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Lesson Plan   


 
    Lesson Information
     
 
    Outcomes and Standards
    Objectives
    Assessment
     
   
    Resources
    Materials
    Vocabulary
    Procedures
    Day Plans
    Enrichment Options
     
   
    Teacher Reflection
     



Stage 1
Identify Desired Results

Catchy Title: We All Need Each Other
 Theme/Topic of Lesson: Economics - Interdependence
 Time Commitment: 100 minutes
 Subject Area(s):
    Social Studies - Economics
 Grade Level(s): 3
 Standards Alignment:
Class Challenge Question:

Why would understanding the concept of interdependence assist a new Hawaiian island in forming a new community?


Overview:

In this one-day lesson students will learn the differences between goods and services, and needs and wants. Students will have opportunities to apply real world situations to help understand the concept of interdependence.

Students will use Inspiration software to create organizational webs that show how people in society depend on others for goods and services that satisfy wants and needs. The class will create a "workers' web" to demonstrate how communities are interdependent.



Stage 2
Determine Acceptable Evidence

Economics
(K-12)		Maryland Content Standards Indicators
Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.		 
Technology productivity tools
(Gr. 3-5)		ISTE Technology Standards

3. Technology productivity tools

  • Students use technology tools to enhance learning, increase productivity, and promote creativity.
  • Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
ISTE Technology Performance Indicators
Use technology tools

Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.

Technology productivity tools
(Gr. 3-5)		ISTE Technology Standards

3. Technology productivity tools

  • Students use technology tools to enhance learning, increase productivity, and promote creativity.
  • Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
ISTE Technology Performance Indicators
Use Productivity Tools

Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum.

Economics
(K-3)		Maryland Content Standards
Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.		Maryland State Indicators
5.1.3.1
identify economic wants for goods and services and explain how limited natural, capital, and human resources require people to make choices (MLO 4.1.)
Economics
(K-3)		Maryland Content Standards
Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.		Maryland State Indicators
5.7.3.2
give examples of specialized work that people do in a community (MLO 4.6.)


 Learning Objectives:

The Students will:

  • explain the difference between goods and services and provide examples.

     

  • explain the difference between wants and needs and provide examples.

  • demonstrate the concept of interdependence and provide examples.

  • use Inspiration software to generate a web illustrating interdependence.


 Assessment

Students will be individually assessed on their Inspiration webs.




Stage 3
Plan Learning Experiences

Resources

Other TechnologyTeachTimer

Teach Timers were specifically designed for the classroom teacher to use in timing tests, reading assignments, science experiments or any other classroom or school activity.

  http://resourcesunlimited.com/shop/TeachTimer.asp
Minimum of one computer with Internet access A computer lab situation would work best for this lesson.
Projection Device
SoftwareInspiration This tool can be used to brainstorm and to help organize ideas.
  http://inspiration.com
Materials
Per class

  • Chart paper (optional)

Per student team/group of 4

  • Notebook Paper

Per Student

  • 8.5 in. by 11in. piece of blank white paper

  • pencil

  • crayons

  • 24 in. piece of yarn or string

     

  • hole puncher
Vocabulary
  • Goods - things people use and can touch
  • Services - activities or things people do for others
  • Wants - something someone would like to have, but doesn't need to have in order to survive
  • Needs - something someone must have in order to survive
  • Interdependence - when two or more people or living things depend on one another in order to satisfy wants and needs
Procedures
Students will be grouped into teams of 4 - 5 members.  The whole class will discuss the key vocabulary terms related to economics that will help to understand the concept of interdependence.  The class will form a workers web.  Each student will create a community worker/job name tag and participate in the forming of the web as they share ways they are dependent on the goods and services that other workers provide to help satisfy their wants and needs.  They will demonstrate their understanding of the concept of interdependence through team discussions of how team members are interdependent within the classroom.  Individual students will also demonstrate their understanding of interdependence by creating webs using Inspiration software when the class takes a trip to the computer lab. 
 Day 1: Interdependence
Daily Challenge Question: Why would understanding the concept of interdependence assist a new Hawaiian island in forming a new community?
100 minutes
Set-up Directions:

7 minutes

Group students into heterogeneous teams of 4-5 members based on their TARGET roles.

 

Write the following on chart paper and display in the classroom:

Supply Managers: collect team supplies (piece of string, pencil, 8.5 in. by 11in. piece of white paper)

Facilitator: Make sure your team focuses on the Class Challenge Question.

Recorder/Reporter: Record team information as neatly as possible.

Coach: Offer positive encouragement to your team as it works together.

Set up the LCD Projector or Presenter so that all students will be able to view a web you will create using Inspiration software. Set the TeachTimer for four or five minutes, one minute for each member in each team.

Make sure that the Daily Challenge Question is clearly displayed. In addition to the supplies listed above, each team needs one of the following: box of crayons and hole puncher to share. Also have ready the ball of yarn.  

Write the definitions of the key vocabulary terms on the chalk board or chart paper.

Make visible the sentence strips with the following written on it

" I am a __(worker)__ and I depend on the __(worker)__ for the __(good or service)__ of _______ so that I may __(job you'd perform)__."



Teacher Presentation & Motivation:

20 minutes

Tell the students that today they will be learning about how people in communities work together to get jobs accomplished. Energize and motivate the students by having them close their eyes to think about what they want to be when they grow up and to picture themselves doing that job. Have them think about all of the things they will need to have or want to have in order to get their job done. Use the TeachTimer to give each team four to five minutes (one minute per student) to take turns sharing within their teams. Perhaps call on a few students to share their dream job with the class. Review the Daily Challenge Question again by calling on a student to read the question aloud to the class.

Direct students to refer to the key vocabulary terms that you have written on the chalkboard or on chart paper and tell them that they will use these words throughout the lesson to help answer the Daily Challenge Question. Again, call on individual students to read aloud the key vocabulary terms and their definitions or ask teams to read aloud the key vocabulary terms and their definitions within their teams. Tell the students that you will help them understand these terms by creating a web using Inspiration software. Explain that your dream job was to become a teacher. Type TEACHER into the center of the web. With assistance from students, talk about the "goods" you need from others (books, chalk, etc.) and "goods" you create as a teacher (lessons, report cards,etc.). Also talk about the "services" you need from others (cleaning service to keep the classroom clean) and the "services" you provide as a teacher (teaching students, conferencing with paretns, etc.). Add these to the web. Repeat this process for "wants" and "needs" while making sure to point out that "needs" only refer to things needed to survive, like air, water, food, shelter, etc. Ask students to help you write a few summarizing sentences that explain how, as a teacher, you are dependent on others and others are dependent upon you: interdependence. Type the summary sentences into a box at the bottom of your web. Tell students that they will be assessed on an Inspiration web they create for their dream job.



Activity 1 - Community Interdependence

50 minutes

Students brainstorm a list of jobs in the community.The teacher records them onto chart paper. Solicit responses until the list has more jobs than the number of students in the class. Then cut the jobs on the chart paper into individual strips and place them into a hat. Students pick a slip of paper from the hat so that no jobs are duplicated. Alternatively, to save time, have a prepared list of jobs cut into slips and placed into a hat, or allow students to choose their own job.

Allow students approximately five minutes to use the materials that the Supply Manager gathered to write the name of their job at the top of the piece of white paper and sketch a picture of the person doing the job below the job name. Students should punch holes in the top corners of their paper and tie string through the holes to create a name tag they can place around their neck for others to see. Model to students by having one already made, or demonstrating how you would make one with the label of "Teacher" and a picture of a teacher working with students.

After all job tags are completed, direct students to sit on the floor in a circle and to look at the posted cloze sentence. Tell them that as a class, each one of them will get a chance to verbally complete that sentence as it pertains to their jobs. While doing this, students will create a workers web with yarn. Model how to do this by starting with the ball of yarn and holding the end of the yarn as you roll it to another worker, perhaps the store owner. Say, " I am a teacher and I am dependent on the store owner for the good of chalk so that I may use it to write on the board to help me teach students." Then direct the store owner to hold the yarn with one hand and roll the ball to another worker upon whom they feel dependent for a good or service, while repeating the statement on the sentence strip and filling in the blanks. Remind students not to let go of the yarn until instructed to do so.

After all students have had a turn, a web of yarn will be formed. Lead a discussion on interdependence within a community, just as the web you formed has demonstrated.



Activity 2 - How are You Dependent?

30 minutes

In the computer lab, direct students to open (or have open in advance) Inspiration software on each computer. Remind them of the web you created for the job of a Teacher and possibly use it as a model using a projection device. Direct students to create their own web and summary sentences for either the job they had in the workers web or a different job they'd like to write about. Remind students of all of the components that must be present in their web (title, goods, services, summary sentences). If there is a board in the lab, write the requirements on it. Allow students time to visit other students to see their webs, or have students print their webs and post them in the class.



Wrap Up:

3 minutes

Discuss answers to the Daily Challenge Question and use Numbered Heads to call on one student from each team to Stand and Deliver their team's response. Use this time to elaborate or clarify any misunderstandings that students may have.
Enrichment Options
Community Connection

Students can interview someone in their community in whose job they are interested in pursuing as an adult. They could spend part of their day with that person shadowing them to learn more.



 Parent-Home Connection

Parents and/or other members from the community can come to the classroom to share information about their jobs with students.



 Cross-Curricular Extensions

Fine Arts

Students can create a diarama of themselves doing their dream job, including the good or service they would provide.

Language Arts

Students can write descriptive poems about what they’d like to be when they grow up and what they think it will be like to have that job as an adult.




Stage 4
Teacher Reflection

As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students’ learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?

 



 Author: Christine Redman
 Modified by: Amy Whitney
 Author's School System: Queen Anne's County Public Schools