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TE 404: Teaching Social Studies to Diverse Learners Prepared by: Julie Wiechec Mentor Teacher: Sarah Kuenner Date (lesson planned): October 20th 2013 Length of lesson: 40-45 min Date (To be taught): November 15th 2013

Grade level: 2nd grade

Part I: Lesson Overview and Background Knowledge (25 points) a). Lesson Title: Experiencing the different between needs and wants b). Lesson Abstract: Students will learn about what economic wants and needs are. They will learn how to distinguish the difference between wants (things people like to have but do not need to live: toys and games) and needs (things that people must have to live; food, clothing, love, and shelter). Students will participate in shopping at a fake store that is created and will purchase items based off of needs and wants. Students will learn that its hard to purchase things from the store on a small budget and will have to get more things they need instead of want. c). Lesson Objectives: Students should be able to: 1. Differentiate between economic needs and wants. 2. Demonstrate how to purchase things they need and want on a limited budget. d). Grade Level Content Expectations (GLCEs): Use examples to show that people cannot produce everything they want (specialization) and depend on trade with others to meet their wants. (Michigan Grade Level Content Expectations, 2 E1.0.5) e). Rationale: Students should have knowledge of economics in order to understand the difference between needs and wants. Once students distinguish the difference between needs and wants it will help them in many ways. First off, it will make students realize that they dont need everything they have such as video games and computers. It will also open their eyes that not everyone is fortunate enough to have things they need like a place to live. Additionally, this is an important lesson because it teaches students the difference between wants and needs, which is something they are suppose to be exposed too. 1

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Students should be able to make the best decisions available when it comes to finding the way to best use their resources. According to Brophy and Alleman, elementary students are not ready for most aspects of macro-economics, but they can and should learn microeconomics and most of the basic concepts and principles of the field, including needs and wants (Brophy, Alleman & Halvorsen, 2013, p. 155). g) Big Idea(s). People make decisions everyday based on what they want or need in order to live. Human wants are different from needs

h). Social Studies Content. Students will be able to identify the difference between needs (things that people must have to live; food, clothing, love, and shelter) and wants (things people like to have but do not need to live: toys and games). Students will be able to distinguish the difference of a need from a want. Students will also get an understanding of basic economics concepts (needs/wants). Once students distinguish the difference between needs and wants, it will help them to learn about goods and services in the future. They explore how people make, sell, and buy goods and provide services recognizing that we all are consumers. Students then discover why people work and explore the choices that people make in order to make money to provided these needs and wants. In addition, students will be able to identify why these needs and wants are so important to humans. The most important understanding that students will need to develop from this topic are that humans have basic needs and wants in order to live in the everyday world. Students will realize that they really don't need the wants but must obtain the needs in order to survive. If students don't have the needs, life would be much different than it is now. It would be challenging for students to not have the lives they are given from their parents. Students will get the chance to purchase needs and wants and learn to make decision on what they need in order to survive. They will have to make choices on if they absolutely need it or if they can afford something they want. The lesson will help students understand what needs and wants are (listed above). The lesson will emphasize how difficult some people have it, while others have an easier time getting the things they need and want. The lesson will also emphasize that some people don't even get the basic needs. The store will help them think critically about what decisions people make in order to survive in everyday life like going grocery shopping for food. In relation to that, students can brainstorm ideas out loud about how to get the basic needs for people who cant afford it such as something as small as a school food drive, helping out at a soup kitchen and donating money to organizations that get food for those in need. Economic lesson teach important skills involved in making good decisions. They also dispose students towards becoming well informed about relevant issues and considering the likely consequences of their choices before committing themselves to the action (Brophy, Alleman & Halvorsen 2013,p. 155). Part II: Resources (15 points) 2

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a). Resources, Preparation/Materials: Materials for whole class: Materials for groups: Materials to accommodate individual student needs: (be sure to indicate how you are going to provide resources needed for any students with special needs ESL, gifted, autistic, etc.) I have a student that has Aspergers, so Im going to make a chart of things he should be doing and make sure he stays on track. In the classroom, we have a strip with pictures on it of where he should be in the classroom and different things he can work on. I will keep an eye on him to make sure that he is on task. I may have to remind him several times to do what he is supposed to be doing.

Fake money Objects they will purchase Needs/Wants worksheet Pencil

Needs poster Wants Poster Need book mentor teacher provided for me

b). Annotated Bibliography:

NEEDS and WANTS Posters: Social Studies (Kindergarten & First Grade). (n.d.). Teachers Pay Teachers. Retrieved October 22, 2013, from http://www.teacherspayteachers.com/Product/NEEDS-and-WANTS-PostersSocial-Studies-Kindergarten-First-Grade-435271

This website gives me two different posters. One poster is for needs and the other poster is for wants. These posters will help my students to distinguish the difference between needs and wants. Also, if they forget what items fall under each category, they can look back at these posters as a reference. The text/pictures displayed on these posters are plain and simple. I do not believe that these posters have any bias because its all information based. I will read, We need money to buy things, We make choices when we shop, and We buy what we need. Social studies alive! My Community. (2003). Palto Alto, CA: Teachers' Curriculum Institute. 3

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These three short stories are going to have my students think about what they need and want. It will also have them think about what things they buy that are considered a need or want. I am using this reading to have my students think of what kinds of things they buy that are needs and wants. The text in this book is very simple and plain. It gets the point across of the things I want my students to be thinking of. I don't think that there is any bias in this reading because its more of an informational text that gets students to think. http://www.teachertube.com/viewVideo.php?video_id=82319 This video gives me the opportunity to have my student watch a video on the concepts Im trying to teach them. It gives them examples of both needs and wants. It also has a part that asks my students to think about if a picture is considered a need or want. I will pause the video when it ask, and have my students answer what they think it is. I don't think that there is any bias since its listing off basic needs and then things people may want. This video is clarifying what I have already iterated. Brophyk, J., Allemank J., & Halvorsen, A.L., (2013). Powerful Social Studies for Elementary Students. Belmont: Wadsworth, Cengage Learning. This is the course textbook, which gives a lot of insight on ways to teach social studies, which was useful in planning this lesson. The textbook helped us to learn some efficient methods when leading a class discussion. The reading level of the text is not too difficult. It includes vocabulary that is around a medium-level of difficulty. The text is clear and concise. There are well-defined headings and chapters throughout the book. It is possible that the authors may have a lot of background in social studies, which may create some bias in some of the opinions the book represents.

Part III: Knowing Your Students and their Learning Environment (20 points) a). Who are my students? My students are 2nd graders. The class is composed of mostly Caucasian students but there are a few students of African American decent and Asian decent. There are only 24 students in the classroom, where most students get along on a daily basis. My mentor teacher classroom rules include having a safe and friendly classroom community. My mentor teacher also uses an acronyms system called C.H.A.M.P.S., which stands for conversation, help, activity, movement, participation, and supplies. Depending on what the class is doing (morning work, independent work, on the risers, read to self or read to someone) there is different talking levels; 0 is silent, 1 is whisper, 2 is partner talk and 3 is inside voices. Among the students, there are few students that are very outgoing students. These students speak up frequently, and sometime out of turn, to express their ideas. Its important to remind these students to let other students have a turn to express their answers. Additionally, there are a few students who stay to themselves. Theses students 4

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need to be reminded to speak up in front of the class. There is a small group of students that are classified as special needs. One of the students has Aspergers. This student has a harder time with social interaction. This student would rather be by himself and not interact with other students in the rooms. This particular student gets pulled out to work with a special teacher (Im not sure what he does with the other teacher). Also, there are a number of students who are ADD or ADHD. I have two students that take ADD medication but are also classified as lower achieving students. They are classified as lower achieving students because first off, they are under grade level for reading, reading at a Kindergarten level. Most of the time, they need special direction when completing assignments, since they can barely read. When it comes to taking test, most of the time, I pull these students out of the classroom and go to the library and read the test to them. b). Student knowledge and interests. The students have been learning about producers and consumers. This was taught to them through their reading program, Reading Street. Not only did they learn about producers and consumers, but also it did touch on needs and wants. Along with producers and consumers, they learned about goods and services. The overall goal is for the students to learn about economics and everyday things that take place in their daily lives. Misconceptions my students have on economic needs and wants is that they believe that certain items can be placed in both categories. They also have no idea what economics mean. When I asked this in my seeing student think paper, one of my students thought it had something to do with math. This is partially true because money is involved when they buy things from producers, but its not 100% accurate. My other student did not now what it was. That student just said that they had no idea. It will be important for me to teach the difference of wants and needs and give students the opportunity to see these in the community. In order for my students to learn these concepts, they will have to in some way connect it to themselves and make a meaningful connection that will last. In order for my students to make this meaningful, I created a mini store where my students would have to pick things they wanted or needed. My students are interested in economic needs and wants because they can relate it to their everyday lives. Students are always telling me things that they want, such as toys, video games, books and clothes. Although, my students never clearly say that they need something Im sure they know the basic things they need in order to survive. c). Classroom context In my classroom, students walk through the doors and the first thing that they see are the raisers. Students sit on the raisers when students are given directions or are learning certain lessons. The raisers are also used as a place to return to when you finish your work, read silently on them and wait for the next activity. As far as the students desks, there are five tables in the classroom. There are four tables that are square where 5-6 students sit at and one round table where a group of three students sit at. At each table, there is a small three-drawer storage container where students keep their pencils, pens, and other small items. As for the books, each student has a book box where they keep all their books and papers. The book boxes are placed around the round in different places so that not all students are in the same area at once getting materials from them. 5

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When doing language arts, students are placed into groups based off of academic level. There are six groups, each with different amounts of students, but the largest group consists of five students. When its time for language arts, the class does a thing called Daily 5 which is small group activities such as read to self, read to someone, writing, meet with teacher, computers and word work. When teaching my lesson, students will be grouped based off of the Daily 5 groups. Also when teaching my lesson, I will use the transition button, which is a small music animals that goes along with the seasons. Students know that when the button is pushed, that they must clean up quickly and quietly then walk to the raisers and sit in their assigned spot. d). Linguistic, social and academic challenges, resources and supports. When working with the students in the classroom, the class has a greater amount of students that are considered higher achieving students. These students usually finish their work extremely fast and normally have accurate answers for the assignments. For the higher achieving students, they typically get harder worksheets then the rest of the class. For the lower achieving students, students usually get a lot of help from the mentor teacher or myself. They need help when directions are given on a worksheet, since they struggle to read it. The only time my lower achieving students will need special accommodations is during the post assessment when they have to read the directions. Everything else I have planned is either hands-on or listening. For my one student that have Aspergers I will make sure that they stay on task. One of my students has a harder time staying on task. If I need to, I will remind this student that he needs to participate in class discussion and must stay on task. I know that I will have to remind him this a few times throughout the lesson. When it comes time for the store, I will have students return to their desks and come back as tables. There are four tables with six children at a table. Since I will have three different stations set up, help from my mentor teacher and other MSU senior, I will have one table go to each station. For the table that has to wait, I will have students switch places with the students that have finished the store so it goes by faster.

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Part IV: Lesson Procedures (25 points)Please share part IV with your Mentor Teacher for feedback before teaching your lesson. You will also have a workshop in class to work on part IV. a) Lesson Procedures Activity Element Procedures and management Academic, social & linguistic Step-by step procedures including questions and main points: & Time (in minutes) adaptations, resources, and visualize what you are going to say to the students. Select at least support three high-leverage practices you will focus on. It might be How will you support ALL helpful to script out what you are going to say, although during students? the lesson you do not need to use this language verbatim. Introduction I will ask students the question what are basic need that we I will read words written [5 minutes] need? What are things that we want? on the poster to assist students that would I will create a list of items listed for my students. struggle with reading. I will introduce the definition of what a need is (things that I will also include people must have to live; food, clothing, love, and shelter) pictures on the poster. I will introduce the definition of what a want is (things people like to have but do not need to live: toys and games) Activity 1 [3 minutes] Share with students the posters of needs and wants that I created. The needs poster includes pictures of water, food, shelter (home) and clothing along with the definition of needs. The wants poster includes pets, car, candy and toys along with the definition of wants. Go back to the list and see if students placed things in the right category or if they should be changed. Have students gather on the raisers by pressing the transition button (plays a song that the mentor teacher uses) Students must quietly walk over to the raisers and sit in their correct seat assigned. Read the three short stories provided by mentor teacher in the Social Studies Alive! My Community book. I will make sure my Asperger students stay on topic and arent distracting the rest of the class. Students must raise their hands and wait to be called on. Make sure all students gather on the raisers in their correct assigned seating. Make sure students stay quiet while reading. If I need to stop to wait for

Activity 2 [8 minutes] 7

Transition [45 seconds]

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Transition [30 seconds]

We need money to buy things, We make choices when we shop, and We buy what we need. Each of short stories give ideas of how people by the things they need or want. For example, We make choices when we shop is talking about how to make good decisions based off things people actually need instead of want. Then we need money to buy things focuses on how people get money in order to purchase the things we need or want. The last story, we buy what we need focuses on how we decide what we need then how we get the things we need. Discuss what students heard about needs and wants Give directions for next activity. Tell students they will each get $5 to spend at the store I set up. They need to pick at least one need and one want. Students can then spend the rest of the money on items they would like. Items that are included in the store are: juice boxes, chewy bars, pencils, erasers, straws, and blow pops. Have students return to there seats.

students to stop talking, then I will.

I will push the transition button, which is a 30 second song. When students hear this song, they know that they must quickly and quietly do what they were told to do. Once the songs ends, students will be in their seats, if not before the song ends. I will make sure my student with Asperger stays on task. I will also make sure that he is able

Activity 3 [15 minutes]

Have supply monitors get plastic bag that have money in them. Each bag will have money that has been paper clipped together. Each student will get one stack of money ($5). Have each table come up to a station, (there will be 3 stations

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total with the same things at each station) and purchase items until there money is gone. After buying their items, have students return to their desk and think about if it's a need or want and why.

to get along with other members at his table. He will get the same instruction as the class, but I may have to repeat it multiple times in order for him to understand what he needs to be doing.

Transition Activity 4 [5 minutes]

Conclusion: [5 minutes]

Press the transition button again and students know to return to the raisers quietly. Discuss with the students how they picked out what items they bought. Discuss what was a need and what was a want, which was already discussed. Questions are: o Who can tell me an item they bought that is considered to be a need? How do you know it's a need? o Who can tell me an item they bought that is considered to be a want? How do you know its a want? o I will pick several students for both of these questions so that multiple students will get to tell what they purchased. Make sure students are able distinguish the difference between needs and wants. As a review, I will have students tell me the definition of what a want is and the definition of what a need is. Then I will have students give me examples of both.

I will make sure my students arent being disruptive when others are talking.

I will make sure my students arent being disruptive when others are talking.

High Leverage Practices from Teaching Works 9

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Teaching Works has identified 19 high leverage practices that comprise components of responsible teaching. Teaching works defines a high-leverage practice as follows: an action or task central to teaching. Carried out skillfully, these practices increase the likelihood that teaching will be effective for students learning. They are useful across a broad range of subject areas, grade levels, and teaching contexts, and are helpful in using and managing differences among pupils. The list here is a set of best bets, warranted by research evidence, wisdom of practice, and logic. 1 The following high-leverage practices may be applicable to the lesson you are teaching. You can find descriptions of these on the Teaching Works webpage: 1. 2. 3. 4. 5. 8. 9. 12. Making content explicit through explanation, modeling, representations, and examples. Leading a whole-class discussion. Eliciting and interpreting individual students thinking. Establishing norms and routines for classroom discourse central to the subject-matter domain. Recognizing particular common patterns of student thinking in a subject-matter domain. Implementing organizational routines, procedures, and strategies to support a learning environment. Setting up and managing small group work. Appraising, choosing, and modifying tasks and texts for a specific learning goal.

Select three of them that are relevant. We do not expect that you will develop expertise in any of these practices as the result of teaching one lesson, however, we expect you will demonstrate some growth in both your understanding of these practices as well as your skills in enacting these practices in classrooms.

http://www.teachingworks.org/work-of-teaching/high-leverage-practices

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TE 404 Field Based Lesson Planning b) Basis for assessment Task: Students should be able to: 1. Differentiate between economic needs and wants. 2. Demonstrate how to purchase things they need and want on a limited budget.

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Diagnostic features: I will look for my students to correctly label what item is a need and what item is a want. I will also look to see if students could say why a item is a need and why an item is a want. I will give each student the postassessment worksheet that Ive created.

Support: For my students with special needs, they would be able to do this worksheet by themselves. With the students that are considered lower achieving students, they might need help reading the directions. I can read the directions to the class and make sure that every student understands what they are supposed to be accomplishing in the assignment. For the students that are really bad with spelling, I can pull them aside and have then tell me their answers, then write it down for them.

c) Out-of-school learning opportunities to expand and enrich the curriculum outside of class (home assignment): Students can apply what they learned in this lesson in their every day lives. Students will realize that they don't need everything they have and that some of the things they have are considered wants. My students will be able to relate this outside of school when they are grocery shopping or even just shopping with a parent. They will see things all around them that are classified as wants and or needs. Outside of the classroom, I would have students thinking about when they had to make a decision about something and if it was a need or something that they wanted. If it is something that they wanted, I would have them think twice about wanting it since its not a necessity to life. Part V: Post-Teaching Reflection (15 points) a) Reflection: The lesson went better than I expected. The students listened quietly to me while I was talking and listened while peers in their class were talking. At the beginning of the class, I felt anxious because it was my first teaching experience in a classroom full of students. I tried not to feel anxious; however, by the end of the lesson, I was confident that I did a terrific job and was able to teach my second grade students what I set out to do. From the very beginning of the lesson, one of my strengths was that I had made sure that my students were engaged. I began the lesson with creating a list of needs and wants that the students raised their hands and told me. This list was generated based off what they thought a need and want was. I told my students nothing at this point. I wanted to see what my students already knew (prior 11

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knowledge) about the topic of needs and wants. After generating the list, I showed my students two posters; one of needs and one of wants. In the middle of each poster, it clearly labeled what a need (must have to live) and a want (would like to have, but do not need it to live) were. Then there were four pictures on each poster. The needs poster included pictures of water, food, shelter (home) and clothing. The wants poster included pictures of pets, car, candy and toys. Once I showed my students these posters, I went back to the list that we had generated in the introduction of the lesson and asked my students if they thought anything needed to be changed into a different category. My students decided that a couple of things that were listed under needs needed to be changed to wants. After this, I continued with a video. Again, my students were very active when watching the video. Students read along with what appeared on the screen. The video also had a section where a picture was shown and students would have to tell me if it was a need or want. Again this made my students very active and engaged. The last activity that made my students active was the store I created for the students. It made my students apply what I had previously taught them about needs and wants. They had to make a decision on things that they need or wanted with only five dollars. During my lesson, I had a few weaknesses that I will work on to improve and will change when I teach a lesson again. My first weakness was that I didnt clearly state my expectations for the class. I just assumed that the students know how to behave but it is always a good idea to remind them of what I expected. Setting my own personal expectations would have improved my lesson. Another thing that I would consider a weakness was that I passed out the money to my students before I explained the directions. I should have waited to pass out the money until I had explained what we were doing since the students were not completely listening because they were excited that they had money. Like Ive already stated above, anther things I could improve on is my classroom management and what I expect from my students. When writing my lesson, I thought to myself, that needs and wants are so simple, but how can I create something that will challenge my students to think on a higher level and have them engaged. That's when I decided to create a store for my students to purchase things they either needed or wanted. One piece of information that my mentor teacher wrote down in my evaluation is that students in the second grade seem to grasp the concepts of needs and wants pretty fast; however, Julie did a nice job of making them think of it a little differently when she created her store. This made the students think about what they really do need and some of the things they want. The fact that I made my students think on a higher level by doing an activity that their parents experience on a daily bases, gave the students the chance to see what its like to have to decide on things that you actually need or something that they just want. The three higher leverages that I used throughout my lesson were; leading a whole class discussion, eliciting and interpreting individuals students thinking and setting up and managing small group work. I started out my lesson with leading a whole class discussion and then kind of handed it over to my students to get their ideas on the topic. I did this a couple of times so that my students were active and engaged throughout the lesson. Another time when I did this was after students finished shopping at the store I created for them. I asked my students what items they bought that were a need and what items were a want. To assess my students and know they learned from my lesson, students worked on a worksheet that tested to see if they could classify pictures as a need or want. Students then had to give me a reason as to why they thought this. This is how I measured to see if my students had an elicited and interpreted individual students thinking. As for small group activity, I set three stations up where students would buy things. Each group consisted of eight students. Students had to work together and wait patiently until it was their turn to by something from the store. I had to make sure that the students in each group would get along. I had to create the 12

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groups ahead of time so that my students would be able to work together and corporate in a timely manner.

b) Mentor teacher evaluation:

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TE 404 Field Based Lesson Planning FS13 MENTOR FEEDBACK FORM for Social Studies Teaching Names of Senior(s) ___Julie Wiechec_________________________________________ Collaborating Teacher _Sarah Kuenner_________ School___Wilcox______ Grade _2____ Date_11-15-13________ MENTOR TEACHERS: Please complete this feedback form for the lesson that your MSU seniors plan and teach in your classroom. You may evaluate the seniors as a team (if they team teach the lesson) or individually, as long as each senior is evaluated on the social studies lesson he or she plans. Seniors need to turn in this form in order to get credit for teaching the lesson in your classroom. If you prefer to type up your comments, please ask your seniors to e-mail you an electronic copy of the feedback form. 1. Strengths of the lesson (content, activities, active student involvement, management, etc.): Julies lesson was FABULOUS! She planned and prepared everything very well. One of the biggest strengths of the lesson was the active engagement of the students. They were engaged from start to finish. Julie had the students generate a list on needs and wants, which got them all thinking and all wanting to participate. When she showed the movie the students started reading along, again, a great example of active engagement and student involvement. The store she created for the students was wonderful. It made them apply what they learned about needs and wants. Every good lesson should have an application process and this was a great way for the students to apply what they learned.

2. Areas of improvement? I would suggest that Julie let the students know her expectations before the lesson begins. The students know how to behave but it is ALWAYS good to remind them what to you expect. Setting your personal expectations will only improve the lesson. I would also suggest waiting until the very end to pass out materials. After the money was passed out directions were given and many of the students were not listening because they were too excited about their $5 (second graders cant help but play)!!

3. Specific comments about seniors preparation and planning for this lesson: 14

TE 404 Field Based Lesson Planning FS13 Julies lesson was well throughout and planned for the students. She made sure the questions fit and were higher order thinking questions. I could tell that her content knowledge on the subject was high.

4. Specific comments about classroom management: Like I said before I would make sure the students know expectations before the lesson begins; even if its a reminders of current classroom rules. 5. Specific comments about the social studies content of the lesson: Students in the second grade seem to grasp the concept of needs and wants pretty fast; however, Julie did a nice job of making them think of it a little differently when she created her store. This made the students think about what they really do need and some of the things they want. 6. Specific comments about building on students prior knowledge (i.e., did the seniors seem to incorporate what they learned from the seeing student thinking assignment?): Julie did well building on the students prior knowledge. The list she created with the students really activated the student prior knowledge because she used their ideas and thoughts. In doing this the students took ownership over the assignment.

7. Other comments, reactions, questions: (for both the seniors and for this assignment in general) I think Julie did a wonderful job on the lesson. I will be using her ideas, videos, and books in the years to come to teach wants and needs!!

Thank you so much for providing seniors the opportunity to teach the lessons and for providing feedback

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