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# ED 305 Calvin College Lesson Planning Form

Teacher:

## Big Idea: This is land is your land, This land is my land?

Economics, Math , ELA crossover

Date: 5/2/2016

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to understand how ownership and property rights were
established in Jamestown.
How does this lesson tie in to your units Big Idea?
This lesson introduces the idea of ownership and payment among the English in
Jamestown and how it eventually affects the relationship with the Native Americans.
What are your objectives for this lesson? (As many as needed.) Indicate
connections to applicable national or state standards. Include any themes or
major concepts from the thread (themes of geography, Core Principles of Economics,
etc)
Students will be able to summarize the historical events that lead to the creation of
private property in Jamestown
Students will be able to create shapes from a set of geometric properties
Students will be able to follow directions for simulations.
Students will be able to add and subtract decimal
Students will be able to empathize with the colonials.
Students will be able to explain the before and after Thomas Dale.
CCSS.MATH.CONTENT.5.G.B.3

## Understand that attributes belonging to a category of two-dimensional

figures also belong to all subcategories of that category. For example, all
rectangles have four right angles and squares are rectangles, so all
squares have four right angles.
CCSS.MATH.CONTENT.5.NBT.B.7

## Add, subtract, multiply, and divide decimals to hundredths, using

concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the
reasoning used.
CCSS.ELA-LITERACY.W.5.1

## Write opinion pieces on topics or texts, supporting a point of view with

reasons and information.
II. Before you start
Prerequisite
knowledge
and skills.

## Students will already know what decimals are

Students will have previous knowledge of shapes and their properties and
hierarchies.
Students will have historical background from lesson 1.

Assessment

## Informal Formative assessment- Teacher will walk around and watch

(formative
and
summative)

students create their shapes to assess if they are able to take the
properties and turn them into shapes.
Summative assessment-Students will write a reflection on how it felt to be
a colonist before Thomas Dale came. Did they enjoy their work? Did they
have any motivation to work? Students will also reflect on what it was like
to be a colonist after Thomas Dale came. Did they enjoy they enjoy their
work? Did they have motivation to work hard?

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

-Markers
-Work instruction sheets
-Slides
-Plenty of scrap papers
-plastic discs
-m&ms

## Do you need to set up your

classroom in any special
way for this lesson? If so,
describe it.

period.

Time Parts
5 minutes

30 minutes
for
explanation
and
simulation

## The description of (script for) the lesson,

wherein you describe teacher activities and
student activities (indicate in parenthesis
where you are addressing standards and
themes)

Motivation
(Opening/
Introduction/
Engagement)

## Can anyone explain why we want to move to a

different country? Student responds.
The English wanted to move to a different
country because they wanted a new opportunity,
a new life.
In order to go to the New World. People had to
sign a 7-year work contract with a Virginia
Company to pay for the passage.

Development

## Today we are going to learn about ownership

through simulation. Does anyone know what
ownership means?
[Student responds]
Teacher will introduce the scenario on the slide.
Then, hand out a work instruction sheet to each
student and read the directions along with them.
Explain that each student(colonist) will earn
money by drawing geometric figures. You will
your chips for M&Ms at the end of the simulation.

## Choose 2 or 3 students to act as managers of the

Virginia Company who will check the quality of the
drawings.
The rest of the class will be colonists who are
working to pay for their passage to the New World.

5 minutes

20 minutes

Closure

## Tell the class that managers will be checking the

quality of their drawing.
Play 1 to 3 rounds where the students will get paid
the same amount no matter how many drawings
each student produce.
End the round after two minutes. Have the
manager collect the work from the colonists and
check the quality of the drawing and pay each
colonist three chips, one red and two green chips.
The red chip is a dime (\$0.10) and green chip is a
penny (\$0.01).
Then the managers would keep the rest of the pay
Students will write a reflection on what it felt like
to be a colonist before and after Thomas Dale.
They will reflect on:
-how it felt to be paid the same amount no
matter how hard they worked
-how it felt to be paid according to their work
-which way they would prefer to have it
-what is ownership?

Explain how this lesson supports your Big Idea. What is the takeaway?

This lesson introduces the idea of ownership concerning products. This will serve as
a foundation for later discussions of land ownership and how this led to conflict with
the natives over land rights. When the settlers of Jamestown worked only for the

company with no ownership of what they produced, people starved. When they
were allowed to work for themselves, the colony grew.

Work Instructions
As a colonist under contract, choose one of the following shapes to draw
for each round.
1. Draw a shape that fits all of the properties listed below:
-All angles are congruent
-All sides are congruent
-Has 3 sides
2. Draw a shape that fits all of the properties listed below:
-Is a parallelogram
-Opposite sides are congruent
-All angles are congruent

You must draw 10 shapes before the round is over but you are allowed to
draw as many as you want.

## New Production Rules

From now on, everything that a worker produces beyond what is necessary
to pay his passage debt is his or hers. The company will buy each workers
product under the following terms:
1. Colonists must still work to pay for their passage to the New World.
Each colonist must create 10 drawings for the Virginia Company
during each round.
2. Any additional drawings belong to the colonists. The Virginia
Company will buy them for \$0.12 per drawing produced in that round.
Green discs=dimes. Red discs=pennies
3. Workers / colonists will be paid at the end of each round when they
present their finished drawings to the game managers.