Curriculum Map Urban Agriculture
Transcript of Curriculum Map Urban Agriculture
-
8/3/2019 Curriculum Map Urban Agriculture
1/15
SUGGESTED PACING GUIDE: 3 Week Plan for Integrating Model UN into the Classroom
Unit Goal:
Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCES
1 SWBA to gain understanding
about the functions and bodies
of the United Nations & the
function of the Universal
Declaration of Human Rights
Pre-Activity: Popcorn
share Wordle:
Prompt: Today, what
is the role of the
United Nations?
Show Video:
The United Nations:
Its Your World
The UN: An
Introduction
Students Complete
Intro to UN and Intro
to UDHR Handouts
Assessment: Popcorn
share Wordle:
Prompt: After todayslesson, now, what do
Vocabulary
Expansion &
Application
Access schema
through
background
knowledge
Reading Standards for Literacy
in History
Craft and Structure
4. Determine the meaning of
words and phrases as they are
used in a text, including
vocabulary specific to domains
related to history/social studies
The United Nations:
Its Your World
video
(wiki)
Intro to the UN
Handout
Intro to the UDHR
Handout
-
8/3/2019 Curriculum Map Urban Agriculture
2/15
Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCESyou believe is the role
of the United Nations?
2SWBA to present orally their
opinion following rules of
procedure in a Model UNsimulation
y Speakers Listy Moderated Caucusy Un-moderated Caucus
*UNA-GB support provided
Pre-Activity: Prep for
Mini-
Simulation(homework)Mini- Simulation:
Choice:
y Topic relatedto current
curriculum
Assessment: Writetwo speaking and
listening strategies
you hope to use
tomorrow
Public speaking
Negotiation
Problem Solving
Cooperation
Speaking and Listening
Standards
1. Engage effectively in arange of collaborative
discussions (one-on-one, in
groups, and teacher led)with
diverse partners ongrade 6
topic ,texts, and issues,
building on others ideas andexpressing their own clearly.
a. Come to discussions
prepared, having read or
studied required material;
explicitly draw on that
preparation by referring to
evidence on
the topic, text, or issue to
probe and reflect on ideas
under discussion.
b. Follow rules for collegial
discussions, set specific goals
and deadlines, and define
individual roles as needed.
Intro to
Parliamentary
Procedure Handout
One-sheet Topic
Guide
Country Positions
Placards
-
8/3/2019 Curriculum Map Urban Agriculture
3/15
Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCESd. Review the key ideas
expressed and
demonstrate understanding of
multiple
perspectives through reflection
and paraphrasing6. Adapt speech to a variety of
contexts and tasks,
demonstrating command of
formal English when indicated
or appropriate.
3 SWBA to craft original working
papers using correct
parliamentary procedure to
accomplish:
y Draft Resolutionsy Voting
*UNA-GB support provided
Mini-Simulation
Contd:
Introduce draft
resolutions
Assessment: Quick
Write: What speaking
skills did you have to
use today to
successfully explain
your position? (3-5
sentences)
Public speaking
Negotiation
Problem Solving
Cooperation
Speaking and Listening
Standards
1. Engage effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher led) with
diverse partners ongrade 6
topics, texts, and issues,
building on others ideas and
expressing their own clearly.
a. Come to discussions
prepared, having read or
studied required material;
explicitly draw on that
Country Positions
Placards
Draft Resolution
Forms
Resolution Phrases
-
8/3/2019 Curriculum Map Urban Agriculture
4/15
Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCESpreparation by referring to
evidence on the topic, text, or
issue to probe and reflect on
ideas under discussion.
b. Follow rules for collegial
discussions, set specific goalsand deadlines, and define
individual roles as needed.
d. Review the key ideas
expressed and
demonstrate understanding of
multiple
perspectives through reflection
and paraphrasing
6. Adapt speech to a variety of
contexts and tasks,
demonstrating command of
formal English when indicated
or appropriate.
-
8/3/2019 Curriculum Map Urban Agriculture
5/15
Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCES4
SWBA to make connections
between urban agriculture,
historical examples of urban
agriculture, and current
examples of urban agriculture
Pre-activity: Show
video related to the
topic guide.Prompt:
Introduce students totopic,
Intro to Urban
Agriculture
Divide class into small
groups/ partners to
complete the urban
agriculture dividing
the problem
Assessment: Dividing
the Problem Handout
Critical reading
Vocabulary
expansion
Critical thinking
Access Prior
Knowledge
Reading Standards for literacy
in History:
Craft and structure:
Determine the meaning of
words and phrases as they are
used in a text, including
vocabulary specific to domains
related to history/social
Key Ideas and Details
2. Determine the central ideas
or conclusions of a text;
provide an accurate summary
of the text
distinct from prior knowledge
or opinions.
Topic Guide: Intro to
Urban Agriculture
Video guide to topic
(wiki)
Urban Agriculture
Dividing the Problem
Handout
5SWBA to make connections
between Urban Agriculture and
Poverty
Pre-activity: Show
video related to the
topic guide. Prompt:
Introduce smaller
topic guides
Critical reading
Vocabulary
expansion
Critical thinking
Reading Standards for literacy
in History:
Craft and structure:
Determine the meaning of
words and phrases
as they are used in a text,including vocabulary
Video guide to topic
(wiki)
Topic Guide: Urban
Agriculture and
Poverty
-
8/3/2019 Curriculum Map Urban Agriculture
6/15
Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCESUrban Agriculture
and Poverty
Split Class into 2
groups. Give Urban
Agriculture &Developing World
Frayer Model and the
other Developed
World & Urban
Agriculture
Class discussion
between the
differences between
developing and
developed world and
urban agriculture
Assessment:
Small group
discussion
specific to domains related to
history/social
Key Ideas and Details
2. Determine the central ideasor conclusions of a
text; provide an accurate
summary of the text
distinct from prior knowledge
or opinions.
Risks to Developed
and Developing
World Frayer Models
6SWBA to make connections
between urban agriculture and
Pre-activity: Show
video related to the
Media literacy Reading Standards for literacyin History:
Video guide to topic
(wiki)
-
8/3/2019 Curriculum Map Urban Agriculture
7/15
Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCESfood security topic guide. Prompt:
Introduce smaller
topic guides
Food Security
Assessment:
Voicethread with
question prompts
Critical reading
Vocabulary
expansion
Critical thinking
Craft and structure:
Determine the meaning of
words and phrases as they are
used in a text, including
vocabulary specific to domains
related to history/social
Key Ideas and Details
2. Determine the central ideas
or conclusions of a text;
provide an accurate summary
of the text distinct from prior
knowledge or opinions
Topic Guide: Food
Security
Voicethread (wiki)
-
8/3/2019 Curriculum Map Urban Agriculture
8/15
Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCES7
SWBA to make connections
between women, health and
urban agriculture, and urban
agriculture and the
environment
Pre-activity: Show
video related to the
topic guide.
MDG: Goal 5
Prompt:
Introduce smaller
topic guides
Women, Health and
Urban Agriculture
Urban Agriculture
and the Environment
Assessment:
Small group
discussion
Critical reading
Vocabulary
expansion
Critical thinking
Reading Standards for literacy
in History:
Craft and structure:
Determine the meaning of
words and phrases
as they are used in a text,
including vocabulary
specific to domains related to
history/social
Key Ideas and Details
2. Determine the central ideas
or conclusions of a
text; provide an accurate
summary of the text
distinct from prior knowledge
or opinions.
Video guide to topic
(wiki)
Topic Guide:
Women, Health &Urban Agriculture
Urban Agriculture
and the
Environment
-
8/3/2019 Curriculum Map Urban Agriculture
9/15
Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCES8
SWBA to write a descriptive
paragraph demonstrating an
understanding of the
importance of maternal health
for the well-being of a nation.
Pre-activity: Review
components of a good
introductory
paragraph
Students will employ
the first part of the
position paper outline
to complete section 1
of the position paper
Assessment: Collect
or have students edit
section 1 paragraph
(peer edit)
Synthesize
information
Expository
writingCritical reading
Writing Standards for Literacy
in History
Research to Build and Present
Knowledge
7. Conduct short researchprojects to answer a question
(including a self-generated
question), drawing on several
sources and generating
additional related, focused
questions that allow for
multiple avenues of
exploration.
9. Draw evidence from
informational texts to support
analysis reflection, and
research.
Position Paper
Outline
-
8/3/2019 Curriculum Map Urban Agriculture
10/15
Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCES9
SBWA to gather primary data
from reputable sources
including familiarizing
themselves with resources on
the student wiki page
Pre-activity: Introduce
students to the high
school maternal
health student page
on wiki
Ask students to
complete the Country
Research Handout
Assessment: Collect
handout
Media literacy
Data analysis
Data collection
Writing Standards for Literacy
in History
Research to Build and Present
Knowledge
7. Conduct short research
projects to answer a question
(including a self-generated
question), drawing on several
sources and generating
additional related, focused
questions that allow for
multiple avenues of
exploration.
9. Draw evidence from
informational texts to support
analysis reflection, and
research.
Country Data Sets
Country Research
Handout
-
8/3/2019 Curriculum Map Urban Agriculture
11/15
Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCES10
SWBA to present their
knowledge of maternal health
in a formal written position
paper
Pre-activity: Introduce
paper or other project
Position Papers
Alternate projects as
needed for
differentiation
(Glogster, Prezi,
poster, etc.)
Assessment: Position
Paper
Expository
writing
Media Literacy
Writing Standards for literacy
in Social Studies
1. Write arguments focused on
discipline-specific content.
a. Introduce claim(s) about atopic or issue, acknowledge
and distinguish the claim(s)
from alternate or opposing
claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical
reasoning and relevant,
accurate data and evidence
that demonstrate an
understanding of the topic or
text, using credible sources.
c. Use words, phrases, and
clauses to create cohesion and
clarify the relationships among
claim(s), counterclaims,
reasons, and evidence.
d. Establish and maintain a
formal style.
Position Paper
Outline
Sample Position
Paper Handout
-
8/3/2019 Curriculum Map Urban Agriculture
12/15
Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCES*11
SWBA to speak
extemporaneously, maintain
eye contact with the audience,
and demonstrate poise in front
of the group
Pre-activity: Review
position papers and
ask students what
makes a good public
speaker? Reviewrubric standards for
an oral presentation
Each student will pick
an object from a hat
and have 1 minute to
present why that
object is important to
the rest of the class.
OR
Students given an
imaginary animal to
create a speech about
the characteristics of
the animal and then
present their animal
to the group
Assessment: Oral
presentation using
rubric
Present plan of
action
Public Speaking
Critical Thinking
Speaking and Listening
Standards
1. Engage effectively in a
range of collaborativediscussions (one-on-one, in
groups, and teacher led) with
diverse partners ongrade 6
topics,texts, and issues,
building on others ideas and
expressing their own clearly.
6. Adapt speech to a variety of
contexts and tasks,
demonstrating command of
formal English when indicated
or appropriate.
The Importance
of Lesson Plan
OR
Imaginary Animal
Public Speaking
Activity Prompt
-
8/3/2019 Curriculum Map Urban Agriculture
13/15
Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCES*12
SWBA to craft perambulatory &
operative clauses that
demonstrates understanding of
Urban Agriculture
*UNA-GB support provided
Pre-activity:
Writing Workshop:
model the process of
writing perambulatory
and operative clauses
Give students
opportunity to write
original resolutions in
pairs or small groups
Assessment: Collect
draft resolutions from
students
Critical thinking
Analyze
information
Make inferences
Writing Standards for Literacy
in History
1. Write arguments focused on
discipline-specific content.a. Introduce claim(s) about a
topic or issue, acknowledge
and distinguish the claim(s)
from alternate or opposing
claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical
reasoning and relevant,
accurate data and evidence
that demonstrate an
understanding of the topic or
text, using credible sources.
c. Use words, phrases, and
clauses to create cohesion and
clarify the relationships among
claim(s), counterclaims,
reasons, and evidence.
d. Establish and maintain a
formal style.e. Provide a concluding
statement or section that
follows from and supports the
ar ument resented
Resolution Clauses
Handout
Draft Resolution
Template
Writing a Resolution
Handout
-
8/3/2019 Curriculum Map Urban Agriculture
14/15
Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCES13
SWBA to demonstrate deep
knowledge of how clean water
& sanitation affects
development & demonstrate
understanding of their owncountries development level
using Model UN parliamentary
procedure
*UNA-GB support Provided
Model UN: full
simulation
Students should use
their position paperand other work and
research to support
their arguments and
opening remarks
during formal debate
and caucusing
Assessment:
Presentation using
Oral Presentation
Rubric
Oral
presentation
Debate
Critical Thinking
Negotiation
Cooperation
1. Engage effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher led) with
diverse partners ongrade 7topics, texts, and issues,
building on others ideas and
expressing their own clearly.
a. Come to discussions
prepared, having read or
studied required material;
explicitly draw on that
preparation by referring to
evidence on
the topic, text, or issue to
probe and reflect on ideas
under discussion.
b. Follow rules for collegial
discussions, set specific goals
and deadlines, and define
individual roles as needed.
c. Pose and respond to specific
questions with elaboration and
detail by making commentsthat contribute to the topic,
text, or issue under discussion.
d. Review the key ideas
ex ressed and
Model UN simulation,
either in class or at a
conference
-
8/3/2019 Curriculum Map Urban Agriculture
15/15
* All standards cited in this curriculum map are taken fromCommon Core State Standards for ENGLISH LANGUAGE ARTS & Literacy in History/Social Studies, Science, andTechnical Subjects
Unit Summary: