Social Studies Lesson Plan Template

Group Members/Group Name: Perri Arens and Amanda Carlson

Thematic Unit Theme/Title/Grade Level: Production, Distribution and Consumption; Economics; 4th Grade
Group Wiki space address: http://parens.edu.glogster.com/becoming-an-entrepreneur-by-perri-arens/
Daily Lesson Plan Day/Title: Entrepreneurship & Starting a Business
Lesson Length (ie. 30 minutes): 45 minutes to 1 hour
Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to
set significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas
identified in this portion of the lesson
plan.

Elementary students should begin to know and understand the basic requirements of becoming a business owner, including
what being a business owner entails.

After reading Frostbite Hotel by Karin Adams and using the glog provided, the 4th grade student will know and understand
what an entrepreneur is. They will also know what is involved in becoming an entrepreneur, including important aspects of
advertising, advice on becoming an entrepreneur, and have a brief idea they can use to become an entrepreneur.

NCSS Theme: Production, Distribution and Consumption

Standards: SS.4.FL.1.7 - Entrepreneurs are people who start new businesses. Entrepreneurs do not know if their new
businesses will be successful and earn a profit. Identify ways in which starting a business is risky for
entrepreneurs.
LAFS.4.RL.1.1 - Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
LAFS.4.RI.3.9 - Integrate information from two texts on the same topic in order to write or speak about the
subject knowledgeably.

These can be downloaded from the

Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Resources/Materials

I will introduce the lesson by introducing the book: Frostbite Hotel by Karin Adams. I will show the Youtube video: ChaChing: Entrepreneur https://www.youtube.com/watch?v=IJXBet--kvg. Next, I will explain the glog to the class on the
board, explain how to access it and what to do on the site. I will show what happens when the students click on the pictures
as well as show and read aloud the 6 questions they will be responsible for answering USING the links on the glog. The
students will then go on the computer with their learning club teams (table groups) and use the glog
http://parens.edu.glogster.com/becoming-an-entrepreneur-by-perri-arens/
The students will be able to discuss their ideas for answers to the questions asked, but questions should be answered
individually as this is what I will use as an assessment.

9 Amazing (Very) Young Entrepreneurs. (n.d.). Retrieved June 7, 2015 from

http://www.businessnewsdaily.com/5051-young-entrepreneurs.html
Adams, K. (n.d.). Frostbite Hotel.
Advertising Game Online Design Activity for Kids. (n.d.). Retrieved June 7, 2015, from
http://www.funenglishgames.com/writinggames/advertising.html
Arens, P. (2015, June 7). Becoming an Entrepreneur by Perri Arens. Retrieved June 7, 2015, from
http://parens.edu.glogster.com/becoming-an-entrepreneur-by-perri-arens/
Biography for Kids: Entrepreneurs. (n.d.). Retrieved June 7, 2015 from
http://www.ducksters.com/biography/entrepreneurs/
Cha-Ching: Entrepreneur. (2011, September 24). Retrieved June 7, 2015
Kids Money for Kids Making Money. (n.d.). Retrieved June 7, 2015, from
http://www.kidsmoney.org/makemone.htm
Time Magazine For Kids Kidpreneurs (Kid Entrepreneurs). (n.d.). Retrieved June 7, 2015, from
www.youtube.com/watch?v=PSnoFz1EWv0

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Unit Pre-Assessment: Prior to beginning the lesson I will ask the students if anyone knows what an entrepreneur is/does. I
will also ask if anyone knows anyone who owns a business. This will provide me with insight on if the materials for the
lesson are appropriate for the students knowledge.
Unit Post-Assessment: I will look at the students answers to the questions on the glog. If the students answer the questions
with at least an 80% accuracy, I will know they understood the lesson!
Daily Lesson Plan Assessment: Throughout the lesson I will ask the students to give 2 thumbs up if they 100% understand,
1 thumb up if they mostly understand, a thumb sideways if they are iffy, & a thumb down if they are still confused.
Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.

ESOL/LD: I will read aloud the questions asked on the Glog site as well as explicitly go over the glog site and what is
expected of the students when they use the site. This will allow them to visually see what is required before jumping into
the lesson.
Gifted/Talented: If the class consisted of only gifted students, I would omit the Cha-Ching: Entrepreneur video and go
straight to the students working on the glog after going over Frostbite Hotel and explaining the glog.

These accommodations and/or

modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Additional Comments and

Notes

Make comments here related to ideas for homework, parent involvement, extension to the lesson plan, etc.

Modified 5/15 Van De Mark from document created by L. Spaulding