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SETON HILL UNIVERSITY

Lesson Plan Template


TOPIC DETAILS CK
Name Kelcey Miller
Subject Social Studies
Grade Level 2nd
Date/Duration Three class periods
Big Ideas Wants and needs have taxes attached to them that
must be paid in order for the items to be purchased.
Essential How is a want defined?
Questions How is a need defined?
What is used to pay for wants and needs?
What are taxes?
Who pays taxes?
PA/Common Standard 6.1.2.B: Identify community wants and needs.
Core/Standards Standard 6.5.2.A: Explain how money earned by
individuals is used to meet needs and wants.
Standard 6.3.2.C: Define taxes and who pays them.
Objective After reading The Backpack Tax, all second grade
students (A) will correctly identify (B) three wants, three
Bloom's needs, and four things (D) taxes pay for during the
Taxonomy completion of three graphic organizers (C).

Webb's Depth of
Knowledge
(DOK)
Formative & Formative Assessment:
Summative Teacher checks the Graphic Organizers.
Assessment Teacher uses students answers during the completion
Evidence of the Venn diagram during the Pre-Assessment to
gauge how much students know before the lesson.
Teacher takes notes on students corrections to the
Venn Diagram during the Summary & Review of the
Learning to see how much students have learned.
ISTE Standards Students watch Where the Money Goes Video during
for Students the Hook/Lead-In/Anticipatory Set. Then, they work in
their groups. They use the information from the video
Framework for to categorize wants and needs. This activity relates to
21st Century ISTE Standard 3: Knowledge Constructor.
Learning The activity also aligns with the Learning and
Innovation Skills of the Framework for 21st Century
Learning since students use critical thinking,
communication, and collaboration within their groups.
Accommodation Lucy will be permitted to go to the comfort area in the
s, Modifications classroom when she is feeling stressed.
She may also visit the school counselor if necessary.
Lucy will be seated near the door so she will not
distract other students if she needs to leave and re-
enter the classroom.
Teacher will provide Lucy with a picture schedule so she
knows what will occur during the class period.
Teacher will give her extra time to complete the
Graphic Organizers.
For the partner activities, teacher will pair Lucy with a
student with whom she works well. Teacher will inform
other student of this before class.
SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step


Procedures
RATIONALE for This is the final lesson in the unit regarding Basic Economic CK
the Learning Principles and Civic Education. The previous lesson
Plan emphasized being a good citizen to the state. In the previous
lesson, students learned that good citizens vote. This lesson
teaches students that good citizens also pay taxes. The lesson
explains taxes while also focusing on wants and needs. The
lesson incorporates Standard 6.1.2.B: Identify community
wants and needs; Standard 6.5.2.A: Explain how money
earned by individuals is used to meet needs and wants; and
Standard 6.3.2.C: Define taxes and who pays them.
Introduction Activating Prior Knowledge
Teacher asks students if they remember learning about
how to be a good citizen to the state.
Teacher reminds students that one way to be a good
citizen to the state is to vote.
Another way to be a good citizen is to pay taxes, which
are fees charged by the government on a product,
income (how much money someone makes by working),
or activity.
Hook/Lead-In/Anticipatory Set
Teacher tells students that they are going to be learning
about wants, needs, and taxes.
Teacher shows students a School House Rock Video
titled Where the Money Goes.
Explicit Transition
Instructions Teacher calls students up to the rug at the front of the
room.
Students are called up according to their hair color
(blonde, brown, black, etc.)
Big Idea Statement
Teacher tells students that wants and needs have taxes
added to their cost.
Essential Questions Statement
Teacher shares the Essential Questions for the lesson:
What is a want?
What is a need?
How do we pay for wants and needs?
What are taxes?
Who pays taxes?
Objective Statement
Teacher tells students that they are going to read The
Backpack Tax as a class. Then, they are going to
complete three graphic organizers. Their goal is to
identify three wants, three needs, and four things taxes
pay for.
Key Vocabulary
Want: something you would like to have
Need: something you have to have
Money: used to pay for wants and needs
Taxes: fees charged by the government on a product,
income, or activity
Lesson PreAssessment of Students
Procedure Teacher divides the class into ten different groups.
Teacher gives each group a piece of paper with a want
or need that was mentioned in the School House Rock
video.
Their goal is to work as a group to decide whether the
item is a want, a need, or both.
Then, they will put the item in the proper category of the
Venn diagram on the board.
Transition
Teacher calls students up to the board to place their
want/need on the Venn diagram.
Two groups are called up at once (1 & 2, 3 & 4, 5 & 6, 7
& 8, 9 & 10).
Modeling of the Concept
Teacher passes out the Graphic Organizers and shows
students how to complete them.
Teacher reads The Backpack Tax aloud to students.
Guiding the Practice
Teacher tells students to look at the first item in the
Word Bank below the Graphic Organizers. The item is an
elephant backpack.
Teacher asks students what graphic organizer this item
belongs in. Is the elephant backpack a want, need, or
something that taxes pay for?
After determining that it is a want, teacher shows
students where to write it on the graphic organizer.
Transition
Teacher tells all the girls to find a partner. Teacher tells
everyone who does not yet have a partner to find one.
Providing the Independent Practice
Teacher gives students time to complete the Graphic
Organizers in groups.
Reading The Backpack Tax by Keith and Sarah Kortemartin:
Materials https://www.yumpu.com/en/document/view/39328743/th
Technology e-backpack-tax-manistee-county-schools
Equipment Where the Money Goes video:
Supplies https://www.youtube.com/watch?v=N9iZfxElc1A
10 pieces of paper with wants/needs from the video
(groceries, house, car, credit card, gas and electric,
insurance, furniture, telephone, school, and band trip)
Graphic Organizers with Word Bank
Homework Sheet
Evaluation of Formal Evaluation
the Teacher checks the Graphic Organizers.
Learning/Master Informal Evaluation
y of the Teacher uses students answers during the completion of
Concept the Venn diagram during the Pre-Assessment to gauge
how much students know before the lesson.
Teacher takes notes on students corrections to the Venn
Diagram during the Summary & Review of the Learning
to see how much students have learned.
Closure Summary & Review of the Learning
Teacher asks students to restate the objective.
Teacher refers back to the Venn diagram that was
completed during the Pre-Assessment.
Teacher has students get back in their groups and
decide if their original answer was correct.
Teacher gives students time to change their answers if
necessary.
Each group explains their answer based on their new
understanding of wants and needs.
Homework/Assignments
Teacher passes out the Homework Sheet and explains
the directions.
For their homework, students are required to write about
something they really wanted.
Teacher informs students of the due date.
Teacher I will know that students have learned the difference
Self-reflection between wants and needs and the uses of taxes when
they correctly identify three wants, three needs, and
four uses of taxes on their Graphic Organizers.
If students do not master the concept, I will re-teach the
lesson.
When I re-teach it, I will use the book Lily Learns About
Wants and Needs to supplement the instruction.