Unit Plan Lesson 4 1

Lesson Planning Form for Accessible Instruction — Calvin College Education Program Teacher: David DeKryger Date: 4/4/19

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Subject/ Topic/ Theme: Social Studies

Grade: 2nd

I. Objectives How does this lesson connect to the unit plan? This will be my fourth lesson in my unit plan, introducing how goods and food end up in communities cognitiveR U Ap An E C*

Learners will be able to: ● ● ● ●

Know where goods and food are made for communities Know how goods and food are brought to communities Know where goods and food are coming from Draw and write out the steps of how goods could be reaching from one place to their communities

U U U Ap

physical development

socioemotional

x

Common Core standards (or GLCEs if not available in Common Core) addressed: 2 – G4.0.2 - Describe the means people create for moving people, goods, and ideas within the local community. (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills.

Know that goods and food come from somewhere and not the stores. Pre-assessment (for learning):

Ask the students “Where does your food come from?” as a discussion question. Formative (for learning):

Outline assessment activities (applicable to this lesson)

What barriers might this lesson present? What will it take – neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Teacher will notice student participation in discussion. Will look over their drawn out steps of transporting goods. Formative (as learning):

Students will discuss with each other and with the teacher and class. Students will listen to how goods and foods are brought to communities and then use that information to create their own set of steps on how a good or food may be brought to their communities. Summative (of learning): Teacher will ask students to share their what they made, noticing goods or food that may be significant to them. Provide Multiple Means of Engagement Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection Students will regulate themselves by answering discussion questions, discussing with their partners, and drawing and writing out steps for transporting food/goods at the end of the lesson. Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

Students will discuss with each other about my discussion questions. I will give them feedback that explains the 1-19-13

Provide Multiple Means of Representation Provide options for comprehensionactivate, apply & highlight

Answering teacher’s questions in discussion, drawing out and writing steps, and sharing what they made

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Clarifying where food and goods come from.

Provide Multiple Means of Action and Expression Provide options for executive functions- coordinate short & longterm goals, monitor progress, and modify strategies Provide information that will allow the students to be more knowledgeable about moving of goods and food in their communities and/or throughout the world. Provide options for expression and communication- increase medium of expression

Students can answer questions aloud in discussions, draw and write on a handout, and share what they made.

processes, confirming if they had the right idea or not.

Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats

Students will be taking one food or good that comes to their community and draw and write about how it gets to their community. Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

How will your classroom be set up for this lesson?

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

I will be writing words on the board and well as draw out arrows pointing to the words to represent the transportation process

Students will move from their desks to the floor and then back to their desks, draw and write, and come back to the floor.

White board Marker for teacher Paper with squares of space that represent the different steps they will draw and write out Pencils and markers for students to write and draw with

I will have the students together in front of the white board. Later they will go to their desks to do their assignment and then later come back.

III. The Plan Time

Components

0:00 0:15 0:45

Motivation (opening/ introduction/ engagement)

1:30 1:45 2:00 2:30

3:30

5:30 6:15

7:15 1-19-13

Development (the largest component or main body of the lesson)

Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. ● Gather up students with partners and call ● Come to floor with partner them to the floor ● Ask them, “Where does most of your food ● Talk with partners about my question come from?” Talk with your partners and tell them. ● Call on students to tell me what they think ● Tell me what they think ● Tell them that most of their food is from ● Listen to me farms ● Introduce that we are going to talk about where foods and goods and how they are brought to our communities ● Explain that farmers grow large amounts of food for people. Write farm on board ● Ask if students know what food can come ● Raise hands to answer my question from farms and call for raised hands. “Raise your hands if you know.” ● Explain that just like communities, there ● Listen to me are many different kinds of farms, like some living by the ocean or in the middle of our country, or being small or large. Different places grow different food ● Explain that most goods, like toys and clothing, are made in factories. Write factory under farm ● Ask students if they can name some more ● Raise hands to answer my question things that come from factories. Require hand raising.

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Ask students, “How do these things end up in our stores?” “Discuss with your partners.” I have students share what they think Explain the process of loading trucks full of goods and food and then taking them to warehouses to wait to be brought to stores. Draw arrows off farm and factory. Write truck after arrows and draw arrows to warehouse. Explain that there are many different vehicles that carry the goods and food. “Can you guess what vehicles are used?” Have students raise hands to guess. Write vehicles after arrows coming from warehouse. Say that some vehicles carry goods and food from whole other countries, like India or Japan. Explain that trucks then deliver at the store. Write trucks after vehicles with arrows coming from vehicles and then store after trucks. Explain to students that I want them to draw out steps to how a food or good from their community gets there. They draw pictures to represent steps and then write out what the pictures mean on the lines under all the pictures. Have them go to their seats with partners and then hand out a the sheets that they will be working on. Times up

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Discuss with partners about my question

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Share what they think Listen to me

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Raise hands to guess what vehicles they think

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Listen to me

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Go to desks with partners, be given handout, and work on handout

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Be done

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Have students come to the floor again and have them share what they made to the whole class

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Share what they made on their handouts

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Lesson ends

7:45 ● ●

9:00

11:00

● 15:00

17:00 17:30

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19:00 ● 25:00

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25:15

30:15

Closure (conclusion, culmination, wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)

1-19-13