Curriculum planning chart Generative Topic (Blythe et al, 1998): Food Justice

Concept* ("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) Individuals create social change. Different types of text tell these stories.
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.1.5.5.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.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.

Subject: Literacy
Facts ("The students will know") - Powerful structures (racism, economics, politics, factory farming) exist to maintain an unjust food system - There is not a shortage of food, but rather a shortage of justice and democratic access - Greed and perpetuating inequity eventually hurt everyone - Great social change can be achieved through shifts in access to healthy food Skills

Name: Jake Frumkin

Problems to pose ("Guiding questions" or "unit questions") - What happens when agriculture is introduced to an unfamiliar environment? - How does urban agriculture create positive change? - What can we learn from successful models for urban agriculture? - What kinds of people and settings have created change through agriculture? - What is my own position, role, potential in terms of access to fresh healthy food? - Ongoing daily read aloud and literacy log notes - Shared reading of fiction and nonfiction texts - Word work and literacy skill practice activities based on said texts - PSSA essay format based writing prompts - Hunger banquet & Harvest festival and subsequent reflections Activities:

Standard

Assessment (How will you have evidence that they know it?) - Observation of student conversation and notes in literacy logs throughout read aloud - Evaluate various writing pieces based on PSSA rubrics - Rubric based grading of final project and integration of ideas from unit - Reading of quick write activities - Writing responses related to shared reading texts - Observations in guided reading small groups

("The students will be able to") - Identify key components of writing (linguistic, structural, thematic) - make text based connections (to self, to world, to other texts) - Read multimedia content as form of non-fiction text - Follow prescribed conventions of personal narrative, informational and persuasive essay forms (PSSA) - Compare and contrast between texts - Contextualize own experience within greater community and world examples - Distinguish between fact and opinion in nonfiction

Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) There is inequity in terms of access to healthy food.

Curriculum planning chart Generative Topic (Blythe et al, 1998): Food Justice
Concept* ("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) Individuals create social change. Different types of text tell these stories.
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.

Subject: Social Studies

Facts ("The students will know") - Individuals can and do make change (big and small) - People dont always understand positive change when they first see it - Growing food takes hard work but is not particularly difficult - Access to healthy food improves quality of life for individuals and communities - Not eating healthy comes at a great personal and economic cost - What is a food desert and how can it be changed? Skills ("The students will be able to") - Conduct research and synthesize data to demonstrate a bigger idea - Decode multimedia as literacy content - Take notes and think critically about things read, seen and experienced - Write at length about personal experiences and persuasive arguments

Name: Jake Frumkin

Problems to pose ("Guiding questions" or "unit questions") - What happens when agriculture is introduced to an unfamiliar environment? - How does urban agriculture create positive change? - What can we learn from successful models for urban agriculture? - What kinds of people and settings have created change through agriculture? - What is my own position, role, potential in terms of access to fresh healthy food? - Class hunger banquet and reflections - Videos and activities related to importance and economic costs of nutrition -Lesson defining Food Deserts - Watching videos on Belo Horizonte, Growing Power, OSBG, and other agents of positive change - Research and analysis of food sources in our community - Hunger banquet & Harvest festival and subsequent reflections Activities:

Standard

Assessment (How will you have evidence that they know it?) - Worksheets related to defining key concepts and taking noted and making sense of various lessons and activities - Reflections on Hunger Banquet and Harvest Festival activities - Observation and my own notes on discussions

Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) - There is inequity in terms of access to healthy food. - There are serious societal and personal costs of not eating healthy food

Curriculum planning chart Generative Topic (Blythe et al, 1998): Food Justice
Concept* ("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) Social change is rooted in passion & commitment but is not possible without knowledge and careful preparation. Id like to come up with a better way to say this, but essentially A revolution isnt possible without a plan Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) What do we need to know to most effectively supply ourselves with healthy food? CC.2.3.5.A.2: Classify two-dimensional figures into categories based on an understanding of their properties. CC.2.4.5.A.1: Solve problems using conversions within a given measurement system. 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 Standard Assessment (How will you have evidence that they know it?) - Monitoring via observation throughout peer review process and feedback during course of design project and through their own final designs and explanation for its effectiveness - Completed gardening bed blueprints and explanations - Post soil analysis worksheet to put results of experiments into context of relevant math skills - Completed data analysis worksheets from What the World Eats lesson Facts ("The students will know")

Subject:

Math
Skills ("The students will be able to") - Determine perimeter and area of polygons - Calculate cost of materials based on multiplication formulas - Creatively design planters effectively utilizing limited hypothetical resources - Utilize graph paper as mathematical tool for measurement - Name numbers (verbal & written) based on understanding of place value - Round numbers to desired place value - Clear, organized recording and analysis of data - Use mathematic facts and data to support more theoretical ideas

Name: Jake Frumkin

Problems to pose ("Guiding questions" or "unit questions") - While resources are certainly needed to independently grow food, they are available and with careful planning can be effectively utilized for maximum return - What affects the quality of our plants? - How can we be proactive in creating optimal growing conditions? -What is the real life relevance of potentially abstract math skills? - What can data tell us about social structures and ways of altering those structures? - Measuring perimeter and area of various supplied shapes using gridded graph paper - Designing own planting beds based on maximization of area and minimization of perimeter/cost - Soil kitchen analysis of content of various soil samples - Decimal and number skill work with data from soil analysis - Analysis of data describing What the World Eats Activities:

- Formulas for finding area and perimeter - which shapes most effectively maximize area while minimizing perimeter (materials needed) - importance of planning in maximizing resources - Math skills are relevant and important in every day situations - Real world application of very small decimals and rounding skills - Scientific/ mathematic data can guide / describe our quality of life