Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Learning to Live Responsibly Within One's Personal Resources |
Author(s): Tresa I. Wilson |
| Grade Level: 6TH-8TH |
School Address: Madrid-Waddington Central School PO Box 67 Madrid, NY 13660 |
| Subject Area: Home & Careers |
School Phone/Fax: 315.322.5746/4462 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
| Students will understand the concept of Voluntary Simplicity and be able to apply it to their own personal situation.
Students will define a basic level of personal survival, dividing needs from wants.
Students will define their own values and analyze how they acquired those values. |
Students will use the internet and computer to research, word process, and desk top publish
Students will evaluate their family/personal resources and values to devise a family emergency plan as outlined by the American Red Cross Plan
Effective personal interviewing techniques |
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| Students will evaluate how consumerism effects the environment and the natural world |
Communication through poster design |
ESSENTIAL QUESTIONS
INITIATING ACTIVITY
The class will discuss the excess goods (stuff) in their homes and personal rooms. Students will create an inventory of the items in their personal rooms and accompany it with a floor plan. The inventory lists will now be classified according to necessary, nice to have, or give/recycle/throw away
Connection to State Learning Standards
Content Area: Home & Careers
Level: 6th-8th
| Benchmarks: Write and present on a variety of topics: use standard English skillfully. |
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Benchmarks: Information Technology is used to retrieve, process and communicate information and as a tool to enhance learning. |
| Standard: ELA 1 -Language for Information and Understanding |
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Standard: MST 2-1 Information Systems-access, generate, process, and transfer information using appropriate technologies. |
Unit Theme: Learning to Live Responsibly within One's Personal Resources-Beyond Budgeting
This unit allows students to develop and define their own personal values, preferred lifestyle choices, and the subsequent impact on the natural world of these decisions.
| Standard: H,PE & HE 3 Students will understand and be able to manage their personal and community resources |
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Standard: |
| Benchmarks: Understand the resources available to them, make informed decisions about the use of those resources, and know some ways to expand those resources |
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Benchmarks: |
Learning Experiences
Declarative Knowledge
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| The concept of Voluntary Simplicity: the difference between needs and wants; how to define a value; how consumerism effects the environment and natural world |
Videos Worksheets Teacher lead discussion Current events Personal interviews Class presentation
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Collaborative pairs Research activity, using electronic reference materials and personal references |
Lecture/discussion on how values are developed: taught, learned from reflection, and learned by watching others. Students will conduct and record interview with Significant Adult Report verbally to class group Critically evaluate a video for fact vs. opinion Write news story |
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Assess the relationship between values and the spending of personal and natural resources Use internet sites to look up information on Voluntary Simplicity Interview procedures
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Share/pair groups Teacher suggested guidelines on interview procedures The movie "Affluenzia" is presented in small sections over a 4-day period. This allows for discussion. A quiz can then be administered.
Guided practice Individualized instruction |
Hand out worksheet on personal money & spending values. Have students complete in share/pair groups. Worksheets are then to be complete for a Significant Adult in the student's life. Results will be further discussed in class. A class will be devoted to computer research, word processing techniques |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| Personal values which are tangible and intangible
The difference between a need and a want, their personal basic level of needs
How needs and wants effect the global natural environment
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A set of extending interview questions regarding the values development of the Significant Adult's money and spending attitudes and the effect on their past and present life is conducted. Results are presented in essay fashion and compared and contrasted with other adults and with the students' own lists in class room discussion
Students develop a "refugee pack" of possessions they would take with them if they were fleeing from their home Students will develop a Family Emergency Plan as designated by the American Red Cross.
Students will create Earth Day Posters using computer technology |
| Planning Guide |
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Unit: |
Learning to Live Responsibly Within One's Personal Resources
| Step 1 |
Step 2 |
Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
| Explain Voluntary Simplicity
Analyze and explain the management of personal and community resources Reflect upon the personal research and decision-making process involved in choosing a lifestyle Effectively use the internet, word processing and other computer applications |
[ X] Decision Making
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Products/Performances Students will research Voluntary Simplicity on the internet and write a news story defining the movement, presenting the advantages, disadvantages, and the impact on society as well as individuals. Students will compile all the works created for this unit into a personal booklet. Students will select 1 or 2 of their best works, for consideration, as an article in a student-made newsletter reflecting the activities in this unit. Each personal selection will include a journalized entry as to why the piece represents the student's best work. |
| Criteria for Evaluation: Questioning: Recognizes decisions, issues, and problems when looking at a topic Gathering: Able to collect appropriate information and store for later use Evaluating: Demonstrates personal reflection and ability to determine whether the information gathered is sufficient to support a conclusion Reporting: Findings are translated into a persuasive, instructive, and effective product
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Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)
Rubric for Learning to live Responsibly Within One's Resources Unit
| QUESTIONING |
GATHERING |
| [ 5pts] Discovers independently an issue or problem which needs a decision or solution after exploring a topic |
[ 5pts] Collects and organizes important information for retrieval independently |
| [ 3pts] Formulates questions about topics with adult help to elevate the question to focus on issues and problems |
[3pts] Collects information with some degree of organization |
| [ 1pt] Relies upon adults to state questions and topics |
[1pt] Loses track of most important information |
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| EVALUATING |
REPORTING |
| [5pts] Tests personal reflection and decisions to see if supporting information is adequate |
[5pts] Creates and presents an original product which effectively addresses the issue |
| [ 3pts] Lacks or missing some information necessary for decision-making and reflection |
[ 3pts] Provides a product which offers some insight with regard to the original issue |
| [ 1pt] Reaches a hasty conclusion which represents little or no reflection |
[ 1pt] Shares the work or thoughts of others, no originality |
Have You Considered These Yet?
Learn to Learn Skills:
Students will participate in small group discussion activities and one to one to pairs. Declarative knowledge will be developed which will allow them to continually self-assess their attitudes and values regarding personal and natural resources. Classroom lessons will assure all students have the basic level of computer skills necessary to accomplish procedural knowledge.
Assessment Modifications:
Individualized instruction for students with learning disabilities; modifications of project requirements; assistance and consideration during assessment.
Unit Schedule/Time Plan:
Takes up to 4 weeks of class time. Unit fits well into a 45 minute, single grading period, time block. Unit can be flexed to fit alternative time period.
Written Overview:
Learning to Live Responsibly within One's Personal Resources- beyond budgeting, takes students on a journey of self-evaluation of values and societal ethics. The activities used to accomplish this include personal interviews, class discussion, video presentations, Internet research, and idea presentation through essays & graphic design. Each student's works are then compiled into a personal booklet. Students then chose one or two of their best works for inclusion in a computer generated class newspaper.