SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: _Ashley Davis___________________________________________

Thematic Unit Theme/Title/Grade Level: _First Grade __________________________
Weebly address: _ http://ucfgr1goodsservicesf16.weebly.com/unit-plan.html ________
Daily Lesson Plan Day/Title: _Day 4________________________________________
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable Studentswilllearnhowmoneyfactorsintogoodsandservicesandwhat
todoattheendofthislesson?Besure
exactlygoodsandservicesare.
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

LearningObjectives:

1.Studentswillidentifywhatagoodis.
2.Studentswillidentifywhataserviceis.
3.Studentswillidentifythevalueofdifferenttypesofmoney.
4.Studentswillidentifythewaysinwhichgoods,services,andmoneyareall
connectedtoeachother
NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.

NCSStheme(s):

http://www.cpalms.org/Public/

NextGenerationSunshineStateStandards:
SS.1.E.1.1:Recognizethatmoneyisamethodofexchanginggoods

Cuttingandpastingfromthe
websiteisallowed.

Assessment
Howwillstudentlearningbeassessed?
Authentic/Alternativeassessments?

Doesyourassessmentalignwithyour
objectives,standardsandprocedures?

Informalassessment(multiplemodes):
participationrubrics,journalentries,
collaborativeplanning/presentationnotes,
etc.

Production,Distribution,andConsumption;GlobalConnections;
Individuals,GroupsandInstitutions

FloridaStandard(s):

LAFS.1.L.3.6:Usewordsandphrasesacquiredthroughconversations,
readingandbeingreadto,respondingtotexts,includingusing
frequentlyoccurringconjunctionstosignalsimplerelationships.

andservices.
SS.1.E.1.3:Distinguishbetweenexamplesofgoodsandservices.
SS.1.E.1.4:Distinguishpeopleasbuyers,sellers,andproducersof
goodsandservices.
UnitPreAssessment:
AKahootwillbemadetoassesstudentsfortheirpreandpostassessments
UnitPostAssessment:
Kahoot
Ongoingdaily(progressmonitoring)Assessment:
Studentswillbeindifferentcentersthatwilltesttheirknowledgeonwhatthey
havelearnedthroughouttheweek.TheywilldotheKahoot,andplayagame
oneconedlink.
Studentswillratethemselvesonhowmuchtheyknowaboutgoodsand
services.
4:Iunderstandandknowaboutgoodsandserviceswellenoughtoteach
mypeeraboutit.
3:Icanidentifywhatisagoodandaserviceis
2:WithhelpIcanidentifyagoodandservice
1:Icantidentifywhatagoodorserviceis

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/ud
lguidelines/udlguidelines_graphicorga
nizer

1. Students will start with a song that they will be familiar with from the
past days during the week. ESOL: 4. Link lesson topic to students'
prior knowledge
2. Let students follow along on the smart board.
Goods and Services
Tune: Mary Had a Little Lamb
Goods are things we touch and feel,
Touch and feel,
Touch and feel.
Goods are things we touch and feel.
A cookie is a good.
Services are things we do for others,
Do for others,
Do for others.
Services are things we do for others.
Haircutting is a service
3. Take a moment and discuss why a cookie is considered a good, and why
haircutting is a service.
What makes a cookie a good?
Why is haircutting considered a service?
Give students enough time to discuss with their partner then ask for an
answer. ESOL: 22. Give enough wait time for second language
learners to respond to questions
4. Tell students that today they will be reviewing the process of goods and
services through centers. UDL: 1.1 Offer ways of customizing the
display of information
5. There will be about five students in each center. Every rotation will be
fifteen minutes
6. Teacher will model briefly what to do at each center. ESOL: 8. Use
direct instruction: Modeling, explaining, scaffolding, name the
strategy and show how to use it.
7. Explain each center to them. (UDL: 3.3 Guide information
processing, visualization and manipulation)
Center 1: Money Bingo- each student will get one bingo card. There are
red chips that will come with the game those should be set up in the
middle for students to share. There should be one person that will doing
the calling during bingo. The caller is the one who announce where
players will put their chips if they have what is being called. If
something is called, and they have it on their bingo car they will place a
red chip on top. Whichever student gets four in a row first will win.
Center 2: Junior monopoly- Students will need to decide who is the
banker. Tell students this is an important job because they must handle
their money, and other money. (If students cant decide pick the student
for them.) Each student will have a game car. Each player takes 10
Ticket Booths that match the color of his or her mover. Students will
roll the dice, and it will determine where they will move their car.
Students will not finish the game, but will have fifteen minutes to play.
There will probably be no winner because of this.
Center 3: Students will have two computer games to play: Game 1

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Game 2. They will play drop and drag games where students will
determine which is a want, and which is a need.
Center 4: Students will be creating a storefront. They will group up with
one or two other students within their group. Each group will get one
piece of long paper. They will create a grocery store (storefront). Show
them an already made example of what it will look like. Make sure to
tell them everyone should at least have a door and windows on their
store front. Students can color, and make store front however they
desire. They can use construction paper to create and glue different
designs on it also.
Center 5: There will be a kahoot game set up on iPads for students.
Students will just need to put in kahoot game code, and start. If students
finish before fifteen minutes they can finish their storefront if they
havent already done so.
8. Start timer and start rotations
9. Monitor each station especially the two game stations to make sure
students understands the directions. ESOL: 6. Continually monitor
students' comprehension
Resources/Materials

Materials
10 Ipads
Junior Monopoly with game pieces
Smartboard
Money Bingo with game pieces
10 long pieces of paper (for storefront)
Markers/ crayons
Construction paper
Glue

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.