Teachers:

Tyler Jenkins

Co-Teaching Lesson Plan (Direct Instruction)

Subject:
Social Studies

Standard:
Social Studies Strand 5 Concept 2 PO 3: Describe how competition, markets, and prices influence
peoples behavior.
ELA 5.RI.4 Craft and Structure: Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 5 topic or subject area.
Technology Standard Grade 5 Concept 1 PO 1: Analyze information to generate ideas and processes.
ELP Standard 2 LI-5: Asking and responding to questions (who, what, where, when, why, how, which,
whose) in complete sentences (e.g. making comparisons, describing events, agreeing/disagreeing with
others, etc)
Objective (Explicit):

The students will be able to answer grade level appropriate questions on the basic process of why people
make economic decisions based on competition, markets, and prices.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
Assessment:
1. Give an example of competition?
2. What is a market?

3. What is the best explanation of the difference between a good and a service?
A. A good is money, and a service is a thing.
B. A good is an item that has value, and a service is a task or job.
C. A good is a thing, and a service is money.
D. A good is a task or job, and a service is an item that has value.
4. Participating in an exchange where you have something someone else wants, and they have something you want so
you find a way to trade the two is an example of bartering?
A. True

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B. False
+4
+3.5-3
+2.5
+2-0
Mastery
Meets
Approaches
Needs Improvement
Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
SWBAT: Understand value of small coins.
SWBAT: Apply knowledge learned to build further knowledge throughout the lesson.
Key vocabulary:
Barter: Trading two goods that both hold value.
Competition: Companies fight to keep the best prices
that increase profits, market share, and sales volume
varying price, product, distribution, and promotion.
Markets: Prices of goods and services are determined by
people looking for those particular goods.

Materials:
Hat/Jar to pull from
Small pieces of paper with different jobs and
descriptions on them
Enough coins to represent income of 25
different jobs
Brain pop video
https://www.brainpop.com/socialstudies/econ
omics/money/zoom.weml
1 big bag of candy (150-200 pieces)
2-3 big candy bars per class
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
Come into the classroom and tell the students Today we will be learning about money as you are walking
around having the students pick jobs from a hat. In the hat you will have between 10-15 different jobs with
some jobs repeated more than once. Each of you will be receiving a job out of the hat take a look at the job,
and the description of the job on the piece of paper. After you finish handing out all jobs you will say Alright
now that you know what you have been assigned you have 60 seconds to trade jobs and try to find a job that
you would like more. Make sure the students only get 60 seconds, and this is not a big disruption to your
lesson. Get students back on task and in their desks when the 60 seconds is up. Alright, the job you have
now will be the job you stick with for the rest of class. You can place it at the top of your desk and leave it
there until we need it again. Who likes money? Who can share with the class what money is used for? Allow
students to share. Try to allow different students to share their thoughts about money. What do we like to buy
with money? Alright it sounds like we have a pretty good understanding of the purpose of money, so today we

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Instructional Input

are going to learn a little bit about where money come from, and some concepts that go along with money that
just may help you out in the future. We will need those jobs that you received at the beginning of class. As
you are going over this section you will be pulling up the document that states how much each job is going to
receive. This document shows how much that job you have starts at per year. You will receive 1 per $1000
that your profession earns per year. Hand out the change to the students. While you are handing out the
change you say, With your money you are going to be purchasing different candy in an auction. You run an
auction with the different pieces of candy based on how much the students like the different pieces, the prices
fluctuate. Clearly, some students are going to have more change than others, and this is the point. Based on
how much candy you have you can start the prices higher or lower so you have enough for all of your classes.
Teacher Will:
Student Will:
How will you model/explain/demonstrate all
What will students be doing to actively
knowledge/skills required of the objective?
capture and process the new material?
What types of visuals will you use?
How will students be engaged?
How will you address misunderstandings or
common student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could teach it?
Pair off into your table groups and talk about
Share out in groups personal thoughts and
what you think about the activity. Fairness,
opinions about activity. What was important,
whether you agree or disagree, and any other
what they agree/disagree with.
thoughts you have about the activity. Give the
Share ideas out in order to show
students enough time to finish their thoughts.
understanding of main parts of activity.
So how fair was it that some students had more
Write reflection paragraph about activity.
money than others? This should cause the
students to make a lot of noise. Make sure they
are raising their hands because you want to
make sure they are back on task after the fun
activity. This is a very important idea in
economics. This really makes you think about
what you are buying if you had one of the
careers that didnt make very much. Therefore,
when some of you were buying things really
easy, others didnt want to because you didnt
want to use your money. The market determines
this. The buyers and the sellers determine the
market together. For example in our lesson I
started the price, but you as the students

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Guided Practice

determined how much it was worth to you. Some

of you really wanted a piece of candy, but the
price either started out or ended too much for
you. All these ideas are important because it
shows how businesses are always trying to sell
the most for the most money, and the market and
price determines your behavior and whether or
not you are still interested in each item. Now I
want you to get out your writing notebook and
write one reflection paragraph about the activity
we just did. The first sentence is going to be
what you thought about the activity, the 2nd, 3rd,
and 4th sentences will be why you thought that,
and the 5th sentence will be a conclusion about
the activity.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
o Mentor teacher will be walking around helping and aiding to the class conversations
during group work and class discussion.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Table groups are made in such a way that the small groups that the students are sitting in have a mix of
levels so that students that tend to have a greater understanding can help those that tend to be confused.
Also if there are ELLs in the class students will be grouped in such a way that those students that may
speak the same first language are sitting together to help each other with understanding if they are lost.
Write the structure of the paragraph on the board so that the students who may not have been paying
attention or forgot can look at that and easily know what is expected.
Teacher Will:
Student Will:
How will you ensure that all students have
How will students practice all knowledge/skills
multiple opportunities to practice new
required of the objective, with your support, such
content and skills?
that they continue to internalize the sub What types of questions can you ask
objectives?
How will students be engaged?
students as you are observing them
practice?
How will you elicit student-to-student interaction?
How/when will you check for understanding?
How are students practicing in ways that align to
How will you provide guidance to all students
independent practice?
as they practice?

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 How will you explain and model behavioral

expectations?
Is there enough detail in this section so that
another person could facilitate this practice?

After the activity have video from Brain Pop

pulled up

https://www.brainpop.com/socials
tudies/economics/supplyanddema
nd/

Students will watch BrainPop video.

Students will work in groups.
Students are discussing ideas that go hand in
hand with lesson objectives.

Who wants to high five Moby? (This is what

starts the video on Brain Pop. It only works if you
have a smart board otherwise you can just start
video yourself).
After the video is over Turn to your partner and
share an example of supply and demand. That
means each group should have two examples
when we come back together. Give them about
30 seconds Alright who wants to share out a
really good idea that their partner shared with
them? Thats right, something like the prices of
an iPhone are determined by supply and
demand. If Apple were to only produce one
iPhone they would be able to sell that one iPhone
for a lot more money because of the value that
people assign to it from the demand. Now I want
you to do the same thing, only this time you are
going to come up with one example of supply
and one example of demand, and explain the
difference between the two.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
If a student is having difficulty with any of the concepts my IMT will be walking around and

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Independent Practice

checking for understanding.

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
Closed captioning on the video for students with hearing impairments.
Groups made so that partners have at least one student that is known to stay on task so
discussion is on topic.
Students that do not speak English as their first language have the opportunity to talk to their
tablemates once the video is over about anything that they didnt directly understand.
Teacher Will:
Student Will:
How will you plan to coach and correct
How will students independently practice the
during this practice?
knowledge and skills required by the objective?
How will you provide opportunities for
How will students be engaged?
remediation and extension?
How are students are practicing in ways that align
How will you clearly state and model
to assessment?
academic and behavioral expectations?
How are students using self-assessment to guide
Did you provide enough detail so that
their own learning?
another person could facilitate the practice?
How are you supporting students giving feedback
to one another?
Present students with Plickers test made on
plickers.com
Once all students finish test have students
discuss answers and why they picked them.
Make sure to focus on questions (if any) that a
lot of students miss.

Take Plickers test.

Participate in answering how and why they answered
questions in the way that they did.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
No co-teaching necessary in testing portion.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
If students have aid the aid will be allowed to help with questions on test.
If students need help understanding/reading a question teachers will be up walking around

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helping students comprehend questions.

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?
This is something that you can look for everywhere when you are out and about in different stores and
markets. When you are out driving around pay attention to the gas prices. This is a constant example of
supply and demand. Gas stations are fighting to have the lowest price gas where they can still earn money
based on the price per barrel that they pay for it. You parents may even choose not to purchase gas at one
particular gas station because of their prices. It is important to see how each of these concepts relates to
money because as you grow older it is important to see trends in prices and why certain companies can get
away with charging so much.

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