broad way of
making sense of
the world, or a
life lesson)
S.K-2.B.3.3.1: Identify
methods of recycling
and reusing resources.
Non-fiction book
Poster
how to
communicate/adv
ocate for a cause
CC.1.4.1.B: Identify and
write about one specific
topic.
Discussion/class
generated ideas
that personal
recycling helps
As an individual,
I can make a
difference in the
community that
I am in.
CC.1.5.1.A: Participate
in collaborative
conversations with peers
and adults in small and
larger groups.
Central problem /
issue / or
essential
question
(intended to "get
at" the concept;
the motorvator)
What can we do
about this litter
problem?
CC.1.5.1.F: Add
drawings or other visual
displays when sharing
aloud to clarify ideas,
thoughts, and feelings.
S.K-2.B.3.3.1: Identify
methods of recycling
and reusing resources.
Name: Christina
they can raise
awareness using
their knowledge
and skills
write a nonfiction book based
on age
appropriate
research
Activities:
Class generated
ideas on how to
help solve the
problem
Create a poster
for Earth day to
raise awareness
Write a nonfiction book on
litter
