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


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


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


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


Standards

1. Engage effectively in a

range of collaborative


groups, and teacher led) with


topics, texts, and issues,

building on others ideas and

expressing their own clearly.





Country Positions

Placards

Draft Resolution

Forms

Resolution Phrases


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.


discussions, set specific goalsand deadlines, and define


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,



or appropriate.


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




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


topic guide. Prompt:

Introduce smaller

topic guides

Critical reading

Vocabulary

expansion

Critical thinking


in History:



words and phrases

as they are used in a text,including vocabulary


(wiki)

Topic Guide: Urban

Agriculture and

Poverty


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


2. Determine the central ideasor conclusions of a

text; provide an accurate

summary of the text


or opinions.

Risks to Developed

and Developing

World Frayer Models

6SWBA to make connections

between urban agriculture and

Pre-activity: Show


Media literacy Reading Standards for literacyin History:


(wiki)


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






related to history/social



or conclusions of a text;

provide an accurate summary

of the text distinct from prior

knowledge or opinions

Topic Guide: Food

Security

Voicethread (wiki)


8/15


SWBA to make connections

between women, health and

urban agriculture, and urban

agriculture and the

environment

Pre-activity: Show


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


in History:



words and phrases

as they are used in a text,

including vocabulary

specific to domains related to

history/social



or conclusions of a

text; provide an accurate

summary of the text


or opinions.


(wiki)

Topic Guide:

Women, Health &Urban Agriculture

Urban Agriculture

and the

Environment


9/15


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


10/15


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


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


11/15


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


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


Standards


range of collaborativediscussions (one-on-one, in



topics,texts, and issues,



6. Adapt speech to a variety of

contexts and tasks,



or appropriate.

The Importance

of Lesson Plan

OR

Imaginary Animal

Public Speaking

Activity Prompt


13/15

Day OBJECTIVES ACTIVITIES SKILLS STANDARDS* RESOURCES*12

SWBA to craft perambulatory &

operative clauses that

demonstrates understanding of

Urban Agriculture


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


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


14/15


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


range of collaborative



diverse partners ongrade 7topics, texts, and issues,







preparation by referring to

evidence on

the topic, text, or issue to

probe and reflect on ideas

under discussion.


discussions, set specific goals

and deadlines, and define


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


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:

Curriculum Map Urban Agriculture

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