Field Based Lesson Planning

Michigan State University

TE 404: Teaching Social Studies to Diverse Learners: Fall 2013
Spring 2015
By Kendra Asher
This course focuses on lesson planning in the social studies and provides
you the opportunity draft (and redraft) a lesson that you will teach to the
students in your field placement. You will have the opportunity to work
collaboratively in planning groups. In consultation with your mentor
teacher, select one of the general topics for a lesson, listed below. We will
then form planning groups so that you gain experience in collaborative
planning: trading ideas and resources, asking questions, practicing
teaching parts of the lesson, strategizing activities, and developing
assessments.

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TE404 Lesson Planning Format

Prepared by: Kendra Asher
Mentor Teacher: Sarah Kuenner
Date (lesson planned): 10/13/13
Length of lesson: 45 min
Date (To be taught): Mid November
Grade level: Second

Part I: Lesson Overview and Background Knowledge (25 points)

a). Lesson Title: My Choices and Opportunity Costs
b). Lesson Abstract:
Starting at a familiar idea, the lesson will then progress into the content standard.
In this lesson students will learn about choices. From these choices they will learn to
acknowledge opportunity cost. Once they learn about opportunity cost in everyday
choices, students will learn how this term applies in purchasing consumer goods and
services. Students will be read an informational text, and then a picture book after
learning opportunity cost. During the book reading students will identify opportunity
costs and other questions during a discussion. In addition, students will learn about the
limited resources of time and money that cause opportunity cost to arise. This lesson will
help students to make more informed decisions with money and gain an introduction into
the market economy.
Inspired and influenced by a lesson plan created by Federal Bank Reserve of St.
Louis and Philadelphia, this lesson will introduce the idea of opportunity cost through the
reading of Pickle Patch Bathtub. Before this though, Making Choices will be read to the
students. Additional resources used in the lesson include an interactive video to help
students learn about making choices and opportunity cost.
c). Lesson Objectives: At the end of the lesson, students will be able to

Students can define opportunity costs. (Michigan Grade Level Content

Expectations, 2-E1.0.1)
In a transaction or choice, students can identify the opportunity cost caused by
limited resources such as time or money. (Michigan Grade Level Content
Expectations, 2-E1.0.1)

d). Grade Level Content Expectations (GLCEs):

Identify the opportunity costs involved in a consumer decision. (Michigan Grade Level
Content Expectations, 2-E1.0.1)

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Identify ways families produce and consume goods and services. (Holt Public Schools
Content Standards, Second Grade, Economics, Standard 1: Individual and Household
Choices)
e). Rationale:
In order to be effective and active citizens, students need to be able to understand
the economy and their role in it. Through the basic understanding of opportunity costs
and limited resources, students will gain an introduction into the market economy of the
United States. They can begin to understand their role in the economy and the effect they
have on their community. This is an introduction into the idea of consumers dictating the
goods and services provided in their community. Understanding choices and opportunity
costs does not just apply to economics but many aspects of life. Thus these concepts have
greater meaning in understand how we think and behave. Students can learn to make
more informed decisions not just in the market but also in their lives when they
understand what they are giving up for another. This gives the topics value to the students
outside of the classroom in addition with their common occurrence. Students will begin
to inquire their families and their role in the community and the market economy. They
will also think about the choices they make.
g) Big Idea(s). .

People make choices and these choices have opportunity costs.

In the economy, we have limited money meaning we cannot buy everything we
desire resulting in opportunity costs.

h). Social Studies Content:

In order for the lesson to be successful, students need to understand some
background information such as understanding goods and services, economies, and
consumption. Students will be begin by learning what an economy is the process or
system by which goods and services are produced, sold, and bought in a country or
region. (Merriam-Webster, 2013). Goods are items that satisfy peoples wants, (Fifty
Nifty Econ Cards). Services are activities that satisfy peoples wants. (Fifty Nifty Econ
Cards). In the United State and consequently our community we have a market economy.
A market economy is an economic system in which prices are based on competition
among private businesses and not controlled by a government (Merriam-Webster, 2013).
Our wants and needs for services and goods shape the economy. The goods and services
the community desires result in them being present in the community. For example, if the
local community needs a lawn service then lawn services will end up being provided in
the area. People that consume services, such as lawn mowing, and goods are called
consumers. They purchase or trade to get these goods and services. Families, students,
and all members of the community are consumers. Thus they help to shape the local
economy.

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Once students understand how they can shape the economy through their wants
and needs of goods and services, choices will be discussed. Choices are selecting
between items and picking one. In their daily lives, students face a multitude of choices
such as what to wear to school. When choosing to wear a skirt instead of shorts, this
creates an opportunity cost. Opportunity costs are the next best thing you give up. In this
case, it would be the shorts. But opportunity costs are usually associated with the
economy. For example, if you only have $10 and the shorts and skirt both cost $10, you
can only buy one. Thus the opportunity cost to buy the skirt is the shorts. This brings up
the idea of limited resources. We do not have unlimited amounts of money so we are
limited to purchasing goods and services based on how much money we have. Emphasis
will be made its relevance to students in their daily lives and its broad occurrence. The
most important idea to understand is opportunity cost and limited resources of time and
money.
Part II: Resources (15 points)
a). Resources, Preparation/Materials:
Materials for whole class:

Making Choices
The Pickle Patch
Bathtub
Assessment
Opportunity Cost and
Practice Problem
Worksheets
SmartBoard
Powerpoint, Computer

Materials for groups:

There is no group work

in this lesson

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.)
Gifted or High Level
Students: could be the
recorders for the group
activity,
Low Level Students:
simple definition sheet,
project or write down
definitions for them to
see
Aspergers Students: an
outline of lesson plan
with visuals for student,
and behavioral
expectations
ESL: simple definition
sheet or fill in the blank
definition sheet, use
visual objects to show
opportunity costs (no
students in class are
ESL)

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b). Annotated Bibliography:

Council for Economic Education. (2013). Opportunity cost. Retrieved from
http://www.econedlink.org/interactives/index.php?iid=190
An interactive video, this website helps to teach students about opportunity cost.
It provides a definition and examples. Students rank their choices and then the
video helps them to identify the opportunity cost. In the lesson, this video will be
used to introduce the definition of opportunity cost. In addition, the video
introduces making choices.
Hill, A., Meszaros, B., & Suiter, M. (2012). The pickle patch bathtub. Retrieved from
http://www.stlouisfed.org/education_resources/assets/lesson_plans/PicklePatchBa
thtub.pdf
This lesson plan created by the Federal Reserve Banks of St. Louis and
Philadelphia was the inspiration for the lesson plan. The lesson teaches students
about opportunity costs, saving, and more. However, it will be used to teach
opportunity cost to the students. Some of the discussion questions provided in the
document were used or adjusted for the lesson. Not all of the lesson will be used
but will served as inspiration.
Fifty Nifty Econ Cards. (n.d.). Retrieved October 22, 2013, from Federal Reserve
Education:
http://www.federalreserveeducation.org/resources/fiftynifty/resources/EconCards.
pdf#view=Fit
These definition cards are made for students and thus provide perfect definitions
to give to the students. The Federal Reserve supplies the cards.
Kennedy, F. (2004). The Pickle Patch Bathtub. New York: Tricycle Press.
A little girl gets too big to fit in her bathtub in the 1920s. She wants her parents
to buy a new one but they tell her there are other things they must buy instead
such as food. This is an excellent example of opportunity cost and limited
resources. The images and story line are fun, although the prices may be outdated
but this could be easily explained. This would be a good book to use at the end of
the lesson and have students identify the opportunity costs for a bath tub.
Martin, C. (2001). Making Choices. New York: Newbridge Educational Publishing.
The school supplied this informational text, and the text does not have a story but
instead introduces ideas. It has simple writing and photos for illustrations. If this
book were used, it would be to introduce choices. The book provides examples of
choices and could be used to introduce opportunity cost, although it does not
mention the term. The book will be easy for students to understand because the
examples are relevant to the students such as lunch choices.
Merriam-Webster. (2013). Learning Dictionary. Retrieved October 22, 2013, from
Merriam-Webster's Learning Dictionary:
http://www.learnersdictionary.com/definition/
To get additional definitions for the economic terms not supplied on the Fifty
Nifty Cards, this Learners or childs dictionary was used in order to ensure the
definitions of key terms were understandable.
Reynolds, P. H. (2006). So Few of Me. New York: Candlewick Press.

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In this book, the main character has a long to do list but he doesnt have enough
time to get it all done. So he wishes for more of himself. When he has more
people to work, he ends up with more things to get done. He is not more
productive. This story is also about opportunity cost. The images are simple in a
watercolor style and the text is simple as well. The simplicity will make it easier
for the students to understand. This is another option for a book to use in the
lesson.
Viorst, J. (1978). Alexander, Who Used to be Rich on Sunday. New York: Aladdin
Paperbacks.
This picture book is written for children. It takes place in the 70s but the ideas
are still relevant today. Alexander gets money from his grandparents and the book
details how he spends his money. He ends up spending his money on various
things and has no money to save. The content is based more on spending so it
may be challenging for students to identify the opportunity costs, but they may be
able to identify the choices Alexander made. The text is easy for students to
follow because it is simple and repetitive. This will give students the opportunity
to identify choices. This is another option to use for the book portion of the
lesson.
Part III: Knowing Your Students and their Learning Environment (20 points)
a). Who are my students?
The teacher uses transition songs for classroom management. They tend to be
animated stuff animals that sing and move. When the song is done, the students must be
at the risers with their supplies put a way. They are currently working on being quiet
while transitioning. These quiet transitions tend to be difficult for a few students whom
have behavioral issues. Specific behavioral issues include speaking out of turn with
irrelevant material and struggling to be quiet in the classroom. The teacher has shared
that she feels bad to call out these children all the time, and is working on other measures
to help them. There are also many low level students in the class. These students struggle
to write, read, and sometimes communicate their ideas. Some of these students come
from homes with divorces or low-income household, however this is not a trend. There
are some low economic students who are considered high students.
There is a large range of student ability. High students in the class get tasks done
very fast and are reading above grade level. Since they finish their assignments fast, they
get to have much more free time than the low level students. One student in particular has
never had the Friday free time this year because they always have weekly assignments
they have not finished and must do. This student seems knowledgeable but disinterested
and not mentally present in the classroom. Even with constant direction and different
techniques, he will not finish assignments. The class has two Aspergers students. One
student has it managed but the other is struggling. He is very smart, perfect handwriting,
and an advance reader but does not understand social cues. When he is supposed to be at
the risers learning math for example, he will often be at his seat reading. It takes teacher
intervention to get him to get to task. He also does not interact much with the other
students.

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There is also ethnic diversity in the classroom. Ethnicity represented are Asian,
biracial, white, and Indian. The class is also pretty equal in distribution of genders. As
found in most classes, a small group of students tend to answer the class questions. To
solve this, the teacher calls on students who do not speak often and helps them get to the
answer. The teacher is also working on students raising their hands to speak and not
speaking with their hand raised.
In regards to personality and behaviors, there is no noticeable bully that has been
brought to my attention. Some students have their friend groups but will work together
peacefully. A few students are more prone to squabbles but if it gets out of hand they tell
the teacher. Students also respect each other. If a student needs to room to be quieter to
do their work, they raise their hand making a peace sign. This tells the class and teacher
they need it to be quieter.
b). Student knowledge and interests.
The students have been learning about physical features such as plateaus and
valleys. They had to talk about the characteristics and draw them. The students struggled
to think about how the features were similar. Writing still seems to be an issue for some
students who struggled to write legibly and get their words down on the page. They also
made these landforms out of playdough, which was a favorite or exciting experience
according to the students. Students watched a movie and read a story about these features
as well. In conclusion, they had many experiences and spent many days on the topic.
Each week the students in the class learn new spelling words. They usually have a theme
or rule in common such as the silent e or ar sound. On Monday they get the words
and spend time reading a story with them in it. On Friday they are tested on the words.
They have an upcoming field trip to the Jiffy Factory to learn how goods are produced.
They did an activity being an assembly line to learn about the different workers as well.
They learned about needs and wants as well. Students love to read and enjoy any time
they can. Reading is a very common activity in the class. They also like being active and
using computers.
Students had no background knowledge about opportunity cost but were aware
that they had to make choices or decisions. However, they did not know they had to make
choices due to limited resources. Prior to the lesson as well, the students were not able to
locate the opportunity cost in a decision. This was their background knowledge and
misconceptions. However, after the lesson students were able to identify it in their own
examples and those in class examples. Students were interested in the topic because it is
relevant to them. They learned to acknowledge the opportunity cost in their own choices.
While this topic makes it challenging for students to have an interests in it, students were
able to become interested in it. To increase their interest in the topic, students made
choices based on their interests.
Students still left with some misconceptions. These include being able to
distinguish why they had to make a choice. They did not quiet understand the differences
in choices made from limited time or money. When students were asked on the
worksheet why they had to make the choices in examples they were not able to decide
which one it was without some clarification. Some students on their assessment drew a
choice with limited resources of time and money. They did not choose one. For example
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a student drew a shirt and a sport. Either this meant they were buying the shirt or the time
spent putting it on, regardless it showed students need a little more work on this area.
c). Classroom context.
This is a second grade classroom. The students sit at table groups, but the students
in these groups move often. They tend to stay minimally at their designated seat. They
have Math Groups and Daily Five Groups as well. These break the students into different
students to sit with and work with. While in these groups they move from tables and
other areas with each having a designated task. There are five tables. Also in the room is
a half circle table the teacher uses to work in small groups. The table has a cut out in it so
the teacher sits as though she is in the circle. Students work on math lessons here, come
here to get help when struggling or to get their work approved, and when doing Reading
Groups the teacher instructs low level students using a program called Reading Streets.
At the front of the room in front of the white board and smart board are risers. The
smart board is connected to the teacher computer and an ELMO. The teacher will project
items such as worksheets, group assignments, and examples on the smart board. Then she
will use the markers for the board and write in the answers as the students provide them.
The risers are unique to this classroom. Students are assigned a seat and sit there when
they are being taught. They are seldom taught in their tables. Each week, a member of the
table group is assigned as Resource Manager. They are in charge of getting materials for
their table. Throughout the room are five Chrome book computers. Students have certain
class time or rotations when they allowed to use them. They are only allowed to go to
particular websites and they need to be related to the subject being focused on. Social
Studies and Science are integrated into the reading and writing program. Social Studies is
assessed through worksheets that are worked on once or twice a week.
The only accommodation made for students is for one of the Aspergers students.
He has a small visual list of the tasks to go when he gets to school and when to pack up at
the end of the day. He knows where the list is kept and grabs it every time. Other students
leave the class to meet with the speech pathologist through out the week. Low students or
students struggling can ask the teacher questions at the half circle table.
d). Linguistic, social and academic challenges, resources and supports.
Some accommodations will be made for the Aspergers student. Since he knows
the routine and how lesson are typically taught, it may be challenging for him when the
routine changes and is unpredictable. Thus, accommodations will be made to make the
lesson less stressful. As mentioned earlier he has cards with visuals depicting opening
and closing procedures for the day. A similar method will be used for the lesson. A visual
outline of the tasks will be made and provided to the student. He will be told it was made
especially for him to let him know the layout of the lesson. Others methods that aid in
students with Aspergers are to break lesson down into smaller parts with more breaks.
Again, this benefits the whole class as well. I can also provide the student with an outline
of the lesson to review before class so when I teach, the students will not focus on the
newness of the physical material but the cognitive material. Along the same lines, the
student may be provided with the lesson material to become familiar with.

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Accommodation will also be addressed and considered for the low level students.
Definitions of new terms will be written on the board so that they can read them and will
be repeated numerous times. If necessary, these students may write down the definitions
for writing terms down can help in understanding. During discussions, these students will
not be ignored in regards to answering questions. If they struggle to determine the
answer, scaffolding will be implemented. Scaffolding will also be used through out the
lesson. Students will be relying on personal experiences with making choices to aid their
understanding of opportunity cost. This method helps more than just the low level
students. The worksheets in the lesson also cover a wide range of abilities. The first
worksheet requires no reading, which is beneficial for students who struggle with
reading. It is beneficial because they will not become frustrated when attempting to read.
To aid the students on the next worksheet that included description of events, they were
read out loud to the entire class. Students who struggle to read could follow along.

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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
& Time (in minutes)
Step-by step procedures including questions and main points:
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
Today we are going to learn about making choices and a term
The Aspergers student will
called opportunity choice.
be given a visual outline of
Write opportunity choice on the board.
the lesson plan.
Before we begin, lets make some ground rules. We will be having Discussion rules will be
a discussion and lets be respectful of each other.
shown and made visual for
1. When someone is talking, do not talk over them
the visual learners.
2. Raise your hand and sit nicely in your spot
3. Please do not go to the bathroom or get a drink unless
necessary
4. While I read the story, keep comments to yourself. If you
think of something you would like to say, write it down
and hold on to it.
5. Be respectful of other students ideas. Do not say they are
wrong but be nice.
Activity 1

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Read Making Choices

Why do we have to make choices? What do you think? We
have limited resources such as time and money
Limited resources are things we use that we dont have an
unlimited amount of. When we make choices, we dont have
unlimited time or money. We have only 24 hrs in a day and
only so much money. Thus, the choices we make are made
because of limited resources.
Tell me about a choice you had to make. What did you have

For low students, a

transcript of the book can
be provided to them or a
photo copy of the book.
This can help them follow
along.

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to choose between? Why did you have to make this choice?

Draw popsicle sticks for students who will give an answer.
Transition

Activity 2

Transition

Activity 3

12

We have now talked about making choices and why we have

to make them. Now we are going to learn about opportunity
cost.
Watch Opportunity cost video:
http://www.econedlink.org/interactives/index.php?iid=190
Use popsicle stick to and have student rank the choices in the
video
Ask another student what the opportunity cost is while
pausing the video
Repeat for second example
Define opportunity cost: the next best thing you give up

We just watched a video and now we will be reading a story.

We can learn a lot from books too.
Read Pickle Patch Bath tub
This book is about a girl who grows too big for her familys
bathtub. She wants her family to get a new tub but her family
decides not to. She must find a way to raise money to buy
one. It is important to remember that when this book took
place, things were much cheaper.
While I read, think about the choice she makes. What were
the opportunity costs? Why did she have to make these
choices?
The family had to make choices about how to use their
money. If they bought the bathtub, they wouldnt be able to
buy something else. Ask students what might be some

This video shows the word

opportunity choice and
speaks slowly. This will
help low level students
follow along.
For high level students, the
video gives an example of
a local government and
opportunity cost. For those
who understand, this
example pushes them to
think outside of
themselves.
Low level students will be
given a transcript of the
story if necessary. The
story is long so this may
help them remember. To
also help all students
remember, they will be
encouraged to use a white
board or their notebooks to
keep notes that relate to the
guiding questions.
For the questions, using the

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Transition
Activity 4

Conclusion:
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important things Donnas mother thought the family should

buy. (food, clothes, other items for the farm and the family)
Ask students how much the bathtub cost. ($9.25 plus $1.50
shipping = $10.75) Point out that by spending that money on
food, clothes, and other things for the family, mother couldnt
also buy the bathtub.
Why couldnt the family have the bathtub and food and
clothing for the family? (not enough money)
What was the opportunity cost of spending the money on food
and clothing? (the bathtub)

So far, we have learned about choices, opportunity cost, and

read a story and identified it as well. Now we will talk about
opportunity choice in your life.
Todays lunch options are home lunch, _________ and
________. Rank these in order from your favorite to least
favorite using 1, 2, and 3. Write this in your notebook.
Lets share. Chose popsicle sticks. What is the opportunity cost
of your first choice? Why did you have to make a choice?
We are now going to do some practice. These first problems
do not involve money but the next ones will.
Students will remain on the risers with clip boards, pencil and
notebook.
Opportunity Choice Worksheet: Put a circle around your
choice. Then put an X on the opportunity cost.
Students will be selected to share their selections on the Smart
Board.
Practice Problem: students complete each portion of the
worksheet and students will be selected to share their
selections. They may be asked why they made these
decisions.
Opportunity cost occurs all the time in our lives. To make the
best decisions possible, we need to know what we are giving

popsicle sticks to chose

students to answer gives
low level students the
opportunity to think and
speak when they normally
get overshadowed by the
eager high level learners. I
will also give thinking time
to give everyone a chance
to think about the answer.

Low level students may

need to have the
worksheets read to them.
Mentor teacher and I will
do this for them.

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up for it.
You make decisions all the time and now you can make the
best decision possible by being aware of what you are giving
up.

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High Leverage Practices from Teaching Works

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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b) Basis for assessment
Task:
1. Students will complete
a worksheet in which
they draw their choice
on one side and draw
the opportunity cost on
the other side. To help
them narrow down the
choices to chose from,
students will select
from before school.

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Diagnostic features:
Support:
The choice box must
This task is tailored towards the
demonstrate a choice or a
low level students who struggle
selection they made.
to write and spell. Drawing will
The opportunity cost must have a
make it easier for them to
comparable choice in it. For
communicate their ideas. The
example, if the limiting factor in
high level students may choose
the choice is time and money in
to draw another choice they
the cost then this is not correct.
made with the other limited
How will you assess the task?
resource.
1 pt for drawing a choice.
1pt for writing what the choice
was
1 pt for drawing the opportunity
cost
1 pt for writing the name of the
cost
1 pt for cost being comparable to
the choice, have same limiting
factor
Students will not be graded on
the actual drawing but that they
drew

c) Out-of-school learning opportunities to expand and enrich the curriculum outside of

class (home assignment):
Anytime a student makes a choice such as what to wear or how to spend their money at
the store, students can make more educated choices. They will now know what they are giving
up or what the opportunity cost is. Thus, they will make more informed choices as well. This
term also applies when students are deciding what to do with their time, such as doing
homework. For homework or tasks to do outside of school, students can record choices they
made throughout the day and choices their parents made. It would be beneficial if the day they
recorded included many different tasks and activities. The next day at school students could
share some of the choices their family made.
Part V: Post-Teaching Reflection (15 points)
a) Reflection:
There were many strengths to my lesson. The use of the popsicle sticks worked well to
get everyone involved in the lesson. Everyone got to answer a question or participate in the
activities. I was glad everyone got to be involved. They sometimes forgot that I was going to be
using them and would raise their hand. I would simply remind them. Another strength was the
engagement of the students. During the lesson, only two or three students seemed disengaged. I
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could tell they were disengaged by their wandering eyes and talking to each other. Students were
paying attention to the lesson, which tells me I was engaging them. A common problem in the
class is students getting up to get a drink or going to the bathroom during lessons and not at
break times. Thus, a strength of my lesson was setting up ground rules. We went over them
together and I spoke sternly but not so assertive as to be mean. Another strength of the lesson
includes my pre questions. Before I read a story or before we watched the interactive movie clip,
I presented students with questions to think about while they listened. I know this went well
because students were able to answer the question even when I used the popsicle sticks. I also
think the transition that involved get their wiggles out helped. I had them do jazz hands and
shake their hands in the air. While they got loud and excited, I was able to get them to return to
the lesson by telling them Stop. After this activity, they were able to sit better and wiggle less
in their seat. As the lesson progressed, students were able to more successfully identify the
opportunity cost and I think this is evidence of the strength of my lesson being practice
problems. They had many opportunities to locate the item in my different cases throughout the
lesson, which I believe contributed to their success.
Although my lesson went well, there were some weaknesses. One of these was
technology. I had little experience with SmartBoards and do not have the software on my
computer. I made a brief PowerPoint with the pre questions and definitions. I had thought I could
use the function of the Smart Board to make the whole screen interactive but it did not work that
way and instead was moving the slide forward. I eventually got it figured out with the assistance
of the teacher. Another weakness was my worksheets. While I thought the instructions were
concise and clear, they struggled to adjust to the different instructions on one page. Even though
we had practice circling the choice and putting an X on the opportunity cost, and also ranking
items and identifying the cost, when they had to do these on their own on the worksheet they
began circling instead of ranking. Maybe I should have put the two different types of activities
on different pages. Students also struggled to define opportunity cost when I asked them. Only a
handful of students could define it to me. While in life, knowing the definition is not crucial, it
was a goal of the lesson. I repeated it to them many times and asked them to tell me too. I wish I
had remembered to go through my conclusion. But it was difficult to get the class back together
after their assessment. I didnt get to tell them why it was important to them. As the mentor
teacher suggested, I should have used a better mechanism for distributing the materials. I asked
students to bring their pencils with them but they didnt know what to do with them with the
activity for them at the end of the lesson.
I used the High Leverage Practice of modifying tasks for a specific learning goal. I did
this with reading Pickle Patch Bathtub. Due to time constraints, I could not read the entire book.
The parts that were important to the lesson were the first two pages so I only read these. While
the story was fun, it mostly dealt with savings and money goals. In order to not get off topic or
bring up to much new information I read an excerpt from the book. I think I improved on being
able to identify important areas of materials used for teaching. I also used content specific
examples for teaching. I used relevant material for the students and choices they make everyday.
I wanted items to be relevant to help them understand and learn. Thus, I asked about what shoes
they would wear or what candy they would prefer. I think I improved on this because I was able
to make examples that were specific to opportunity cost and relatable to the students. I could still
work on modeling though. I could have done better in the lesson to interpret student thinking.
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My lesson was based more on teaching the core content. If I had more time or another lesson, I
would be asking questions such as why do you think that or how did you know that. There
were opportunities to ask these questions when students identified the opportunity cost and I did
not take full advantage of them. I should have included these types of questions in the lesson
plan so I get in the practice of asking them.
I learned a lot while teaching. I knew that one student had Aspergers but I did not know
first hand how it felt to teach him. He could not get past an error he thought I had said. He raised
his hand during the entire reading of the first book and interpreted me initially. I told him he had
to wait but he seemed frustrated. While observing the class before, I had seen him act this way
but never had it personally. It was frustrating to have to take my attention away from the class to
address him. While I know it should not frustrate me, it was disrespectful and he does not
understand this. I was frustrated that I had to readdress him about waiting. I learned that
curriculum content can seem irrelevant to students but when you break the term down you can
find ways it is relevant. Initially it did not seem like opportunity cost had meaning to second
graders but when I thought about it, everyone makes choices. Learning about the cost can help
even young students think about making informed choices. I also learned it is important to check
your lesson plan at the end of the lesson to make sure you covered all ideas. This is especially
important when you are a new teacher. I also learned to be more confident. I was really worried
about what my mentor teacher would think. I was not worried about teaching but what she would
think about my teaching. She thought I did wonderful so I need to have confidence in front of my
peers.
b) Mentor teacher evaluation:
MENTOR FEEDBACK FORM for Social Studies Teaching
Names of Senior(s) _Kendra Asher________________________________________________
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.):
Kendra did a nice job of setting the rules or expectations at the
beginning of the lesson. Students knew what to expect and how she
wanted them to respond. Kendra held true to her expectations
reminding some of the students that needed to wait and to put their

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hands down because she was going to be choosing participates. I believe

this set her lesson up for success.
The video and story that Kendra used sparked active engagement for the
students. They were listening attentively and wanted to hear more of the
story.
Kendra also chose a wonderful assessment piece where the students had
to draw and color an example of opportunity cost they experienced in
their own life. This not only triggers prior knowledge but an active
engagement piece where the students are sharing and taking ownership
over the assignment.
2. Areas of improvement?
Kendra did a nice job on the lesson. Some suggestions I would give to
improve the lesson would be to provide more wait time for the students
(even though it can be painful). I know she was crunched for time and
did great with the questioning, but I think some of the students needed
just a little more time to answer or to think about the questions.
Another suggestion would be to wait until the very last moment to get
materials. Students came to the risers with pencils and they were a
distraction.
3. Specific comments about seniors preparation and planning for this lesson:
Kendras 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:
I am pleased Kendra went over her expectations for the lesson right at
the beginning. As I said before, she stuck to her expectations and
students responded well. Kendra pulled sticks for questioning which kept
the students on their toes. She noticed many of the students were getting
wiggly (which is normal for a 2nd grader) and had them do jazz hands to
get some of the wiggles out!
5. Specific comments about the social studies content of the lesson:

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I was excited that Kendra chose opportunity cost to teach the students.
This is a hard concept for the students but Kendra nailed it with her
lesson. From the video to the book she really gave them the whole
picture of this concept.
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?):
Kendra did well building on the students prior knowledge. The worksheet
she created with the pictures really activated the student prior knowledge
because she used pictures of thing the students would actually want. This
made the students think and realize that they were making a choice
and giving something up in order to make that choice.
7. Other comments, reactions, questions: (for both the seniors and for this assignment in
general)
I think Kendra did a fabulous job on the lesson. I will be using her ideas,
videos, and books in the years to come to teach opportunity cost!!!
Mechanics of Writing (5 points)

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Appendix

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1) Think of a choice you made while getting ready for school or any
choice you have made today. 2) Draw the choice and then draw the
opportunity cost. 3) Then write what the choice and opportunity
cost in the box somewhere.
Choice

Opportunity Cost

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Name:____________________________

Opportunity Cost:
Put a circle around your choice. Then put an X on the opportunity cost.

Or

Or

Or

Or

Or

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Name:____________________________
Practice Problems

Read the following statements. Based on the amount of money you have,
make a choice. Circle your choice and put an X on the opportunity cost.
1. You have $20 to spend. You can buy a board game for $15 or see a movie
for $20.
2. Popcorn cost $5 at the football game and pizza cost $5. You only have $6.
3. Its your Moms birthday. You have saved $10 to buy her a gift. Flowers
cost $10 and a book cost $8.
4. In the three statements above, what was the limited resource or why did you
have to make a choice?

Rank the following items 1, 2, and 3 from favorite to least favorite. Put on
X on the opportunity cost.
5. Dinner is in 15 minuets. You can go for a bike ride, walk a dog, or clean the
house.
6. A pair of pants cost $6, a shirt costs $8, and socks cost $3.
7. You can read to self, read to a friend or read out loud.

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