ABSTRACT
This chapter explores the decisions a teacher makes when grappling with this larger work while using the traditional tools of curriculum design. The lesson plans, unit outlines, and assessment tasks that comprise teachers' daily lives can be written up as purposeful, artful, and meaningful curriculum. Teachers might clearly outline and assess the writing process, appropriate use of technology, or the ability to participate in group work. Being able to clearly identify the elements of understanding help the teacher and student track the learning and better communicate about its progress. When students come from different neighborhoods and backgrounds, a common understanding of place contributes to building a community of learners. Seeking common ground, exploring sources of food, interlocking systems of energy, and interpreting patterns of human movement can build learners' understanding of the place where they live. The process of identifying "Big Ideas" and "Learning Opportunities" helps guide the planning process.
