YourName:RandiJohnson

TitleofLesson:Poverty
Grade:5

LESSONPLANTEMPLATE

STANDARDS
NOTE:Pleaselistatleasttwocompletestandardsyourlessonplancovers.[CommonCoreStateStandards
(mathandlanguagearts),NextGenerationScienceStandards(science),ArizonaStateSocialStudies
Standards(socialstudies)].
Strand4concept3:LifeSciencePO1.Describewaysvariousresources(e.g.,air,water,plants,animals,soil)
areutilizedtomeettheneedsofapopulation.

Strand 3: Concept 6: Civics/ Government PO 3. Use geography concepts and skills

(e.g., recognizing patterns, mapping, graphing) to find solutions for local, state or
national problems (e.g.,
LESSONSUMMARY/OVERVIEW
Provideanoverview/synopsisofthelessonandthetopicsthatitwillcover.Makesuretoprovideareason
whyyouselectedthistoberelevantforaunitonsustainability?
How:
Studentswilldiscussthedifferencesbetweentheirwantsandneedsandhowthosedifferfromindividuals
withmoreorless
Studentswilldiscusswiththeirclassmatesthedifferentbackroundofoneofthepicturesfromtheslideshow
thatdemonstratespoverty.
Studentswillworkwithalocalfoodpantrytocollectitemsforafooddrive,whichwillbedonatedduringa
seasonforhighdemand(NovemberDecember)

What:
Studentswillbeaskedtodescribethepicturesthatdescribepovertyintheirgroups.(Onthepowerpoint
providedintheDay5Tab)
Studentswillresearchthewho,what,when,whereandwhysofpovertyincludingthelocalfoodpantries
thatareindemandfortheresourcescollectedfromthefooddrive.(Gatheringinformationneededtocreate
theirposter.
Studentswillcreateaposter(groups23)toinformtheschoolabouttheupcomingfooddrive,including
picturesanddetailsonwheretodropoffthefood,whatkindoffoodthatisconsiderednonperishable

Why:
Thisobjectivewilldemonstratetheconfidenceandreallifevaluesthinkingwhenlinkingpovertytothe
differentwantsvs.needsofthepublic.
OBJECTIVES
Describewhatyouwantstudentstoknow/beabletodoasaresultofthelesson.

Forexample,Studentswillbeableto

Students will be able to make the connection between the onexs

less (or more)
fortunate then them while understanding the geographical, social, and emotional
differences that come along with the poverty line. Students will understand the root
causes of the increased hunger issue and what strong resource they can be in their own
community.
ASSESSMENT/EVALUATION

Whatmeasureswillyouusetoknowifyoustudentsmettheobjectives?
Studentswillberecordingtheiranswersto

Informal(formalthroughoutassessment)
1: WHAT IS POVERTY?
2: WHAT DOES POVERTY LOOK LIKE HERE IN AMERICA?
3: CYCLE OF POVERTY AND THE EFFECTS OF IT.
4: IS THE ENVIRONMENT SUFFERING FROM POVERTY?
5: WHAT CAN WE DO TO HELP END THE POVERTY CYCLE?

PREREQUISITEKNOWLEDGE
Whatwillstudentsneedtoknowpriortocompletingthislessonandhowwillyouaccesstheirprior
knowledge?
StudentswillneedtoknowasummaryoroverviewoftheGreatDepressionsotheycanlinktheirprior
knowledgetothepicturesshowninthePowerPointthatdemonstratespoverty.Studentswillalsoneedto
knowthebasicneedsforlivingintherealworldintheUnitedStates.
MATERIALS
Poster/Markers
ComputerswithInternetaccess
PowerPoint(GreatDepression)
TChart

Listofkeyvocabularyterms.
Poverty

VOCABULARY/KEYWORDS

Food shelter- place providing food and needs for the homeless
Perishable/ Non perishable Perishable goes to waste/ Non perishable does not

Human poverty- standard of living in a country

Self-esteem- subjective emotional value
Human rights- rights given to citizens without discrimination
Food stamps- a voucher given to a citizen by the government that can be used for food
Poverty- the condition of lacking sufficient money or goods to meet basic human needs
such as food, shelter and clothing
Cycle- a series of occurrences that is repeated
Long-term applying to a relatively extended period of time (usually a year or more)
Short- term- applying to a relatively short period of time
TEACHINGPROCEDURES
ProceduralSteps(Stepbystepinstructionsforteachingthelesson):
IntroductionShowsocialexperimentvideo
Discussvocabulary words such as poverty, food shelter, national poverty line, relative poverty, human poverty,

absolute poverty, self-esteem, human rights and food stamps

Discuss the great depression and the pictures on the Power Point provided.
The students will create a t-chart distinguishing their own personal wants vs needs.

Inform students on varying statistics from each state in the United States or have the students look
them up during their research to make real life connections.
The students will be asked to design a poster for the community and hallways to inform the other
classes and citizens that they are collecting non-perishable food for the food shelter.
Teacher should give guideline handouts prior to the students creating the posters.
Posters should include the following:
who, what, when, where, and why. There is a template for the poster under the Day 3 tab of the
presentation. (Groups 2-3 students)
Discuss what they knew before, what they know now and what they would like to learn. (KLW)
Students will answer will answer these questions on the back of their poster.

RESOURCES
Listanyreferencesyouusedtocreatethislesson.Ifyouborrowedideasfromanylessonplanspleasenote
themhere.UseAPAformat.
WAYSOFTHINKINGCONNECTION
Provideacompleteexplanationofhowyourlessonplanconnectstofutures,system,strategic,orvalues
thinking.Definethewayofthinkingyouselectedandusedinthislessonplan.Remember,thisshouldbe
includedmeaningfullyinthelessonplan.

Poverty is a growing issue that without an outside source to intervene on the actions
being taken to diminish it, it will develop more problems for future generations to come.
This digital artifact is used to connect poverty to values thinking. My parents, teachers

and community educated me fully on the different aspects of poverty, but I don't believe
some of the students I went to school with were educated in the same way. If students are
educated on the poverty cycle correctly, I believe they will be inspired to take action or
that it will help them to understand the connections between poverty and sustainability.
This lesson plan demonstrates values thinking by donating to the local food shelf, making
connections with an outside source, understanding the differences in what is provided for
the wealthy vs. the poor. I would recommend teaching this lesson around the holidays as
those make for a very high demand for the food shelters. This topic is a great way to
make connections to the diversity of students in your classroom and watch them make
connections with the world around them. This digital artifact will provide you with all the
resources you will need to teach a five-day lesson plan and the background knowledge
you will need to teach this lesson effectively. It will also provide you with examples of
templates, values thinking connections, and ways to implement discovery learning in the
classroom.