Curriculumplanningchart

GenerativeTopic(Blytheetal,1998):Roots
Concept*

Standard

("Thestudentwill
understand")
Onaliterallevel,
rootstakeinwater
andnutrientsfor
plantsandkeep
plantsanchored
intotheground.
Onanabstract
level,ourfamily
rootsrefertoour
familyshistory.

Whatareroots?
Whydowemean
whenwetalkabout
ourfamilyroots?
Whatrole/purpose
dorootsserve?

NextGenerationScience
Standards:
Readgradeappropriate
textsandusemediato
obtainscientific
informationtodetermine
patternsinthenatural
world.(1LS12)
Theshapeandstability
ofstructuresofnatural
anddesignedobjectsare
relatedtotheir
function(s).(1LS11)
Allorganismshave
externalpartsPlants
alsohavedifferentparts
(roots,stems,leaves,
flowers,fruits)thathelp
themsurviveandgrow.
(1LS11)
CC.1.2.1.B
Askandanswer
questionsaboutkey
detailsinatext.
CC.1.2.1.C
Describetheconnection
betweentwoindividuals,
events,ideas,orpieces
ofinformationinatext.
CC.1.2.1.F
Askandanswer
questionstohelp
determineorclarifythe

Subject:Literacy/ScienceName:MajaPehrson

Assessment

Facts

Skills

Problemstopose

(Howwillyouhave
evidencethatthey
knowit?)

("Thestudentswill
know")

("Thestudentswill
beableto")

("Guidingquestions"
or"unitquestions")

RANchartDo
studentsresponses
evolvefromtheir
initialresponsesof
whattheythinkthey
knowtowhatthey
havelearned?Are
studentsableto
identifywhich
initialthoughts
aboutrootshave
beenconfirmed
through
observationsand
reading?

Thestudentswill
know:
Rootskeepplants
anchoredintothe
ground.
Rootsgrowdown
intothesoil.
Rootsabsorbwater
andnutrientsfrom
thesoilforthe
plant.
Rootsarealways
growing.
Therearedifferent
kindsofroots.
familygenealogyis
oftendepictedon
trees

Thestudentswillbe
ableto:
comprehendand
respondtoaread
aloud
makedetailed
observationsof
rootsinscience
notebooks
askquestionsthat
guidetheir
observations
buildaterrarium

Haveyoueverheard
ofrootsbefore?
Whatdoyouthink
theyare?Whatjob
doyouthinktheydo
fortheplant?When
haveyouseenroots
before?Whatdo
theylooklike?
Wheredoyou
usuallyseethem?
Highuporcloseto
theground?Whydo
youthinkrootsarein
theground?

classdiscussion
Howarefamilies
liketrees?
reflection:Whydo
youthinkits
importanttolearn
aboutyourfamilys
roots?

Whydoyouthink
peoplesometimes
refertoourfamily
heritageasour
roots?

Activities:

readaloudfamily
treebookTBD
readaloudWhat
AreRoots?
plantterrariumsin
smallgroupsand
careforthem
stickergame
practicedetailed
observations

meaningofwordsand
phrasesinatext.
CC.1.2.1.G
Usetheillustrationsand
detailsinatextto
describeitskeyideas.

Curriculumplanningchart
GenerativeTopic(Blytheetal,1998):Roots
Concept*

Standard

("Thestudentwill
understand")
Collecting
informationabout
andreflectingon
yourfamilyspast
andhowitshapes
itspresentisaway
ofstaying
connectedtoyour
roots.

Howcanwestay
connectedtoour
ownfamilyroots?

CC.1.4.1.B
Identifyandwriteabout
onespecifictopic.
CC.1.4.1.C
Developthetopicwith
twoormorefacts.
CC.1.4.1.DGroup
informationandprovide
somesenseofclosure.
CC.1.4.1.E
Choosewordsand
phrasesforeffect.
CC.1.4.1.V
Participateinindividual
orsharedresearchand
writingprojects.

Subject:Literacy/SocialStudiesName:MajaPehrson

Assessment

Facts

Skills

Problemstopose

(Howwillyouhave
evidencethatthey
knowit?)

("Thestudentswill
know")

("Thestudentswill
beableto")

("Guidingquestions"
or"unitquestions")

MyFamilyRoots
writingassignment
(gradebasedon
rubric,doeswriting
showthatstudent
hasthoughtfully
reflectedonfamily
rootsandhas
collectednew
informationsince
preassessmentwhat
doyouknowabout
whereyourfamily
isfrom)

Thestudentswill
know:
differentfamily
relationships(ie.
mother/father/
brother/step
sibling/halfsibling,
etc.)
interviewsareways
ofgathering
information
questionscanbe
phraseddifferently
toelicitdifferent
kindsofanswers

Thestudentswillbe
ableto:
placefamily
membersnameson
afamilytree
conductan
interviewwitha
familymember
recallwhatthey
learnedinthe
interview
comprehendand
respondtoread
alouds
followthefab5
writingchecklist
maketexttoself
connections

Whatdoyouknow
aboutwhereyour
familyisfrom?
Whatdoyouknow
aboutwhatlifewas
likewhenyour
parents/adultfamily
memberswere
growingup?How
wasitdifferent/the
samefromyourlife
now?Whatlessons
haveyourfamily
memberspassed
downtoyou?

Presentation:
complementto
writingpiece,
opportunityfor
studentstoshow
whattheylearned
aboutfamilyroots
indifferentway
interviewquestions
(Doquestionsshow
thatstudentsare
seekingtolearnnew
information/build

Activities:

journalHowwould
youdescribeyour
family?Why?What
isyourfavorite
familymemory?
Why?(possible
weeklytopics)
106classroom
talkshow
readaloudWhos
WhoinYour
Family?
readaloud
Momma,WhereAre
YouFrom?
readaloudThisis
theRope

onwhattheyknow
abouttheirfamily
members?)

Curriculumplanningchart

GenerativeTopic(Blytheetal,1998):Roots
Concept*

Standard

("Thestudentwill
understand")
Learningabout
otherpeoples
familyheritage
helpsusgaina
deeper
understandingand
appreciationof
othersandhelpsus
havericher
interactionsand
relationshipswith
them.

Whyisitimportant
tolearnaboutother
peoplesfamily
heritage?

CC.1.3.1.ARetell
stories,includingkey
details,anddemonstrate
understandingoftheir
centralmessageor
lesson.
CC.1.3.1.BAskand
answerquestionsabout
keydetailsinatext.
CC.1.3.1.CDescribe
characters,settings,and
majoreventsinastory,
usingkeydetails.
CC.1.3.1.GUse
illustrationsanddetails
inastorytodescribe
characters,settings,or
events.
CC.1.5.1.AParticipate
incollaborative
conversationswithpeers
andadultsinsmalland
largergroups.

Subject:Literacy/SocialStudiesName:MajaPehrson

Assessment

Facts

Skills

Problemstopose

(Howwillyouhave
evidencethatthey
knowit?)

("Thestudentswill
know")

("Thestudentswill
beableto")

("Guidingquestions"
or"unitquestions")

Responsetofamily
treeproject:
studentswillbe
expectedtothinkof
questions/comments
duringeach
students
presentation(Do
questions/comments
showthatstudents
wereactively
listeningduringthe
presentation?)

Thestudentswill
know:
familiescomein
differentforms
familiescomefrom
allover
(city/national/global
levels)
thereare
commonalitiesand
differencesbetween
peoplesfamily
roots
whatgeographical
locationsomeonein
theirfamilycomes
from

Thestudentswillbe
ableto:
comprehendand
respondtoread
alouds
beactivelisteners
duringclassmates
presentations
maketextto
self/texttotext/text
toworld
connections

Doyouknowanyone
whosefamilyis
differentfromyours?
Howisitdifferent?
Howisitthesame?

Postitnote:what
didyoulearnabout
yourclassmates
duringtheir
presentations?
Turn&talk:are
studentsactively
engagedin
discussionswith
partners?

Activities:

readaloudsatend
ofeachdayfocusing
ondifferentkindsof
families(different
origins/family
compositions/
historyetc.)
whereareyoufrom
activity:trackand
lookatplaceson
GoogleEarth,
studentswillsee
thattheir
classmatesfamilies
comefromavariety
ofplaces