Unit 1: Urban Gardens

Unit 1 of Project Based Learning will be lead by our enrichment specialist, Ms. Michelle Anderson. She will push-in to each fifth grade classroom for thirty minutes on Wednesdays for all of trimester one.

Ms. Anderson's Project Based Learning unit focuses on planning urban garden spaces and understanding the important role these play in keeping our environment healthy.

Unit 2: Civic Engagement

Unit 3: Economics and Fair Trade

Overview:

The people of the Western Hemisphere have developed various ways to meet their needs and wants. Many of the countries of the Western Hemisphere trade with each other as well as with other countries around the world. Students will learn how the United States and other western countries use fair trade to acquire goods they need.

Students will answer four supporting questions throughout the unit;

1. Where do bananas come from?

2. What to corporations in the banana industry contribute to society?

3. What are fair trade bananas?

4. What are the working conditions like for children in the banana industry?

In the end, students will show they understand the real cost of bananas with the following performative assessment task;

Construct an argument (e.g., a detailed outline, poster, or essay) that discusses the real cost of bananas using specific claims and relevant evidence from historical sources while acknowledging competing views.

Unit 4: Equity in Design

Overview:

Students will first learn about accessibility in building design and equity in education. Then they will collect demographic data for the fifth grade and use it to help them better understand the needs of their peers.

Students will answer the following essential questions throughout the unit;

1. Why does accessibility matter in design?

2. How does equity influence school design?

3. How can demographic data help us design a better school?

4. How can I design a school that is both accessible and equitable for all students?

In the end, students will show they understand the importance of accessibility and equity in design with the following performative assessment task;

Design a school building for the fifth graders of Holmes School with accessibility and equity at the forefront. When designing their school, students will...

• Use demographic data from the 5th grade to inform their decisions

• Explain their choices or design using the data

• Explain how their design is accessible and equitable for all students

• Include the following rooms in their presentation:

  • Multiple classrooms

  • Bathrooms

  • Storage

  • Cafeteria

  • Technology (rooms and equipment)

  • Space for teachers and other staff members

  • Accessibility for people with disabilities

  • Recess space

  • Teacher parking lot