Running head: UNIT LESSON PLAN

Signature Assignment - Unit Lesson Plan Kristen Compton February 20, 2013 Arizona State University EED 524: Integrated Social Studies

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Common Core Standards: Language Arts Standards: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2.RI.1, 2.RL.1) Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (2.RL.7) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (2.W.3) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (2.W.6) Recall information from experiences or gather information from provided sources to answer a question. (2.W.8) Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (2.SL.1) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (2.SL.2) Social Studies Standards: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2.RI.3) By the end of year, read and comprehend functional texts, including history/social studies, science, and technical texts, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. (AZ.2.RI.10) Topic/Theme: The students were just finishing their unit on World History. The end of this unit discusses how trade developed among the civilizations including Marco Polo and the Silk Road. This was a nice transition into my unit on economics. This unit will focus on goods and services, production and consumption, trading and bartering, and finally natural resources and scarcity. I will begin my unit by discussing trade and how that impacted the production and consumption of goods in the past. We will then move into how these topics are relevant to the present day. Students will learn that people can be both producers and consumers. The unit will end with a discussion on scarcity and natural resources. The purpose of these unit activities are to help the students understand the material, connect the material to their own lives and have the students participate and become engaged in many interactive lessons. The essential understandings developed in the unit are the distinction between goods and services, the understanding of resources, and how economics can be seen throughout the community. The concepts the students will need to develop are human

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resources, natural resources, capital resources, trade and money, goods, services, scarcity, consumers, and producers. The important principles students will take away from the unit are the understanding of how goods are different than services, how consumers and producers are different, as well as how resources work to produce the goods and services. Annotated Bibliography: BrianPOP. (No date). Needs and Wants. [Video file]. Retrieved February 20, 2013 from http://www.brainpopjr.com/socialstudies/economics/needsandwants/ BrainPOP is a great resource to use for students because it provides the important information in a more fun and engaging manner. This video focuses on needs vs. wants, explaining the differences between these two concepts as well as how people can get what they need or want. There are also videos on BrainPOP I could use for Spending & Saving and Goods & Services. Council for Economic Education (2013). I Can Do Anything. This is a song I found on the Council for Economic Educations website. It is a great way to introduce the topic of jobs as well as choice to my students. The song goes over various types of jobs and careers that are available such as a pilot, a doctor, a dentist, a rodeo performer, and a veterinarian. We need to teach students that they have a choice in what career they will ultimately have and they should try to match their skills and interests into that career choice. This would open up discussion on what our community would be like if we didn't have people providing services for us as well as what students want to be when they grow up. I love the idea of using music to teach the students about this topic because it will be more fun and engaging for them. Kennedy, F. (2004). The Pickle Patch Bathtub. Random House Children's Books. This is a great story about a family in the 1920s trying to make ends meet. The family does not have enough money for a new bathtub, so Donna and her brothers and sisters try to earn money to buy one. This warm, true story illustrates the value of a dollar and what can be accomplished by working together toward a goal. I could use this book for my students to learn about opportunity cost, saving, and savings goals. I could also have students develop savings plans that lead to their own savings goals. Kehler, A. (2006). Maxs Lemonade Stand Dilemma: A Readers Theater. Council for Economic Education. In this play, Max is having a lemonade stand, but his price is too high for his friends to buy any lemonade. Max asks his friends how many cups of lemonade they would buy each day at various prices in order to find out how much money he will be able to make. This is a good lesson about market prices, supply and demand and spending vs. saving. Kussman, A. (2011). Bunny Money. [Video file]. Retrieved February 20, 2013 from http://www.youtube.com/watch?v=Uu2DikLUjh8 This is a video from YouTube in which Children's Librarian Andrea Kussman reads Bunny Money, written by Rosemary Wells inside The American Numismatic Society Money Museum. I think this is a good resource because instead of doing a read aloud of

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this book myself, I think its good for students to see other good readers. This is a Max and Ruby story in which they are trying to buy their Grandma a birthday present. Ruby has money saved, but through a series of mishaps, the money slowly begins to run out. Its a great story to introduce the topic of spending and saving and have students create their own savings plan for something they want to purchase. Reed, M. (2006). Providing Goods. Washington, DC: National Geographic Society. This book has three main concepts which are relevant to my unit on economics. The book explains that people grow and make products that other people want, the distribution of goods and products involves many different steps and the distribution of goods involves various types of transportation. I think this book would be a good way to start a lesson on goods and products. Silverstein, S. (1964). The Giving Tree. New York: HarperCollins Publishers. This is a wonderful story by Shel Silverstein about a tree and a boy. The tree loves the boy so much that it is willing to give the boy everything that it has (apples, shade, branches, and trunk). This story represents the ultimate sacrifice of love as well as appreciation for others. The book focuses on key economic concepts of natural resources, wants vs. needs and scarcity. This book would be a great way to introduce the concept of scarcity of natural resources. I would do as read aloud of this book to the class and have a discussion about all of the natural resources the tree gives the boy. It could also be used for a discussion of wants vs. needs when the students begin charting that concept. Walker, C. (2006). Producing Goods. Washington, DC: National Geographic Society. This book has three main concepts which are relevant to my unit on economics. The book explains that people take raw materials found in nature and turn them into finished products, workers follow a sequence of steps to turn raw materials into finished goods and there are special words to describe the process of turning a raw material into a finished product that can be sold in stores. I would use this book to continue our class discussion about goods and services. Since this book also discusses the different types of jobs that people have I think it would provide a good discussion/reflection from students on what job they want to have when they grow up. We could also have a career day where parents come in to talk about their jobs. The book also talks about where goods come from (i.e. from cotton plant to cotton shirt). This would also be helpful when we learn about different type of resources (natural, human and capital). Wiesner, D. (2001) The Three Little Pigs. Boston: Clarion/Houghton Mifflin. The Three Little Pigs is a classic fairy tale about three pigs who each build their houses using different materials: straw, sticks and bricks. This is a great story to introduce the concepts of natural resources, human resources and capital resources to my students.

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Activity Bank: 1. Student Journal Entries Students will be required to keep a journal throughout the unit. Students will respond to various questions related to the topics covered throughout the unit. Questions may include: a. List listing 5 or more goods and services that could be found in the mall. b. What would our community be like if we didn't have people providing services for us? c. What do you want to be when you grow up? How will you accomplish this goal? d. List 5 or more resources found in this classroom. Name which kind of resource they are: natural, human or capital. e. Why do you think people cannot get everything they want? What would happen if everyone got everything they wanted? f. How might working together when there isnt enough of something solve problems? g. Do you think it would be good if everybody wanted to do exactly the same job? What if everyone wanted to be a firefighter? 2. Goods & Services I will do a read aloud of Providing Services and Producing Goods which discusses the various goods and services that people provide. Students will then rank jobs in our society from most important to least important in terms of providing goods or services. 3. I Can Do Anything This lesson plan is based on the song "I Can Do Anything." Students listen to the song and identify the service occupations mentioned in the lyrics. They will discover that people can do many different things, but we can't do them all. Choices have to be made. The students discuss what our community would be like if we didn't have people providing services for us. 4. Wants vs. Needs We will make a poster of wants and needs. Students will tell me different ideas and then we will decide as a class if it is a want or need. After the students understand the differences between wants and needs I will put them into collaborative groups to discuss the following scenario. Pretend that we are going to be living on an island for a week. This island is in the middle of the ocean. There are no buildings on the island and no other people live there. We can only take 5 things with us for the whole group. Have the students discuss what items their group would take and why. Have the students share out with the class. 5. Bartering Club Students will get into small cooperative groups and create a Bartering Club. They will discuss different goods or services they want and try to find a way that everyone in the group can get what he or she wants.

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6. Understanding Money Throughout the unit, students will each get a weekly pay of $5 for completing a job of turning in homework on time. They will have to pay me $1 back for taxes. There will be a class store, where students can buy things should they choose to. I will explain that students, who save their money, could buy something bigger at the end of the unit. The person with the most money saved at the end of the unit will win a prize. 7. Trade & Bartering Skits Students will work among their cooperative learning groups to act out role-playing scenarios. In the first scenario, students will be asked to act out a skit demonstrating the act of bartering for trade. A second skit will be acted out next demonstrating trade with use of money. During this activity, students will use play checks, coins and dollar bills to purchase items that cost less than $2. 8. Production/Consumption Activity Students will learn about production and consumption of goods by participating in a hands-on learning activity. The class will work together to learn how to make bread. This will help teach the students that some people are producers and some are consumers. It will show all the work and various jobs that it takes to make bread. 9. Producers vs. Consumers After going over the differences between producers and consumers, I will have the students to think about a good or service they enjoy as a consumer. I will ask students to step into the imaginary shoes of the producer and tell a story in 3 sentences or more of how they are made. They can also include pictures. 10. Resources & Scarcity I will provide students bags of popcorn and call them by row to take as much popcorn as they want. As the popcorn runs out, I will open the extra bags which will actually be filled with newspaper. I will act surprised to find newspaper in the two of the sacks. We will then discuss: What was the problem? Why does this problem exist? I will explain that the experience students had with popcorn symbolizes a major problem that all societies face scarcity. Scarcity (limited resources) occurs because people want many things, but resources available for producing the things people want are limited. We will talk about what could be done to fix the problem. I will challenge the students to come up with a solution to the shortage of popcorn. I will also explain that when faced with scarcity, people and societies must make choices about allocation. When people allocate, they decide how something should be used and/or who should get something that is available. 11. Final Assessment At the end of the unit, students will work together in their cooperative learning groups to design a store of their choice. The project will contain three parts: a written description, advertisement and commercial/skit to perform to the class. Each learning group will present their stores plan along with the commercial and artwork to their classmates at the

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end of the unit. The written description should answer the following questions: a. What kind of goods and services will the store provide? b. Who are the producers? Who are the consumers? c. What type of resources will be used to create the goods/services sold? d. How will the consumers pay? (Will they pay with money or can they barter?) e. What things would your store have that might be scarce sometimes? How would you solve this problem?

Intel Ranking Activity The students were learning about various good that were traded on the Silk Road, so I asked the following question, Which of the following goods do you think was the most important that was traded on the Silk Road? I gave students the following choice: silk, horses, weapons and spices. I then split the students into six groups and gave them a few minutes to discuss their ideas. I had them write down their answers on their whiteboards and bring them to the computers so I could help input the answers. They really seemed to enjoy working in small groups and using the computers because it was a different activity than they normally do. The activity did get a little hectic while they were inputting their answers, so next time I would definitely incorporate some kind of worksheet or activity for them to do in their seats while they waited for their turn at the computer. I was surprised that the majority of the class chose weapons as the most important good traded. The students said they thought it was the most important because the people on the Silk Road needed weapons to protect themselves and to hunt for food. Overall I think the lesson went well. The students were really engaged in the process and enjoyed using the tool on the computers.

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Integrated Lesson Plan Grade 2 Economics - Exploring the Silk Road Language Arts Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2.RI.1) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (2.W.3) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (2.SL.2) Social Studies Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2.RI.3) By the end of year, read and comprehend functional texts, including history/social studies, science, and technical texts, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. (AZ.2.RI.10) Content Objective Language Objective Vocabulary Materials Students will gain a basic understanding of what the Silk Road and trade is by reading a short passage and answering questions. Students will write a short narrative about the Silk Road and trade. Silk Road, trade, merchant Marco Polo and the Wonders of the East by Hal Marcovitz Marco Polo Worksheet Paper and pencils To become better readers, writers and listeners To know how to identify relevant information when writing narratives To learn about trade and how it relates to modern day economics To learn how goods were transported throughout history I will begin the lesson by opening the room up to discussion on various goods and products they use. We will discuss that previously, people had to trade other goods in order to get new goods they needed or wanted. We will go over key vocabulary words prior to the read aloud. Introduction: After we have a brief discussion of various goods and products we use every day, I will go over the key vocabulary words. I will give students a worksheet to fill out with the vocabulary words. I will explain that during the time of many explorers, people had to sail on ships and trade for various goods and products. These people were called merchants. One main trading route these merchants used was the Silk Road. This was a

State Standards

The Why

Anticipatory Set

Lesson

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group of roads and trails that connected Europe with China and the East. Merchants used this path to explore and trade with people in other countries. Guided Practice: I will read aloud chapter 2 of Marco Polo and the Wonders of the East by Hal Marcovitz. This chapter focuses on Marco Polos exploration of the Silk Road. It describes the various goods that were traded on the Silk Road as well as what he encountered along the way. I will do think alouds and ask questions throughout the chapter to gage the students understanding. Group Work: Students will work with partners to answer comprehension questions related to the text. We will then have a group discussion about the Marco Polo book to go over the questions and make sure the students understand the important facts. Independent Practice: We will then do a short writing assignment to assess what the students have learned today about trading and Marco Polos explorations. I will give students 2 options: 1. Put yourself in Marco Polos shoes and describe your exploration of the Silk Road. What he saw, what he did, what he traded, who he met, was the journey an easy or difficult one, etc.? Write at least 5 sentences. 2. Write 3-5 things you learned today about Marco Polo and the Silk Road. Closure: Students will be able to present their narratives to the class. Extensions: Students will utilize worksheets to study for their quiz next week. Marco Polo Worksheet Narrative Informal observations during students discussions

Assessment

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Integrated Lesson Plan Reflection I would rate my lesson as a 4 for the Presentation of the Instructional Content. I included visuals that established the purpose of the lesson, previewed the organization of the lesson, and included internal summaries of the lesson. I did this by beginning my lesson with a short PowerPoint presentation. The presentation went over key vocabulary and summarized the topic of discussion (goods, Silk Road). I included a map of the Silk Road as well as a map which referenced how long the Silk Road was in comparison to the United States. Since most students do not have a concept of Europe or China, o used a map of the US and explained that the Silk Road was as long as travelling from Disneyworld to Alaska. I thought this would allow the students to understand the Silk Road because it was more relatable to them. I then went over our objectives for the day which included a read aloud, completing a worksheet with parents and then writing a journal entry. As previously mentioned, I used examples, illustrations, analogies, and labels for new concepts and ideas throughout my lesson. I made sure to talk about the Silk Road in terms they could understand and relate to. For example, using the two different maps; discussing trade in terms of them trading baseball cards with friends or going to the store and trading money for a toy they wanted. I used teacher modeling to demonstrate my expectations. I did this by doing think alouds during my reading and asking questions throughout to gauge their comprehension. I also went over the worksheet as a class at the end of the lesson to ensure students understood the material. I used concise communication and provided a worksheet to go over vocabulary words to make sure students we comprehended. I did my best to reference ideas that related to their own lives in order to make the material easier to understand. I think the sequence of my lesson was logical. I began by reviewing the video they watched earlier in the week and asking students to tell me what they already know about Marco polo. I then went into the topic of the lesson and introduced key vocabulary for the day. These terms included: goods, trade and the Silk Road. I explained that during ancient times of Marco Polo people could not just go online and order items and have them shipped. Instead they had to travel on ships or walk long distances to trade for goods. I explained that one main route for travel was the Silk Road. I then showed the map of the Silk Road and related it to the map of the US. I then went over our objectives for the day and began my read aloud. In my opinion, I think I all of these background information was important to the lesson. They had to understand these key words and concepts before I began reading about the Silk Road. The students had to understand how long the Silk Road was in order to comprehend how long and dangerous this journey was for Marco Polo. 1. What were you trying accomplish in this lesson? The focus of my lesson was to introduce students to their unit on economics. I wanted to teach the students a basic overview of what goods are and how that relates to trade. The students were finishing their unit on explorers, so I thought Marco Polo and the Silk Road was a good segway into economics.

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2. To what extent did you accomplish it? I think I accomplished the main goal of my lesson. The students understood the concepts of goods and trade. I had them work with partners to fill out a comprehension worksheet and I found that they all understood the material. I ended up running out of time so they did not write a journal entry like I originally wanted. However, after going over the worksheets as a class, I found that they understood the main concepts of the lesson. 3. What were your lesson strengths? Weaknesses? I think the strength of my lesson plan was that it kept the students interested and engaged throughout. I tried to relate the lesson to their own lives to make it easier to comprehend and I think that made it more interesting to them. Many students were telling my stories about trips their families took and how long it took them to drive. I would explain that Marco Polo and his friends did not have cars and I had them imagine how long their trip would have taken if they had to walk instead of drive. They also told stories about things they bought at the store or traded with their friends, which I related back to the lesson. Overall, I think the lesson went well and the students seemed to enjoy it. My weakness was that I ran out of time for the students to write in their journals. I wanted to use this as my assessment of what they learned, but instead I used the worksheets as the assessment. I also think that if I did this lesson again I would try to find a book with more pictures so they students could visualize everything. Lastly, I would give them some kind of handout or make copies of the book for them to refer back to when they completed the worksheet. Some students struggled to remember all the key facts and did not have anything to refer back to. I luckily had a few Marco Polo books with me from the library so I had the students share those to use as reference. Next time I will make sure to give the students reference materials to use. 4. What effects did your literature-based lesson generate for you and your students? I think the literature I chose was beneficial for the students because I stopped and did think alouds as well as asked questions to keep them on topic and make sure they all understood. It brought up some good questions from my students as well. If I came to a word or idea they did not know I would explain it and try to relate it back to their life. I think next time I will try to find a book with more pictures and one that is closer to their level so it is easier for them to understand and visualize. I wanted to have them write a journal entry and put themselves into Marco Polos shoes. I thought this would be a fun activity for the students as well as give me a good assessment of what they learned. However, I ran out of time and had to utilize the worksheets instead. 5. What did you learn about your teaching from this experience? This experience taught me that it does take a lot more time to plain a great lesson than I originally thought. Its important to include visuals, examples, handouts and activities t o keep them interested and focused. I think its also good to have a backup plan in case something goes wrong or you have time to kill at the end of the lesson. I had the opposite problem during this lesson, so next time I will have to plan my time better. I also learned that I have a lot to learn about classroom management. Its difficult to keep 30 students interested, engaged and on topic for 45 minutes. I need to make sure I am available to answer questions and help all the students

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when they need it. Overall, I thought this was a good experience for me and I enjoyed teaching my lesson. I learned some things that I could change in order to improve my lesson the next time. Rubric for the Trade/Bartering Skits Activity
CATEGORY Historical Accuracy 4
All historical information appeared to be accurate and in chronological order. Point-of-view, arguments, and solutions proposed were consistently in character. Student included more information than was required.

3
Almost all historical information appeared to be accurate and in chronological order. Point-of-view, arguments, and solutions proposed were often in character. Student included all information that was required.

2
Most of the historical information was accurate and in chronological order. Point-of-view, arguments, and solutions proposed were sometimes in character. Student included most information that was required.

1
Very little of the historical information was accurate and/or in chronological order. Point-of-view, arguments, and solutions proposed were rarely in character. Student included less information than was required. The student uses no props OR the props chosen detract from the presentation.

Role

Required Elements

Props/Costume Student uses

several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.

Student uses 12 props that accurately fit the period, and make the presentation better.

Student uses 12 props which make the presentation better.