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Standards (National, State, and Local Guidelines) Teaching Methods

We are going to use PA Common Core State Standards to guide the  Collaboration through partner work/small group
ELA and Writing Units, in conjunction with the scope and sequence work and peer editing.
established by the Penn Alexander 3rd Grade team.
 Write a persuasive letter to the principal about
Curriculum Materials why the outdoor space.
Math will follow the Fractions unit from the central math
curriculum, Investigations, to meet the 3rd Grade math scope and  Synthesize information from multiple sources to
sequence  Investigations Math Curriculum create a persuasive argument about the outdoor
 Being a Writer Curriculum design.
Social Studies content will meet the School District of Philadelphia’s  Writer’s Workshop: Persuasive  Interpret information from read aloud and
suggested overarching questions for 3rd grade regarding community. Writing shared reading articles to understand impact of
outdoor design on communities and individuals.
Science will be integrated into the unit by using the NGSS practices  Use primary source picture documents to analyze
of questioning and defining problems, engaging in arguments from the change of parks/playground design over
evidence, and obtaining evaluating and communicating information time.
about green space in cities, and the design of Penn Alexander’s
outdoor space.

Community Parks
WHAT? and Playgrounds HOW?

WHY?

Educational Philosophy and Beliefs


Knowledge of Particular Students Theories of Learning and Teaching
and Context I believe that educators should provide opportunities
for students to think critically, question and build  John Dewey – Experiential
- 25 3rd grade students empathy through lessons that access multiple Learning
perspectives. Students should not only be challenged
- Diverse cultural, racial and religious  Howard Gardner – Multiple
with work that supports growth in academic skill, but
backgrounds also with developmentally-appropriate content that intelligences
- Majority of the students have challenges them to think deeply about the world  Vygotsky – scaffolding
attended PAS from Kindergarten -3rd around them. Content provided should be relevant to
grade students lives, but also provide opportunities to
explore interests that are not directly within the
- All live within the PAS catchment in
students’ environment. Rather than explicitly
West Philadelphia providing answers, I will act as a facilitator that guides
and support students as they work through most
content to create a culture of inquiry and exploration.
Standards and Requirements Guiding Unit
Next Generation Science Standards:

 Cross Cutting Concepts:


 Scale, proportion and quantity
 Structure and function
 Stability and change
 Influence of Engineering, Technology, and Science on Society and the Natural World

 Disciplinary Core Idea:


 ESS3C: Human Impacts on Earth Spaces
 ETS1.A Defining and Delimiting Engineering Problems
o Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
 ETS1-2 Engineering Design
o Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
 Practices:
 Asking Questions and Defining Problems
 Developing and Using Models

PA State Guidelines - ELA:

 E03.C.1.1: Write opinion pieces on topics or texts, supporting a point of view with reasons
 CC.1.2.3.I: Compare and contrast the most important points and key details presented in two texts on the same topic.
 CC.1.2.3.B: Ask and answer questions about the text and make inferences from text; refer to text to support responses.
 CC.1.3.3.H Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
 CC.1.3.3.D Explain the point of view of the author.
 CC.1.4.3.I Support an opinion with reasons.
 CC.1.4.3.K Use a variety of words and sentence types to appeal to the audience.
 CC.1.4.3.H Introduce the topic and state an opinion on the topic.

Philadelphia Public Schools Scope and Sequence:


 Identify the basic needs of all people and how their needs are met in a community
 Become proficient in utilizing map skills.
 Define a natural resource (in respect to land)
 Recognize the importance of natural resources and the need to protect them

School Guidelines:
 Writing Unit: Persuasive Writing
 Math Unit: Fractions