Table 1 Generative Topic: Importance and Significance of Community

Concept Standard Assessment Facts Skills Problems to Pose Activities

Students will How will you have Students will Students will be Guiding questions
understand... evidence that they know... able to... or unit questions
know it?

Students will CC.1.2.4.A Observation of group ...that being kind to ...recognize the How do you use Discuss the
understand that the Determine the main discussions to each other and importance of your community? community in
many levels of idea of a text and determine if students establishing a community by Because of
their community explain how it is are understanding the strong sense of identifying What are some of Winn-Dixie and
(i.e., home, school, supported by key main ideas regarding community is very evidence in texts your favorite places other texts they
class, details; summarize the significance of important to create about community in your community? have read, and how
neighborhood, the text. community an environment for the community
etc.), affect them students to succeed ...understand How does your makes an impact on
in many different CC.1.2.4.B Refer Observe whether multiple community, the characters lives
facets of their life to details and students are making ...that creating a perspectives including your
examples in text to connections to their supportive regarding classroom, school, Write opinion
Central issue/ support what the own lives in their community with community (i.e., and family, affect pieces (journal
Essential question: text says explicitly family and classroom peers and family classroom, school, you? entries) on their
Why is and make communities members allows family, community
community inferences for collaboration neighborhood, city, What would you
important? Written journal and growth etc.) change about your Discuss problems
CC.1.2.4.D entries or writers community and and brainstorm
Compare and responses to assess ...that they can ...use analytical why? potential solutions
contrast an event or students own make changes (big problem solving in their community
topic told from two experiences with or small) to help skills to resolve (primarily
different points of community their community issues in a classroom
view community community)
Evaluate whether ...that they all have
CC.1.4.4.G Write students are the ability to enact ...brainstorm ways
opinion pieces on understanding the change in their that they can make
topics or texts. importance of being communities positive change in
kind in order to foster their communities
sense of community
Table 2 Generative Topic: Community and neighborhood resources can be very useful

Concept Standard Assessment Facts Skills Problems to Pose Activities

Students will How will you have Students will Students will be Guiding questions
understand... evidence that they know... able to... or unit questions
know it?

Students will CC.1.2.4.A Observation of ...that proper ...identify various What resources do Team-based
understand that Determine the main group discussions exploration of resources that can you use in your research on
they can use the idea of a text and to assess whether community be helpful in their community? different resources
resources in their explain how it is students understand resources can help community and tools in their
community to help supported by key how to them in many areas Where do you community
them in various details; summarize ...use research skills spend time in your
ways (e.g., the text. Research of ...that they can to help them community? Small group
academic, resources or tools contribute to their discover new discussions about
extracurricular, CC.1.2.4.E Use found in their community through resources that may What activities do resources students
personal) text structure to community these resources too be useful to them you enjoy doing in already use
interpret your neighborhood?
Central issue/ information (e.g., Observe whether ...that ...identify Writing responses
Essential question: chronology, students are able to communication opportunities to How can resources to discussions about
How can we best comparison, make connections with their peers can give back to their in your community known community
benefit from our cause/effect, between our allow them to learn community help you (in resources
community in problem/solution) discussions and about other academics,
different ways? their own opportunities in ...explore new extracurricular, and Exploration of our
CC.1.2.4.H Explain community their community resources with their social settings)? essential question
how an author uses classmates through (in small and whole
reasons and Written responses both discussion and group settings)
evidence to support about community research
particular points in resources students Discussion of
a text already use community
resources that some
CC.1.4.4.A Write of them may not
informative/ use but could
explanatory texts to contribute to (such
examine a topic and as soup kitchens or
convey ideas and homeless shelters).
information clearly.
Table 3 Generative Topic: Community Garden

Concept Standard Assessment Facts Skills Problems to Pose Activities

Students will How will you have Students will Students will be Guiding questions
understand... evidence that they know... able to... or unit questions
know it?

Students will CC.1.2.4.A Observation of ...how to determine ...use a crop What should we Use the crop
understand the Determine the main small group appropriate crops to schedule to plan grow in our schedule for PA to
environmental idea of a text and discussions to plant in different their community garden? determine what
aspects of their explain how it is determine whether areas and different garden crops we can grow in
community garden supported by key students understand climates How do we best our garden and the
and understand how details; summarize environmental ...identify some key care for the plants timeline for planting
we set up the the text. aspects around ...environmental environmental in our garden? and growing
garden for the garden impacts of some issues in the world
spring and summer. CC.1.1.4.E Read unsound farming or currently How do we ensure Reading short texts
They will also with accuracy and Student responses gardening practices we are taking care about climate change
understand how to fluency to support to whole group ...recognize of our planet when and the effects on the
obtain, evaluate, comprehension discussions ...how some problems with we are working in planet
and communicate regarding everyday choices some farming and our garden?
information. CC.2.1.4.C.1 appropriate crops could affect their gardening practices Small and whole
Extend the for our garden environment and (such as using group discussions
Central issue/ understanding of world pesticides) and the about different
Essential question: fractions to show Written responses harmful effects of environmental
How can we best equivalence and or journal entries ...the process of these practices implications of
prepare for our ordering related to garden beginning a small farming
community garden garden for a new
in the spring? CC.2.1.4.C.2 Build Math worksheets season If weather permits,
fractions from unit using the concept of beginning the
fractions by the garden for pre-planting steps to
applying and fractions problems the community
extending previous garden
understandings of
operations on Math activities
whole numbers. involving fractions
in the context of the
community garden
CC.2.4.4.A.4
Represent and
interpret data
involving fractions
using information
provided in a line
plot

Planning and
carrying out
investigations

Obtaining,
evaluating, and
communicating
information

Cross-cutting
concepts: Patterns;
Scale, proportion,
and quantity