Lesson Plan Dynamic Social Studies Model sp20191
Lesson Plan Dynamic Social Studies Model sp20191
Lesson Plan Dynamic Social Studies Model sp20191
LESSON RATIONALE
As we develop students into productive citizens, they must also develop a knowledge of money management. This lesson begins equipping
students with the ability to prioritize expenses to meet the needs of their family unit in a collaborative manner.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will prioritize components of a personal budget.
B. Objective: Through a simulation, students will prioritize components of a personal budget such as savings, utilities, and groceries.
C. Standards:
a. NCSS: Production, Distribution, and Consumption
b. IAS: 5.4.9 Explain the purpose and components of a personal budget and compare factors that influence household
saving and spending decisions in early United States history and today.
b. Time: 45 minutes
c. Space: Classroom
- Students will work in “family units” at desks and/or small group tables.
d. Behavior
- Students will be expected to follow the rules and procedures of Park Elementary, specifically Ms. Klee’s classroom. In
addition, DoJo points or Eagle bucks will be employed for behavior.
- Students should collaboratively work to complete their budget efficiently and quietly. This is evident through
respectful listening, good time management, and appropriate discussion.
e. Technology
- SECTION 1
o Group A - Tripp, Braxton, Breanna, Zach
o Group B - Jessie, Corbin, Luke, Heaven
o Group C - Chloe, Eli, Brooklyn, Karson
o Group D - Chevelle, Will, Cailee, Alex, Savannah =
- SECTION 2
o Group A - Brock, Brooklyn, Kaitley, Kyle
o Group B - Mason, Broenn, Lilly, Liz, Brayson
o Group C - Alexis, Jacob, Blayd, Ava, Lila
o Group D - Cayleigh, Maya, Leo, Eli
- SECTION 3
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
o Group A - Osie, Lindaly, Braden, Kalee
o Group B - JeSavorh, Kiera, Peyton, Savannah
o Group C - Patricia, Brynn, Eleazin, Sophia
o Group D - Rosin, Emma, Laila, Skyler, Ava
III. Adaptation to Individual Differences and Diverse Learners—
a. The following chart is based on Ms. Klee’s adaptions following students’ personality traits, ESL, 504’s or IEP’s.
Section 1 Section 2 Section 3
- Students BB, WE, and CW will need - Student BH will need content read - Students LA (English as a Second
content read aloud to them by aloud by a classmate or a teacher/aid. Language) and DE will need content
classmate or a teacher/aid. - Students JS and BT will need read aloud to them by classmate or a
- Students BB and CW will have redirection and reminders to stay on teacher/aid.
modified lessons (drawing rather than task during assignment and - Student De will have modified lessons
writing). instructions. (drawing rather than writing).
- Students KS, AS, and EW may need - Student SH will be pulled at 2-2:15 and
redirection and reminders to stay on 2:30-3 for a break/independent work
task during assignment and with an adult.
instructions. -Student LH will be allowed breaks to
- Students AS and CW will be allowed provide a time for student to refocus.
breaks to provide a time for students -Student RW will need redirection and
to refocus. reminders to stay on task during
assignment and instructions.
b. Early Finishers:
▪ For groups who finish early, they will be asked to brainstorm a list of things/events/places that they wish to
have/see/visit with the understanding that a budget does not always accommodate our wants.
c. Reteaching:
▪ Reteaching in whole group will occur through the process of “Give me Five’s.” In this way, I obtain the students’ attention
and revisit a topic of confusion or elaborate on a part of the lesson quickly before students return to working in their
groups.
▪ Reteaching in a small group will occur based on the individual group’s needs. The needs will be determined based on the
check for understandings and questions students ask throughout the lesson.
V. Purpose: Today we will be learning about personal budgets. Much like these mason jars, a personal budget must prioritize expenses for
money to last.
IAS:
NCSS:
ISTE:
Early Finishers
Reteaching-
ELL –
Exceptional Needs-
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
Lesson Presentation The candidate’s lesson demonstrates an
understanding of developmentally
appropriate practice.
Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
[CFU] or part of the lesson to all or part of the class.
Plan for
Competent 3
Assessment
Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.
SCORING
A lesson plan with elements that do to meet the A competent lesson plan earns a score of An outstanding lesson plan earns a
competent level will receive a score of 33 /40 or lower 34-37/40. score of 38/40-40/40
Additional Comments: