Curriculum Table

Generative Topic (Blythe et al, 1998): Environmentalism/Ecology Concept* ("The students will understand") (The big idea, the "enduring understanding") That entities human beings, organisms, and non-living components with an environment are connected. NSTA 1. Asking questions and defining problems Standard Assessment (How will you have evidence that they know it?) Students will complete daily observational journal entries regarding their terrariums. Students will be quizzed on material. Students will engage in experiments and their notes/observations will be assessed. There will be one formal 5 paragraph essay at the end of the unit about positive ways to impact our planet. Students participation in group and whole class discussions will be informally assessed. Students work on ecosystem presentation. Subject: Facts ("The students will know") How to advocate for change and support environmental movements. Key facts about various environments & ecosystems. Key terms and vocabulary about environments/enviro nmentalism. Effective observing techniques. Key facts about aquatic environments. About urban gardening, local produce, and organic practices and how said facets positively affect our environment. Ways in which they can personally reduce their Science Skills ("The students will be able to") Make scientific observations. Measure the quality of water. List and conceptualize types of energy and their impact upon the world. Garden and properly nourish plants. Determine what types of energy are renewable, nonrenewable and which are more sustainable. Identify how individuals (or themselves) can lessentheir carbon footprint. Identify reasons why sustainable agricultural practices can have a positive impact on our planet. Name: Jon Beck Problems to pose ("Guiding questions" or "unit questions") What are good ways to record our scientific data? Why has x had an impact upon its environment? Is it positive or negative? What changes have you noted since our previous observation? How do you think you could incorporate these habits and practices into your everyday life? How does your terrarium compare to group xs? How can you spread this knowledge to others? Terrarium investigation. Students observe, compare, contrast. Local gardening trip. Transplanting from terrarium->Jackson garden. Fishbowl discussion on observations -Terrarium & Aquatic Env. Independent research project on certain ecosystems (will be assigned). Guided practice. -Mostly in literacy. Small group guided reading, independent reading and shared reading of Calp. Tate. Completing regular observational journals. Activities:

3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations. 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Central problem / issue / or essential question (intended to "get at" the concept; the motivator) How do organisms and humans affect their environment?

footprint on the world.

Generative Topic (Blythe et al, 1998): Environmentalism/Ecology Concept* ("The students will understand") (The big idea, the "enduring understanding") That human beings, organism, and nonliving entities affect their particular environment. Central problem / issue / or essential question (intended to "get at" the concept; the motivator) That non-fiction literature that focuses on science -- can help us understand more about the world around us, and moreover particular environments. Standard PA- ELA Common Core, Grade 6. Focus on informational text. CC.1.2.6.B- Key ideas and details. CC.1.5.6.ACollaborative discussions. CC.1.2.6.A- Main Idea E06.B-K.1.1.3- Analyze how a key individual/ /event/idea is introduced illustrated or elaborated in a text. CC1.2.6.F (6.J & 6.K) Vocab acquisition. Writing CC.1.4.6.B- Informative/ explanatory focus. CC.1.4.5.C- Informative/ explanatory content. CC.1.4.6.B (C & D) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Assessment (How will you have evidence that they know it?) Students narrative from their ecosystem. Venn Diagram/ compare contrast ecosystems. Students will create a billboard and presentation on their ecosystem. Key facts/main idea. Observational journal will be assessed. Students participation in group and whole class discussions will be informally assessed. Students participation in fish bowl activities.

Subject: Facts

Literacy Skills

Name: Jon Beck Problems to pose ("Guiding questions" or "unit questions") Why is this _____ (non-fiction, a narrative) etc. Why is this a good technique for gardening? Was x positively contributing to this conversation? How could x have been more involved in the fish bow? Could that organism exist in another ecosystem? Why or why not? What have you learned about this ecosystem? Why is that the main idea? Why is that a key detail?
Terrarium investigation. Students observe, compare, contrast. Local gardening trip. Transplanting from terrarium->Jackson garden. Fishbowl discussion on observations -Terrarium & Aquatic Env. Independent research project on certain ecosystems (will be assigned). Guided practice. -Mostly in literacy. Small group guided reading, Independent reading and shared reading of Calp. Tate. Completing regular observational journals.

Activities:

("The students will know") The various environments and ecosystems that comprise the world. Key facts and terms about various ecosystems. What comprises a narrative. What an comprises an informational text. What comprises a piece of non-fiction. Good gardening techniques.

("The students will be able to") Make proficient observations. Support- with evidence-- or disagree with various causes, beliefs and arguments. Describe ways they can positively impact the environment and support why/how. Essential practices for gardening. Create a billboard in which they advocate for a cause. Identify reasons why sustainable agricultural practices are important. Be effective communicators. Provide feedback for one another.

Curriculum planning chart

Generative Topic (Blythe et al, 1998): Environmentalism/Sustainability Concept* ("The students will understand") (The big idea, the "enduring understanding") what it means to be an advocate and what it looks like to be an advocate or proponent of a cause or issue. Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) How can one exemplify an advocate and push for something they believe in in an appropriate forum and manner? National Council for the Social Studies II: Time, continuity and change III: People places and the environment IV: Individual development and identity V: Individuals, groups and institutions VI: Power, authority and governance. Standard Assessment (How will you have evidence that they know it?) Students will complete daily journals regarding what they learned about advocacy. Students will engage in a mock debate in which they advocate for something they have researched. Students will create a billboard in which they provide support for a sustainable cause/effort. There will be one formal 5 paragraph essay at the end of the unit about positive ways in which they can be an advocate for a cause. Students participation in group and whole class discussions will be informally assessed. Facts ("The students will know") A multitude of environmental and green groups that advocate for various causes. Ways in which they can personally spread the word about something they believe in. Various way in which they can engage in advocacy for environmental and sustainable causes. What it means and what it looks like to be an advocate Historical figures in advocacy/politics. Subject: Social Studies Skills ("The students will be able to") Identify environmental advocacy groups. Support- with evidence-- or disagree with various causes, beliefs. Describe ways they can positively impact the environment and support why/how. Write opinionated pieces/ argumentative essays. (formatting weird) Create a billboard in which they advocate for a cause. Identify reasons why sustainable agricultural practices can have a positive impact on our planet through investigating advocacy groups. Name: Jon Beck Problems to pose ("Guiding questions" or "unit questions") What fundamentals drive this advocacy group? How has advocating for that x(energy source/company/etc) evolved since the issue has surfaced? Why do you support that idea/cause? What are you doing in your daily life to support that movement? How can you spread this knowledge to others? How can you spread knowledge around X in an appropriate and efficient manner? Scientific investigation/experi ments. Trip (still TBD). Gardening! Discussion. Independent research project. Guided practice. Small group and individual reading. Journaling. Group/class researching. Emailing/writing letters to groups. Skype call/interview? Activities: