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TGC Fellow Unit Template

Prepared by: Marquita Rawlins School/Location: The Meadows Elementary – DeSoto, Texas

Subject: Math Grade: 5th Interdisciplinary Unit Title: Education and Poverty
Time Needed: 9- Weeks

Unit Summary: Students will study the impact of quality education on poverty. The educational system of various countries will be explored to
determine the comparison of its poverty level. In this unit students will calculate poverty over the last 10 years for each country selected.
They will then graph their results for a visual comparison to be used to determine a viable solution or recommendation.

STAGE 1: Desired Results

ESTABLISHED GOALS: Transfer


● Transform into global citizens
● Learn about the importance of obtaining an
Students will be able to independently use their learning to:
Work in collaboration with students from other countries and
education
cultures to address and seek resolution to a problem impacting all
● Develop cultural awareness and tolerance students.
● Determine the relationship of education on poverty
and countries economic system
Meaning
5th GRADE MATH TEKS: UNDERSTANDINGS ESSENTIAL QUESTIONS:
● 5.1A Apply mathematics to problems arising in Students will understand that: Q1. How do you view your
everyday life, society, and the workplace. U1. Education obtained is educational system?
● 5.1B Use problem-solving model that incorporates linked to poverty. Q2. Describe the relationship
analyzing given information, formulating a plan or U2. Education is a global between education and poverty.
issue and not isolated. Q3. Why is education important to
strategy, determining a solution, justifying the
U3. Education is a commodity our economy?
solution, and evaluating the problem-solving process in our country. Q4. How can we improve our
and the reasonableness of the solution. U4. Mathematical concepts educational system?
● 5.1C Select tools, including real objects, and problem solving are
manipulatives, paper and pencil, and technology as needed to analyze issues in
appropriate, and techniques, including mental math, our world.
estimation, and number sense as appropriate, to Acquisition
solve problems.
Students will know: Students will be able to:
● 5.1D Communicate mathematical ideas, reasoning,
● that they have ● how to apply mathematical
and their implications using multiple representatives, investment in their processes to real world
including symbols, diagrams, graphs, and language education problems
as appropriate. ● student concerns and ● work cooperatively with
● 5.1E Create and use representations to organize, issues in other students from other
record, and communicate mathematical ideas. countries countries and cultures
● educational and ● discuss and recommend
● 5.1F Analyze mathematical relationships to connect
poverty relations in solutions with an open mind
and communicate mathematical ideas. various countries as ● Be respectful of differing
● 5.1G Display, explain, and justify mathematical ideas compared to the United environments
and arguments using precise mathematical language States ● Plot data using timelines
in written or oral communication. and compare findings using
● 5.2B Compare and order two decimals to graphs of their choosing
thousandths and represent comparisons using the
symbols >, <, or =.
● 5.9A Represent categorical data with bar graphs or
frequency tables and numerical data, including data
sets of measurements in fractions or decimals, with
dot plots or stem-and-leaf plots.
● 5.9B Represent discrete paired data on a scatterplot.
● 5.9C Solve one-and two-step problems using data
from a frequency table, dot plot, bar graph,
stem-and-leaf plot, or scatterplot.

GLOBAL COMPETENCY:
● Investigating the world
● Recognize perspectives
● Communicate ideas
● Take action
TECHNOLOGY USED:
● ePals
● Padlet
● Google Classroom
● Google Docs
● Google Slides
● Skype

RESOURCES:
∙ Youtube
∙ http://cdn.worldslargestlesson.globalgoals.org/2016/06/21
-Education-Can-Transform-the-World.pdf
∙ http://cdn.worldslargestlesson.globalgoals.org/2016/06/12
-Why-Are-So-Many-Children-Still-Not-In-School.pdf
∙ Twitter

Stage 2 - Evidence
Assessment Evaluation Criteria (Learning target or Student Will Be Able To)

Assessments ​FOR​​ Learning: 1. Share different ideas about views on education in the world
1. Observations 2. Share different questions about the causes and effects of
1. Rehearsal of presentations poverty
2. Think-Pair-Share “quick” talk among the 3. Describe the different views on poverty from the perspective
individual classrooms; then brainstorming and of different countries
listing ideas 4. Explain the causes and effects of education on poverty
2. Classwork Assignments 5. Make observations about what other countries are doing to
1. (Google Document Collaboration) Research increase education
and document the effects of education on 6. Discuss and work collectively, efficiently, and productively in
poverty within 2- assigned countries diverse groups.
2. (Google Sheets) Create graphs using data 7. Identify the global significance of increasing the education
collected to compare and contrast impact on level to reduce poverty
researched countries 8. Self- reflection of collaboration
3. Discussions
1. (Skype) Visit partner country and peers to
dialogue about stated problem, possible
causes, and resolutions
4. Exit Tickets
1. (Padlet) Post weekly what you know (K),
learned from your research and discussions
(L), and list any driving questions (W)

Assessments ​OF​​ Learning: ​Final Group Project Collaborative Group Project


1. Collaborative Group Project 1. Multimedia presentation
2. Reflection Form 5. Statement of specific problem or question
investigated about the impact of education on
poverty in certain countries
6. Researched information about the topic
7. Ways to increase academic achievement levels

2. Presentations
∙ Families
∙ Students at our school
∙ Community
3. Reflection
∙ Students will present the progress of their work
weekly to generate ideas and modifications for peer
groups
∙ Students will present final findings and explain the
techniques acquired from their learning that was
used to arrive at the final result
Stage 3 - Learning Plan
Summary of Key Learning and Unit Plans - ​Students will collaborate with students from another country in
researching a global issue that impacts all individuals. The students will utilize problem solving and critical
thinking skills to assess the issue of literacy and its impact on the economy, in particular poverty. This will be
determined by graphing data, and comparing and contrasting trends of selected countries.
Week 1: Students will be introduced to the meaning of global education and its importance; and assigned to
their groups for collaboration.

Week 2: Students will meet their partner classroom and introduce themselves. Groups will present preliminary
discussions on assigned issue.

Week 3: Groups will conduct research on the causes and effects of education on poverty, and document
findings on Google Docs for collaborative sharing of information and discussions.

Week 4: Groups will collect data on the solutions that other countries are using to increase interest in
education.

Week 5: Groups will devise a plan to propose solutions for their increasing interest in education in their own
community.

Week 6: Students will peer review group presentations by commenting and listing any suggestions or
recommendations.

Week 7: Students will identify and discuss the global impact of their recommendations.

Week 8: Students will revise presentations and make final corrections; then publish for final analysis.

Week 9: Students will collectively present and defend their findings to 4th grade students during a campus
sponsored assembly.

TGC FELLOWS UBD Lesson Template

Lesson Title:​​ Introduction to Global Citizenship Subject:​​ Math ​Prepared by​​: Marquita Rawlins

Materials Needed:​​ Chart paper, markers, iPads, computer

Global Competency:​​ Investigating the World

W​​here is the lesson going? SWBAT defined global citizenship; and being kind to others despite their
(Learning Target or differences.
SWBAT)
SWBAT 5.2B Compare and order two decimals to thousandths using
selected populations.

H​​ook: T​​ailored Differentiation:

Students will jot their ideas of global citizenship on a post it ● Choose audiobook. Students can
note; then go to computer to type it on Padlet. Students will select to have story read to them.
discuss their responses at their tables, and rotate to each
table for discussion. Lastly, students will view video on ● Students can self-select to have
Learning to live together in peace through Global Citizenship words defined in story.
Education​​ ​https://www.youtube.com/watch?v=KuKzq9EDt-0
E​​quip:

Students will read a short story in pairs, “What Does it Mean to


Be Kind,”​​ ​https://www.getepic.com/app/profile-select​​.
Students will then use a Chromebook to look at a map of the
world, and select a location to find its population.

R​​ethink and revise:

Students will create a poster containing the name of their


location, its population, and 3- facts regarding their culture-
using words, pictures, and symbols.

E​​valuate:

Students will post their posters in order of their population


from greatest to least.

Notes:

O​​rganization:

Have post it notes, construction paper,


markers, and Chromebooks arranged on
tables before students arrive.