Direct Instruction Lesson Plan

Lets Move It!

Grade Level/Subject: 3rd Grade/ Social Studies
Essential Standard/Common Core Objective:
3.E.1.1 Explain how location impacts supply and demand.

Central Focus/Big
Idea of the Lesson:
Logistics
Date taught:
3/26/2015

Daily Lesson Objective: Students will be able to explain what logistics is by creating a
supply chain along with a story. Students are expected to earn 85% to display mastery.
21st Century Skills: (Go to this link for more info about these
skills:
http://www.p21.org/storage/documents/P21_Framework_Defini
tions.pdf)
Creativity and innovation
Communication and collaboration

Academic Language
Demand (Language
Function and
Vocabulary):
consumer
customer
demand
distributor
logistics
manufacturer
producer
supply
supply chain

Prior Knowledge: different locations exist, trains, planes and trucks can move things

Activity

1. Focus and
Review
2. Statement of
Objective
for Student
3. Teacher Input

Description of Activities
Time
and Setting
Play UPS Logistics Commercial:
https://www.youtube.com/watch?v=VCh6HnXHKRc
Questions: What was shown in the video?
Questions: What were the talking about?
Questions: What is logistics? (Pick sticks)
I can explain how goods are moved from one location to
another.
The logistic power point will be presented.
Slide 4 - demonstrate an example of logistics, move
something in the room.
Slide 5- students complete task 1 by turn & talk to
partner.
Discuss 2 student answers
Slide 8 Questions (Pick Sticks for answers):
Where have you seen trucks like this?
Do you wonder what these trucks are hauling?
Slide 10 Questions (Pick sticks for answers):

5 min

1 min
25
mins

Have you ever heard the horn of one of these trucks?

What do you think it is like to drive a truck?
Play video of truck noises:

4. Guided Practice

5. Independent
Practice

6. Assessment
Methods of
all
objectives/skills:

https://www.youtube.com/watch?v=cs-RPPsg_ks
Slide 13 Questions (Pick sticks for answers):
What is a port? (town or city with a harbor where ships
load or unload, especially one where customs officers are
stationed. On the cost of a town)
Where is the Port of Wilmington? (North Carolina)
A tour of the port: https://www.youtube.com/watch?
v=_8MqY-ZTy3E
Slide 15 Questions (Pick sticks for answers):
Why is a crane needed?
How does the crane work?
Slide 17 students complete task 3 by turn & talk
Model creating a supply chain using the vocab cards and
discuss the meanings of each picture.
Students will be separated into five groups of four.
Each group will be given a mystery bag
Students explore their mystery bag.
Students will discuss their T chart and create a supply
chain using the contents in their mystery bag.

10
mins

Students create a supply chain individually and create a

model to represent their chosen mode of transportation.
Students must create a short story about their supply
15
chain. (4-5 sentences long)
mins
Students must include a name for the company, what
kind of materials are being transported, imports or
exports, and have one main character.
Informal assessments will be taken during the slideshow
presentation based on answers given during turn and talk.
Students will be formally assessed based on the completion of
their individual supply chain
Mastery (100 - 85% )- model made out of clay/objects/poster
board. Supply chain has a name. the supply chain is labeled.
Distinction between export & import. Story has a main character.
4-5 sentences long.
Partial Mastery (80 -70%) - model made out of clay/objects/poster
board. Supply chain has a name. the supply chain is partially
labeled. Distinction not between export & import. Story has a main
character. 3-4 sentences long.
No Mastery (60- 0 %) - no model made. Supply chain has a name.
the supply chain is not labeled. Distinction not between export &
import. Story has a main character. 1-2 sentences long.

Students will complete the exit ticket Lets Get Moving

consisting of 4 questions.
Any work not finished will be done for hw.

7. Closure

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
Lower level students: more clarification
on vocab

5 mins

Student/Small Group
Modifications/Accommodations:
Higher level students: more in-depth supply
chains, 2 different supply chains for different
items, comparing and contrasting the set of
supply chains
ELL: more clarification on words, words
available in native language

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments
PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the
lesson plan.)

Mystery bag T-chart one per student

Logistics slideshow notes
Slideshow task handout &mash; one per student
Supply chain vocabulary cards one set per group
Logistics assessment handout one per student
Crayons, markers, or colored pencils
Pencils
Mystery bags containing the following items:

Mystery
bag

Items

One

cargo ship
wood
block
furniture
world map

Two

train
U.S. map
corn
grits
package

Three

jet
scale
box
world map

Four

tractor
trailer
boxes
U.S. map
paper

Five

tractor
train
U.S. map
cereal box

References:
Lets Get Moving: http://www.learnnc.org/lp/pages/7532
Slideshow details:
http://www.learnnc.org/lp/media/uploads/2012/06/logistics_powerpoint_notes.pdf
Supply chain vocab cards:
http://www.learnnc.org/lp/media/uploads/2012/06/supply_chain_vocab_cards.pdf
Exit ticket: http://www.learnnc.org/lp/media/uploads/2012/06/lesson_1_assessment.pdf
Youtube video: https://www.youtube.com/watch?v=VCh6HnXHKRc

Reflection on lesson:
(Write several paragraphs about what you learned from this lesson.
What were the strengths? What were the weaknesses? What did you learn
about teaching and student learning? How would you teach this lesson
differently in the future?

On March 26th I taught my lesson plan, Lets Move It! The central focus of my lesson was
logistics and how things move. I was able to find a great online lesson about logistics and
modified it. I introduced my lesson with a short YouTube clip without telling the students
what it is going to be about. I wanted to gage students prior knowledge. The clip was of
the UPS commercial on logistics. The students responses showed me that they had little
knowledge on logistics and were engaged and wanted to learn more.
The Strengths
The strengths of my lesson were the students were engaged, it activated their prior
knowledge and it allowed them to be creative. My lesson kept the students engaged by
the way I introduced the topic and the PowerPoint. The PowerPoint included a main
character Katie and they loved Katie! Every time Katie would leave the screen they
would get disappointed and ask where did Katie go? I also had students read the slides
by picking sticks which kept students involved as well. The PowerPoint was a great
resource I found but I did modify it to include YouTube clips of a tour of the Port of
Wilmington, making it more relevant for the students. I had the students create their
own supply chains and they got to name them and choose the items that they were
either going to be importing or exporting. The students chains were great! The names
some of them chose were hilarious and very creative.
The Weakness
The weaknesses of my lesson would be the amount of time and planning, the length of
the slideshow, and scaffolding. Reflecting back on my lesson plan the PowerPoint
slideshow took longer than I had anticipated to get through, which had the students
siting for a long period of time of the carpet. The time spent on the carpet took time
away from the guided practice which I had to modify. I also feel I could have scaffolded
and asked more questions; students could have stop and jotted along with turning and
talking.
Concepts Learned and Future Modifications
Time management was one concept I learned about teaching and being exited was what
I learned about student learning. Time management is essential and could have spent
less time going through the slideshow. By me being excited about what I was teaching
the students, the students were excited as well and I felt that kept them engaged.
Teaching this lesson in the future I would read the slideshow instead of the students. I
would have students up and moving. They could demonstrate with their bodies how
cranes move, or how airplanes move, that way less time is spent on the carpet. It will
also be a multi -day lesson, that way I could make the content more meaningful for
students. After reviewing and discussing the lesson feedback form with Mrs. Golfe, she
gave me great ideas that I could use with this lesson and future lessons.