POWERFUL SOCIAL STUDIES LESSON PLAN OUTLINE

JMU Elementary Education Program: ELED 434 ALL SECTIO S T(e %ollo,ing in%ormation $(ould .e included in t(e (eader o% t(e le$$on *lan: 4reg McMurrer Mr$! Sc(lac/) 3rd grade) S*ot$,ood Elementary >edne$day Octo.er 3? @:4AB3:3? P!M!

A! TITLE O" LESSO : #e re$ource%ul& #! 'ATIO ALE: I am introducing t(e $tudent$ to t(e idea$ o% (uman) ca*ital) and natural re$ource$ in a modern conte+t! T(e$e ty*e$ o% re$ource$ are %undamental in under$tanding (o, $ocietie$ create good$ and e+c(ange $er-ice$ ,(ile al$o meeting t(eir %undamental need$ o% %ood) $(elter) and ,ater! atural re$ource$ are e$$ential to li%e $ince t(ey *ro-ide nece$$ary %ood) energy) and material$ t(at can .e u$ed %or a -ariety o% *ur*o$e$! Ca*ital re$ource$ are t(e tool$ nece$$ary %or (uman$ to carry out -ariou$ %orm$ o% ,or/! "inally) (uman re$ource$ are nece$$ary in order to manu%acture *roduct$ and $er-ice$ t(at can ma/e economie$ %unction! T(e -arying *re$ence and a-aila.ility o% t(e$e re$ource$ greatly im*act (o, a $ociety o*erate$) communicate$) and ada*t$ to t(eir uni0ue $urrounding$! Con$idering t(e a.undance o% re$ource$ t(at go into our e-eryday *roduct$) e$*ecially in a ca*itali$t $ociety) o*en$ u* *o$$i.ilitie$ %or $tudent$ to relate conce*t$ $uc( a$ limited re$ource$) $u**ly1demand) la.or rig(t$) and *o$$i.le con$e0uence$ $temming %rom our re$ource u$age! A$ a re$ult) $tudent$ can u$e t(i$ /no,ledge to ma/e in%ormed deci$ion$ and a$$e$$ment$ a.out ,(y and (o, nation$ rely on certain re$ource$! C! CO TE2T O" LESSO T(e $tudent$ 3u$t com*leted a unit on go-ernment and ci-ic$ t(at %ocu$ed on la,$) indi-idual rig(t$) and %reedom$ in t(e United State$! T(i$ *articular le$$on $er-e$ a$ a tran$ition to learning a.out (o, re$ource$ in%luence economic $y$tem$ .e%ore mo-ing on to learning a.out ancient 4reece) C(ina) and Mali! In $econd grade) t(e $tudent$ learned (o, to de$cri.e c(aracteri$tic$ o% (uman) ca*ital and natural re$ource$! T(e t(ird grade SOL $tandard a$/$ %or $tudent$ to e+*lain (o, t(e$e re$ource$ ,ere u$ed %or t(e *roduction o% good$ and $er-ice$ in t(e ancient ci-ili5ation$! It i$ critical t(at t(e $tudent$ e$ta.li$( a concrete under$tanding o% (o, t(e$e re$ource$ are u$ed in American $ociety .e%ore learning a.out more a.$tract in%ormation tied to t(e ancient ci-ili5ation$! I% I attem*ted to 3um* rig(t into t(e economie$ o% ancient ci-ili5ation$) t(e $tudent$ may .ecome o-er,(elmed .y un%amiliarity ,it( t(eir tool$ or cu$tom$ and) a$ a re$ult) .e una.le to connect t(e content to any *rior /no,ledge or e+*erience$! D! LEA' I 4 O#JECTI6ES Under$tand 7 ,(at are t(e .road generali5ation$ t(e $tudent$ $(ould .egin to de-elo*8 9T(e$e can .e di%%icult to a$$e$$ in one le$$on!: ;no, 7 ,(at are t(e %act$) rule$) $*eci%ic data t(e $tudent$ ,ill gain t(roug( t(i$ le$$on8 9T(e$e </no,$= mu$t .e a$$e$$ed in your le$$on!: Do 7 ,(at are t(e $*eci%ic t(in/ing .e(a-ior$ $tudent$ ,ill .e a.le to do or *ractice a$ a re$ult o% t(i$ le$$on8 9T(e$e ,ill al$o .e a$$e$$ed in your le$$on!:

Student$ ,ill under$tand t(at (uman) natural) and ca*ital re$ource$ greatly im*act a $ocietyC$ economy

atural re$ource$ are material$ t(at come directly %rom nature Duman re$ource$ are *eo*le ,or/ing to *roduce good$ and $er-ice$ Ca*ital re$ource$ are good$ made .y *eo*le t(at are u$ed to ma/e ot(er good$ and $er-ice$ Ser-ice$ are acti-itie$ t(at $ati$%y *eo*leC$ ,ant$1need$ 4ood$ are t(ing$ *eo*le ma/e or u$e to $ati$%y t(eir ,ant$1need$

Cla$$i%y ,(et(er a re$ource i$ (uman) ca*ital) or natural Inter*ret ,(ere re$ource$ come %rom and (o, t(ey are made Identi%y t(e *ur*o$e1%unction o% u$ing certain re$ource$ In%er t(e con$e0uence$ o% not (a-ing enoug( o% a $*eci%ic re$ource Identi%y %actor$ t(at may im*act a re$ource$ a-aila.ility 9geogra*(y) tran$*ortation) *o*ulation:

E! ASSESSI 4 LEA' I 4: >(at ,ill your $tudent$ do or $ay) $*eci%ically) t(at indicate e-ery $tudent (a$ ac(ie-ed your o.3ecti-e$8 'emem.erEe-ery o.3ecti-e mu$t .e a$$e$$ed %or e-ery $tudent& Task: Diagnostic Support: Students will write examples of features: "he sorting exercises will natural, capital, and human include words and pictures Do the resources they see throughout the to aid #$$%s who may not students book distinguish the have a strong vocabulary Students will sort resources into "he read&aloud of the book three their appropriate categories: will aid students who may categories of human, natural, and capital be more auditory&based resources? Students will write about how learners rea the resources influence everyday life ob!ects sorted (food, work, living conditions, etc) correctly? Students will create hypotheses Did the about what may happen if there is student create a shortage of one of these their own resources examples of the resources? Did the students correctly identify

examples of resources from the book?

"! 'ELATED 6I'4I IA STA DA'DS O" LEA' I 4 9and ATIO AL STA DA'DS i% re0uired: SOL 3!F T(e $tudent ,ill e+*lain (o, *roducer$ in ancient 4reece) 'ome) and t(e >e$t A%rican em*ire o% Mali u$ed natural re$ource$) (uman re$ource$) and ca*ital re$ource$ in t(e *roduction o% good$ and $er-ice$ 4! MATE'IALS EEDED Smart#oard Student <Economic$ .oo/$= O+BCart Man .y Donald Dall Po$tBit note$ E+it tic/et
Dall) D! 9GHFH:! Ox-cart man! e, Ior/: Pu%%in!

D! P'OCEDU'E

Activity Element & Time (in minutes)

'ntroduction

Procedures and management Step-by step procedures including questions and main points visualize what you are going to say to the students. It might be helpful to script out what you are going to say, although during the lesson you do not need to use this language verbatim. 'ntroduce the concepts of human, natural, and capital

Students Describe what the students will be doing as a result of your instructions

Academic, p ysical, social & linguistic differentiation, resources, and support ow will you support !"" students#

Students will share examples with their partners,

"urn&to opportunities with

resources( sk the students for examples of things they see in their local environment and categori)ing them(

then offer them to the group *roup ideas will be collected on the Smart+oard Students will write the definitions of the types of resources in their economics notebooks Stopping points for students to offer examples of resources that they see in the book 2riting down resources seen in the book on note cards 0aking hypotheses about how the .x&cart man%s resources may change during the year 'nferences about how resources influence on life Students create examples of natural, capital, and human resources they see in the modern world Students will place their examples on sticky notes and then categori)e them on a large class poster Students will offer connections they see in school, in their community #xit ticket asking each individual student to provide an example of a human, capital, and natural resource(

#vent ,

-ead aloud of .x&/art 0an by Donald 1all

partners for students who may not want to share with the whole group #conomics notebooks to write down examples and definitions 2ritten and spoken opportunities to share 3ictures and relatable examples in modern day

#vent 4

/lass sorting activity using sticky notes

#ach student will have access to sticky notes to write their ideas

/onclusion:

/lass discussion about their resources poster #xit ticket

I!

DI""E'E TIATIO : I ,ill create a %illBin note$ ty*e ,or/$(eet t(at ,ill (a-e a ,ord .an/ to (el* $tudent$ ,(o may (a-e di%%iculty ,it( ,riting 0uic/ly and1or $*elling ,ord$ correctly! G3 out o% t(e G4 $tudent$ in my cla$$room are ELLC$) $o o%%ering $ca%%olding %or /ey -oca.ulary term$ i$ an im*ortant %orm o% $u**ort %or t(eir learning! Additionally) I ,ill ma/e $to**ing *oint$ during t(e reading to a$/ $tudent$ %or t(eir .ac/ground /no,ledge and e+*erience$ a.out e-ent$ occurring in t(e .oo/ $uc( a$ trade! I ,ill encourage t(e $tudent$ to dra, *icture$ and ,rite e+am*le$ ne+t to t(e de%inition$ $o t(at t(ey can maintain a %irm gra$* o% (o, eac( ty*e o% re$ource $tand$ a*art! Many o% t(e $tudent$ are -i$ual learner$ and need *icture$ to connect t(eir learning! T(e $tudent$ ,ill al$o u$e <turnBto= moment$ ,it( t(eir cla$$ *artner$ to -ocally rein%orce conce*t$ and clari%y t(eir under$tanding$! Mr$! Sc(lac/C$ cla$$ doe$ a lot ,it( colla.orati-e learning o**ortunitie$ to ma/e t(e $tudent$ e+*lain conce*t$ in t(eir o,n ,ord$ rat(er t(an 3u$t reading de%inition$! During t(e $orting e+erci$e) e+am*le$ o% ca*ital) (uman) and natural re$ource$ ,ill u$e ,ord$ and *icture$ $o t(at t(e $tudent$ can ma/e connection$ in ca$e t(ey are una.le to decode t(e e+am*le$ gi-en to t(em! I% $tudent$ are $truggling ,it( my learning o.3ecti-e$) I may need to turn t(e content to a more *er$onal le-el .y %ir$t a$/ing t(em ,(at re$ource$ in%luence t(eir li%e! e+t) I can a$/ t(e $tudent9$: 0ue$tion$ $uc( a$ <,(at ,ould (a**en i% you didnCt (a-e t(i$ re$ource8= or <,(ere ,ould you .e a.le to %ind a re*lacement8= to ma/e t(e to*ic more *er$onal and t(en relate it .ac/ to a glo.al $cale!

J! >DAT COULD 4O >'O 4 >ITD TDIS LESSO A D >DAT >ILL IOU DO A#OUT IT8 One t(ing t(at may go ,rong ,it( t(i$ le$$on i$ t(at t(e $tudent$ may not /no, (o, to cla$$i%y t(e e+am*le$ o% re$ource$ into t(eir *ro*er categorie$! I% t(e $tudent$ $truggle ,it( t(i$ idea) I ,ill model t(e *roce$$ o% t(in/ing a.out t(e 0ualitie$ o% a $*eci%ic re$ource and ,(at ma/e$ t(em %it under $*eci%ic (eading$! Anot(er t(ing t(at could go ,rong ,it( t(i$ le$$on i$ t(at many o% t(e $tudent$ may re*eat t(e $ame re$ource during t(e *o$tBit note e+erci$e! I% t(i$ occur$) I may need to *rom*t $tudent$ to t(in/ o% ot(er e+am*le$ o% re$ource$ $o t(at t(e cla$$ create$ a .road re*re$entation o% (uman) ca*ital) and (uman re$ource$ rat(er t(an 3u$t a %e, o% eac(! Anot(er *o$$i.ility i$ t(at $tudent$ may not (a-e .ac/ground /no,ledge a.out ,(at an o+Bcart man i$! I ,ill ma/e a con$ciou$ e%%ort to e+*lain to $tudent$ (o, o+Bcart men ,ere -ital to t(e tran$*ortation and e+c(ange o% good$ and t(at t(ey $till e+i$t in many *art$ o% t(e ,orld today! "inally) $tudent$ may .ecome an+iou$ trying to $it $till during t(e readBaloud! I% t(i$ occur$) it may .e nece$$ary to o%%er a <.rain .rea/= and (a-e t(e $tudent$ mo-e around out o% t(eir $eat$ to re%ocu$ t(eir attention!

Lesson Implementation Reflection

My le$$on *lan %ollo,ed *retty clo$ely ,it( my le$$on *lan de$ignJ (o,e-er) $ome *art$ o% t(e le$$on too/ longer t(an I e+*ected ,(ic( cau$ed me to lo$e time on ot(er *art$ o% t(e le$$on! T(e initial introduction o% natural) ca*ital) and (uman re$ource$ too/ muc( longer t(an I e+*ected .ecau$e t(e $tudent$ ,ere un$ure a.out (o, to *ro*erly com*lete t(eir %illBin note$ $ince I did not directly model t(e *roce$$! T(i$ ,a$ an i$$ue t(at I did not antici*ate to ari$e $ince t(e $tudent$ (a-e done %illBin $tyle note$ many time$ .e%ore in Mr$! Sc(lac/C$ cla$$! In (ind$ig(t) I ,i$( t(at I (ad modeled t(e *roce$$ $ince many o% t(e $tudent$ clearly needed t(at $te*B.yB$te* guidance in ,riting do,n t(e content! T(e ot(er ma3or c(ange %rom my le$$on *lan ,a$ t(at I ,a$ una.le to (a-e *ro*er clo$ure on my le$$on due to t(e time crunc( at t(e end o% t(e day! U*on com*leting t(e $tic/y note acti-ity) t(ere ,a$ no time %or di$cu$$ion $ince .u$e$ ,ere $c(eduled to arri-e ,it(in A minute$ and I $till (ad not *a$$ed out t(e e+it tic/et! In retro$*ect) my le$$on ,a$ o-er *lanned and %orced me to ru$( t(roug( $ome ta$/$ in order to %it it all in a 4?B4A minute time %rame! I ,i$( t(at I (ad tried to do a little le$$ in my le$$on .ecau$e I t(in/ it ,ould (a-e really created t(at crucial time %or dee* $tudent di$cu$$ion and re%lection$! A%ter e+amining t(e $tic/y note acti-ity and t(e $tudent$C indi-idual e+it tic/et$) t(e ma3ority o% t(e cla$$ $eemed to learn t(e material $ince t(ey ,ere a.le to correctly identi%y ca*ital) natural) and (uman re$ource$! During t(e di$cu$$ion o% t(e di%%erence$ .et,een t(e ty*e$ o% re$ource$ at t(e .eginning o% t(e le$$on) t(e cla$$ ,a$ -ery acti-e in *ro-iding t(eir %eed.ac/! Sur*ri$ingly) e-ery c(ild in t(e room *artici*ated and rai$ed t(eir (and at lea$t once to o%%er e+am*le$ eit(er during t(e introduction *iece or during t(e O+BCart Man reading! One c(ild dre, connection$ %rom t(e .oo/ t(at t(e O+BCart ManC$ re$ource$ c(anged a$ t(e $ea$on$ *rogre$$ed t(roug(out t(e year! Many o% my $to**ingB*oint 0ue$tion$ during t(e O+BCart Man reading ,ere o*enBended $o $tudent$ ,ere c(allenged to ela.orate t(eir t(oug(t$! I am intere$ted to $ee (o, muc( o% t(e content t(e $tudent$ ,ill remem.er i% I ,ere to 0ui5 t(em during ne+t ,ee/C$ *racticum! T(ere ,ere %i-e $tudent$ in *articular ,(o e+celled at di$tingui$(ing t(e c(aracteri$tic$ .et,een t(e re$ource$ during turnBto o**ortunitie$ ,it( t(eir ta.le! In contra$t) t(ere ,ere t,o $tudent$ in *articular t(at I ,ould $ay did not (a-e a %ull gra$* on t(e content .ecau$e t(ey $truggled ,it( creating e+am*le$ o% eac( ty*e o% re$ource! "or e+am*le) one o% t(e $tudent$ li$ted a %ire%ig(ter a$ a ca*ital re$ource) ,(en it ,ould actually .e c(aracteri5ed a$ a (uman re$ource! Anot(er $tudent li$ted c(ee$e a$ a natural re$ource ,(en it ,ould .e con$idered a ca*ital re$ource! T(e $truggle$ o% t(e$e $tudent$ li/ely $temmed %rom t(e %illBin note$ i$$ue .ecau$e t(e c(ildren ,ere (a-ing di%%iculty organi5ing t(e material and *utting it into t(eir economic$ -oca.ulary .oo/$! I did not %ully con$ider (o, %illBin $tyle note$ could *otentially con%u$e $tudent$ and di$ru*t t(eir learning! I% I ,ere to reteac( t(e le$$on) I ,ould de%initely model t(e %illBin note$ .etter and u$e t(e O+BCart Man reading %or a $e*arate le$$on! >(ile I t(in/ t(at t(e $tudent$ de%initely en3oyed t(e .oo/ and a**lied conce*t$ %rom it ,ell) t(e literatureB.a$ed a$*ect could (a-e .een it$ o,n le$$on in it$el%! I t(in/ t(at I 3u$t tried to o-erB*lan .y incor*orating t(e .oo/ my teac(er $ugge$ted and creating $e-eral acti-itie$ out o% %ear t(at I ,ould (a-e le%to-er time and not /no, ,(at to do ,it( it! Ta/ing t(e .oo/ out o% t(i$ le$$on ,ould (a-e o*ened a $igni%icant *ortion o% time t(at could (a-e .een u$ed %or a more di$cu$$ionB.a$ed le$$on on t(e re$ource$ t(e c(ildren $ee around t(e $c(ool! T(e c(ildren ,ere -ery e+cited .y t(e $orting e+erci$e o% re$ource$ $een around t(eir $c(ool) $o it de%initely could (a-e .een u$ed a$ a launc(ing *oint %or e+*loring re$ource$ on a local $cale and e-en a glo.al $cale! "ollo,ing t(i$ *articular le$$on) I t(in/ Mr$! Sc(lac/C$ $tudent$ ,ould .e ready to .egin e+*loring t(e cultural and economic a$*ect$ o% ancient 4reece) C(ina) and Mali! T(e $tudent$ (a-e .een learning a.out good$ and $er-ice$) a$ ,ell a$ c(oice$ and o**ortunity co$t$ in modern conte+t$! >it( t(e additional /no,ledge a.out ty*e$ o% re$ource$) I t(in/ $tudent$ could .egin to dra, connection$ .et,een t(e deci$ion$ made .y t(e *eo*le o% ancient ci-ili5ation$ in relation to t(eir time *eriod! T(e tool$ and li%e$tyle$ o% t(e$e ancient ci-ili5ation$ ,ere (ea-ily in%luenced .y re$ource$ in t(eir re$*ecti-e geogra*(ical $urrounding$! I t(in/ it ,ould .e e$*ecially im*ortant to re*eatedly em*(a$i5e t(e conte+t o% t(e ancient

ci-ili5ation$ in com*ari$on to modern day to (el* $tudent$ under$tand t(at t(e ancient *eo*le$ ,ould not (a-e acce$$ to nearly any o% t(e tec(nological inno-ation$ t(at e+i$t today! T(e .igge$t t(ing t(at I too/ %rom t(i$ le$$on i$ t(at all c(ildren are -ery eager to learn ,(en you gi-e t(em t(e o**ortunity to interact ,it( t(e content! T(ere ,a$ $uc( a dynamic atmo$*(ere ,(en t(e $tudent$ ,ere di$cu$$ing t(e content at t(eir ta.le$! Seeing t(em dra, connection$ out$ide o% t(e e+am*le$ *ro-ided on t(e .oard ,a$ $o e+citing and re,arding! Al$o) it ,a$ great to $ee t(at e-en t(e more 0uiet $tudent$ in t(e cla$$ (ad a $trong <-oice= t(roug( t(e $tic/y note acti-ity! I ,a$ (e$itant a.out (o, $ucce$$%ul t(e acti-ity could .e ,(en I ,rote t(e le$$on) .ut t(e $tudent re$*on$e to t(e acti-ity ,a$ ama5ing! T(i$ i$ an e+cellent le$$on to learn %or teac(ing .ecau$e many o% t(e idea$ t(at ,e *lan may turn out .etter or ,or$e t(an ,e e+*ected) .ut t(e only ,ay ,e can truly /no, i$ i% ,e u$e t(em in t(e cla$$room! Anot(er im*ortant t(ing I learned %rom t(i$ le$$on i$ t(e im*ortance o% con%idence in e$ta.li$(ing control %or .e(a-ior management! I u$ed t(e $ame cue$ and ge$ture$ a$ my teac(er %or t(e le$$on) and t(ey ,ere e+tremely e%%ecti-e in re%ocu$ing t(e c(ildren a%ter t(eir turnBto di$cu$$ion$! #e(a-ior management (a$ al,ay$ .een one o% my .igge$t %ear$ ,(en ta/ing o-er a cla$$room %or anot(er teac(er) $o it ,a$ -ery %ul%illing to (a-e command o% t(e cla$$room ,it(out any a$$i$tance! "inally) t(i$ le$$on made me learn t(e im*ortance o% not o-erloading le$$on *lan$ ,it( acti-itie$! I no, /no, t(at o-erB*lanning a le$$on can ta/e a,ay time %rom in$truction t(at could .e u$ed to add de*t( or e-en clo$ure! e+t time) I ,ill de%initely manage my le$$on and my time more e%%ecti-ely $o t(at I can ,ra* u* t(e im*ortance o% t(e le$$on!