In this lesson plan, early learners will be engaging with a lesson that centers their identity, skills, intellectualism, criticality, and joy!

Food is an essential part of our daily life. It is not only important to sustaining life, but it is also important to traditions, celebrations, and personal identity. However, there are many global issues surrounding food today. Food production, consumption, and waste are impacted and impact both local and global economics and well-being. From sustainability practices, to food access, to choices in what we eat, there are many complex issues that we need to answer as a global society in the next few decades.Additionally, in our interconnected world, the food choices made in every community has a global impact. In this unit, we will explore why we eat what we eat and how we can make a difference in ways food is produced, accessed, consumed and wasted in our local and global communities. First, we will investigate food habits around the world and compare them with our own habits through reading various texts, class discussions, and surveying others. Then, we will take action by creating our own texts to share with others and inform them of issues surrounding food at a local and/or global level.Additionally, this unit connects with multiple UN Sustainable Development Goals, including #2 Zero Hunger, #3 Good Health and Well-being, and #12 Responsible Consumption and Production, as well as touching on many others.

Students will learn what the 13 principles of the Black Lives Matter Movement mean and consider how the principles show up in their lives and make our communities stronger. 

This 10-lesson sequence designed for a sixth grade science course explores the following questions: How can humans lessen the harsh effects of extreme heat?How does surface cover affect surface temperature? / Why do different materials experience differences in surface temperature?How might human activities impact the temperatures in the different communities?How can humans mitigate the effects of heat islands?Using the framework from Dr. Gholdy Muhammad outlined in her book Cultivating Genius, each lesson pays special attention to looking at pursuits in identity, skills, intellect, criticality, and joy to support equity in the classroom. Please Remix this template for your purposes.

This unit will examine the scientific concepts of water cycle and watersheds. It will also go into historical events that have contributed to increased access to clean water as well as crises that exist around the world. We will explore the question ‘is water is a right’ and explore if it should be a shared societal priority to keep it clean. Finally, students will advocate for the importance of caring for and cleaning the water around us.

World languages educators teaching participated in a year-long cohort to explore how how equity and excellence emerge through the engaged learning practices outlined the research-based text, Cultivating Genius: A Framework for Culturally and Historically Responsive Literacy by Dr. Gholdy Muhammad.This unit planning template provides an opportunity for teachers to integrate the five learning pursuits: identity, skills, intellectualism, criticality, and joy into the learning process. Log into your Google account and click "Use Template": https://docs.google.com/document/d/1YXgnTkC65gEZEM3RL3grkbGBM_m3XJka8vudOczNNmE/template/preview

This lesson uses Dr. Gholdy Muhammad's Historically Responsive Literacy Framework to develop a lesson about water protectors that uses the Wisconsin Environmental Education Standards (ELS) for middle school students. 

We live in a global community and it’s important that all members feel welcome no matter where they come from. Elements of welcoming communities include such things like access to recreation, grocery, markets, health care; and other places and services.In this unit, students will explore life and accessibility in various communities and how it compares with their own, conducting interviews around community engagement, with the goal of communicating, assisting and making connections with members of local and global communities.Additionally, this unit connects with multiple UN Sustainable Development Goals, including #10 Reduced Inequalities, and #11 Sustainable Cities and Communities, as well as touching on many others.https://docs.google.com/document/d/1dasOwep-RGldu3SzFBsVNayNL_xgUn7Dme5VpjU8pls/template/preview