EDCI 3127 Elementary Socials Studies Methods Comprehensive Lesson Plan Template

COMPREHENSIVE LESSON PLAN TEMPLATE

Student Name: Laura Simmons Date Submitted:
3-16-18
Grade Level: 2nd Grade

LESSON BASICS
Meaningful Topic/Big Idea: Length of Lesson:
What is scarcity? 40 minutes
Standards (at least 1 LA and 1 Common Core): Depth of Knowledge
2.5.3 Explain how scarcity of resources and opportunity cost (Revised Bloom’s
require people to make choices to satisfy wants and needs. Taxonomy):
☐1. Remember and/or
Understand
☐2. Apply and/or Analyze
☐3. Evaluate and/or Create
Essential Question (turn your objective into a question and add a little detail):
What is scarcity and what are some examples?
Objective(s)- (What will the student be able to do at the end of the lesson?) “T.S.W.”
The students will define scarcity and make choices as they correctly complete their “make a
choice” activity.
Assessment plan (must connect directly to essential question and objective- How will
you know students learned the objective?)
This assessment is a “make a choice” worksheet. It asks students to make choices, by
determining wants versus needs, to buy what they can with $5.00. The assessment sheet is
attached at the end.
Required Materials/Equipment/Technology/Community Resources:
The Book, A bargain for Frances, assortment of stickers (enough for each student to have
three), pencils (1 each), Make a Choice Worksheet, computer, projector, picture presentation.
Prior Knowledge/ Connections: Required Vocabulary:
Want and needs from the previous lesson Scarcity
Want
Need
Choice
Exchange
Decisions
Literature Connection (Book Information, Cover, brief detail about book):

This book, A Bargain for Frances, by Russell Hoban, it about Frances and the choices he must
make with his money and all his decisions. The book also ties in exchanges. It is appropriate for
kindergarten through third grade.
Scripted questions- Pre-planned questions that will stimulate higher-order thinking:
a. Why do people have to make choices?
b. Why do you think people exchange items?
c. When a choice is made, what else has to happen?
ACTIVITY PLAN
1. Warm-up/Review/Connections – This must include a visual.:
Say to students, “Hello, remember yesterday when we talked about wants and needs, today we
are going to talk more about the choices we have to make.” (The visual for this is tied in with the
introduction because it is the book)

2. Introduction to Content/Explanation:
“We are going to read a new book today!” Read the story of A Bargain for Frances. Let the
students discuss, asking them what they saw or heard. Let them find some text evidence to
support their answers.

3. Presentation/Model the Learning Process (Teacher models):

Say to students, “so boys and girls I want to show you some examples”. Show the students the
sets of pictures telling them you currently have the first picture but you want the second. Ask,
“what would you have to do?” Do this for the first three sets.

4. Scaffolded/Guided Concrete Practice (Teacher and students work together):

Then introduce money. The idea of choosing certain items because you only have a certain
amount of money. Use the fourth and fifth sets of pictures to explain this and get the students to
help understand by asking a lot of, “well why or what makes you think that?”

5. Communicative/Collaborative Concrete Practice and Grouping Strategies (Students

work together):
Now we are going to do a fun activity. Pass out the stickers (three per student). Explain that in the
next five minutes you will be able to either keep your three stickers or trade them amongst your
friends. If you exchange stickers you can exchange only one sticker for one sticker. You may now
begin!

6. Independent Concrete Practice/Application (Student works individually):

Have the students come back to their desks. “I want you think about what you did in the last five
minutes. What choices did you make? What did you get and what did you give up? Think-pair-
share and tell your face partner what choices you made.”
7. Differentiation: Provide modifications for higher and lower performing students:
Higher students can continue to circulate and trade stickers. Students who need more help or
time may need to have a buddy during this activity or just be closely monitored.
8. Assessment (Restate and elaborate on previous assessment explanation):
The assessment should be given out now. It will test to see if the students do understand choice,
wants versus needs and scarcity with money.

9. Wrap-up/Concluding Activity:
Wrap-up by asking students to share what they learned. The three higher order questions at the
top of the document. With whatever time remains let them share about their stickers and the
choices they made.
10. Idea for service learning (How could this topic be brought outside of the classroom and
positively affect the world?) The service learning project could be that the class starting
collecting coins in a water jug, as it will make them think about their choices and choose to save
and sacrifice money for whatever charity or cause the class deems deserving.
11. Ideas for class speaker/guest or field trip: A guest speaker could perhaps be someone from
a bank to come talk about using money wisely and how to save.

12. Instructor Reflection (For EDCI 3127, this will only be completed after teaching lesson in
field experience classroom):
What went well? Click here to enter text.
What did not go as planned? Click here to enter text.
What should change? Click here to enter text.
What should be addressed in future lessons? Click here to enter text.
Formative Performance Task 2
Evaluation Plan:

NAME: ____________________________

The student’s Make a Choice assessment will be graded as follows:

________ 1 point for coloring the pictures

________ 1 point for circling their choices

________ 2 points for correctly answering question #1 in a complete sentence

________ 2 points for correctly answering question #2 in a complete sentence

TOTAL SCORE: ___________ out of 6

Featured Source: The book that was read during the lesson, A Bargain for Frances