Charlotte's Web Standards and Guiding Question
Driving Question:
How can we design a farm that will help us raise the food we need to eat while protecting the environment?
How can we design a farm that will help us raise the food we need to eat while protecting the environment?
Charlotte’s Web Project Based Learning Unit Standards Addressed for Math
1. MA.1.MD.A Measurement & Data: Measure lengths indirectly and by iterating length units.
Evidence Outcomes: Students Can: Express the length of an object as a whole number of length units; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps
*Students will create a map to represent their original design of a farm using consistent units of measurement such as squares on graph paper.
2. MA.1.MD.C Measurement & Data: Represent and interpret data.
Evidence Outcomes: Students Can: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
*Students will survey their classmates and create a graph showing the class’s favorite farm animals. Students will answer questions about the data they have collected.
3. MA.1.G.A Geometry: Reason with shapes and their attributes.
Evidence Outcomes: Students Can: Compose two-dimensional shapes or three-dimensional shapes to create a composite shape and compose new shapes from the composite shape. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters.
*Students will use 2D or 3D shapes to design their farm and be able to name the shapes that they use, such as “The barn on my farm is shaped like a rectangle.” Students will describe their farm design by explaining how sections are divided, such as “half of the field will grow corn and half will grow wheat.”
Evidence Outcomes: Students Can: Express the length of an object as a whole number of length units; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps
*Students will create a map to represent their original design of a farm using consistent units of measurement such as squares on graph paper.
2. MA.1.MD.C Measurement & Data: Represent and interpret data.
Evidence Outcomes: Students Can: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
*Students will survey their classmates and create a graph showing the class’s favorite farm animals. Students will answer questions about the data they have collected.
3. MA.1.G.A Geometry: Reason with shapes and their attributes.
Evidence Outcomes: Students Can: Compose two-dimensional shapes or three-dimensional shapes to create a composite shape and compose new shapes from the composite shape. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters.
*Students will use 2D or 3D shapes to design their farm and be able to name the shapes that they use, such as “The barn on my farm is shaped like a rectangle.” Students will describe their farm design by explaining how sections are divided, such as “half of the field will grow corn and half will grow wheat.”
Charlotte’s Web Project Based Learning Unit Standards Addressed for Reading & Writing
1. RW.1.1.1 Communicate using verbal and nonverbal language to express and receive information.
Evidence Outcomes: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
*Students will engage in discussions about throughout the unit about the story and their projects.
2. RW.1.1.2 Deliver effective oral presentations for varied audiences and varied purposes.
Evidence Outcomes: Students Can describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Students Can: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
*Students will present their farm projects to their class.
3. RW.1.2.1 Apply foundational reading strategies to fluently read and comprehend literary texts.
Evidence Outcomes: Students Can ask and answer questions about key details in a text; retell stories, including key details, and demonstrate understanding of their central message or lesson; describe characters, setting, and major events in a story, using key details
*Students will create a book that summarizes the story Charlotte’s Web including describing sentences which focus on key details and the main idea of each chapter and illustrations.
4. RW.1.3.4 Use appropriate grammar, spelling, capitalization, and punctuation.
Evidence Outcomes: Students Can demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
*Students will write complete sentences to create a book summarizing the chapters of Charlotte’s Web.
Evidence Outcomes: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
*Students will engage in discussions about throughout the unit about the story and their projects.
2. RW.1.1.2 Deliver effective oral presentations for varied audiences and varied purposes.
Evidence Outcomes: Students Can describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Students Can: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
*Students will present their farm projects to their class.
3. RW.1.2.1 Apply foundational reading strategies to fluently read and comprehend literary texts.
Evidence Outcomes: Students Can ask and answer questions about key details in a text; retell stories, including key details, and demonstrate understanding of their central message or lesson; describe characters, setting, and major events in a story, using key details
*Students will create a book that summarizes the story Charlotte’s Web including describing sentences which focus on key details and the main idea of each chapter and illustrations.
4. RW.1.3.4 Use appropriate grammar, spelling, capitalization, and punctuation.
Evidence Outcomes: Students Can demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
*Students will write complete sentences to create a book summarizing the chapters of Charlotte’s Web.
Charlotte’s Web Project Based Learning Unit Standards Addressed for Social Studies
1. SS.1.1.2 The diverse perspectives and traditions of families from many cultures have shaped the United States
Evidence Outcomes: Students Can identify similarities and differences between themselves and others.
*Students will work together as a class to create a graphic organizer to compare and contrast the year the book was written (1952) and today.
2. SS. 1.2.2 Describe the characteristics of a community and how they are influenced by the environment.
Evidence Outcomes: Students Can provide examples of how individuals and families interact with their environment.
*Students will discuss how people interact with their environment on a farm and how they use the resources from their environment.
3. SS.1.2.1 Locate places and spaces using geographic tools.
Evidence Outcomes: Students Can create simple maps showing both human and natural features.
*Students will create simple maps of the farms that they design.
Evidence Outcomes: Students Can identify similarities and differences between themselves and others.
*Students will work together as a class to create a graphic organizer to compare and contrast the year the book was written (1952) and today.
2. SS. 1.2.2 Describe the characteristics of a community and how they are influenced by the environment.
Evidence Outcomes: Students Can provide examples of how individuals and families interact with their environment.
*Students will discuss how people interact with their environment on a farm and how they use the resources from their environment.
3. SS.1.2.1 Locate places and spaces using geographic tools.
Evidence Outcomes: Students Can create simple maps showing both human and natural features.
*Students will create simple maps of the farms that they design.
Charlotte’s Web Project Based Learning Unit Standards Addressed for Science
1.SC.1.2.1 All organisms have external parts that they use to perform daily functions.
Evidence Outcomes: Students Can read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
*Students will discuss how what Charlotte does to help her babies survive and will use ideas from the parts of plants and animals to design simple structures to help the baby spiders leave the egg sac and get safely to the ground.
2. SC.1.2.2 Young organisms are very much, but not exactly, like their parents, and also resemble other organisms of the same kind.
Evidence Outcomes: Students Can make observations to construct and evidence-based account that young plants and animals are like, but not exactly like, their parents.
*Students will use a graphic organize to compare and contrast Wilbur to the other pigs/animals in the story. Students will use a graphic organize compare and contrast Charlotte’s babies and Charlotte.
Evidence Outcomes: Students Can read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
*Students will discuss how what Charlotte does to help her babies survive and will use ideas from the parts of plants and animals to design simple structures to help the baby spiders leave the egg sac and get safely to the ground.
2. SC.1.2.2 Young organisms are very much, but not exactly, like their parents, and also resemble other organisms of the same kind.
Evidence Outcomes: Students Can make observations to construct and evidence-based account that young plants and animals are like, but not exactly like, their parents.
*Students will use a graphic organize to compare and contrast Wilbur to the other pigs/animals in the story. Students will use a graphic organize compare and contrast Charlotte’s babies and Charlotte.