Family and Consumer Sciences-Connecticut Understanding by Design (UbD) (FCS area of study) Model Curriculum Unit FCS Area of Study Unit Title HUMAN DEVELOPMENT Impact of Poverty on Development Possible Course(s) When during course? Child Development II Life Span Development Human Relations Exceptional Child Early Childhood Education I or II _beginning___middle__X_end Designed by Amanda Stirgwolt FCS Educator Unit Length/ Time Frame ___X____ 90-minute block classes
Name:___________________________________ Date:_________ Class:_________ Thinking about Poverty Part 1: Defining Poverty How would you define poverty? Write your own definition. Part 2: Your Current Understanding of Poverty: K-W-L KNOW What do you know about poverty? WANT TO KNOW What do you want to know about poverty in the USA? In the world? WHAT DID YOU LEARN? After completing the class activities list 3-5 things that you learned about poverty. Created by: Amanda Stirgwolt, 2016
TECHNOLOGY NEEDED: Being Poor in our Community chart (see attached resources) Institute for Poverty Research Poverty Fact Sheet: A Child’s Brain on Poverty (see attached resources) References for the Teacher: Center on the Developing Child at Harvard University has a variety of materials about poverty and resilience. Information from the research of Ruby Payne. Konnikova, M. (2016, Feb 11) How People Learn to Become Resilient. The New Yorker. Retrieved from: Matthews, D. (2012, July 11) Poverty in the 50 years since ‘The Other America’, in five charts. The Washington Post. Retrieved from: INSTRUCTIONAL STRATEGIES/ GROUPINGS: Group students in heterogeneous groups to maximize the discussion of poverty. Encourage students to embrace their own diversity of social class in the discussion of poverty. DIFFERENTIATION STRATEGIES: ADAPTATIONS & EXTENSIONS Differentiation: Have students write their own hypothetical case scenario about a family in poverty, middle class and wealth. Then have the other students in the class respond to the students’ case study by stating the benefits and drawbacks of the social class. Extension: Option 1: Collaborate ahead of time with another school of a different socioeconomic status. Have students from that school take the “Could You Survive?” questionnaires and compare results. Discuss with students that, even though development is similar for everyone at specific ages, life experiences can influence developmental trajectory. Option 2: Provide students with access to computers/ tablets. Have students log on to the Center for the Developing Child at Harvard University’s Resilience Game. This interactive game allows individuals to simulate positive and negative outcomes on development and their ability to promote resilience. This can be accessed at: INTERDISCIPLINARY CONNECTIONS: Social Studies--This lesson connects to civic and economic issues covered in a history/ social studies class.
enhance understandings of findings, reasoning, and evidence to add interest. Language Literacy.L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Literacy.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Math: HSA.REI.D.10: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). LESSON OBJECTIVE (in language students can understand): Students will be able to identify three physical results of living in long-term poverty. Students will be able to identify three social-emotional results of living in long-term poverty. PRIOR KNOWLEDGE & CONNECTIONS TO STUDENT NEEDS &/OR INTERESTS Students will need to have a foundation in the types of development (physical, social, emotional and cognitive). Students will need to have a foundation of understanding that the family is the primary context in which children are cared for and supported through early development. Students will need to understand that poverty of an individual impacts the development of the individual, family and greater society. ESSENTIAL QUESTIONS & ASSESSMENTS: ESSENTIAL QUESTIONS: How does long-term poverty impact an individual’s development (physically, socially, emotionally and cognitively) over time? FORMATIVE ASSESSMENTS: The teacher will utilize questioning strategies during the teacher-led
Math--This lesson connects to math concepts of reading graphs and understanding statistics of global poverty around the world. TEACHER REFLECTIONS: Global Poverty Chart Country: ____________________________________________________________________ Background Information Facts (What are 3 facts that display the extent of poverty in this country?) Obstacles Causing Poverty (What are the obstacles that need to be overcome to end poverty?) Resources Available (What resources are available to poverty-stricken families?} 1. 2.