Curriculum Materials: - Journals / Notebooks for each My unit will integrate standards from all subjects, but subject

with particular focus on Social Studies, Literacy and - Gridded graph paper for blueprints Math. Although science will be inherent in much of - Computers in classroom and the learning, this is a subject that is taught outside of computer lab in library my classroom and will not be an explicit focus of - Laptop /SMART board instruction. - Trays and pictures of food for PA Common Core Standards for Literacy Hunger Banquet CC.1.2.5.B, CC.1.2.5.F, CC.1.5.5.B, CC.1.3.5.E, Teaching Methods: seeds and watering - Planters, soil, CC.1.4.5.B, CC.1.4.5.E, CC.1.4.5.G, CC.1.4.5.H, - Experiential learning through various apparatus CC.1.4.5.M, CC.1.4.5.T, CC.1.4.5.V, CC.1.4.5.X hands on Supplemental contextualization of - activities and texts materials Additional supplies of these - within the residue as needed / PA Common Core Standards for Math experiences requested for independent CC.2.4.5.A.1, CC.2.4.5.A.2, CC.2.4.5.A.5, CC.2.1.5.B.2 - Creative real world applications of math culminating project skills to test the depth of their NCSS Social Studies Standards understanding CC.8.5.6-8.A, CC.8.5.6-8.B, CC.8.5.6-8.C, CC.8.5.6-8.G, - Presentation of tough issues and modeling CC.8.5.6-8.H, CC.8.6.6-8.E of inequity to get students motivated to take a social justice approach *Standards written out on next page - 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

Standards:

Knowledge of Students and Context:

- My students are overly focused on school/learning as a performance based academic activity, I would like to integrate Educational Philosophy and Beliefs both creative hands fun - Learning can and should beon material into their learning and a learning and most enduring - The most meaningful push to consider their understanding takes (macro and micro) as a context communities place through the creative and personal application for learning - Providing a diverse set of learning and creative but do - Students are very critical experiences is more likely to allow for multiple students to master and the not have tons of opportunities to explore internalize concepts depthWhat of these skills or contextualize in Why - Never doubt that a small group of thoughtful, committed How academics the Lesson citizens can change world. Indeed, it is the only thing - They are also incredibly smart and capable Theories that ever has. Margaret Mead of Teaching and in regards to their is tied to yours - Ubuntu My humanitycontent knowledge and I Learning: would is right, Students learning feel personally - Yes Maslow like to-push these academic strengths but best need to takes place when students a point of comfortable uncomfortable and to are comfortable being and safe in learning more critical application - Students value meaning enduring their education more when they are a environment (Maslow) collaborator and explorershould read the world and the - We of come from highly - Students generally their learning. The teacher should merely be part of (Freire). This will and can via facilitator and provider ofbe applied resourced word the community feedback. hands disparities between their easily overlook theon activities and both book and multi-media based literacy that will be lives and those of their neighbors used to build an academic and real - Students have studied eco-systems, 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 selfreflective process and for them to then act on those expectations. - Students should be taught with rather than at (Ken Osborne). My hope is that a multidimensional and personally relevant curriculum will create this dynamic.

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 g

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 texts 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.