Você está na página 1de 7

Indiana Wesleyan University

Elementary Education Lesson Plan


Social Studies/ DSSM rev.2019
Student: Emily McDonald School: Northview Elementary School
IWU Supervisor: Dr. Karr Co-op Teacher: Mrs. Atkins
Teaching Date: April 12, 2019 Grade Level: 2nd grade
Audit Trail: March 27th: I came up with a lesson idea and emailed Mrs. Atkins about it. I also asked if she would
allow me to do a continuation of this lesson on another day because there is more to be done. She responded
to me later that night saying she loved the idea and it would work.
April 1st: I finished writing the lesson plan and made my Kahoot
April 2nd: I made my resources (PowerPoint, assessment paper)
April 3rd: Talked to Mrs. Atkins about my lesson in person. She was very pleased with my idea- especially
because she is starting her money unit in math next week.
April 4th: I finished editing everything

LESSON RATIONALE
Buying and selling goods and services and paying a price for it is part of everyday life. Students need to
understand what each of these aspects are in a community of goods and services so that they can apply it
in their own lives. In this lesson students will begin to wrestle with the question “what do goods and
services have to do with my everyday life?”

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will understand what goods, services, and prices are.
B. Objective: Given the vocabulary terms about consumption, students will be able to apply them to
create their own good or service for a price their peers pay.
C. Standards: NCSS/ IAS
a. IAS: 2.4.4 Explain that a price is what people pay when they buy goods or services and
what people receive when they sell goods or services.
b. NCSS: Theme 7: Production, distribution, and consumption
II. Management Plan
a. Materials: Slideshow for anticipatory set and mini lesson, computer for each student,
Kahoot, paper for each group so they can tell me whether they are choosing to sell a good or
service and at what price.
b. Time: 40 minutes
c. Space: Students will stay at their desks so that they can see the screen easily. When I split
them into groups they will sit together, scattered around the room.
d. Behavior: I will be sure to employ the behavior management already in place in Mrs. Atkins
classroom- the blurt chart. If students are excessively talking out or acting out I will ask
them to pull a blurt. I will continue to only call on students to answer questions if they are
sitting correctly and quietly because that has worked well for these students to sit quietly
and listen so that they have an opportunity to answer questions. I have also preassigned
students to groups based on their academic level and how well they get along with each
other.
Groups:

Red Group: Isham, Jaisa, Sophee, Liko, Jacob

Green Group: Brody, Elias, Caisa, Jerzey

Yellow Group: Landon, Jordyn, Zoey, Luke


Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies/ DSSM rev.2019
Blue group: Bree, Eastyn, Kaylee, Jaxon

Orange Group: Kamdyn, Kyleigh, Trevor, Ryder

III. Adaptation to Individual Differences and Diverse Learners—


a. When it comes to the paper each group fills out (which will be used as an assessment) will
not consist of very much reading or writing- both are things this class struggles with. It will
consist however of the three big vocabulary words we will be learning so they can become
familiar with those words.
b. I will be sure to keep a close eye on Caisa and check in with her a couple times to make sure
she is doing okay and can handle doing this activity without becoming too overwhelmed.
c. I will strategically create groups so that there is a balance between students and each group
has students that get along for the most part as many students fight in this class.

PLAN FOR INSTRUCTION


Anticipatory Set:
• “To begin this morning, I would like to show all of you some pictures of me when I was younger.”
 Put first picture up. “This is me and my best friend Susie and we had a lemonade stand at my house.
We sold cups of lemonade for 25 cents.”
 Show the next to pictures. “A couple of months later my friend Kelly and I had another lemonade
stand but this time we were selling the lemonade for the price of 50 cents. We also did not keep the
money that we made but instead we donated it to help people who were affected by Hurricane
Katrina that effected the southern United States.”

IV. Purpose: “This morning we are going to learn about goods, services and prices so that all of you can
brainstorm goods and services you could sell to the class so that we can better understand how we
pay for goods and services in our own communities.”

V. Lesson Presentation (Input/Output)


 “First thing first, we are going to go over some very important vocabulary words so that we can do
our activity later. Is anyone able to tell me what a good is in the sense of goods that are sold at a
store?” Allow time for a couple of students to try to answer the question. Then put the slide up that
defines good. Read it to the class. “Now I would like for us to come up with some examples of goods
that we can buy or sell.” Allow about five students to give examples of goods.
 “Perfect. Now is anyone able to tell me what a service is in the sense of something that we can buy or
sell?” Allow time for two or three students to give a definition of a service. Then put the slide up
that defines service and read it to the class. “Alright now let’s list some examples of services that we
can find in our community.” Allow time for about five students to give an example of a service.
 “Finally, can anyone tell me what a price is?” Allow two students to respond with a definition of
price then put the slide up that defines price and read it to the class. “An example of a price is how I
sold lemonade for both 25 cents and 50 cents. The second time I sold lemonade was to help people
who lost everything from the hurricane so that was why we made it more expensive.”
 “We are going to now do a little game of Kahoot to see if you all understand these vocabulary words.
So go ahead and pull out your laptops and go to Kahoot and I will pull up the code. Once you put the
code in please use your real name and do not use a nickname.”
Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies/ DSSM rev.2019
 Go through the Kahoot with the students. Make note of how many students are answering
correctly and how many are not. If a lot are not understanding the different terms or maybe just
one or two I will reexplain them to the entire class.
 I will also have students in groups after the Kahoot. They will have a colored sticker on their desk that
signifies what color group they will be in. I will have signs around the room of each color to show where
they will sit. They will get into their groups after I explain these directions. “Next week we will be
having a mini market in our classroom. In a minute I will have you get into your groups and with your
group you are going to think of a good or a service that you think your classmates would buy. After you
decide and agree on something to sell, you will decide on a price you will sell it for. I have a paper here
I want your group to fill out. You will write your names on it, circle whether you are selling a good or
service then tell me what it is your selling, then tell me what the price will be. You cannot sell it for more
than 4 dollars but you must decide on a fair price. Once you have done this, everyone in your group
must raise your hands and then I will come around and check your paper. If it is okay then you can
begin making your good if that is what you are selling and/ or make advertisement signs that makes your
classmates what to buy what you are selling. I want you all to be creative with the good or service you
sell. Does anyone have any questions?”

VI. Check for understanding. How do you know students have learned? What strategies will you
implement if all students have not met lesson outcomes? Employ one or more strategies to
determine student learning.
 The main means I will use to know if the students are learning is through the Kahoot. This will
give me a gauge on where the students are at and how well they are understanding. I will know
very quickly if there are terms I need to re teach.
 I will also use the group activity paper to tell me how well students are understanding the terms
and how well they are able to apply the terms to a simulation of real life. This will show me
understanding on more of a group basis than individual and I will be able to reteach to groups if
necessary.

VIII. Review learning outcomes / Closure – To close out the lesson, I will ask each group to tell the
class what good or service they will be selling in order to get the class exited about the mini market
they will be having.

PLAN FOR ASSESSMENT


A. Formative:
 I will use the results of the Kahoot to have a general understanding of how well students have
learned the three main vocabulary terms. It will also give me results for individuals instead of a
group basis.
 I will also have students in groups after the Kahoot. I will collect their slips of paper as another
form of assessment. It will let me know if those group members understand good vs service and
how to apply it to real life and put a price on it.
REFLECTION AND POST-LESSON ANALYSIS
(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies/ DSSM rev.2019
7. Was the Kahoot too distracting because they have only used it as a game or was it a good
assessment tool for this class?
8. Were the students able to be creative with applying the vocabulary to something they could sell?

Names:

__________________________________________________________________________________________

__________________________________________________________________________________________

Will you be providing a…

Good or Service?

What will you be selling?

__________________________________________________________________________________________

How much will it cost?

$_____________

Kahoot:

https://create.kahoot.it/share/goods-services-and-prices/571399a2-55fa-46b0-adeb-c2dc3e7f5cc9

Groups:

Red Group: Isham, Jaisa, Sophee, Liko, Jacob

Green Group: Brody, Elias, Caisa, Jerzey

Yellow Group: Landon, Jordyn, Zoey, Luke

Blue group: Bree, Eastyn, Kaylee, Jaxon


Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies/ DSSM rev.2019
Orange Group: Kamdyn, Kyleigh, Trevor, Ryder
Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies/ DSSM rev.2019
Student: Emily McDonald School: Northview Elementary School
IWU Supervisor: Dr. Karr Co-op Teacher: Mrs. Atkins
Teaching Date: April 12, 2019 Grade Level: 2nd grade
Audit Trail: (Above)

OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for Social


Studies content.
Template Student includes all of the information in the
template heading.
Audit Trail Student includes a list of dates and methods
for communicating with cooperating teacher.
Rationale Statement of rationale for the learning
experience and environment in this lesson.

Goals The lesson plan contains objectives that


connect goals and standards with lesson
Objectives
activities and assessments.
Standards
Each objective should include the
following: Conditions; Desired learning;
Observable behavior; and Accuracy (as
necessary)

IAS:

NCSS:

ISTE:

Management Plan A. Materials:


B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.

Purpose The statement of purpose is clearly connected


to the content of the lesson and is presented
in terms that are easily understood by
students.

Plan For Instruction

Adaptation to Instructional opportunities are provided in


Individual Differences this lesson. The opportunities are
and Diverse Learners developmentally appropriate and/or are
adapted to diverse students.

Early Finishers
Reteaching-
ELL –
Exceptional Needs-
Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies/ DSSM rev.2019
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.

Lesson Presentation The candidate’s lesson demonstrates an


understanding of developmentally
appropriate practice.

The candidate’s lesson includes both


modeling and guided practice.

The lesson presentation includes relevant


activities that encourage student
participation and critical thinking.

Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
[CFU] or part of the lesson to all or part of the class.

Review Learning Lesson closure relates directly to the lesson


Outcomes and/ or purpose and/or objective.
Closure

Plan for
Competent 3
Assessment

Formal and Informal A plan for formal and informal assessment [


Assessment mainly formative]throughout the lesson is
included. The assessment strategies are
uniquely designed for the students.

Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.

SCORING
A lesson plan with elements that do to meet the A competent lesson plan earns a score of An outstanding lesson plan earns a
competent level will receive a score of 33 /40 or lower 34-37/40. score of 38/40-40/40

Additional Comments: