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Middle Childhood Education

Seminar 2

Middle Childhood Education Lesson Plan Template v. 2


Teacher Candidate Name: Allison Irvin
Lesson Title/#: Opportunity Cost in our Community
Grade Level: 6

Lesson Foundations
Content Standards
*Science and SS should also
include common core for
reading/writing

Learning Objective(s)
Students will

CCSS.SocialStudies.Content6.16 When selecting items to buy, individuals can compare the price
and quality of available goods and services.
Social Studies Writing Standard 1e: Provide a concluding statement or section that follows from
and supports the argument presented.
1. Students will be able to defend their reasoning for making economic decisions using their final
budget from day 2 (Evaluate).
2. Students will be able to develop a group presentation that summarizes their economic
decisions from day 2 (Apply).

Prior Academic
1. Students
Knowledge and Skills 2. Students
3. Students
What have you or your
4. Students
mentor taught previously that
will inform what students are5. Students
learning today?
6. Students
Materials & Resources1.
2.
3.
4.
5.
6.
7.
8.
9.

know
know
know
know
know
know

vocabulary terms including opportunity cost, want, need, and sustainability.


how to make a decision based on reasoning and evidence.
how calculate basic addition and subtraction problems.
how to compare numeric values and make a choice.
how to justify economic decisions using opportunity costs.
how to manage themselves in a group setting.

Re-cap web
Budget sheets from day 2
Numbers for table
Note-sheet with guiding questions for group share and recorder
Poster-paper
markers
sample poster
directions for poster for each group
Exit Ticket

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Seminar 2

Assessments

Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they
appear in the lesson.

Name and
number of
Assessment
Re-Cap Organizer
(LO1/A1)

Description of assessment
This graphic organizer
will ask students to
defend the choices that
they made on the
previous day. This will
help them bring their
ideas back from the
previous day and give
them a way to see all of
their ideas flow together.
The top half will ask them
to list three choices that
they made from the
simulation on the
previous day. The bottom
half will have three
webs that ask them to
provide reasons why they
made the choice.

Evaluation Criteria - What is the evidence (the answers) of student


learning? Specifically list evidence of learning and learning objectives.
List 3 economic decisions that you made during yesterdays
simulation:
1. I chose to walk to the local black-owned grocery store.
2. I chose to reduce by gas budget by $50 so I could shop at the
local grocery store.
3. I chose to keep my entertainment budget the same because my
friend had a birthday party that I did not want to miss.
In the center of each web, write your choice. In the bubbles
attached to the center, write three reasons why you made that
decision.

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Small Group PairShare (LO1/A2)

Once the students are


split into their groups
based on their different
identities from day 2, in
pairs, using A1, they will
talk about the economic
decisions that they made
and why. The pairs will
then share out to the
small group their choices
and why. The group
recorder will be writing
down the information that
is recorded in the group
share to create a piece
of evidence for the
assessment and for their
group to use as they
move on to the next

Seminar 2

*the think part of this assessment already happened through A1.


Pair (sample conversation):
Student 1: So we only had an income of $1000 per month and we
couldnt change the amount that we spent on our rent, cell phones, or
car insurance. I really wanted to shop at the local black owned
grocery store, so I was able to save $50 on gas. I also I was able to
stay within my budget!
Student 2: I chose the same thing, except I did not think to reduce
the amount of money that I spent on gasoline. Instead, I cut my
coffee/eating out budget by $50.
Student 1: So even though we chose to budget in different places,
we were able to both shop at the most sustainable grocery store!
Notes taken by the Share recorder
Students 1, 2, 3, 4, 5, and 6 chose to chop at the local black owned
grocery store.
Student 1 cut their gas budget by $50.
Student 2 cut their coffee/eating out budget by $50.

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assessment.

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Students 3 and 4 cut their entertainment budget by $10 and their


coffee/eating out budget by $40.
Students 5 and 6 cut their entertaining budget completely and also
cut their gas by $25.

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Poster
Presentation
(LO2/A3)

Students will use their ReCap Organizer and the


notes that the recorder
took during the group
share to create a poster
to present to the class.
In the poster, they will
present their role
including their job, their
family, and their income.
If there is a consensus in
the choice of grocery the
group will present their
reasoning for their choice
in the second part of their
poster.
If there is not a
consensus, the group will
divide the second part of
the poster into enough
parts for each grocery
choice to present their
reasoning for shopping.
This is where students will
be responding to the
essential question: What
drives
consumers to make
ethically responsible
decisions?
They will present how

cSample Poster:

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income/jobs/life
circumstances contribute
to shopping choices.

Exit Ticket
(LO2/A4)

***I am going to assume


that students will not
have enough time to
present their work. This
will be a day 4 activity.
This assessment will tie
all three days together
and ask students to
compare their own buying
patterns to those of their
role. Which was more
sustainable? Why? How
did you rate yourself
compared to how you
rated your role?
What factors from your
budget determined
whether or not you made
more sustainable
decisions?

I rated myself in the yellow, but I rated the role that I had yesterday
as red.
My role did not allow me to be a more sustainable buyer because I
made less money in my role.
"Because of my income, I did not have a vehicle. I did not make
enough money to shop at the local store, so I had to take the bus to
Kroger. I had to make a less sustainable decision because I did not
have a high enough income."

Instructional Procedures/Steps

Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.

Opening

Teacher will

Student will

Include instructional practices, questions you will ask, checks


for understanding, differentiation, evidence of culturally
responsive teaching practices.

What will students be doing?


What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and
application.

As students enter class, I will remind them to

As students enter the classroom, they will sit in

Middle Childhood Education

15

Minutes

Hook?
Activate prior
knowledge?
Communicate LOs?

set in their new seats. I will have already


passed back their budget sheets to their spot
to also guide them. Again, this lesson is fairly
active and I want to start with consistency.

Seminar 2

their normal seats and work on the re-cap


organizer.

As students enter the classroom, I will hand


them cards with a number (1a, 1b, 2a, 2b,
3a, 3b, 4a, or 4b. These cards will depend on
the role that they had the day before.
Students that had the same role will be
sitting together to complete the main portion
of the lesson. I will have matching cards at
the tables so each group knows where to sit.
Once students are seated, I will pass out the
re-cap organizers to each student.
As the students enter room, on the
smartboard I will have the instructions for
their journal--again, this helps with
consistency. Once students are in their
seats, I will also read the journal aloud.
1. (A1/LO1) Re-Cap OrganizerOnce
everyone is in their seat, Ms. Irvin will pass
out a graphic organizer that will help you
organize your ideas from yesterdays activity.
Following the instructions on the worksheet,
complete both parts using the information
from your budget sheet.
First, in the top portion of your worksheet,
please list three economic decisions that you
made yesterday (Remember).

1. At this point, students will be filling in graphic


organizer sheets with the information from the
budget sheet that they completed on day 2.
The following are examples of responses that
students could include in their worksheet.
1. I chose to walk to the local black-owned
grocery store.
2. I chose to reduce by gas budget by $50 so I
could shop at the local grocery store.
3. I chose to keep my entertainment budget
the same because my friend had a birthday
party that I did not want to miss.

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At the bottom of the paper are three webs.


In the middle of each of the webs, you will
write the three decisions that you listed in
the first part. Decision 1 will go in the middle
of the first web, Decision 2 will go in the
middle of the second web. Decision 3 will go
in the middle of the third web.
In the smaller outside bubbles, list one
reason why you made that decision. You will
have three reasons for each decision.
(Remember).
I will not have students share their journals
aloud because they will be doing so in the
activity that follows.
After this, students will put all of their books,
etc. except a pencil and their budget sheet to
the side to allow them to have workspace.
Instruction
60 Minutes
Procedures and steps
to the lesson.
Strategies?
Assessments?
Q & A?
Evidence of learning?

After I collected their budget sheets on the


previous day, I would have numbered them
1, 2, 3, or 4 depending on the role that they
had.
On the papers that I passed back to you, in
the corner, there is a number. Your number is
either 1, 2, 3, or 4. That number matched the

Students will be finishing up their graphic


organizers.

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CRP?
Planned supports?
Transitions: Identify
when you are
transitioning and how
you will make that a
smooth transition?

role that you had yesterday.


Today, you will be asked to sit with the
people who had the same role as you and
together, you will talk through the decisions
that you made for your role. After that, as a
group, you will be given a posterboard, and
you will make a posterboard that you will
present to the class about your role and the
choices and considerations that you made for
your role.
1. (A2/LO1) Pair/Share Okay--now that
you are in your small groups, you should
realize that each of you had the same role
card yesterday. The first thing we are going to
do in our small groups is a Think-Pair-Share.
You have already finished the Think part
during our journal time. I am going to set the
timer for 1 minute and 30 seconds. In that
time, I would like ONE of you to share the
decisions you had to make for your role
yesterday and the reasons why you made
those decisions (Understand).
Once the timer beeps, I will prompt the
second person to share the same
information. After the second student has
shared, I will ask them to talk about how
their choices were alike and different. I will
walk around and listen to students
conversations.
Now that you both have shared about the
choices from yesterday and why you made
those choices, I will set the timer for 3

Seminar 2

1. Students will be listening for instructions.

Student responses depend on what is on their


graphic organizer. These responses will be
something along the lines of
"We both chose to lower our entertainment
budgets to shop at a store that was more
sustainable"
"We could not shop at Wal-Mart because we did
not have a car."
"We lowered our gas budget by choosing to shop

Middle Childhood Education

Seminar 2

minutes. In those 3 minutes, talk about how


your decisions were alike (Understand).
Think about how they were different
(Understand).
If you have time, talk about other decisions
you could have made (Evaluate).

at another store."
"You chose to lower your entertainment budget
while I chose to lower my coffee budget."
"I did not have money for the taxi and the bus
didn't go to my house so I had to walk to
Weiland's, but you were able to drive to Wal-mart
and save money."

During this time, I will be walking around


listening for student responses. I will also
choose one student to be recorder for the
share portion of this activity. I will choose
this person to ensure that the person doing
so is able to do so, and comfortable doing so.
When the timer beeps, I will get their
attention.

Sample generic pair response We were alike


because we chose to both shop at the same
grocery store. Were different because we cut
spending in different areas to allow us to shop at a
more sustainable store and reach our end goal.
Looking at our options, we could have also chosen
to shop at another grocery store, that way we did
not have to cut our spending on eating out/coffee
or entertainment. We might be less sustainable
that way, but we still are able to do the things that
we want to do.

While you were sharing with your pair, I


chose one person from your group to be the
recorder for this next activity. With all of your
group members, each pair will share what
they talked about. I will give you 9 minutes to
talk about your choices as a group. The group
recorder will write down any similarities and
differences between groups in the note sheet
that I provided them with. On that sheet are
questions for your group to think about
together. The information that you talk about
will help you prepare for the poster
presentation that you will be working on later
today. Some of the questions are:
What grocery store option did the majority
of people choose? (Remember)
What strategies did you use to save money?

Students are listening for the next set of


instructions.
The majority of our group chose to shop at WalMart
We chose to cut our entertainment budget, etc.
I chose to take the bus to Kroger rather than drive
to Walmart. By doing this, I was able to save
money on gasoline.
We did not have a car, so immediately, Wal-Mart

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(Remember)
Did anyone come with a plan that was
different from your partner? (Remember)
What restrictions in your budget prevented
you from making certain choices? (Analyze)
These questions will be on the smartboard
for reference, each group will have a copy of
the questions, and I will be listening in and
asking students to share their responses to
these questions with me.
You can go ahead and talk with your groups
now--remember to record your discussions.
You have 9 minutes.
As I walk around between groups, I will listen
and ask different questions according to the
direction of conversation. Questions like
Thats interesting that you all chose
different grocery stores. Do you think that
everyone had that kind of flexibility? You all
chose to shop at Kroger, could you explain
the restrictions you had to make that
decision?
I will also pass out poster-paper and markers
during this time.
On the board, I will write the names of each
of the grocery stores. After the 9 minutes, to
transition into the next activity and for all

Seminar 2

was not one of our grocery options.


Notes taken by the Share recorder
Students 1, 2, 3, 4, 5, and 6 chose to chop at the
local black owned grocery store.
Student 1 cut their gas budget by $50.
Student 2 cut their coffee/eating out budget by
$50.
Students 3 and 4 cut their entertainment budget
by $10 and their coffee/eating out budget by $40.
Students 5 and 6 cut their entertaining budget
completely and also cut their gas by $25.

Middle Childhood Education

groups to see that other groups may have


made different grocery decisions, I will ask
one member from each group to come to the
bard and put a tally mark under the grocery
store that their group chose.

Seminar 2

2. Students will pause for instructions again and


they will be listening.

"On the board now, we can see where groups


chose to shop. This leads into our next
activity where you will be explaining to the
class why your group chose the store that
you did."
2. (A2/LO2) Poster Presentation What
you have in front of your group is a piece of
poster paper and markers. For the rest of
class, you will be working together to create
a poster that shares the aspects of your role
along with the decisions that you made and
why. You can use your notes that you have
taken today and your conversations to guide
what you put on your poster. Here is a
sample of what I would like you to do. If all of
your group members chose different grocery
stores, I want you to mention that in your
poster."
I will have this infographic pulled up on the
powerpoint as an example of the contents I
expect to see in their presentation.

Students will be working on their posters and


asking questions.

The final product will look something like this:

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Seminar 2

Students will clean up their areas and go back to


their original seats.
If your group all chose the same grocery
store, you will present the reasoning for your
choice in the second part of your poster.
If there is not a consensus, your group will
divide the second part of the poster into
enough parts for each grocery choice to
present their reasoning for shopping. You will
have 35 minutes to finish your poster.
I HIGHLY suggest making a practice version

Middle Childhood Education

Seminar 2

of your poster on a scrap sheet of paper


before you start the real thing. Are there any
questions that you have right now?
I expect there to be quite a few clarifying
questions since this is a more open-ended
activity. I will determine if the questions are
whole class or more for small groups and will
also be walking around assessing their work
and answering their questions. If I see groups
asking the same questions I will get the
attention of the whole class to clarify. They
will work on the posters for 35 minutes.
Questions for groups include:
What was the store that most of your group
chose? (Remember)
Did anyone else pick different stores?
(Remember)
Why is this choice the best choice for your
role? (Analyze)

"Most of our group chose to shop at Kroger."

"I chose to shop at Weiland's Market"


"Kroger was the best choice for our role because
we were able to still eat out without having to
sacrifice any of our grocery budget.
"We could have spent less money on eating out,
coffee, and entertainment, and would have been
Are there any other ways to arrange your able to shop at Weiland's like our other group
budget? (Apply)
member."
"Getting a pet, a car breaking down, an apartment
What outside factors could potentially affect flood, etc, could dramatically alter a person's
a budget? (Apply)
budget."
Get the attention of the class-You have three
minutes left on the timer. At this time, I would
like you to put your markers in the box. I will
come around to collect your notes pages and
your posters so we can use them to present
tomorrow. When the timer beeps, I would like
you do be back in your original seats.

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Closure
15 Minutes
Assess?
Wrap up?
Set-up?

1. (A4/LO2) Exit Ticket Yesterday, during


our activity, I had you place a sticky note on
the Sustainability Continuum that rated the
choices of the role you played. If you look on
the Sustainability Continuum right now, youll
see that we have two colors of post-it notes.
The orange ones were the rating that you
have yourself two days ago and the blue ones
are the ratings that you assigned to your role
yesterday.
How did you rate yourself compared to how
you rated your role? (Understand)
Did your role let you be a more sustainable
buyer than you are in your own life?
(Understand)
"What factors from your budget determined
whether or not you made more sustainable
decisions? (Understand)"

Seminar 2

1. Students will be listening for exit ticket


instructions.

I rated myself in the yellow, but I rated the role


that I had yesterday as red.
My role did not allow me to be a more sustainable
buyer because I made less money in my role.
"Because of my income, I did not have a vehicle. I
did not make enough money to shop at the local
store, so I had to take the bus to Kroger. I had to
make a less sustainable decision because I did not
have a high enough income."

I chose exit ticket to activate prior knowledge


from days 1 and 2 and to help them make
connections through all three days. I will only
review the third question to protect students
who gave themselves a low rating on day 1.
Is there anyone who can raise their hand to
tell me a trend that they see in the
continuum? (Understand)
I will allow a few students to share out so we
can look at the information from the
continuum in a variety of ways.

Most of our class rated themselves as buyers in


the yellow category. With the role cards, there are
some in the red, some in the yellow, and some in
the green. This is because we have different
incomes, families, and needs.

After students share out, I will remind them

This answer will vary depending on how the

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that we will be presenting the posters on the


following day. On the next day, I will ask
them to reflect on the situations that are in
peoples lives that prevent them from making
more sustainable decisions. There are
situations that allow some people to shop at
the more expensive grocery store. What are
those restrictions. Is it ideal for everyone?
What if you cannot make the most
sustainable choices?

Seminar 2

continuum looks.

Students will gather their belongings and hand in


their exit tickets as they leave.

Modifications/Acc
ommodations/Enri
chment
Differentiation: How
will you provide
students with specific
learning needs
instructional support?
How will you provide
students access to
learning?

I will collect you exit tickets as you leave the


classroom.
IEP Students: The IEP students in my class need note outlines, and in each activity, I have provided
note outlines and organizers that help map thoughts and ideas. I am assessing them through what
they write, as well as what they are saying to make sure that those who are stronger in speaking
are allowed to share their understanding and knowledge. As I walk around, I will be sure to make
sure they are on track, and clarify instructions. I provide written instructions and verbal
instructions for every activity.
504 Plans: n/a
ELL Students: n/a
Gifted/Talented: The open-ended aspect of this project is challenging to all students, and is helpful
to those who are gifted. These students will most likely be the ones who are writing the notes
during the group conversation. These students like to see the bigger picture so I was sure to
plan all of the days in this lesson to flow so that students can see the relationships between
opportunity costs, budget, and real life decisions that people have to make.
Struggling Students: I made the concept of opportunity cost as tangible as possible by putting
them through scenarios that they are or have faced in their own life. By giving them partners for
the pair/share activity, they are more encouraged to share their ideas and learn from a partner. In
day 2 and day 3, there is to necessarily a correct answer, rather the students need to justify the
choices that they made. This gives all students, including those who struggle a place to try

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Academic
Language

different ideas and see their outcome.


Identify
Language Function: synthesize

What language function


do you want students to
develop in this lesson?
What vocabulary do
students need to
support learning of the
learning objective for
this lesson?
What supports do you
have in place to assist
students with AL?

Vocabulary: economic decision, sustainable


decision, synthesize

Syntax or Discourse? Discourse

Seminar 2

Planned Supports
Language Function: Students will use graphic
organizers to map the economic decisions from the
previous day. They will use this graphic organizer
to guide their conversation in the pair activity.
They will talk with a partner through the decisions
they each made and then talk about how they are
similar and different. Finally, they will do the same
thing in a whole group setting. The ideas flow from
the individual to the pair, to the whole group, and
the whole presentation will go to the class. The
note sheet that the recorder uses will serve as a
place for all of the ideas of the pairs to be on one
place before they are added to the poster. The
final poster will present the decisions that the
group's role had to make in day 2.
Vocabulary: Since this is day 3, they will have
heard the terms economic decision and
sustainable decision throughout the unit. I will
clarify what economic decisions are as they name
them in the opening worksheet and in their group
work. I will not define the term synthesize for the,
rather I have set the lesson up in a way that allows
them to synthesize their information and
experiences naturally. They will be using these
terms as they present their work. The graphic
organizers allow them to write their understanding
of the terms in context of their assigned role. The
class presentation allows them to verbally talk
through their understanding of the terms.
Syntax or Discourse? The main goal of the

Middle Childhood Education

Seminar 2

assessments is to examine the student's ability to


synthesize the choices that they made throughout
the simulation. I am supporting this through the
use of graphic organizers that organize the flow of
events that happened during day 2. The organizers
and discussion questions lead students to think
about the deeper implications of the choices they
made. They do this on an individual level, with a
partner, and in the small group. Evidence of
knowledge will be assessed both written and
verbally. They are asked to verbally synthesize the
information both to myself and to their group
members.