Title of Your Unit: Food Choice and Accessblogs.evergreen.edu/.../files/2015/04/...Curriculum-Unit-Portfolio.pdfGraphic Organizer for Analysis of Language Demands ... Language functions

Jeremy Glasco James E Newton

Kelsey Parks

Introduction Where does your food come from? What is “quality” food? What impacts food choices? These are the essential questions that we are asking of this unit. The central concept that bridges these questions together is that of awareness, such that students will have an understanding of the following rationales: how to find and make sense of research in order to make informed decisions; the limitations and possibilities that factor into the choices that they make based on social, economic, and environmental access; and demonstrate an awareness of their agency in relation to food choices. In attending to a critical pedagogy of place, we will support the students in utilizing research and inquiry to promote awareness of food access and choice by examining economic, ecological, and dietary factors. The summative project supports and catalyzes participation and communication to promote change toward more equitable food access through collaboration with students’ families and the local community. Students will invite family and community members into dialogue through their projects and presentations in order to open the door for future possibilities, such as expanding the availability of food options in the school cafeteria and/or the local community. Prior to this curriculum project, students will have played an active role in deciding who they are able to work with successfully. This will be conducted by way of establishing the classroom norm of allowing students to have input regarding who they would like to sit by every six weeks since the beginning of the school year. Groupings that are deemed to have academicrelated conflicts and nonproductivity based on history will play another factor in establishing successful seating placements for all students. The composition of the classroom is that of 4th grade students, hailing from low to middleclass economic backgrounds. The ethnic makeup consists of a majority of european backgrounds, along with students of hispanic and indigenous origins. The developmental level of students are between level 1 to level 4 for reading comprehension and writing according to 4th grade testing results. One student is an English Language Learner. There are five students with IEPs. Three students have IEPs for ADHD, and two students work with the school speech therapist. Developmental and physical needs for all students include the following: Guided reading and writing; individual coolingoff workstations; intentional seating arrangements (grouping for success); vocabulary marginalia; and visual aids through contentrelevant posters, content organizers, and guided questions.

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Title of Your Unit: Food Choice and Access Group Members: Jeremy Glasco, James Newton, Kelsey Parks

Stage 1 – Desired Results

Topic/Theme: Our relationships with food, access to food options, and subsequent impacts on health.

Grade Level: 4th

Unifying Concept: Awareness Enduring Understandings: Students will understand how to find and make sense of research in order to make informed decisions. Students will have an understanding of limitations and possibilities that factor into the choices they make based on social, economic, and environmental access. Students will demonstrate an awareness of their agency in relation to food choices.

Guiding Question and Essential Questions: Guiding: Where does your food come from? Essential: What is “quality” food? Essential: What impacts food choices?

Connection to Sustainability (Short, specific description of what students will learn about sustainability issues): Students will learn about the interdependence of social, economic, and ecological systems in relation to food and food choice. Sustainability Standard(s): 1

Stage 1 –Desired Understandings: Learning Targets (Standards deconstructed below, written as propositions where

appropriate) (Refer to Chappuis & Stiggins pp. 4457)

Stage 2 – Assessment Evidence

Include formative and summative assessments

(Appropriate to the target type: Refer to Stiggins p.94)

Knowledge (Refer to Chappuis & Stiggins pp. 4447) Identify natural resources and agriculture Identify the parts that make up an economic system Identify healthy food choices

PreAssessment selected and/or written response Formative personal communication Summative written response

Reasoning (Refer to Chappuis and Stiggins pp. 47 – 53) Learn how economic factors influence food access (including agriculture and

natural resources) Learn how to make informed choices concerning nutritional values of accessible

foods Learn how to analyze characteristics of sustainable and unsustainable

humanecological relationships

Formative personal communication and selected response Summative selected and personal communication

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Skills (Refer to Chappuis and Stiggins pp. 5455) Learn how to represent nutritional data to communicate information

Summative performance assessment

Products (Refer to Chappuis and Stiggins pp. 5557)

Write an opinion paper regarding the healthiness of their food options supported by research and evidence

Develop personalized nutritional and dietary plan founded within accessible options

Collaborate with others to present findings about an aspect of food access relevant to them


Stage 3 – Learning Plan

What learning experiences and instruction will enable students to achieve the desired results? How will the design W: Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests, Funds of Knowledge, Smartnesses) H: Hook all students and Hold their interest? E: Equip students, help them Experience the key ideas and Explore the issues? R: Provide opportunities to Rethink and Revise their understandings and work? (Disequilibrium, Student Voice) E: Allow students to Evaluate their work and its implications? (Student voice) T: Be Tailored (personalized) to the different needs, interests, and abilities of learners including connections to the communities? O: Be Organized to Maximize initial and sustained engagement as well as effective learning? Where and What: Preassessment will ask students to record what they ate yesterday. Where did your food come from? Did you choose what to eat? How would you describe quality food? After the preassessment, we will present the performance tasks, which will include the expectation of developing a realistic dietary plan, generate possibilities for food options, making sense of data regarding food access, and to recognize obstacles and limitations regarding to food access. The final product will be demonstrated and shared with the local community. Students will write personal goals prior to delving into the activity. Misconceptions will be tackled as students explore and delve deeper into the unit. Hook: Where did your food come from? (Classroom discussion) Students will theorize a map concerning the transitions that food go through before it arrives onto their plate. Equip, Experience, Explore: Prereading, duringreading, and postreading strategies will be utilized. Students will read article(s) relating to foods’ origins. Marginalia will be provided for students with learningrelated special needs. Attention will be heeded regarding the grouping of students such that students are able to succeed collaboratively alongside their groupmates. Big ideas (food access) will be experienced and explored as students delve into the unit associated literature, and peertopeer discussions. Rethink and Revise: Students will return to their preassessment and consider how their thinking has changed. Students will reflect on their personal goals throughout the unit. Evaluate: Students will have access to a rubric concerning the performance task. Exit tickets will be utilized after every session, which will ask, “what are you wondering now?” Teacherstudent conferences will be conducted twice: one midunit and the second after the final performance task has completed. Student goals will be incorporated into the teacherstudent conferences.

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Tailored: Processes: Learning happens through classroom discussion; thinkpairshare; utilizing peers as resources; article research; graphs, charts and data. Products: Students will present finding of research, research question, findings and practical applications. Content: Articles will be at differing reading levels. Visual aids (posters) will be posted to provide additional access. Organized: Launch (hook, classroom discussion), Dietary Log (How to record session), Nutritionrelated articles, Quality Foods (What/Where?), Agriculture (Sustainability), Economics (Accessibility), Presentation

Assessment Plan

Stage I: Desired result for learners to...

Stage II: Evidence of ability to...

Stage III: Assessment includes...

Students will understand how to find and make sense of research in order to make informed decisions.

Selecting relevant research and comprehending and evaluating research, summarizing and analyzing evidence

Assessment evidence includes summative research project, including presentation to authentic audience (communication)

Students will have an understanding of limitations and possibilities that factor into the choices they make based on social, economic, and environmental access.

Using data to make determinations of allocating limited resources (time, cost, materials).

Formative assessment evidence includes ongoing discussion to be enacted within the classroom while examining these issues

Students will demonstrate an awareness of their agency in relation to food choices.

Draft dietary log in relation to choices based on limitations and possibilities found within the 2nd enduring understanding.

Summative project includes the creation of a dietary plan which reflects realistic options in the students’ daily lives

GRASPS

1. Goal a. Your task is develop a realistic dietary plan based informed by an

understanding of practical options b. The goal is to to approach, understand, and generate possibilities for food

options given realistic limitations c. The problem or challenge is finding, sorting, and making sense of data and

information related to food access in your world d. The obstacles to overcome are recognizing and evaluating limitations in

relation to possibilities for food access 2. Role

a. You are agent of your dietary intake b. You have been asked to research data to illustrate food access c. Your job is to make sense of the research regarding your dietary options and

limitations to become a discerning consumer in your food choices

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3. Audience a. Your clients are the local community and school b. The target audience is your local community members, parents, and school c. You need to convince them of the plausibility and benefits of healthy dietary

choices. 4. Situation

a. The context you find yourself in is as a Fourth Grade student at Bordeaux Elementary and a member of the community of Shelton

b. The challenge involves dealing with finding, and making sense of diverse information and data to inform your understanding of your options and choices related to food access

5. Product, Performance, and Purpose a. You will create a realistic dietary plan in order to illustrate the plausibility,

benefits and sustainability of healthy eating choices. b. You need to develop decisionmaking skills so that you are to make informed

decisions that are grounded by reason through evidence. 6. Standards and Criteria for Success

a. Your performance needs to demonstrate your knowledge and understanding of your food options, as well as your ability as a discerning consumer of research to utilize data to inform your choices regarding food access

b. Your work will be judged by your peers, your audience, your mentor, and (most importantly) yourself

c. Your product must meet the following standards: must be explicitly based upon and linked to relevant and accurate research data that directly inform your product of a personalized dietary plan which reflects your realistic options in making decisions related to food options

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Graphic Organizer for Analysis of Language Demands

(adapted from O’Hara,Pritchard & Zwiers, 2012)

Content Objective (s) Defines natural resources and agriculture Describes the parts that make up an economic system Evaluates how economic factors influence food access (including agriculture and natural resources) Compares and contrasts nutritional values of accessible foods Analyze characteristics of sustainable and unsustainable humanecological relationships Represent data to communicate information Presentation of their findings about an aspect of food access relevant to them Develops personalized nutrition/ dietary plan founded within accessible options

Language functions that will be important to engaging/meeting the objective:

1. Listen to directions, read a piece of text, answer a question out loud, prepare a presentation, write a summary, respond to written questions, research a topic, talk within a small group of peers, interpret data

“Texts” (Comprehension of oral or written language)

Describes the parts that make up an economic system

Evaluates how economic factors influence food access (including agriculture and natural resources)

Compares and contrasts nutritional values of accessible foods

Analyze characteristics of sustainable and unsustainable humanecological relationships

Parts of content objective(s) that relate to texts

“Tasks” (Production, interaction, writing , assessment)

Represent data to communicate information

Presentation of their findings about an aspect of food access relevant to them

Develops personalized nutrition/ dietary

plan founded within accessible options Parts of content objective(s) that relate to tasks

Discourse demands This means… The ability to listen and communicate reasoning and

Syntax demands This means… Texts utilized should be aimed to support the appropriate

Vocabulary demands This means… Utilizing pre, during, and post reading strategies to scaffold

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understanding of learning materials.

developmental levels. We can ensure this by utilizing the Raygor and CLOZE tests.

student engagement with the text.

Strategies to support language use (e.g. pre, during & post reading strategies): Includes graphic organizers (compare/contrast) Use of specific guides for more difficult texts Guided and supported collaborative notetaking ListGroupLabel Think Alouds and Revoicing (Collaborative Discussion) DRA/DRTA

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Family and Community Involvement Plan Throughout this unit students will explore what community means and learn about resources within the community. On day 1 of the Nutrition week, students will explore what community means and looks like to them. On day 5 of the Social Studies week, a guest speaker will talk about community resources such as DSHS and food banks. On day 3 of the Sustainability week a guest speaker from Squaxin Island Tribe Museum will discuss food and sustainability practices of the Squaxin Island Tribe and answer questions from students. Students will present their final projects to family and community members. A note about the presentation event will be sent out to families at the beginning of the unit, as well as closer to event date. The final project is focused on realistic dietary options for the student and/or their community. Family and community members will be invited to attend the presentations, learn from the students’ projects, and in turn create a dialogue with students about food access in the community.

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Students’ Preexisting Concepts about Nutrition, Access and Sustainability Nutrition: Everyone eats:

Some students will have prior knowledge concerning that we are what we eat. Some students may be familiar with the concepts of nutrients, minerals, fats,

proteins, carbohydrates, etc. Some students may recognize that these nutrients impact one’s relative

healthiness and energy. Students will be familiar with energy as it relates to physical science (sound, light,

etc.), but may not realize that food provides a different type of energy. Nutrition: Healthy living:

Some students may believe diet or healthrelated fads are always healthy choices. Some students may have prior knowledge that healthy eating and physical exercise

are important factors to healthy living. Some students may understand that these two factors (healthy eating and

physical exercise) help reduce the risk of ailments like heart disease and diabetes.

Writing: Opinion Essay/Research: Some students may believe that academic writing only consists of writing towards a

purpose, such that one’s opinion is not relevant; Only the facts. Some students may have varied understandings about what constitutes for facts, such

that facts and opinions are intermingled. Social Studies:

Day 1: Students may have varied understandings of the concept of access, particularly in economic terms, and will certainly have diverse individual experiences in this area to bring to the discussion.

Day 2: Students may have diverse understandings of the concepts of agriculture and natural resources depending on their own experiences and exposure to these concepts.

Day 3: Students may have varied understandings of the concept of political economics (including macro and micro), as well as varying perceptions of how this impacts their daily lives.

Day 4: Students may have varied understandings of the concept of culture, and will certainly have diverse cultural experiences to bring to the discussion. Students may also have varied understandings regarding political expression and voice.

Day 5: Students may have diverse understandings of the concepts of resources and consumers. Students may also have varied experiences with approaching research.

Sustainability: Some students may recognize there are many types of sustainability. Two prominent

examples include one regarding an individual’s health and the other regarding environmental health. Some students may not recognize the overlapping concepts of the two and how they can play a role in creating access to quality foods.

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Recycling: Some students may recognize how they can recycle/refurbish old and used

products to make something new. Some students may have prior knowledge regarding how old, uneaten foods

can be recycled into compost for the purposes of gardening and growing new foods.

Some students may have prior knowledge about the sustainability of growing your own food. Students have previously discussed their own gardens at home as well as family members who work on a farm. Some students may recognize foods grown in and near this area, and recognize that local food is more environmentally sustainable.

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Lesson Plan Template

Primary Teacher: James E Newton Subject/Grade: Nutrition (4th Grade)

WA State Standards: Reading: Informational Text: 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.4 Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area. 4.7 Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. 4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Reading: Foundational Skills: 4.3 Know and apply gradelevel phonics and word analysis skills in decoding words. 4.4 Read with sufficient accuracy and fluency to support comprehension. Writing: 4.1 Write an opinion pieces on topics or tests, supporting a point of view with reasons and information. 4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 4.6 With guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type and minimum of one page in a single sitting. 4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. 4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Language: 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speak. 4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Health and Wellness: 1.5.1 Understands how the body’s function and composition are affected by food consumption 1.5.2 Analyzes information from dietary evaluation and selfassessment in order to improve performance.

Learning Targets (K Knowledge, R Reasoning, S Skill, P Product) K Identify healthy food choices K Begin to identify natural resources and agriculture R Learn how to make informed healthy food choices concerning nutritional values of accessible foods P Write an opinion paper regarding the healthiness of their food options supported by evidence Summary of Learning Activities: Day 1: Students will explore the question of community. Lesson will be launched by asking the question, “What is community? What does it look like?” They will be asked to explore and define the merits of community in preparation to drafting and establishing group project norms. Students will then break into small groups to draft, refine and publish their group project norms. These norms will be presented to peers before entering into a debrief concerning why we are exploring, defining and establishing concepts for building community. Day 2: Students will be introduced to the lesson by the Hook: Where did your food come from? They will then participate in a classroom discussion concerning foods and brainstorming ideas about where it might come from. Connections to this concept will be drawn on the whiteboard to record student thinking during this discussion period. Students will theorize a map concerning the transitions that food goes through before it arrives onto their plate. This theorizing will be elicited

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via small groups by way of asking students, “What did you eat today? Where did it come from? Where did they get it?” After the small group session, students will return to the wholeclassroom discussion to be probed through the following prompts: “Who can describe what the word origin means? How far can you map the food’s origins back?” Student thinking will be recorded via the whiteboard. In closing, students will be provided with the unit’s expectations following the brainstorm/discussion activity with an emphasis on what comes next (introduction to the dietary log). Day 3: Students will explore the question of quality foods. Lesson will be launched by asking the question, “What are quality foods? Examples?” through thinkpairshare. As a class, the students will brainstorm ideas with volunteers recording them on the whiteboard. Students will then watch a nutrition video with Bill Nye The Science Guy. They will then be tasked to begin reading one of two health & wellness related articles (Go, Slow, and Whoa! A Kid’s Guide to Eating Right & 5 Ways to Spot a Fad Diet). As a group, students will then discuss their findings and record them into their individualized journals. In a whole group, students will discuss what they are discovering now and preview tomorrow’s expectation of finishing the health and wellness articles and beginning their opinion essay concept map by reflecting on their dietary logs. Day 4: Students will continue to explore the question of quality foods. Lesson will be launched by asking the questions, “How is our diet? Are we eating healthy? Why or why not?” Students will explore these questions through thinkpairshare before answering the question to their journal writing prompt, “Am I eating healthy?” They will then continue to explore their health and wellness articles, delving into the second issue regarding dietary fads. Students will then discuss their findings and record them into their group project journals before previewing the opinion essay concept map. They will then begin generating ideas by using and plotting the data collected through their dietary log, journal entries, articles and nutrition video to conclude whether the foods they have access to are healthy or not onto a concept map. In a whole group, students will discuss what they are discovering now and preview the agenda for day 5, which will finish/complete the concept map before eating and exploring the types of quality foods brainstormed on Day 3. Day 5: Students will engage in thinkpairshare concerning the reasons for choosing their different sources to include in their opinion essay concept map prior

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to finishing the given task. They will then partake in a quality foods brunch activity, which will include the foods they had brainstormed on Day 3 to consume and then discuss the measures of their respective healthiness. Only healthy foods will be provided for this activity. This discussion will be recorded by the facilitators via whiteboard. After cleanup, students will then debrief and preview the expectations for the following week, which will encompass a review of the group project’s norms; begin their draft; edit and revise that draft; and type and publish their opinion essays. Additional days for publishing the essays will be provided following social studies and sustainability lessons.

Instructional Practices Classroom discussion strategies will be used to improve student thinking, encourage involvement, and communication skills. This will enables students to adopt new thinking strategies, engage in indepth analysis of problems, and construct arguments. It will provides immediate studentteacher interaction in the form of questions, responses, and feedback. Students will be prompted to explore concepts and ideas through thinkpairshare pairs, buzz groups, and by being individually called upon. Desks and tables will be distributed and organized into a Ushape, circle or otherwise centralized fashion to allow for maximum engagement, collaboration, and participation.

Language Demands Content Specific Vocabulary: nutrition, balanced diet, access, origin(s), dietary log, quality, carbohydrates, fats, proteins, minerals, crucible, fasting, foundation, vitamins, malnutrition Language Functions: Sequencing and ordering, hypothesizing Discourse and/or Syntax: Students will need to be able to verbally communicate their thinking in language that others can understand. May include imagery, as well as speech and writing. Marginalia: Provided for ELLs and students with guided reading & writing IEPs.

Formative Assessments Classroom Discussion: What is community? Where did your food come from? What are quality foods? What have we learned so far? Are we eating healthy? Building Community: Establishing group project norms Concept Map: Tracking the transitions prior to food arriving on our plates

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Opinion Essay Concept Maps and Drafts: Am I eating healthy? Group Project Journals: Record discussions and findings Exit Tickets: Reflect and ask questions

Formative and Summative Assessment Evidence Formative: Student discussions at strategic moments; designing group norms; and individual and collaborative concept maps will provide formative insight into developing thinking and sensemaking through the following criteria:

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area.

Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Know and apply gradelevel phonics and word analysis skills in decoding words.

Read with sufficient accuracy and fluency to support comprehension. Demonstrate command of the conventions of standard English grammar

and usage when speaking. Use knowledge of language and its conventions when writing, speaking,

reading, or listening. Summative: Student opinion essays will provide evaluative criteria for the following performance and understanding tasks:

Support a point of view with reasons and information Ability to develop and strengthen writing as needed by planning, revising,

and editing. Use technology, including the Internet, to produce and publish writing as

well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type and minimum of one page in a single sitting.

Build knowledge through investigation of different aspects of a topic. Recall relevant information from experiences or gather relevant information

from print and digital sources; take notes and categorize information, and provide a list of sources.

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Draw evidence from literary or informational texts to support analysis, reflection, and research.

Demonstrate command of the conventions of standard English grammar and usage when writing.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Understands how the body’s function and composition are affected by food consumption

Analyzes information from dietary evaluation and selfassessment in order to improve performance.

Student Voice: Space for student voice will be made in several ways. In particular, small group discussions will allow students to collaboratively share with peers, and the large group discussion toward the concept map will provide the opportunity for students to cooperatively develop a visual model for the developing thinking within the learning community. Exit tickets will be provided for students to reflect on what they have discovered during the activity and provide questions to explore the next day. Group posters and opinion essay will provide students with opportunities to express understanding through mediums of creativity.

Teaching Outline and Procedures (Day 1)

Time Activities

5 min. Hook/Launch: What is community? What does it look like? (Thinkpairshare)

15 min. Classroom Discussion: Brainstorm definitions for community; record discussion onto whiteboard; review groupworthy roles

20 min. Group Task: Drafting group’s project norms

20 min. Group Task: Transfer norms onto poster paper

20 min. Presentations: Group norm posters

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10 min. Debrief & Exit Ticket: Why are norms important for building community? What norms did you use while designing your group tasks? What are you wondering about now?

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Time Activities

5 min. Hook/Launch: Where does your food come from? (Thinkpairshare)

10 min. Small Groups: “What did you eat today? Where did it come from?”

10 min. Wholegroup: Defining origins; teacher provides an example of mapping/tracing the origins of a food from the plate to its various sources, if applicable.

20 min. Small group: Mapping their food’s origins (prediction) onto blank paper

20 min. Wholegroup: Students will share their maps; invite peers to elicit their reasonings for their predictions concerning food’s origins.

5 min. Debrief: Summary toward concept model; bridge for expectations

20 min. Debrief & Exit Ticket: Expectations Overview of the performance task; Introduce dietary log Assignment: Record what you eat for breakfast, lunch, & dinner

(Due by Thursday Day 4) What are you wondering about now?

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Time Activities

5 min. Hook/Launch: What are quality foods? Examples? (Thinkpairshare)

10 min. Classroom Discussion: Brainstorm predictions; record discussion on whiteboard

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25 min. Nutrition Video: Bill Nye The Science Guy https://www.youtube.com/watch?v=qFKsxYuflJA

30 min. Individual Research: Begin reading health & wellness article(s) Go, Slow, and Whoa! A Kid’s Guide to Eating Right

10 min. Group Task: Discuss findings and implications; record them into journal

10 min. Debrief & Exit Ticket: What are we discovering? What’s new? What are you wondering about now?

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Time Activities

5 min. Hook/Launch: What have we learned so far? Are we eating healthy? (Thinkpairshare)

10 min. Journal Writing Prompt: Am I eating healthy?

25 min. Individual Research: Continue health & wellness article(s) 5 Ways to Spot a Fad Diet

10 min. Group Task: Discuss findings and implications; record them into journal

5 min. Preview: Opinion Essay Concept Map

25 min. Individual Task: Draft concept map

10 min. Debrief & Exit Ticket: What are we discovering? What’s new? What are you wondering about now?

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Time Activities

5 min. Hook/Launch: What sources are you including in your concept map? (Thinkpairshare)

15 min. Individual Task: Finish/Complete Concept Map

https://www.youtube.com/watch?v=qFKsxYuflJA

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50 min. Classroom Discussion: Quality Foods Brunch How are these foods healthy? Record discussion on whiteboard while students share thoughts while eating quality foods brainstormed on Day 3.

10 min. Group Task: Cleanup

10 min. Debrief & Exit Ticket: Preview of next week’s activities Review group project expectations Begin drafting opinion essay Review opinion essay Type and publish opinion essay What are you wondering about now?

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Teaching Outline and Procedures (Days 610)

Time Activities

TBA Students review group project norms and will begin drafting, revising, and typing their opinion essays.

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Primary Teacher: Jeremy Glasco Subject/Grade: Social Studies (4th Grade)

WA State Standards: Reading: Informational Text: 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.4 Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area. 4.7 Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. 4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Reading: Foundational Skills: 4.3 Know and apply gradelevel phonics and word analysis skills in decoding words. 4.4 Read with sufficient accuracy and fluency to support comprehension. Writing: 4.1 Write an opinion pieces on topics or tests, supporting a point of view with reasons and information. 4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 4.6 With guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type and minimum of one page in a single sitting. 4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. 4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Language: 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speak. 4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Speaking and Listening: 4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Social Studies: 2.2.1 Understands the basic elements of Washington State’s economic system, including agriculture, businesses, industry, natural resources, and labor.

Learning Targets (K Knowledge, R Reasoning, S Skill, P Product) K: Understand the concept of access, particularly in relation to food options K: Defines natural resources and agriculture K: Describes the part that make up an economic system K: Defines culture R: Evaluates how economic factors influence food access (including agriculture and natural resources) R: Evaluates research to inform decision making S: Represent data to communicate information Summary of Learning Activities: Day 1: Students will begin by engaging in a large group discussion brainstorming the idea of “What is access?” This discussion will provide an opportunity to review the norms and expectations that have been established the previous week. Following this, will engage in a ThinkPairShare considering the idea of access in economic terms given their own individual prior knowledge and lived experiences. In particular, students will be challenged to consider how economic forces in their own lives affect their access to food options, including the questions: “Where does your food come from? How does it get to you? How is cost a factor?” When we return to the large group, the sharing of ideas will lead to a class production of a KWL chart that represents class discussion on the questions: What do you know about

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economics? About Washington's natural resources and food access system? Students will be supported in making predictions about how these forces and systems are interrelated. We will close out Day 1 with an Exit Ticket, which will take the form of establish personal goals for this week (including 2 learning goals and 2 participation goals) and engaging in SelfReflection addressing: “What is really on your mind from our time today? What are you still/now wondering about?” Assign homework for Day 2: Read The Lorax and bring your thoughts. Day 2: Students will start the day with the hook/launch of a group discussion toward making predictions about the interrelationship between agriculture and natural resources. (Reference The Lorax) Following this, we will delve into exploring this by starting with a short interactive lecture from a pedagogy of place perspective on Washington’s political economy, with students engaging in collaborative notetaking. Primary topics included will be socioeconomic possibilities and limitations (particularly in the areas of Washington’s agriculture industry and natural resources) and an introduction to the history of agriculture in Washington. This will lead to a collaborative class poster development regarding: “What are Washington’s natural resources? How do these affect our local political economy?” Finally, we will summarize and apply what we have learned by engaging in a small group project creating a Venn diagram comparing and contrasting Washington’s agriculture and natural resources. We will finish the day with our Exit Ticket Self Reflection (“What is really on your mind from our time today? What are you still/now wondering about?”). Assign homework for Day 3: Read The Kids’ Money Book and bring your noticings and wonderings to discuss. Day 3: Students will start the day with the hook/launch of a ThinkPairShare discussion toward applying our studies from Day 2 and addressing the question of “Where do you see the impact of economics in your own life?” (Reference The Kids’ Money Book) We will then continue exploring this with a short interactive lecture from a pedagogy of place perspective on Washington’s political economy, with students engaging in collaborative notetaking. Topics included will center on Washington’s political economy and socioeconomics, moving the focus from macro(societal) to micro(personal). Specifically, this introductory lecture includes a segment on macroeconomics (institutional) and microeconomics (especially addressing the individual and family unit). We will also watch the short Schoolhouse Rock video “Where the Money Goes” https://www.youtube.com/watch?v=1MeZvhQyTe4.Following this, students will work collaboratively through a small group discussion to make sense of this by addressing the questions: “Where are you at? How do economic factors play out in your life, specifically in terms of food access?” Each small group will be given a copy of the school Lunch Calendar as a supplemental resource to inform food options at their

https://www.youtube.com/watch?v=1MeZvhQyTe4

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school. Finally, we will bring the class back together to review and revise (confirm/correct) our KWL Chart (Day I predictions). We will finish our time by doing our Exit Ticket Self Reflection (“What is really on your mind from our time today? What are you still/now wondering about?”). Day 4: Students will begin the day with a large group brainstorm discussion addressing the question “What is culture?” The teacher will record these ideas on the board to document and make thinking visible. Following this, students will engage in a ThinkPairShare discussion toward the production of small group posters regarding the topic of cultural representation and expression, specifically by discussing the questions: “Do you practice cultural traditions in your family? What would you like to know more about your own cultural heritage?” Following this, we will engage in a political participation workshop exploring ways to make sense of your beliefs and express your political voice. This will include showing the brief video “The Story of Martin Luther King Jr. by Kid President” https://www.youtube.com/watch?v=4xXZhXTFWnE and having a followup large group discussion brainstorming ways we can make our opinions heard. We will finish our time by doing our Exit Ticket Self Reflection (“What is really on your mind from our time today? What are you still/now wondering about?”). Day 5: Students will begin with the hook/launch of a ThinkPairShare discussion concerning “What are resources and how can we access them?” We will then engage in a workshop (“Becoming a Discerning Consumer”) addressing using research to understand individual possibilities and limitations and inform decision making. This event will also provide a springboard for the students to begin finding research to inform their final project at the Computer Center. Following this, we will engage in a small group discussion using the data we have collected to consider allocation of limited resources (time, cost, materials, etc). Finally, we will have a guest speaker from Community Resources who will inform us about some of the key resources available within the community (DSHS, food banks, etc.). We will finish the week with a selfassessment of the goals we established on Day I and our selfreflection (What is really on your mind from our time today? What are you still/now wondering about?).

Instructional Practices Classroom discussion strategies will be used to improve student thinking, encourage involvement, and communication skills. This will enables students to adopt new thinking strategies, engage in indepth analysis of problems, and construct arguments. It will provides immediate studentteacher interaction in the form of questions, responses, and feedback. Students will be prompted to explore concepts and ideas through thinkpairshare pairs, buzz groups, and by being individually called upon. Desks and tables will be distributed and organized into a

https://www.youtube.com/watch?v=4xXZhXTFWnE

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Ushape, circle or otherwise centralized fashion to allow for maximum engagement, collaboration, and participation.

Language Demands Content Specific Vocabulary: Access, agriculture, natural resources, political economics, macroeconomics, microeconomics, culture, voice, resources, research, consumer Language Functions: Sequencing and ordering, hypothesizing Discourse and/or Syntax: Students will need to be able to verbally communicate their thinking in language that others can understand. May include imagery, as well as speech and writing. Marginalia: Provided for ELLs and students with guided reading & writing IEPs.

Formative Assessments Classroom Discussion: What is access? Where does your food come from? How does it get to you? How is cost a factor? What is the Connection between Agriculture and Natural Resources? Where do you see the impact of economics in your own life? Where are you at? How do economic factors play out in your life, specifically in terms of food access? What is culture? What do you believe? How can you express your voice? What are resources and how can we access them? KWL Chart: What do you know about economics? About Washington's natural resources and food access system? (Make predictions: how are they interrelated?)... (Review and Revise KWL Chart: Confirm/ Correct Monday predictions) Collaborative poster development: What are Washington’s natural resources? How do these affect our local political economy? Small Group Project: Venn diagram (CompareContrast) Agriculture and Natural Resources Poster: Cultural representation and expression (ThinkPairShare Discussion: Do you practice cultural traditions in your family? What would you like to know more about your own cultural heritage?) Building Community: Reviewing group project norms Exit Tickets: Establish (Day I) and selfassess (Day 5) personal goals for this week (2 learning goals and 2 participation goals) and daily SelfReflection (What is really on your mind from our time today? What are you still/now wondering about?)

Formative and Summative Assessment Evidence

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Formative: Student discussions at strategic moments; designing group norms; and individual and collaborative concept maps will provide formative insight into developing thinking and sensemaking through the following criteria:








reading, or listening. Summative: Student opinion essays will provide evaluative criteria for the following performance and understanding tasks:

Support a point of view with reasons and information Ability to develop and strengthen writing as needed by planning, revising,

and editing. Use technology, including the Internet, to produce and publish writing as

well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type and minimum of one page in a single sitting.





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Understands how the body’s function and composition are affected by food consumption

Analyzes information from dietary evaluation and selfassessment in order to improve performance.

Student Voice: Space for student voice will be made in several ways. In particular, small group discussions will allow students to collaboratively share with peers, and the large group discussion toward the concept map will provide the opportunity for students to cooperatively develop a visual model for the developing thinking within the learning community. Exit tickets will be provided for students to reflect on what they have discovered during the activity and provide questions to explore the next day. Group posters and opinion essay will provide students with opportunities to express understanding through mediums of creativity.


Time Activities

10 min. Hook/Launch: What is access? (Brainstorm in large group discussion)

10 min. Review norms and expectations

30 min. ThinkPairShare: Considering the Idea of Access in Economic Terms, Considering how this impacts you especially in relation to food options (Where does your food come from? How does it get to you? How is cost a factor?)

30 min. KWL Chart and Discussion: What do you know about economics? About Washington's natural resources and food access system? (Make predictions: how are they interrelated?)

10 min. Debrief & Exit Ticket: Establish personal goals for this week (2 learning goals and 2 participation goals) and SelfReflection (What is really on your mind from our time today? What are you still/now wondering about?)

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Homework for Day 2: Read The Lorax and bring your thoughts tomorrow.

.


Time Activities

10 min. Hook/Launch: Group Discussion: Making Predictions What is the Connection between Agriculture and Natural Resources? (Reference The Lorax)

50 min. Pedagogy of Place and Washington’s Political Economy: (interactive lecturediscussion: collaborative notetaking with partner)

(15 min.)

SocioEconomic Possibilities and Limitations (Washington’s agriculture industry and natural resources)

(15 min.)

What is agriculture? What does it look like? Introduction to the history of agriculture in Washington.

(20 min.)

What are Washington’s natural resources? How do these affect our local political economy? (Collaborative class poster development)

20 min. Small Group Project: Venn diagram (CompareContrast) Agriculture and Natural Resources

10 min. Debrief & Exit Ticket: Self Reflection (What is really on your mind from our time today? What are you still/now wondering about?) Homework for Day 3: Read The Kids’ Money Book and bring your noticings and wonderings to discuss.

.


Time Activities

10 min. Hook/Launch: ThinkPairShare Discussion Where do you see the impact of economics in your own life? (Reference The Kids’ Money Book)

30 min. Pedagogy of Place and Washington’s Political Economy: (interactive lecturediscussion: collaborative notetaking with partner)

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(10 min.)

SocioEconomics: Moving from Macro to Micro (Societal to Personal)

(10 min.)

Macro Economics (Institutional/ Societal)

(10 min.)

Microeconomics (Economics and you: the individual and family unit) (Including Schoolhouse Rock video “Where the Money Goes”)

20 min. Small group discussion: Where are you at? How do economic factors play out in your life, specifically in terms of food access? (Lunch Calendar as supplemental resource)

20 min. Review and Revise KWL Chart (Confirm/ Correct Monday predictions)

10 min. Debrief & Exit Ticket: Self Reflection (What is really on your mind from our time today? What are you still/now wondering about?)

.


Time Activities

15 min. Hook/Launch: What is culture? (Brainstorm discussion, record ideas on the board)

30 min. Cultural representation and expression (ThinkPairShare Discussion: Do you practice cultural traditions in your family? What would you like to know more about your own cultural heritage?) Product: Poster

30 min. Political participation Workshop: What do you believe? How can you express your voice? (Video: “The Story of Martin Luther King Jr. by Kid President” and large group discussion)

15 min. Debrief & Exit Ticket: Self Reflection(What is really on your mind from our time today? What are you still/now wondering about?)

.


Time Activities

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10 min. Hook/Launch: ThinkPairShare Discussion What are resources and how can we access them?

30 min. Becoming a Discerning Consumer workshop: Using research to understand Possibilities and Limitations and inform decision making: Becoming a Discerning Consumer (Begin finding research to inform final project at the Computer Center)

20 min. Small group discussion: Using data we have collected to consider allocation of limited resources (time, cost, materials, etc.)... Including Social resources (DSHS, food banks, etc.)

20 min. Guest Speaker: Community Resources

10 min. Debrief & Exit Ticket: Selfassessment of Day I goals and Self reflection (What is really on your mind from our time today? What are you still/now wondering about?)

.

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Primary Teacher: Kelsey Parks Subject/Grade: Sustainability (4th Grade)

WA State Standards: Reading: Informational Text: 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.4 Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area. 4.7 Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. 4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Reading: Foundational Skills: 4.3 Know and apply gradelevel phonics and word analysis skills in decoding words. 4.4 Read with sufficient accuracy and fluency to support comprehension. Writing: 4.6 With guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type and minimum of one page in a single sitting. 4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. 4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Language: 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speak. 4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Speaking and Listening: 4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Next Gen. Science: 45ETS11 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Sustainability: Standard 1: Ecological, Social, and Economic Systems Students develop knowledge of the interconnections and interdependency of ecological, social, and economic systems. They demonstrate understanding of how the health of these systems determines the sustainability of natural and human communities at local, regional, national, and global levels.

Learning Targets (K Knowledge, R Reasoning, S Skill, P Product) K Defines sustainability R Learn how to analyze characteristics of sustainable and unsustainable humanecological relationships S Learn how to represent nutritional data to communicate information P Collaborate with others to present findings about an aspect of food access relevant to them Summary of Learning Activities: Day 1: Students will continue to develop their thoughts on what sustainability means. Students will participate in a read aloud of a picture book that weaves together a narrative and factual information about food at a farmers market. During the reading, students will keep in mind the question, In what ways do you see ideas or practices of sustainability in To Market, To Market? and will write in response to the prompt after the reading. Through this reading and class discussions students will make connections to previous learning, and begin to think about the sustainability aspects of their final project. The whole class will review the expectations for the final project. In small groups, students will share the

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evidence they found the week prior and identify steps for using that evidence in their final projects. Day 2: Students will participate in creating a whole class KWL chart in regards to what they know about sustainable foods where they live, and changes throughout history in sustainable practices. Students will take a more indepth look at the Medicine Creek Treaty and the impacts it had on indigenous peoples in this area, particularly in terms hunting, fishing, and harvesting practices. With this information, students will review the KWL chart to help them develop questions for the guest speaker (from Squaxin Tribe Museum) the next day. Students will then take into account what they learned to focus on the sustainable aspects of their final projects. Day 3: Students will participate in centers on sustainable resources. Students will watch a video, explore a farm to school organization, read about the example of Port Townsend school district changing their lunches, explore what makes up the Shelton farmers market, and have a chance for small group meetings with the teacher to discuss strategies in developing their final project. Groups will have time to work at three centers, and will know time will be provided the following day to finish up the centers. Students will review their questions for the guest speaker, deciding what to ask and what will be helpful to learn at this time. Expectations and norms to show respect to the guest speaker will be reviewed. Students will listen to the guest speaker and have a chance to ask their questions. Students will then reflect on what they learned and may share with the guest speaker and class. Day 4: Students will remind each other (as a brief class discussion) what each center was about and where to go. Groups will finish up their last two centers. Students will reflect on what they learned in the centers about resources and identifying points of connection to their final project in order to further their thinking about finding and using resources when they are creating a solution. Students will then have time to peer review the evidence/data and opinion essays from the weeks prior to further think about their final project as one cohesive piece. This will be a chance to check on their work, have them identify what they still need to work on, and let me know what will be most helpful to them during the last day of working on the project. Are they feeling like their projects are completed, or that they need more time to complete them? These will be written down and attended to the next day.

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Day 5: Students will have a chance to checkin as a class about the upcoming event to share their projects with family and community members. Rather than focusing on their work, they will share what they are excited about and/or nervous about. This checkin will help build community as students recognize their feelings with each other and recognize that their work is not just academic. Students will then have a chance to do a run through of speaking about their presentation with a peer. They will informally assess each other according to the rubric for the project. Depending on the feedback students’ gave the day prior, they will practice again with peers (debriefing as partners and then as a class) or more time will be built in for them to complete or revise their projects. Students will have an opportunity to do so either way, but if the consensus is that more time is needed I will give them a larger of chunk of time this day. Finally, students will take time to revisit the goals they developed at the beginning of the week and reflect on their progress.

Instructional Practices Classroom discussion strategies will be used to improve student thinking, encourage involvement, and communication skills. This will enable students to adopt new thinking strategies, engage in indepth analysis of problems, and construct arguments. It will provides immediate studentteacher interaction in the form of questions, responses, and feedback. Students will be prompted to explore concepts and ideas through thinkpairshare pairs, buzz groups, and by being individually called upon. Tables of four are set up for small group work, elbow partners, and centers.

Language Demands Content Specific Vocabulary: Sustainable practices, environmental sustainability, impacts, local, treaty, filter feeders, data representation. Language Functions: Sequencing and ordering, hypothesizing Discourse and/or Syntax: Students will need to be able to verbally communicate their thinking in language that others can understand. May include imagery, as well as speech and writing. Marginalia: Provided for ELLs and students with guided reading & writing IEPs.

Formative Assessments

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Classroom Discussion: Norms and expectations, the Medicine Creek Treaty, progress on final projects, sustainable practices and connections to Social Studies and Nutrition, sustainable resources. Building Community: Reviewing expectations and norms for the final project, for discussions, and for the guest speaker. Quickwrites: Reflect on current learning, bring in prior knowledge, and make connections visible. Exit Tickets: Reflect on learning, ask questions, and identify next steps.

Formative and Summative Assessment Evidence Formative: Student discussions at strategic moments; designing group norms; and individual and collaborative concept maps will provide formative insight into developing thinking and sensemaking through the following criteria:








reading, or listening. Summative: Studentdriven final projects will provide evaluative criteria for the following performance and understanding tasks:

Support a point of view with reasons and information Ability to justify a position and solution using data, opinion, and connections

to place. Use technology, including the Internet, to produce and publish writing as

well as to interact and collaborate with others; demonstrate sufficient

35

command of keyboarding skills to type and minimum of one page in a single sitting.







Student Voice: Space for student voice will be made in several ways. Partner, small group, and whole class discussions will be used to provide various opportunities for verbally sharing with peers. Brief quickwrites will allow students individual think time to get thoughts together, and there will be opportunities to share some quick writes with partners. Exit tickets will be provided for students to reflect on what they have discovered during the activity, generate lingering questions, and identify next steps. Small group discussions, discussions with the teacher, and peer review allow students to share their work on the final project at various times.


Time Activities

5 min. Hook/Launch: Introduce To Market, To Market by Nikki McClure show cover, brief bio of McClure. Write quickwrite prompt on the board, asking students to keep this in mind as we read.

15 min. Read aloud, pausing at times to model thinkalouds.

5 min. Quick write: In what ways do you see ideas or practices of sustainability in To Market, To Market?

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7 min. Have students share their quick write with their elbow partner. Ask some students to share one thing their partner said that they hadn’t thought about.

20 min. Whole class discussion: Sustainable practices in McClure’s book and connections to our work so far. How is sustainability tied into the environment, nutrition, health, economics, and community? What will it look like for our projects to be sustainable?

5 min. Review of the final project expectations.

23 min. Small group discussion to share initial evidence to use in projects and brainstorm next steps. I will go around to each group to discuss where they are at.

15 min. Debrief & Exit Ticket: Establish individual goals for the week and write down an essential next step.

.


Time Activities

10 min. Hook/Launch: Changes in food and sustainability around the Shelton area. What foods are naturally in this area? How has the food we eat, and access to it, changed throughout time? Whole class KWL chart.

5 min. Go over agenda (read about and discuss the Medicine Creek Treaty and impacts it had on food and sustainability in this area, talk about guest speaker tomorrow and come up with some questions for them, then transition to working on final projects).

15 min. Students partner read article on Medicine Creek Treaty. Students are given one graphic organizer per pair to help them summarize the article. The organizer asks for one big key idea per paragraph.

15 min. Whole class discussion on what changes occurred after the treaty. How did the Nisqually, Puyallup, and Squaxin tribes hunting, fishing, and harvesting practices/rights change? Is there a difference in the sustainability? What does access have to do with this (think about the social studies lessons)?

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510 min.

In small groups, develop questions for guest speaker. Share with the class and write them on the board.

30 min. Individual time to work on projects, focusing on the next steps identified from the day before. Guiding question: how does my evidence inform a realistic sustainable solution? Students are encouraged to work together to organize and represent their data in appropriate ways.

5 min. Debrief & Exit Ticket: Identify what you worked on today, and a next step for your project. Turn in this reflection.

.


Time Activities

5 min. Hook/Launch: Briefly go over the centers that are set up and how students will move through them.

45 min. (15 min. per center)

Centers on Sustainable Resources: In groups of 4 5 students will rotate through these centers for ten minutes at a time. One set of directions are written and placed at each center. Each center involving reading will have readings at various skill levels to accommodate all students. Each center includes graphic organizers to help all students organize information and focus the discussion. Explain to students that we only have time for each group to go through 3 centers, and will continue these centers the next day. Center 1: Information on the organization National Farm to School Network. Can you picture any of these changes happening at our school? How do these changes happens? Who initiates change, and how? Center 2: Examples of vendors at the Shelton Farmers Market. There will be a map on the table that points to where the various farms are, with brief information about each farm. Center 3: Video (6 minutes) from the local Taylor Shellfish Farm on their sustainability practices, and how farming filter feeders also cleans the water. Center 4: Read this article about the changes to Port Townsend’s school lunches. This happened in a school district nearby, what steps did they take to make this happen? What would you do differently to if you were to initiate a change like this in our community?

http://www.farmtoschool.org/


https://youtu.be/rxwWD4XgPFQ

http://iserotope.com/teacher-voices-benjamin-dow-2school-lunch-revolution-in-port-townsend/

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Center 5: Discussion with teacher about final projects. Begin with their questions and finding out what still needs to be done and what they need to do so. This is a focus on strategies and resources.

5 min. Hand out a printed list of the questions developed for the guest speaker. Are there any changes, revisions, or additions we want to make? Go over norms and expectations for listening to and talk with our guest speaker.

10 min. Introduce guest speaker. They will briefly speak about the Medicine Creek Treaty and how that impacted the environmental sustainability practices of indigenous tribes.

20 min. Q&A Students will ask the questions.

10 min. Debrief & Exit Ticket: Students write down a takeaway from the guest speaker what is something you learned? what is a connection you made between this discussion and nutrition, economics, or sustainability? Give students time to share their takeaway with the guest speaker and class. Students will turn in the written takeaway.

.


Time Activities

5 min. Hook/Launch: Ask students to remind each other (as a brief class discussion) what the centers were about and where to go as groups.

30 min. Have the student groups complete the centers they have not completed yet.

10 min. Students will write a brief reflection on what they learned about these sustainability resources. Students will identify two points of connection between a resource and their final projects. This will be turned in.

10 min. In pairs, students peer review their evidence and data representations. Is it clear? Does it make sense? Does it justify the plans in the final project?

5 min. Class discussion: Where are we at? What do we still need to work on? Responses will be recorded to help plan any adjustments needed for the next day.

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10 min. In pairs, students peer review their opinion essays from nutrition using the rubric for the essay and the final project. How is this fitting in with the final project? Is it clear?

10 min. Class discussion: Where are we at? What do we still need to work on? What can I (teacher) do to help make sure we have all the needed resources to finish the final projects tomorrow? Responses will be recorded to help plan any adjustments needed for the next day.

10 min. Debrief & Exit Ticket: Write down one thing that will be most helpful to you in order to complete your project tomorrow.

.


Time Activities

10 min. Hook/Launch: Classroom checkin discussion. Our presentation event is coming up soon, and we’ll have a chance to practice and make revisions today. Thinking about presenting to our families and community, what are you most excited about? What are you nervous about? What questions do we still have about food access?

10 min. Practice Presenting: Half of the class will set up their final projects. Each student will have a partner to share their project to as if they were sharing with family and community members.

5 min. Peers give the presenters feedback according to the final project rubric.

10 min. Students switch roles. The other half of the class pairs up with another partner, and presents to them as if they were presenting to family and community members. OR Depending on the feedback from the day before, debrief now and use the rest of the time for students to complete or make revisions to their final project. Students may also choose to practice again with another peer if they feel that would be more beneficial.

5 min. Peers give the presenters feedback according to the final project rubric. OR If needed, this time is used for completing/revisions.

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15 min. Whole class debrief: Did we come across any difficulties in presenting? If so, what? How did you guide your peer through the project, do you think the sequence was clear or should you make adjustments? What revisions will you attend to, e.g. adding any holes in information, practicing verbal communication? Ask students to note any revisions on their copy of the project rubric. OR If needed, this time is used for completing/revisions.

25 min. Give students time to make these revisions. Teacher will walk around to help students with questions and check in on the revisions being made.

10 min. Debrief & Exit Ticket: Hand out the individual goals they developed at the beginning of the week and ask students to reflect on their progress meeting these goals.

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Final Project Rubric

Indicators Beginning Developing Meeting Exceeding

Content My presentation includes some information about dietary health. My presentation includes some vague ideas about improving dietary health. My presentation does not use evidence to justify my ideas.

My presentation is about dietary health. My presentation describes steps for improving dietary health. My presentation contains ideas for where to find evidence that my plan is sustainable.

My presentation is about improving dietary health. My presentation describes doable steps for improving dietary health. My presentation uses evidence to justify how my plan is sustainable.

My presentation is about improving dietary health for both me and for the community. My presentation includes specific actions (such as people to contact) to improve dietary health. My presentation uses evidence to justify how my plan is part of sustainable community practices.

Organization My presentation is missing an introduction or conclusion. My presentation does not sequence doable steps, and does not guide the audience.

My presentation includes an introduction and conclusion, but does not sequence doable steps and does not guide the audience.

My presentation has a clear introduction, sequence of doable steps, and conclusion. My presentation guides the audience so it is easy to follow.

My presentation has an introduction that hooks the audience, illustrates a sequence of doable steps that guides the audience, and the conclusion ties everything together. My presentation has a clear sequence to help the

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audience know where to start.

Delivery My presentation includes a visual aid that is vague and unclear. My information is either not easy to read or not related to my topic.

My presentation includes a visual aid that shows either my data or findings. My information is either easy to read or loosely related to my topic.

My presentation includes a visual aid that shows my data and findings. My information is easy to read and is related to my topic.

My presentation includes multiple visual aids and/or audio that shows my data and findings All pieces of my presentation are related to my topic and are clear to the audience.

Language Use My presentation uses words inaccurately. My presentation uses informal language or inappropriate language devices (humor, imagery, simile, metaphor)

My presentation uses words that are vague or unfamiliar and not explained. My presentation mostly uses academic language.

My presentation uses words and phrases that clearly and accurately communicate my message. My presentation shows my ability to use academic language.

My presentation uses words and phrases that clearly and accurately communicate my message. My presentation shows my ability to use academic language. My presentation uses language devices (imagery, simile, metaphor) to help explain my information.

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Annotated Content Knowledge Sources:

Carpenter, C. S. (2002). The Nisqually, My People. Tacoma, Wash.: Tahoma Research.

The section entitled Treaty Time at Nisqually provides an overview of the events before, during, and after The Medicine Creek Treaty. It describes the articles in the treaty, including; boundaries of reserved lands, fishing and hunting rights, offreservation rights, and payment. This text explains treaty, how and when it was signed, and the impacts it had for the Nisqually, Puyallup, and Squaxin tribes. These impacts include the removal of ownership of land for small reserved parcels of land, the right to one half of the fish, and the separation of families to the reserved lands.

Gavin, M. (2014, May). Go, Slow, and Whoa! A Kid’s Guide to Eating Right. Retrieved

from http://kidshealth.org/PageManager.jsp?dn=KidsHealth&lic=1&ps=307&cat_id=119&article_set=42970. This article provides an easy to read graphic organizer that illustrates the relative healthiness of different foods from their respective nutritional categories, like fruits, vegetables, grains, proteins, and milk and dairy products. The article defines the three thresholds into simple terms: Go, Slow and Whoa! These thresholds indicate the frequency of which the listed foods should be consumed. Additionally, this article provides students with definitions regarding important factors related to a food’s healthiness, such as added fats and sauces, light syrup and heavy syrup, whole grains, trans fats, types of milk, and extralean and lean beef.

Gavin, M. (2013, October). 5 Ways to Spot a Fad Diet. Retrieved from http://kidshealth.org/PageManager.jsp?dn=KidsHealth&lic=1&ps=207&cat_id=20131&article_set=58410. This article delves into the issue of diet fads and the cautions that should be heeded when considering them. The article highlights five simple ways children and teens can identify diet fads that may be more about empty calories than real results, such as the following: the diet is based on drastically cutting back calories; the diet is based on taking special pills, powders, or herbs; the diet tells you to eat only specific food or foods in certain combinations; the diet makes you

http://kidshealth.org/PageManager.jsp?dn=KidsHealth&lic=1&ps=307&cat_id=119&article_set=42970




44

completely cut out fat, sugar, or carbs; and the diet requires you to skip meals or replace meals with special drinks or food bars.

Geisel, T. (1971). The Lorax. New York: Random House.

This classic book by Dr. Seuss calls attention to ecological exploitation and appreciation for the environment, and can provide an engaging and stimulating medium for inclass discussion of issues related to the use of natural resources.

McGillian, J., & Phillips, I. (2003). The kids' money book: Earning, saving, spending,

investing, donating. New York: Sterling Pub. This book provides tools for youngsters to create a budget, earn money, invest their earnings, and donate to charity. It addresses the difference between needs and wants and includes essays from real kids on dealing with money.

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Annotated Supplementary Resources: Gross, M. (Writer/Director). (1995, November 10). Nutrition [Television series episode].

In Nye, B. (Producer). (1995), Bill Nye the Science Guy. Seattle, WA: Buena Vista Television. Retrieved from https://www.youtube.com/watch?v=qFKsxYuflJA. This episode delves into the science of food and nutrition. Bill Nye begins by scaffolding the premise that people are made of the foods they eat, which encompasses factors like carbohydrates, proteins, and fats, along with vitamins and minerals. All of these nutrients are necessary to be healthy. In his Consider the Following segment, Nye discusses the importance of calories and its measurements as heat energy. The episode then delves into specific elements concerning minerals, fats, vitamins, daily values, carbohydrates, complete proteins, complementary proteins, and fiber.

Kajander, Rebecca, and Timothy Culbert. Be Fit, Be Strong, Be You. Be the Boss of

Your Body. Minneapolis: Free Spirit Pub, 2010. Retrieved from http://www.amazon.com/FitStrongBossYourBody%C2%AE/dp/1575423073/ref=sr_1_12?ie=UTF8&qid=1430632206&sr=812&keywords=nutrition+for+kids. This informational text begins by defining nutrients, which encompass proteins, carbohydrates, fats, vitamins and minerals. The contents of this book are as follows: your body is awesome; health for the whole self; selfesteem; and eat right to feel right. Pictures and illustrations are included alongside the text to provide contextual understanding.

McCall, D. (1995, January 7). “Where the Money Goes” Schoolhouse Rock. Retrieved from https://www.youtube.com/watch?v=1MeZvhQyTe4.

This Schoolhouse Rock episode presents information on personal finance, budgeting, and fiscal responsibility, and includes graphics representing allocation of personal funds. It can provide an engaging catalyst for discussion of individual and family finances.

McClure, N. (2011). To Market, to Market. New York: Harry N. Abrams.

https://www.youtube.com/watch?v=qFKsxYuflJA

http://www.amazon.com/Fit-Strong-Boss-Your-Body%C2%AE/dp/1575423073/ref=sr_1_12?ie=UTF8&qid=1430632206&sr=8-12&keywords=nutrition+for+kids

http://www.amazon.com/Fit-Strong-Boss-Your-Body%C2%AE/dp/1575423073/ref=sr_1_12?ie=UTF8&qid=1430632206&sr=8-12&keywords=nutrition+for+kids

https://www.youtube.com/watch?v=1MeZvhQyTe4

46

This picture book weaves together a story of a boy and his mom at a farmers market with information about the growth and production of the food they are purchasing. The Olympia artists and author, Nikki McClure, fills the book with images of her paper cut art depicting the sustainable practices of the farmers market.

Montague, B. (2015, January 19). “The Story of Martin Luther King Jr. by Kid President.” Kid President. Retrieved from https://www.youtube.com/watch?v=4xXZhXTFWnE

This short video clip explores concepts of political participation in kidfriendly terms through the story of Martin Luther King, Jr. In particular, it highlights the agency children have in working to be the change they would like to see in the world.

Rouffaer, Maryse A. Nutrition Facts for Kids: Teaching Children the Facts about Nutrition, 2013. Retrieved from http://www.amazon.com/NutritionFactsKidsTeachingChildren/dp/1493511815/ref=sr_1_2?s=books&ie=UTF8&qid=1430631963&sr=12&keywords=nutrition+for+kids. This informational text begins by defining why it is important to know what and how to eat, emphasizing several common misconceptions, such as the following: multigrain is always healthy right?; fatfree margarine must be better than fatty butter, right?; and added vitamins and added fiber sounds really great, true?. This book then delves into specifics, such as natural sugars versus added sugars and provides an easy to follow recap after each unit. Illustrations are included to provide contextual understanding.

Shelton School District #309. Nutrition Nuggets: Food and Fitness for a Healthy Child, April 2015.

https://www.youtube.com/watch?v=4xXZhXTFWnE

http://www.amazon.com/Nutrition-Facts-Kids-Teaching-Children/dp/1493511815/ref=sr_1_2?s=books&ie=UTF8&qid=1430631963&sr=1-2&keywords=nutrition+for+kids



47

We will provide copies of the current school breakfast and lunch calendar to support students in both connecting our studies to their real lives and in utilizing data to inform decision making.

Collective SelfAssessment Checklist of Essential Components

+, , , missing

Page Numbers

Component

Yes p. 1 Introduction to Unit that includes all elements from curriculum project description

Yes p. 2 Unit reflects a theme or big idea important to the community

Yes p. 2 Unit incorporates essential questions designed to hook the learner

Yes p. 1 and 8 Description of how unit attends to community cultural wealth

Yes p. 1 Description of the anticipated characteristics of students with whom you will be working

Yes p. 23 UBD unit overview for stages 13

Yes p. 910 Web or statement of examples of students' likely preexisting concepts about what you plan to explore informed by student interviews and/or pedagogical literature

Yes p. 8 A written plan for collaborating with families and communities

48

Yes p. 14, 23, 33

Plan of instructional practices to manage the classroom

Yes p. 45 Assessment plan and evaluation criteria for formative and summative assessments, including a final product/project that is presented to an authentic audience

Yes p. 16, 26, 35

A plan for engaging student metacognition that attends to 3 elements of “student voice”

Yes p. 67 Identification of Language Demand to be explicitly taught

Yes p. 12, 16, 32

Evidence of plan/activity designed to build community within the classroom

Yes p. 1239 Daily fully scripted lesson plans. These lessons should provide evidence of challenging students existing schemata and developing critical thinking skills

Yes p. 1415, 2426, 3335, 4041

Examples of daily formative, student voice, and one summative assessment, including a scoring rubric

Yes p. 4344 Annotated list of 57 sources for content knowledge that students will engage in the unit

Yes p. 4547 Relevant annotated set of 710 supplementary resources to help inform teacher

Sample lessons that illustrate attention to literacy, language demand and individual learning needs

Yes p. 14, 24, 33

Sample of instructional strategies used for Language Demand

Yes p. 1214, 2122

Sample of reading lesson appropriate to grade level and subject requirements

49

Yes p. 1314, 19, 36

Sample of writing lesson appropriate to your grade level and subject

Yes p. 37 Sample of lesson that provides accommodations for students with different skill levels and/or particular special needs

Yes p. 14, 24, 33

Sample of lesson that builds in strategies for students who are English Language Learners

50

Peer Feedback for James E Newton: Evaluator: Jeremy Glasco James helped support my learning and our group work during this project in many ways, and consistently demonstrated a commitment to both our project and to the principles of the program. Specifically, his willingness to take initiative in approaching group tasks provided a strong foundation for collaboration. Evaluator: Kelsey Parks James was attentive to details of the project as well as thinking about the bigger ideas. I appreciated his thoughtfulness as he respectfully questioned ideas, which opened up constructive dialogue about our work. James took initiative to begin outlining and/or writing on GoogleDocs which served as a helpful way to get us started and be timely with our collaboration. Peer Feedback for Jeremy Glasco: Evaluator: James E Newton Jeremy did an excellent job in ensuring productivity of the task. Some of the ways in which he conducted this was by being mindful of group minutes and ensuring that everyone was able to contribute something. I believe that these are quality dispositions that will enable Jeremy to lead successful lessons in his future classroom(s) as an elementary educator because it ensures that time, which is a precise resource, is conducted wisely, allowing for all objectives to be attended to without exceeding the allotment provided by any excessive margin. Evaluator: Kelsey Parks Jeremy helped support my learning and the project collaboration in various ways including adhering to and checking in with our group norms, collaboratively supporting the writing processes, and making sure to use our time effectively and practically. I appreciated his ability to focus on the tasks at hand while consistently checking in with us about new ideas or revisions, as well as his initiative in starting dialogues about how we wanted to proceed with the work. Peer Feedback for Kelsey Parks: Evaluator: James E Newton Kelsey did an excellent job in providing youthcentric outlooks and understanding into the task at hand. She displayed powerful understanding of the 4th grade students in

51

her classroom, allowing for a curriculum unit to be built that is both inviting and providing of opportunities for all of the intended students. I believe that this is a quality disposition that will enable Kelsey to lead successful lessons in her future classroom(s) as an elementary educator because of her ability to connect with students at their individualized level. Evaluator: Jeremy Glasco Kelsey has been a considerate and dependable team member, whose consistent dedication to meaningfully approaching our task provided a crucial support for me in taking up this work. I would also like to highlight her unwavering positive attitude and commitment to collaboration and cooperation.

Jeremy Glasco James Newton Kelsey Parks Author’s Note Our objectives in developing understandings represent enduring and transferable big ideas in that they speak to developing habits of mind and ways of thinking that will prepare students to engage with the issues using a longterm approach. Specifically, we see this in our emphases on utilizing and making sense of research to analyze options and make informed decisions with an awareness of agency. Our use of openended, probing questions will facilitate this in that they will redirect the control over the learning onto the student, as evidenced in particular by our guiding question: “Where does your food come from?” We also feel that, although we have not identified exactly how the various formative assessments will look, our intention is to provide a space for students to demonstrate their knowledge and skills through an authentic performance (summative). We will structure these assessments to guide the students in an ongoing selfassessment, and will likely make use of lowstake peer assessments as well. Going forward, we intend to refine our approach in several ways. Firstly, we will establish a sequence of specific goals to guide the structure of our unit, including benchmarks informed by the deconstruction of standards. Additionally, we will be more clear in identifying exactly which skills we would like to nurture and cultivate by the end of the unit. As we more clearly identify the desired understandings we will align the strategies for language supports in ways that will best help students to engage in particular tasks. To help us with these refinements we will make use of pages 6265 of Chappuis & Stiggins, which give examples of identifying, analyzing, and moving forward with specific learning, skill, and product targets. In your reading of these documents, we would particularly ask you to attend to providing feedback and guidance in relation to our unifying concept, enduring understandings, guiding questions, and content objectives. Specifically, we would like to hear your analysis of whether our unifying concept is appropriate, and operates sufficiently in providing an overarching theme for our objectives. Do our enduring understandings match the content standards we are hoping to address? Do you feel that our curriculum unit provides enough support for student interest and the explicit highlighting of value and relevance?

Introduction Where does your food come from? What is “quality” food? What impacts food choices? These are the essential questions that we are asking of this unit. The central concept that bridges these questions together is that of awareness, such that students will have an understanding of the following rationales: how to find and make sense of research in order to make informed decisions; the limitations and possibilities that factor into the choices that they make based on social, economic, and environmental access; and demonstrate an awareness of their agency in relation to food choices. In attending to a critical pedagogy of place, we will support the students in utilizing research and inquiry to promote awareness of food access and choice by examining economic, ecological, and dietary factors. The summative project supports and catalyzes participation and communication to promote change toward more equitable food access.

Title of Your Unit: Food Choice and Access Group Members: Jeremy Glasco, James Newton, Kelsey Parks

Stage 1 – Desired Results

Topic/Theme: Our relationships with food, access to food options, and subsequent impacts on health.

Grade Level: 4th

Unifying Concept: Awareness Enduring Understandings: Students will understand how to find and make sense of research in order to make informed decisions. Students will have an understanding of limitations and possibilities that factor into the choices they make based on social, economic, and environmental access. Students will demonstrate an awareness of their agency in relation to food choices.

Guiding Question and Essential Questions: Where does your food come from? What is “quality” food? What impacts food choices?

Connection to Sustainability (Short, specific description of what students will learn about sustainability issues): Students will learn about the interdependence of social, economic, and ecological systems in relation to food and food choice. Sustainability Standard(s): 1

Stage 1 –Desired Understandings: Learning Targets (Standards deconstructed below, written as propositions where

appropriate) (Refer to Chappuis & Stiggins pp. 4457)

Stage 2 – Assessment Evidence

Include formative and summative assessments (Appropriate to the target

type: Refer to Stiggins p.94)

Knowledge (Refer to Chappuis & Stiggins pp. 4447) Defines natural resources and agriculture Describes the parts that make up an economic system

PreAssessment selected and/or written response Formative personal communication Summative written response

Reasoning (Refer to Chappuis and Stiggins pp. 47 – 53) Evaluates how economic factors influence food access (including agriculture and

natural resources) Compares and contrasts nutritional values of accessible foods Analyze characteristics of sustainable and unsustainable humanecological

relationships

Formative personal communication and selected response Summative selected and personal communication

Skills (Refer to Chappuis and Stiggins pp. 5455) Represent data to communicate information


Products (Refer to Chappuis and Stiggins pp. 5557)

Presentation of their findings about an aspect of food access relevant to them Develops personalized nutrition/ dietary plan founded within accessible options


Graphic Organizer for Analysis of Language Demands

(adapted from O’Hara,Pritchard & Zwiers, 2012)

Content Objective (s) Defines natural resources and agriculture Describes the parts that make up an economic system Evaluates how economic factors influence food access (including agriculture and natural resources) Compares and contrasts nutritional values of accessible foods Analyze characteristics of sustainable and unsustainable humanecological relationships Represent data to communicate information Presentation of their findings about an aspect of food access relevant to them Develops personalized nutrition/ dietary plan founded within accessible options

Language functions that will be important to engaging/meeting the objective:

1. Listen to directions, read a piece of text, answer a question out loud, prepare a presentation, write a summary, respond to written questions, research a topic, talk within a small group of peers, interpret data

“Texts” (Comprehension of oral or written language)

Describes the parts that make up an economic system

Evaluates how economic factors influence food access (including agriculture and natural resources)

Compares and contrasts nutritional values of accessible foods

Analyze characteristics of sustainable and unsustainable humanecological relationships

Parts of content objective(s) that relate to texts

“Tasks” (Production, interaction, writing , assessment)

Represent data to communicate information

Presentation of their findings about an aspect of food access relevant to them

Develops personalized nutrition/ dietary

plan founded within accessible options Parts of content objective(s) that relate to tasks

Discourse demands This means…

Syntax demands This means…

Vocabulary demands This means…

The ability to listen and communicate reasoning and understanding of learning materials.

Texts utilized should be aimed to support the appropriate developmental levels. We can ensure this by utilizing the Raygor and CLOZE tests.

Utilizing pre, during, and post reading strategies to scaffold student engagement with the text.

Strategies to support language use (e.g. pre, during & post reading strategies): Includes graphic organizers (compare/contrast) Use of specific guides for more difficult texts Guided and supported collaborative notetaking ListGroupLabel Think Alouds and Revoicing (Collaborative Discussion) DRA/DRTA

James E Newton

Jeremy Glasco

Kelsey Parks

Focus:

Community Garden

Purpose:

Helps students prepare to be responsible citizens for environmentally sustainable, globally interconnected, and diverse society within the community by way of providing students with growing native nonprocessed foods with regards to localized cost and productivity.

Helps students engage in practices that promote equity, invite inquiry and develop critical and creative thinking by way of having students ponder about where their food originates and to consider ways to grow foods for its optimal potential and foods that are consumed by various cultures within the community (American Indian and Hispanic).

Includes a culturally relevant final performance assessment in which students engage an authentic audience by way of utilizing UbD backwards design and flexibility, such that the final product can be presented to the members of the community (family, students from other classes, public, etc.). A component for the final assessment will include a dietary plan, such that nutrition is a vital product for healthy living and the longevity of life.

Principles:

Noddings and Greenwood focused on cooperation, such that conventional assumptions, practices and outcomes are challenged.

Greenwood also regards pedagogy of place, such that the community garden directly plays a role into the structure of the town’s community members, the families of students, and students from other classrooms.

Noddings and Yosso expressed the building of dialogue as being a key for critical thinking, such that many sides contribute to the discussion, providing choice, options and informed decision making. This principle also refers to the diversity of food and culture, such that members of the community are provided with accessibility through encompassed, relevant and the shared interests of various foods.

Noddings regards individual accountability as an important factor for group work, such that every student will bring something of value through their participation. Students will also walk away with shared learning opportunities, such that each idea that is presented by any individual student becomes a group idea.

Necessities:

Draw from students’ lived experiences

Orientated to the local community Include interdisciplinary, contextualized concepts (Sustainability, Literacy, & Mathematics) Include ongoing and formative pre and postassessments (What are you eating every day? For

lunch, dinner, etc.? Where does food come from? How do you know?) Connect to place (ecology and community) Big ideas composed of skills that connect understanding across subjects Activities and instruction oriented to learning goals Multiple entry points (collaborative discussion) Inquirybased exploration Present multiple dialogues/viewpoints to develop critical analysis Clear and explicit expectations (rubrics) Clear, organized, agendasequence of activities

Jeremy Glasco James Newton Kelsey Parks

Group Agreement Be timely Let each other know as soon as possible if there’s a problem with deadlines or meeting times. Communication texting is usually best for quick things Purposeful meetings

have an agenda roles: equity monitor, facilitator, product manager leave with next steps, such as set concrete tasks and deadlines

Consensus & Compromise make sure all three of us are on board with decisions and make needed changes to make that happen. Fair division of labor let’s come to a consensus about who does what and make sure the time and effort is fair.

Jeremy Glasco James Newton Kelsey Parks Curriculum Unit Minutes from April 3rd

1. All of us were present. 2. Agenda/Main Points/Decisions Made

a. Go over assignment i. Decided to use Kelsey’s 4th grade class

b. look at 4th grade standards to guide topic brainstorming c. Topic Food

i. Community and personal gardens to grow food (sustainability) 1. Life cycles of plants (23 LS1A Environment Standards) 2. EALR 4 45 LS2F How people affect ecosystems

ii. Cafeteria food look at nutritional value and cost (health, economics, equity) 1. 66% of Bordeaux students qualify for free/reduced lunch 2. EALR 3 45 APPF communicating problems to create solutions 3. EALR 4 45 LS1E nutrition, balanced plan for eating

iii. History of food in Shelton and cultural relevance and diversity with food 1. Indigenous populations and changes throughout time 2. Growing Hispanic population, any changes with food 3. Rise of lumber industry, changes of environment? 4. How food affects economy (economics 2.4.1)

iv. Using math as a tool, this will become more clear as we plan 1. Measurement and Data Math Standards (4.MD) 2. Gain familiarity with factors and multiples (4.0A) 3. Extend understanding of fraction equivalence and ordering (4.NF)

3. Check out what’s due next week a. James will bring history of Shelton book next Tuesday b. Assignments are all individual, but check in to set up another meeting time to discuss

them and further ideas.

Collective Assessment: We all followed the group agreements, had a productive meeting, had good discussions and brainstorming. Good work, team!

Jeremy Glasco James Newton Kelsey Parks Curriculum Unit Minutes from April 7th

1. All of us were present. 2. Agenda/Main Points/Decisions Made

a. Continued utilizing handout packet to guide CU development (specifically as a tool to aid developing the Phase I assignment due Friday of Week 3)

b. Identified our core concept as “access” c. Created a concept web that linked our subconcepts and primary concepts toward a

synthesized support system for understanding d. Identified key standardssupported topics as: nutrition, economic considerations,

communication, measurement/data, botany, sustainability, and the interrelationship of people and ecosystems

e. Decided to revise core concept (in light of the information revealed by the concept web and supporting standards) to “awareness”

f. Sequenced concepts as: measurement/data to support awareness in economics, nutrition (including botany), and the interrelationship of people and ecosystems (including sustainability).

g. Awareness leads to choice, which leads to participation and communication (summative project), which hopefully leads to change toward equitable access

h. Identified that we want to have openended, interdisciplinary guiding questions that allow for multiple entrypoints

i. Chose the following guiding questions: i. Where does your food come from? ii. What is “quality” food? iii. What impacts food choices?

j. Identified that: i. question (i) is supported by standards:

1. Life Cycle of Plants (23 LS1 A), Measurement Data (4.MD), and How People Affect Ecosystems (EALR 4 45 LSF2)

ii. question (ii) is supported by standards: 1. Nutrition and Dietary Plan (EALR 4 45 LS1E) and Measurement Data

(4.MD)

iii. question (iii) is supported by standards: 1. Measurement Data (4.MD) and How Food Affects Economy

(economics 2.4.1) 3. Check out what’s due next week

a. Continue utilizing handout packet to guide CU development (specifically as a tool to aid developing the Phase I assignment due Friday of Week 3)

Collective Assessment: Be Timely: All of us arrived promptly and none of us left until we all agreed to conclude for the day. Communication: We met in person, so communication was not a technical issue. Purposeful Meetings: We had a concrete agenda, but did not assign specific roles for the meeting. We agreed to communicate further over the course of the week to continue our work, but did not establish a concrete plan with deadlines. Moving forward, we will work to be more concrete and explicit in these areas. Consensus/Compromise: We were able to work through several occasions where there were disagreements in a way that allowed for increased collaboration and synthesis. Fair Division of Labor: We feel that we have been distributing the work fairly, but will work to be more explicit regarding this going forward.

Jeremy Glasco

James Newton

Kelsey Parks

Curriculum Unit Minutes from April 15th

1. All of us were present.

2. Agenda/Main Points/Decisions Made

a. Worked on Draft of Stage One

i. Introduction

ii. TopicThemeGrade Level

iii. Unifying ConceptsEnduring Understandings

iv. GuidingEssential Questions

v. Desired UnderstandingsLearning Targets

1. Knowledge

2. Skills

3. Reasoning

4. Products

vi. Assessment Evidence (Formative and Summative)

vii. Analysis of Language Demands: Graphic Organizer

3. Check out what’s due next week

Collective Assessment:

Be Timely: All of us arrived promptly and none of us left until we all agreed to conclude for the day. Communication: We met in person, so communication was not a technical issue. Purposeful Meetings: We had a general agenda, and assigned specific roles (JeremyEquity Monitor, JamesFacilitator, KelseyProduct Monitor). We did not establish specific deadlines for the next week. Consensus/Compromise: We were able to work through several occasions where there were disagreements in a way that allowed for increased collaboration and synthesis.

Fair Division of Labor: We distributed labor fairly by working collaboratively on a Google Doc in the Library. Moving forward, we will work to establish more explicit deadlines for individual work done outside of the group meetings.

Jeremy Glasco

James Newton

Kelsey Parks

Curriculum Unit Minutes from April 21st



a. Worked on Assessment Plan

i. Used template of UbD on page 186

1. Stage 1: Desired result

2. Stage 2: Evidence of student learning

a. Apply & Explain

b. Needs to include

ii. Used GRASPS Task Design Prompts template

3. Consider what needs to be finished for Friday’s meeting

a. WHERETO

b. Strategies for Scaffolding and Metacognition

c. Fully script out at least one of the five lesson plans

Curriculum Unit Minutes from 24th

1. Kelsey and James are present, Jeremy was able to stop in for the last half hour.


a. Work on Stage 3, WHERETO

i. W: the preassessment involves students tracking what they ate for a day and

responding to the questions, Where did your food come from? Did you choose

what to eat? How would you describe quality food?

ii. H: possible activity of tracking where food comes from

iii. E: discussed the learning and behavioral needs of students and ways to address

those needs

iv. R: thought about opportunities for students to reflect on personal goals and

their initial understandings

v. E: we will make use of exit tickets, studentteacher conferences, rubrics

vi. T: use various models of teaching to align with lesson goals

vii. O: set up the organization of the lessons

b. Work on scripting out one of the five lesson plans

i. We decided to script out the first lesson the hook/launch, classroom

discussion of guiding questions, introduction to unit and expectations including

an overview of the performance task

3. Consider what needs to be finished by Tuesday of next week

a. Sketch out first lesson plan via Google.doc

b. Submit product to necessary locations


Be Timely: ... Communication: ... Consensus/Compromise: ...

Jeremy Glasco

James Newton

Kelsey Parks

Curriculum Unit Minutes from and April 29th and May 1st



a. Worked on Calendar, Rubric, Went Over Final Due Checklist, Revised Final Draft

i. Collaboratively created calendar as guideline for lesson plans

ii. Collaboratively created rubric to identify assessment criteria for backwards

design for lesson plans

iii. Went over final due checklist and identified (and when necessary divided up

responsibilities) areas that still need to be addressed

iv. Revised Final Draft: Guiding Question, Norms/Expectations, Personal

Reflection and Goals

3. Check out what’s due next week: Lesson Plans and Final Draft


Be Timely: All of us arrived promptly and none of us left until we all agreed to conclude for the

day.

Communication: We met in person, so communication was not a technical issue.

Purposeful Meetings: We had a general agenda, and assigned specific roles (JeremyEquity

Monitor, JamesFacilitator, KelseyProduct Monitor). For next week, each individual is tasked

with producing and submitting their 5 lesson plans.

Consensus/Compromise: We were able to work through several occasions where there were

disagreements in a way that allowed for increased collaboration and synthesis.

Fair Division of Labor: We distributed labor fairly by working collaboratively on Google Docs in

the Library.

James E Newton Jeremy Glasco Kelsey Parks

Calendar:

Subjects Monday Tuesday Wednesday Thursday Friday

Nutrition (James) Daily Debrief: What are we discovering? What’s new? Exit Tickets (Daily): What are you wondering about now?

Hook/Launch: What is community? Building Community: Establishing Group Project Norms Present/Share Norms to Peers

Hook/Launch: What did your foods come from? (Brainstorm Predictions) Foodmap: Tracing back from plate to foods’ origins Dietary Log Introduction & Expectations (Practice Log; Review Established Norms) Assignment: Record what you eat for breakfast, lunch, & dinner

Defining Nutrition: What are quality foods? Examples? (Thinkpairshare) Nutrition Video: Bill Nye The Science Guy Research: Nutrition Articles Health, Wellness & Sustainability: Healthy vs. Unhealthy

Dietary Log Discussion: How is our diet? Is it healthy or unhealthy? Why? (Thinkpairshare) Journal Writing Prompt: I am eating healthy? Continue Health & Wellness Articles: Modern Health Fads Begin/Create Opinion Concept Map

Debrief: What sources are you including in your concept map? (Thinkpairshare) Finish/Complete Opinion Concept Map Quality Foods Brunch: Examples of quality food brainstormed on Tuesday

Nutrition PH PH PH PH PH

Continued (James)

Preview Writing Rubric: Expectations Begin writing an opinion paper concerning your diet using the information collected from the concept map. Draft two or three paragraphs.

Classroom Discussion: What are we writing about? Why? Continue writing opinion paper. Draft last two or three paragraphs. Site sources and begin editing draft.

Thinkpairshare: Share drafts with partners. Complete first draft. Continue to edit draft. Begin typing final draft.

Continue typing final draft.

Social Studies, focus on Economics (Jeremy) WA State Social Studies Standard Component 2.2: Understands how economic systems function (Understands the basic elements of Washington State’s economic system, including agriculture, businesses, industry, natural resources, and labor.

Hook/ Launch: (90 minutes) Considering the Idea of Access in Economic Terms… Considering how this impacts you KWL Chart and Discussion: What do you know about economics? About Washington's natural resources and food access system? (Make predictions) Review norms and expectations SelfReflection and establish personal goals for this week(What is really on your mind from our time today? What are you still/now

Building Understanding: (90 minutes) Pedagogy of Place and Political Economy: (lecturediscussion: collaborative notetaking with partner) SocioEconomic Possibilities and Limitations (Agriculture, Nat’l. Res, Etc): What is agriculture? What does it look like? What are Washington’s natural resources? How do these affect our local economy? Group Project: Venn diagram (CompareContrast) Agriculture and Natural Resources

Building Understanding: (90 minutes) Pedagogy of Place and Political Economy: (lecturediscussion: collaborative notetaking with partner) SocioEconomics: From Macro to Micro (Societal to Personal) Macro Economics (Institutional/ Societal) Microeconomics (Economics and you) Where are you at? How do economic factors play out in your life, specifically in terms of food access? (Lunch Calendar) Review and Revise

Approaching Agency: (90 minutes) Cultural representation and expression (ThinkPairShare Discussion: Do you practice cultural traditions in your family? What would you like to know more about your heritage?) Political participation Workshop: Finding your political voice (video and discussion) Self Reflection(What is really on your mind from our time today? What are you still/now wondering about?)

Approaching Agency: (90 minutes) Using research to understand Possibilities and Limitations: Becoming a Discerning Consumer (Workshop: Begin finding research to inform final project at the Computer Center) Using data to determine allocation of limited resources (time, cost, materials, etc.)... Including Social resources (DSHS, food banks, etc.) (Guest speaker: Community Resources) Self reflection and selfassessment of goals(What is really

wondering about?)

Self Reflection (What is really on your mind from our time today? What are you still/now wondering about?)

KWL Chart (Confirm/ Correct Monday predictions) Self Reflection (What is really on your mind from our time today? What are you still/now wondering about?)

on your mind from our time today? What are you still/now wondering about?)

Sustainability (Kelsey)

Focus: What is sustainability? In what ways are our food choices sustainable for the environment, for our health, and economically? Read Aloud To Market To Market by Nikki McClure Discussion: Sustainable practices in McClure’s book and connections to our work so far.

Focus: A look at the history of food and environmental sustainability in Shelton, from a lens of indigenous cultures. KWL Chart Read about and discuss the Medicine Creek Treaty how did this impact the indigenous peoples? Revisit KWL. Draft questions to ask our guest speaker

Centers on sustainability resources. National Farm to School Network Shelton Farmers Market Video from Taylor Shellfish Farms on their sustainable practices of farming filter feeders. Article on Port Townsend’s recent sustainable lunch revolution.

Finish Centers from previous day. Peer review of research and opinion papers from previous weeks any revisions or new ideas in relation to the final project? Class discussions about where students are in the process of finalizing their projects. Students will identify what they still need to do, and what will help them

Practice presentations with a peer and informally assess with the project rubric. Debrief what was learned from practicing. Depending on previous feedback, students will practice again with another peer, or will be given more time to finish up the projects. Selfreflection of goals and progress.





http://iserotope.com/teacher-voices-benjamin-dow-2school-lunch-revolution-in-port-townsend/

Review of what we have learned, where we’re going now, and the expectations for the final project. Discuss their initial data and evidence in small groups.

tomorrow. Workshop on projects how sustainable are our plans?

Guest speaker from Squaxin Island Tribe Museum Library and Research Center.

successfully get there.

4 3.5 3 2.5 2 1.5 1

Writes to share informationI stayed focused on my

opinion topic and I include atleast 3 or more details per

paragraph/idea

I stayed focused on my opiniontopic and I include at least two

details per paragraph/idea

I stayed focused on myopinion topic and I include at

least one detail perparagraph/idea

I list my supporting details and/ormake statements without supporting

my opinion

4 3.5 3 2.5 2 1.5 1

Uses precise word choice I use 3 or more precise wordsper paragraph

I use precise words (2 perparagraph)

I use some precise words. (1-2 per paragraph)

I use little or no precise words. (2 orless total)

4 3 2.5 2 1Develops and organizes

ideasMy similar ideas are linked

together.Most of my similar ideas are

chunked together.Some of my ideas are

chunked together.None of my ideas are chunked

together and it may not make sense.

I elaborate on all of my ideas. I elaborate on most of my ideas I elaborate on some of myideas I don't elaborate on my ideas

Transitions are embedded I use transitions between eachparagraph. I use at least one transition. I don't use transitions.

4 3.5 3 2.5 2 1.5 1

Strengthens writing and usesthe writing process

I completed my prewrite anddraft. I can edit and revise

independently.

I completed my prewrite anddraft. I can edit and revise with

support.

I partially completed myprewrite and/or draft. I can

edit and revise with one-on-one support.

I attempted to complete my prewriteand/or draft. I did not edit or revise

my writing.

My sentence structure variesand I include complex

sentences.

Most of my sentences have avariety of beginnings, are

different lengths and makesense

Some of my sentences havea variety of beginnings, aredifferent lengths and make

sense

There is little or no variety in mysentence beginnings or lengths.

Many of my sentences don't makesense

4 3.5 3 2.5 2 1.5 1

Conducts short researchprojects using a variety of

sourcesI found an additional source

and cited it in my report.I cite at least two sources. I cite

at least one source in eachsupporting paragraph

I cite the same source ineach supporting paragraph or

I only cite sources in 2paragraphs.

I do not cite any sources or I cite thesame source once or twice

4 3.5 3 2.5 2 1.5 1CONVENTIONS (core words

spelled correctly,capitalization & punctuation)

I don't have any errors. I have 5 or less errors I have between 6-10 errors. I have more than 10 errors.

Overall Score: Conductsshort research projects using

a variety of sources4 3.5 3 2.5 2 1

FOURTH GRADE OPINION WRITING RUBRIC Name: ______________________________________

Assignment: Am I Eating Healthy?

Documents

Title of Your Unit: Food Choice and Accessblogs.evergreen.edu/.../files/2015/04/...Curriculum-Unit-Portfolio.pdfGraphic Organizer for Analysis of Language Demands ... Language functions