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Unit plan

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Unit plan

  1. 1. Jessica HallMaureen Joy McGriffEDTE – 314 Spring 2013Central Connecticut State University
  2. 2. • Question we want students to think about– What ways do growing your own produce effectyou and your community both negatively andpositively?
  3. 3. • Constructivism– Scaffolding– Facilitating– Guided activities– Build a sense of theworld throughexperience• Liberal / Progressive– Students interest &Choice– Promotes criticalthinking– Connect factual andconceptual knowledge.– Discussions– Presentations
  4. 4. • What research will students do.– Snap Statistics– Local Farms– Hunger Statistics– How much produce cost– How greenhouses work– How to maintain a compost pile– Cost to transport food– Cost to grow food– How much will be saved growing 1 tomato vs. buying1 tomato
  5. 5. • Classroom –– Using Revit students will design the green house to be built in theschools courtyard.• Community– Mini Farmers Market – Sale to Community– Sale to parents and other students– Trip to Rose’s Berry Farm in Glastonbury, CT– Trip to Roger’s Orchards in Southington, CT• Group– Each group can choose what they want to plant. (Squash, Zucchini,Tomatoes, Green beans, Radish )• Presentation– All ideas– Poster board of group plants facts sheets, growing instructions,expected final results
  6. 6. • Show relation / Personal Experience– Revit= Designing which uses STEM (Science, Technology,Engineering and Math)– Building the greenhouses= Hands on working with differentmaterials like wood and metal• This could relate to some students because their household maybe tight on money which causes them to not have much food sothis would be a good way to save money because they couldkeep growing the produce in their backyard or somewhere nearthe house• How I think the project will do this– This project can show relevance between students, communityand Technology Education because the students are helping outin the community by designing their own greenhouses to bebuilt so they could grow their own produce. They are also goingout into the community to sell their products that they grew inthe greenhouses.
  7. 7. • Struggling students could be addressed in afew ways-– Finding out what is going on like what they arestruggling with.– If they don’t know what they are struggling with,maybe give them an idea to help move themforward
  8. 8. • How will we change / modify for students toengage in activities– Find out what he or she likes and doesn’t likeabout the activities.– Use what they like and expand– Create similar activities that use the same skills as theoriginal project to interest the student.– Show the student how beneficial the activity is.
  9. 9. • Grade design• Grade presentations• Participation
  10. 10. • Grade design• Grade presentations• Participation

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