Two Week Integrated Thematic Unit Without Feedback

Richelle Colucci-Nunn
1
Two Week Integrated Thematic Unit
UNIT PLANNING MAP
UNIT AT A GLANCE
LESSON 1
Goods vs. Services
TOPIC: How do businesses

OBJECTIVES:
shape a community? (This is the
second sub-unit within the How
AL 2.5 Demonstrate the
can I make a difference in my
skills necessary for
community? unit and will build on
participating in a group or
learning in first sub-unit How is
independently
my community different from
AL 3.6 Cooperate with
other communities?)
others to accomplish
a joint task
CURRICULUM (Key Learning
AL 3.7 Classify, compare
Standard #/code in parentheses)
and contrast objects,
AREAS addressed in unit:
events and experiences
Approaches to Learning
PS3 H. Cooperate in
(AL)
small and large group
Arts and Humanities (9)
activities
Health, Safety and
6.2 A. Define and identify
Physical Education (10)
goods, services, ...
Mathematics (2)
6.5 C. Describe
Personal Social (PS)
businesses that provide
Reading, Writing,
goods and businesses
Speaking and Listening
that provide services
(1)
9.1 I. Create and exhibit
Science (3)
visual art
Social Studies (5, 6)
9.1 L. Understand that
works in the arts can
GRADE LEVEL: 2
narrate and inform
PROJECT DURATION: 2 weeks
UNIT OBJECTIVES:
(Bloom's Taxonomy verbs in
italics)
At the end of the unit, students
will be able to:
ACTIVITIES
KWL chart
Econedlink.org interactive
demonstration
Cooperative group to
create T-chart
Create collage and Tchart
LESSON 1 PERSPECTIVE
ENGAGING THE LEARNER:
Read aloud To Market, to Market
by Anne Miranda.
EXPLORING PRIOR
KNOWLEDGE:
Complete KWL chart on
goods and services.
EXPLORING NEW
IDEAS/CONCEPTS:
Explain key terms: goods
and services
Complete drag-and dropexercise on smart board

as class to scaffold
understanding of
distinction between goods
and services and
each.
ELABORATING ON NEW
LEARNING:
Students work in
cooperative groups to
create T-charts for
GOODS and SERVICES.
Students will make two

collages with pictures
from magazines and
newspapers, one of
goods and one of
services.
Students will create a Tchart for each collage

listing the good or service
and describing the
corresponding business.
Each T-chart will include
a definition of the term in
the student's own words.
ASSESSING STUDENT
AL 2.2 Demonstrate
ability to set goals and
develop and follow
through on plans
AL 2.3 Demonstrate
ability to maintain focus
on a task, question, set of
directions or interactions,
despite distractions and
interruptions
independently
others to accomplish
a joint task
and contrast
objects, events and
experiences
AL 5.1 Initiate tasks and
experiences as
active leaders when
selecting topics with
increased flexibility,
imagination and ingenuity
AL 5.2 Use and connect
materials/ strategies in
uncommon ways to
investigate
and solve problems
visual art
9.1 L. Understand that
works in the arts can
narrate and inform
10.2 F. Analyze how
media influences health
behaviors
10.2 G. Deduce that the
media are not always
accurate regarding health
choices
2.1 A. Count using whole
numbers to 1000 by1s,
2s, 5s, 10s and 25s
2.1 B. Use whole
numbers and simple
fractions to represent
quantities
2
UNDERSTANDING:
Formative: Numbered Heads
Together
Summative: Teacher observation
checklist (cooperative group) and
portfolio review of collage and Tchart.
CLOSURE/REFLECTION:
Collages and T-charts will be
shared with the class, then posted
in the classroom.
LESSON 2
Producers vs. Consumers
OBJECTIVES
independently
others to accomplish a
joint task
1.4 Narrative writing:
Develop and demonstrate
the writing of narrative
pieces that include a
main idea based on read,
imagined or personal
events, characters and a
sequence of events
6.2 A. Define and
identify ... consumers and
producers
6.2 E. Identify who
supplies a product and
who demands a product
visual art

Play the Woof, Woof! At your
service video.
ACTIVITIES
KWL chart
exercise
BeaconLearningCenter.c
om Business Buddies
interactive exercise
Assembly line activity
EXPLORING PRIOR
KNOWLEDGE:
producers and consumers and
review what students learned
about the businesses that provide
goods and services to provide a
connection to the concept of
producers and consumers.
EXPLORING NEW
IDEAS/CONCEPTS:
Explain key terms:
producers and consumers
and show the students
images of each on the
smart board. (Pictures of
consumers will be
scanned copies of
student self-portraits or
family members done
during the Family unit.)
Read aloud Who's

Buying? Who's Selling?:
Understanding
Consumers and
Producers by Jennifer S.
Larson
As a class, play Let's

Find a Deal!
2.1 E. Count, compare

and make change using a
collection of coins and
one dollar bills
2.2 A. Solve addition and
subtraction problems in
everyday situations with
two- and three-digit
numbers, with or without
regrouping
2.2 B. Solve addition
problems with 3 two digit
numbers with regrouping
2.2 C. Solve subtraction
problems with double
digit numbers with
regrouping
2.5 C. Select and use an
appropriate method,
materials and strategy to
solve problems,
including mental
mathematics, paper and
pencil and concrete
objects
2.6 A. Formulate and
answer questions that
can be proven with data
(bar graphs, pictographs,
tally charts and/or tables)
2.6 B. Interpret, construct
and draw
conclusions from bar
graphs, pictographs, tally
charts and/or tables
2.6 C. Form and justify an
opinion on whether a
given statement is
reasonable based on a
comparison to data
PS A. Is aware of self and
ones own preferences,
strengths and challenges
PS B. Show
independence in a wide
range of activities
PS3 H. Cooperate in
small and large group
activities
1.1 D. Demonstrate a rich
listening and speaking
VOCABULARY, the ability
3
drag-and-drop exercise
on the smart board.
Using name sticks, call on
students to drag the
image of the person to
the appropriate place on
the T-chart.
ELABORATING ON NEW
LEARNING:
Students work in
cooperative groups on the
computers to complete
the
BeaconLearningCenter.co
m Business Buddies
interactive exercise.
In cooperative groups, the

students participate in an
assembly line activity
where they take on the
role of the producer.
Students vote on the type
of goods their group will
produce (e.g. an
assembly line production
of a class bookmark,
poster, or card) and who
their consumers will be.
The students discuss
their part in the
production process as
they assemble the good
or service they are
creating.
Students will draw
pictures of examples of
consumers and
producers.
ASSESSING STUDENT
UNDERSTANDING:
Formative: teacher
observation of business
buddies exercise
Summative: Portfolio
review of illustration,
teacher observation of
production/consumption
activity and/or journal
entry to include definition
and identification of
to understand (receptive)
producers and consumers
and use (expressive)
and who supplies a
words to acquire and
product and who
convey meaning
demands a product.
1.1 E. Demonstrate
CLOSURE/REFLECTION:
COMPREHENSION, the
Presentation of produced goods
complex cognitive
to the consumer and journal
process involving the
activity reflecting on the
intentional interaction
experience.
between reader and text
to convey meaning
LESSON 3
1.2 A. Identify, analyze
What's it worth?
and apply knowledge
OBJECTIVES
of the elements of a
AL 2.5 Demonstrate the Read aloud The Penny Pot by
variety of informational
Stuart J. Murphy
texts to demonstrate an
understanding of the
EXPLORING PRIOR
independently
information presented
AL 5.2 Use and connect KNOWLEDGE:
1.2 B. Identify and use a
Pass around coins, dollar
variety of media to
bill, checkbook, credit
uncommon ways to
gain information (e.g.,
and debit card.
investigate
and
solve
computer, tape recorder,

problems
television and recorded
1.4
Narrative
writing:
money and its
media)
relationship to the
1.4 Narrative writing:
production-consumption
the
writing
of
narrative
cycle and how it would be
pieces that include a
the writing of
used to buy goods and
main idea based on read,
narrative pieces that
services
imagined or personal
include a main idea
events, characters and a
based on read, imagined
EXPLORING NEW
sequence of events
or personal events,
IDEAS/CONCEPTS:
1.6
B.
Use
electronic
characters and a
Teach students the
media for learning
sequence of events
money rap song.
purposes,
such
as
1.4 Informational writing:
Explain key terms and

generating
a
journal
or
Develop and
story
materials: cash, change,
demonstrate the writing
2.1 A. Count using whole
coins, pennies, nickels,
of informational pieces
dimes, quarters, dollar
numbers to 1000 by1s,
that provides information
bills, checks, credit cards,
2s, 5s, 10s and 25s
related real-world tasks
debit cards
2.1 B. Use whole
1.4 Persuasive writing:
Update KWL chart as
numbers and simple
Develop and
appropriate.
fractions to represent
demonstrate persuasive
Have the students
quantities
writing that is used for the
2.1 E. Count, compare
describe times they have
purpose of influencing the
used coins or paper
reader
and make change using a
money to pay for a good
1.5 Progress through the
collection of coins and
or service.
one dollar bills
stages of the writing
Think-pair-share:
2.2 A. Solve addition and
process (e.g., prewriting,
students will discuss the
drafting, revising,editing
subtraction problems in
scenarios in which they
and publishing)
everyday situations with
think they would use
1.6 A. Apply listening and
two- and three-digit
cash, checks, debit or
numbers, with or without
speaking strategies
regrouping
effectively
2.2 B. Solve addition
1.6 B. Use electronic
problems with 3 two digit
media for learning
numbers with regrouping
purposes, such as
2.2 C. Solve subtraction
generating a journal or
problems with double
story
digit numbers with
1.8 A. Use a systematic
regrouping
process for the collection,
2.5 C. Select and use an
processing and
appropriate method,
presentation of
materials and strategy to
information
solve problems,
3.7 D. Use basic
including mental
computer software
mathematics, paper and
4.4 A. Know the
pencil and concrete
objects
importance of agriculture
6.2 C. Identify and
to humans
5.3. I. Identify the role of
compare means of
payment
the media in society
Money
6.1 B. Identify local
Checks
employment/producers
Credit Cards/Debit
Jobs
Cards
Products/Services
6.2 F Define and
6.1.C. Identify the
compare the price of
opening and closing of
different items
community businesses
6.2 A. Define and identify
visual art
goods, services,
9.1 P. Demonstrate safe
consumers and
use of all materials,
producers
equipment and tools at
6.2 B. Identify ways local
work and in performance
businesses compete to
spaces in dance, music,
get consumers
theatre arts and visual
6.2 C. Identify and
arts
compare means of
payment
ACTIVITIES
Money
Students rotate through learning
Checks
centers:
Credit Cards/Debit
KWL chart
Cards
Money rap song
6.2 D. Identify similar
Think-pair-share
Cooperative group 6.2 E. Identify who
Count On It interactive
supplies a product and
online coin game (match
who demands a product
coins to goods for a
6.2 F Define and
price)
compare the price of
Learning centers
different items
Whole group dramatic
6.5 C. Describe
play in a pizza shop
credit cards. Update

KWL chart as
appropriate.
Students work in
cooperative groups on
computers to play the
Count On It coin game to
match appropriate coins
to goods for a price.
Introduce independent
practice activity and
model it for students.
Read aloud How Pizza
Came to Queens by
Dayal Kaur Khalsa and
explain that to bring
together what we learned
about goods/services and
producers/consumers
with what we're learning
in this lesson, we will be
turning our classroom into
a (pretend) pizza shop
the next afternoon, and
some of the learning
center activities will be in
preparation for this
activity.
Since one of the learning
center activities involves
practice making change,
show student-created
video on making change
and update KWL chart as
appropriate.
ELABORATING ON NEW
LEARNING:
Introduce learning centers
through which students
will rotate: Math center
and math center #2,
performance center and
performance center #2,
illustration/visual
expression center
ASSESSING STUDENT
UNDERSTANDING:
Formative: Think-pairshare
BLOOM'S TAXONOMY LEVELS
OF CRITICAL THINKING
addressed in unit:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
TECHNOLOGY:
Students will use:
Internet to research
businesses
Presentation software to
create advertising
campaigns
Online interactive
activities
Smart board
6
review (independent
practice activity) and
observation checklist
(means of payment and
change-making
performance center
activities)
CLOSURE/REFLECTION:
Whole group dramatic
play in a pizza shop, with
students taking turns
filling roles of pizza chef,
servers, delivery drivers,
take-out counter
employees, customers,
and cashier. Principal will
be invited to attend.
Journal entry reflecting on
experience as it relates to
key terms learned in this
unit
LESSON 4
Whose business is it, anyway?
ASSESSMENT (diagnostic,
formative and summative):
OBJECTIVES
KWL chart
AL 2.2 Demonstrate
Read aloud Once Upon
Thumb voting on answers
A Company: A True
Think Pair Share
develop and follow
Story by Wendy
Pick Your Spot
through on plans
Anderson Halperin (tells
Numbered Heads
AL 2.3 Demonstrate
the story of a 7-year old
boy and his sisters who
Together
start a wreath-making
Scavenger hunt
company, expand into
Observation checklists
other areas, and over 6
despite
distractions
and
Cooperative
years save $16,000 for
interruptions
activities
college)
AL
2.5
Demonstrate
the
Learning center
Review with students

skills
necessary
for
activities
what they have learned
participating
in
a
group
or
Portfolio review
about resources and
independently
Journal entries
human and physical
AL
5.1
Initiate
tasks
and
Culminating project rubric
characteristics that make
experiences as active
our community different
leaders when selecting
RESOURCES AND MATERIALS:
from others, and about
topics with increased
Learning centers
flexibility, imagination and
Greater West Chester
goods or services (or
ingenuity
Chamber of Commerce
both!). Explain that they
AL 5.2 Use and connect
Local business people
will now be learning
TV/internet/magazine/
about businesses in our
uncommon ways to
newspaper/billboard/
community. They will
investigate and solve
radio advertising
determine how
problems
How Pizza Came to
businesses shape our
Queens by Dayal Kaur

Khalsa
Once Upon A Company:
A True Story by Wendy
Anderson Halperin
To Market, to Market by
Anne Miranda
Who's Buying? Who's
Selling?: Understanding
Consumers and
Producers by Jennifer S.
Larson
The Penny Pot by Stuart
J. Murphy
http://www.econedlin
k.org interactive
software (consumers vs.
producers, goods vs.
services)
http://www.econedlin
k.org/lessons/index.p
hp?
lid=194&type=studen
t (Woof, Woof! At your
service video)
http://www.beaconlea
rningcenter.com/Web
Lessons/BusinessBu
ddies/default.htm
Count on it coin game

(http://www.gpb.org/c
ountonit/games/seco
nd/money#)
Student-created video on
making change:
http://www.teachertu
be.com/viewVideo.ph
p?video_id=136696
http://pbskids.org/do
ntbuyit/
Slide show of advertising
methods
LEARNING ENVIRONMENT:
Music center
Performance center
Math center
Computer center

PS B. Show
range of activities
1.2 A. Identify, analyze
and apply knowledge
of the elements of a
variety of informational
texts to demonstrate an
understanding of the
information presented
1.2 B. Identify and use a
variety of media to
gain information (e.g.,
computer, tape recorder,
television and recorded
media)
1.4 Informational writing:
Develop and
demonstrate the writing
of informational pieces
that provides information
related real-world tasks
1.4 Persuasive writing:
Develop and
demonstrate persuasive
writing that is used for the
purpose of influencing the
reader
1.5 Progress through the
stages of the writing
process (e.g., prewriting,
drafting, revising,editing
and publishing)
processing and
presentation of
information
and draw conclusions
from bar graphs,
pictographs, tally charts
and/or tables
community, and for their

unit project, they will
choose goods or
services that they would
like to provide if they had
their own business in this
community. They will
present their business
to the class. The class
will then vote on the
business that they think
will most positively
impact our community.
Explain that students will
be doing research for
this project through two
different means. The
first is a field trip to the
Chamber of Commerce
and local businesses,
and the second is
through research
conducted in books,
online or through
interviews with members
of the community. The
students will choose
which resources they
want to use for their
research.
EXPLORING PRIOR
KNOWLEDGE:
businesses in our
community, including
questions to be
answered on the field
trip.
EXPLORING NEW
IDEAS/CONCEPTS:
The Chamber of
Commerce will provide
information and materials
that help students
understand the
in our community,
businesses that are
similar to each other, and
local businesses that
Illustration/visual
expression center
Photos of community
businesses/buildings and
people displayed in
classroom
DEVELOPMENTALLY
APPROPRIATE PRACTICE AND
PRINCIPLES considered in
designing unit:
Choices in lesson
activities and materials
Time to explore and
experiment with concrete
learning experiences
Areas of growth:
intellectual, physical,
socioemotional
Respect for families
Social nature of learning
THEORY considered in designing
unit:
Piaget learning
is child-centered
is self-initiated
involves real objects
given statement is
comparison to data
3.7 D. Use basic
computer software
4.4 A. Know the
to humans
6.1 B. Identify local
employment/producers
Jobs
Products/Services
6.1.C. Identify the
opening and closing of
6.2 D. Identify similar
6.5 C. Describe
ACTIVITIES
KWL chart
Field trip
Scavenger hunt
Reflection on field trip
Conduct research
Write paper
provide employment and

products to our
community. Businesses
that have recently opened
or closed in the
community will be
discussed.
Students will take a
walking tour of downtown
West Chester and
complete a scavenger
hunt to find
business/businesses that
meet various criteria
(concepts we have
learned so far)
ELABORATING ON NEW
LEARNING:
Field trip reflection
update KWL chart and
reflect on experience
through class discussion.
Introduce concept of tally
charts and bar graphs by
recording as a class the
number of students who
identified a particular
business in their
scavenger hunt. Model
how to formulate and
can be proven with data,
interpret, construct and
draw conclusions from
bar graphs, pictographs,
tally charts and/or tables,
and form and justify an
given statement is
comparison to data.
Classroom/library/comput
er/home research
students will conduct
additional research to
choose the type of
business that they would
want to open in our
community. Once they
choose a business, they
will research how that
business will provide its
Vygotsky
is individualized
involves social interaction
is driven intrinsically from
a desire to assimilate or
accommodate schemata
in response to new
experiences
scaffolding
zone of proximal
development
play as learning
TEACHING AND LEARNING

STRATEGIES considered in
designing unit:
Integration of curriculum!
Multiple opportunities for
interaction
Diagnostic, formative and
summative assessments
Discovery, inquiry,
cooperative learning,
peer learning, project
approach and
independent research
Scaffolding
Student choice (studentcentered learning)
Real-life scenarios
Sociodramatic learning
Experiential learning
Voting
Presentation of concepts
in a variety of manners to
address multiple
intelligences
Variety of assessment
strategies to address
multiple intelligences
Authentic assessment
performed during learning
(no tests or worksheets)
Hook to engage interest
Reflections on learning
goods or services, what

types of consumers use
those goods or services,
what types of payment
their business should
accept, and what type of
jobs their business will
provide to the community.
and to determine how that
business will shape our
community. Students will
be assigned a research
buddy to help scaffold
their researching skills
and the teacher will
review students' research
to provide feedback.
Students will pre-write a
paper intended to
persuade the reader that
their business would have
the most positive impact
on the community.
The teacher will work with
the students to progress
through the remaining
writing stages to produce
a final paper.
ASSESSING STUDENT
UNDERSTANDING:
Formative: Observation of
research buddy
interactions and interview
with students on research
and review of stages of
writing
review (scavenger hunt)
and culminating task
rubric
CLOSURE/REFLECTION:
Because the final lesson in the
unit builds on this lesson, there is
no closure for this lesson.
LESSON 5
Media and competition
CLASSROOM MANAGEMENT
Students will have
OBJECTIVES
already defined class
At the end of the lesson, the
rules and expectations for student will:
Play slide show of
all activities in this unit

Voting to foster
democratic principles
COMMUNICATION WITH
FAMILIES:
Classroom website
showing examples of
student work and photos
of students working in
cooperative groups or
dramatic play
Class newspaper (to
supplement website for
families without internet
access)
Completed work (when
no longer on display)
sent home with students
in Produced by
<Student Name> with
Pride folders
Emails or notes to
parents with anecdotal
records of the student's
progress (specific words
or actions)
Invite parents to observe
culminating task
presentations
COMMUNICATION WITH
ADMINISTRATION:
Class website and
newspaper
Share lesson plans to
demonstrate value of
integrated curriculum
and authentic
assessment
Invitation to
watch/participate in pizza
shop sociodramatic play
and culminating task
presentations
10
AL 2.2 Demonstrate
develop and follow
through on plans
AL 2.3 Demonstrate
despite distractions and
interruptions
and contrast objects,
events and experiences
PS B. Show
range of activities
1.1 D. Demonstrate a rich
listening and speaking
VOCABULARY, the ability
to understand (receptive)
and use(expressive)
words to acquire and
convey meaning
1.6 A. Apply listening and
speaking strategies
effectively
1.6 B. Use electronic
media for learning
purposes, such as
generating a journal or
story
processing and
presentation of
information
and draw conclusions
from bar graphs,
pictographs, tally charts
and/or tables
given statement is
commercials, radio ads,

newspaper/magazine ads
and billboard/bus-wrap
images and at the end,
ask the students which
ones they remember and
why
Explain to students that
advertising is the final
step in their business
project. In this lesson, we
will explore different
methods of advertising,
how media affects our
buying decisions and how
businesses use
advertising to complete
for consumers.
EXPLORING PRIOR
KNOWLEDGE:
Think-pair-share students give examples of
advertising they
remember from the field
trip
Complete two KWL
charts:
advertising and
competition in
business
buying smart
and seeing
through the sales
pitch
EXPLORING NEW
IDEAS/CONCEPTS:
In cooperative groups,
students explore the
PBSKids Don't buy it
website
Homework: students
research different
examples of advertising
and select one that
appealed to them and
one that did not and bring
examples to school (for
TV or radio advertising,
they will orally present the
advertising). Students
11
will also bring in one
comparison to data
example of advertising
3.6 A. Know that
done by a local business.
Students present their

information technologies
involve encoding,
examples and defend
transmitting,
their position. For each
receiving, storing,
presentation, students will
retrieving and decoding
pick a spot to agree or
Identify electronic
disagree with the
communication methods
presenting student.
that exist in the
Students who disagree
community
will share their reasons
Demonstrate the ability
for disagreeing.
to communicate an idea
Buzz group/Numbered
by applying
heads together
basic sketching and
Students discuss how
drawing techniques
3.7 D. Use basic
behaviors and if the
computer software
media always present
5.3. I. Identify the role of
health information
accurately
the media in society
6.2 B. Identify ways local
ELABORATING ON NEW
businesses compete to
LEARNING:
get consumers
Students write a journal
entry reflecting on how
visual art
businesses compete for
10.2 F. Analyze how
business, advertising, the
media, and health
behaviors
choices
10.2 G. Deduce that the
Students create 2 out of 3

media are not always
advertisements for an
accurate regarding health
advertising campaign for
choices
their business: TV/radio
ACTIVITIES
commercial (which they
Think-pair-share
can record or present
KWL charts
live), print advertisement
Cooperative groups
(illustrated or computerinteractive website
generated) or jingle
Advertising examples
(using instruments in the
music center or
Pick your spot
computer-generated
Buzz group/numbered
music)
heads together
Journal entry
ASSESSING STUDENT
Advertising campaign
UNDERSTANDING:
Formative Observation
and class discussion in
think-pair-share,
numbered heads together
Summative Portfolio
review/presentation
12
(homework and
advertising campaign for
their business) and
journal entry reflecting on
advertising, the media,
and health choices
CLOSURE/REFLECTION:
Students orally present
their research report and
advertising campaigns for
their business. (Parents
and principal are invited
to attend.)
After all presentations are
complete (and advertising
is displayed), students will
vote on the business they
think will most likely have
a positive impact on our
community. The winning
business will be
highlighted on the class
website and in the class
newspaper.
Teacher leads oral class
reflection on the unit.

Two Week Integrated Thematic Unit Without Feedback

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Two Week Integrated Thematic Unit Without Feedback

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Richelle Colucci-Nunn

TOPIC: How do businesses

Complete drag-and dropexercise on smart board

Students will make two

Students will create a Tchart for each collage

ENGAGING THE LEARNER:

Read aloud Who's

As a class, play Let's

2.1 E. Count, compare

In cooperative groups, the

Complete KWL chart on

Explain key terms and

credit cards. Update

Review with students

Queens by Dayal Kaur

Count on it coin game

ones own preferences,

community, and for their

provide employment and

TEACHING AND LEARNING

goods or services, what

all activities in this unit

commercials, radio ads,

Students present their

Students create 2 out of 3

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