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- Building Self-efficacy
- English Language Arts
- Food Justice
- Food System
- Organic
- Organic Agriculture
- Regenerative
- The Edible Schoolyard Project
- License:
- Creative Commons Attribution
- Language:
- English
- Media Formats:
- Downloadable docs, Graphics/Photos
Education Standards
Learning Domain: Reading for Informational Text
Standard: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Learning Domain: Reading for Informational Text
Standard: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Learning Domain: Reading for Informational Text
Standard: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Learning Domain: Reading for Informational Text
Standard: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Learning Domain: Reading for Informational Text
Standard: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Learning Domain: Reading for Informational Text
Standard: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Learning Domain: Reading for Informational Text
Standard: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Learning Domain: Speaking and Listening
Standard: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Learning Domain: Writing
Standard: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Reading for Informational Text
Standard: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Learning Domain: Reading for Informational Text
Standard: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Learning Domain: Reading for Informational Text
Standard: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Learning Domain: Reading for Informational Text
Standard: Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
Learning Domain: Reading for Informational Text
Standard: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Learning Domain: Reading for Informational Text
Standard: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Learning Domain: Reading for Informational Text
Standard: Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Learning Domain: Speaking and Listening
Standard: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Learning Domain: Writing
Standard: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Key Ideas and Details.
Standard: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cluster: Key Ideas and Details.
Standard: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Cluster: Key Ideas and Details.
Standard: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Cluster: Craft and Structure.
Standard: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Cluster: Integration of Knowledge and Ideas.
Standard: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Cluster: Integration of Knowledge and Ideas.
Standard: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Cluster: Research to Build and Present Knowledge.
Standard: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Cluster: Comprehension and Collaboration.
Standard: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Cluster: Comprehension and Collaboration.
Standard: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Understanding Organic: Connections to Action in the Garden Classroom
Overview
***This curriculum is provided by The Edible Schoolyard Project with full permission to share***
Understanding Organic: Connections to Action in the Garden Classroom is a garden and classroom-based curriculum for middle to high school students that explores the concepts and meanings of organic agriculture. The curriculum consists of a short preparatory unit, a sequence of ten core lessons, and twelve optional extension inquiries that can also be taught as standalone lessons. The ten core lessons utilize hands-on explorations of organic practices and feature textual analysis and open discussions to examine the complex meanings of organic. The final project workbook introduces students to a social action project in which students apply their knowledge and experiences to enact justice-oriented change related to organic. We recommend that you start by reading the curriculum overview linked below before reading individual lessons.
Understanding Organic: Connections to Action in the Garden Classroom is a garden and classroom-based curriculum for middle to high school students that explores the concepts and meanings of organic agriculture.