edTPA Lesson Plan Format

__________________________________________________________
Student Name: __Mari Slade__________________________________
Grade and Topic:_ 5th Grade Social Studies____ Length of Lesson: __60 min__
CENTRAL FOCUS:
The central focus of this lesson is to explore basic economics as used
in the 1920s.
STANDARDS ADDRESSED:
TN Social Studies 5.48: Determine the meaning and use of economic
terms credit, interest, and debt and the role these played in the
economy of the 1920s.

ISTE Standard 1b: Create original works as a means of personal or

group expression

ISTE Standard 6a: Understand and use technology systems

LESSON OBJECTIVE(S):
Given a checklist and access to Microsoft Excel, students will work in
groups to create a 1-month budget for a 1920s farm family with a 5 of
8 rubric.

Given access to an online interactive learning game at

http://www.mission-us.org/pages/landing-mission-5, students will
complete the prologue and part one to the best of their ability.

MONITORING STUDENT LEARNING - FORMATIVE AND SUMMATIVE

ASSESSMENTS:
Formative assessment will consist of the completion of the student
checklist (handout), anecdotal observation, and student responses
during discussion. Summative assessment will consist of group
budgets.

IEP, and 504 students will have the lesson modified per their specific
documented need.

MATERIALS:
Student checklist

Pencils

Printer

Student laptop or computers (at least 1 per group of students)

Smartboard or PowerPoint projection system

Teacher made PowerPoint

Internet service

BACKGROUND and RATIONALE:

The concept of this lesson is give the children budgeting and credit
schema and before delving deeply into the role these economic terms
had during the 1920s

The academic language considered in this lesson includes Loan Shark,

Debt, Credit, and Interest.

This lesson connects with and builds on previous lessons by using

previously learned math concepts to create a budget and previously
learned social studies facts to create the budget in context.

This lesson will be built on in subsequent lessons by expounding upon

the role new economic concepts, such as the legalization of credit,
impacted history and the American culture.

The activity will be differentiated by product as each student group

must decide for themselves how to spend or save the money that was
allotted to them making each Excel chart look different.

The connection to rounding and the students' lives will be made during
the budgeting project.

PROCEDURES AND TIMELINE:

Introduction: (1 min)

o TTW introduce the lesson by giving an overview of the activities

to be accomplished within the learning block.

Procedures: (55 min)

o Part 1- Checklists (10 min)

TTW hand out checklists to each group and explain part

one of the task, decide as a group how to divide the money
available. (5 min)

TSW work in groups of 4 to divide the money available into

the 3 categories. (5 min)

o Part 2- Excel (10 min)

TSW work together to create a table and pie chart in Excel

reflecting their budget and print it. (9 min)

TTW introduce a costly disaster intended to create great

loss as shown on the students budgets. (1 min)

o Part 3- Vocabulary and History (15 min)

TTW lead a class discussion on what students think

happens in these kinds of scenarios. (3 min)

TTW present the Vocabulary and History PowerPoint (12

min)

o Part 4- Interactive Game (20 mins)

TSW play Mission US, Mission 5 on individual laptops if

available or in groups of computers are limited.

Closure: (4 mins)
o Close by summarizing learning in class discussion, cleaning up
materials, and turning in summative assessment.

ASSESSMENT EVIDENCE:

Formative assessment consists of group checklists and discussion to

indicate mastery, non-mastery or confusion of presents tasks and
topics.

The assessment connects to central focus and objectives by providing

tangible, permanent, and measurable data regarding students grasp
of basic economic concepts needed to understand the impact of
economics in the culture and history of the 1920s.

Assessment rubric for Excel printout follows

Required
expenses
Pick 2
expenses
Fun expenses
Pie chart

0 points
Missing/ Not
labeled
Missing/ Not
labeled
Missing/ Not
labeled
Missing

1 point
Present, not
labeled
One
Present/labeled
Present, not
labeled
Incomplete/ Not
all parts labeled

2 points
Present and
labeled
2 present and
labeled
Present and
labeled
Complete/ All parts
labeled

MODIFICATIONS:
Modifications are not addressed in IDT 3600, the course this lesson
plan was written for.