Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards

Julia Kalustian

BIG IDEA

Illuminating Diverse Perspectives

LESSON RATIONALE

This lesson is important because students will uncover how their community thrives
through the act of interdependence by various goods & supplies that are produced &
consumed by diverse citizens.

I CAN STATEMENT

I can apply interdependence as it relates to diverse citizens in my community.

READINESS
I. Goals/Objectives/Standard(s)
○ Goal(s): Students will be able to examine a diverse range of citizens in
their community & determine how they contribute to society with their
unique goods & services.
○ Objective(s):
○ Following the bee & flower simulation, students will be able to
justify the importance of two different groups working together in a
mutually beneficial relationship.
○ By completing the poster activity, students will be able to design a
graphic showing how a career takes part in interdependence to
help our community thrive.
○ At the conclusion of the closure, students will be able to compare &
contrast a diverse range of jobs, settings, & how they each benefit
our community.
○ Standard(s):
○ IAS: ​3.4.4​ Define interdependence and give examples of how
people in the local community depend on each other for goods and
services.
○ NCSS: Production, distribution, & consumption
II. Management Plan

Time: (45 Space Expectations Materials

min)

Anticipatory 10 minutes -Students will -Students will -Flower

Set gather at the move around pouches
front of the the room -Bee
room. carefully & pouches
-Students will calmly as they -Nectar
move around collect nectar & pieces
the room to pollinate the -Pollen
the various flowers. pieces
flowers.

Lesson 15 minutes -Students sit -Students are -Technology

Presentation at the front of respectful : BrainPOP
the room. listeners during Jr. video
-Students the guided -Vocabulary
return to their practice. visuals
tables. -Students -Magnets
participate in
discussion.

Performance 15 minutes -Students -Students show -Posters

Task work in the strong -Drawing
corners of the interdisciplinary materials
room. skills as they -Information
work with one sheets
another in their
groups.

Closure 5 minutes -Students -Students use -Posters

share their strong
posters in the communication
front of the skills while
room. presenting.
.
III. Anticipatory Set (Compelling question) (10 min)
○ The teacher calls the students to the front of the room.
○ “Class, can anyone tell me why bees are important to our
community? (Teacher allows response time). Yes! Bees help
pollinate the flowers, which help them reproduce. Much of our fruits
and vegetables wouldn’t be able to grow without bees. Can anyone
tell me what the bees get from the flower to help them make
 honey? (Teacher allows response time). Yes! Flowers provide
nectar for the bees, so they can make their yummy honey.”
○ The teacher passes out the bee pouches to each student.
○ “Now, we are going to transform into honeybees. I gave each of
you an empty bee pouch. Your job is to collect nectar from the
flower pouches that are hung up around the room. Now, we want to
make sure the flowers are helped as well. So, you will also pick up
the pollen from the pouches, and when you stop at the next flower,
place the pollen you picked up in the pouch before you pick up
more nectar. This process is called cross pollination, where both
the bees and flowers benefit. We will do this for three minutes. You
may say “buzz” as you go around the room, but please walk
carefully as you do so.”
○ The teacher calls students to the front of the room & leads a discussion
once the cross pollination simulation is completed.
○ “Class, as we did our cross pollination simulation, did the bees
benefit, the flowers benefit, or both benefit? (Teacher allows
response time). Yes! They both benefited because bees and
flowers depend on each other. The flower supplies the bees with
nectar to make honey, and the bees help the flowers reproduce.
The bees and the flowers help each other within their community.”
○ Compelling question: How do citizens in our community depend on each
other?
IV. Purpose: “Today we are going to explore how citizens in our community depend
on each other. This is important because people in our local community rely on
one another for goods & services. We call this interdependence. ”

PLAN FOR INSTRUCTION

V. Adaptations
○ Blake will be encouraged to contribute to the interdependence scenarios
as he is highly verbal. The teacher will check in on Blake throughout the
lesson to see if he has any questions. Blake will work with a group that is
kind & responsible during the poster activity, to ensure the lesson
materials are being used by making strong behavior choices.
○ Irma may be nervous to share during the closure so she will be given the
opportunity to contribute by pointing to the drawings on the poster while
her group presents.The teacher will ask Irma questions privately 1-on-1
throughout the lesson, assessing her comprehension on an individual
level.
 ○ George will work alongside a student who is helpful & patient. George will
be given extended time throughout any stage of the lesson if needed. The
teacher will ask George questions during the lesson to ensure
comprehension, instead of at the end of the lesson during the closure as
he is dealing with short term memory issues.
○ Anna will be able to participate in the flower & bee activity as the teacher
will make sure the flower pouches are placed where she is able to move
her wheelchair to. Anna will be prompted to help brainstorm ideas for her
group’s poster since she is very bright and can help her peers as a strong
team member.
○ Early finishers will be encouraged to brainstorm other jobs they have seen
in their community & what goods & services they provide. They may take
an additional sheet of paper & draw a smaller image of that career to
present along with their group's findings.
○ ELLs will be supported by having a copy of the labeled pictures of the
lesson’s keywords translated into their primary language at their desk. If
they are new to Indiana, they may give their experience of diverse careers
in their old community, if they feel comfortable doing so.
○ Exceptional needs students will be given support based on their IEP & 504
plans. These students will be granted extra time to complete the formative
task as seen fit. Students with ADHD will be able to move around the
room often in this lesson.
○ If at any point of the lesson there is a need for reteaching, the teacher will
take a step back from the lesson and intervene with extended guided
practice, even if that means this lesson may take the course of multiple
days instead of just one.

VI. Lesson Presentation (Staging the question / Supporting question) (15 min)
○ Staging the question: Why do different citizens in our community produce
& consume a wide range of goods & services?
○ “Similarly to the cross pollination simulation where bees and flowers
depend on each other in their community, we as citizens depend on
each other in our community. By different people choosing to fulfill
various jobs, we are able to function within our community. Let’s
watch this video on how we depend on each other as citizens of
one community. This video will also serve as a review on goods &
services.”
○ The teacher plays the following video for students.
○ https://jr.brainpop.com/socialstudies/economics/goodsandservices/
○ The teacher places the vocabulary visuals on the board with magnets one
by one, explaining each of these keywords, using the definitions from the
video: Goods, Services, Producers, Consumers, & Interdependence.
○ “Goods are items that are made or grown. Goods can be
purchased and sold by citizens. (The teacher hangs up the Goods
vocab visual). A service is work that one citizen does for another
citizen. (The teacher hangs up the Services vocab visual). We have
talked about goods and services before, so can someone give me
an example of each? (Teacher allows response time). Producers
are citizens who make & sell goods & services. Consumers are
citizens who buy goods & services. (The teacher hangs up the
Producers & Consumers visuals). Our keyword today is
interdependence. Interdependence is ​trading between citizens of
our community to obtain the goods & services that they cannot
produce efficiently for themselves.​ (The teacher hangs up the
Interdependence visual & writes the definition on the board for
reference). Citizens depend on each other to provide goods &
services which allows our community to function.”
○ “Now that we have gone over interdependence, why do citizens in
our community produce a wide range of goods & services?
(Teacher allows response time). Yes! Citizens take on a diverse
range of occupations to produce an array of goods & services so
that we can function & help one another as a community. Farmers
provide goods such as fresh fruits and vegetables for us to eat.
Dentists perform the service of cleaning our teeth. Can anyone
think of another job that provides a good or service?” (Teacher
allows multiple students to respond with two examples of each).
○ The teacher asks students to return to their tables. The teacher writes the
supporting question on the board in the front of the room.
○ Supporting question: How does interdependence help our community
thrive?
○ “Now that we understand the importance of interdependence, we
are going to uncover the question ‘How does interdependence help
our community thrive?’ I am going to give you the following
scenarios, & I would like you to respond as consumers. I am going
to tell you a good or service you are on a mission for, & at your
tables I want you to discuss how you would obtain that good or
service in our community. Think about where you would go as
consumers to purchase that good or service.”
 ○ The teacher goes through 2 scenarios & allows students to share
their answers with the class after discussing at their tables briefly.
a) “Scenario 1: It is your friend’s birthday & you want to make
them a cake. Except, you don’t seem to have the ingredients
to make the cake at home. Where would you go to get the
ingredients? Are ingredients a good or service?” (The
teacher gives students time to discuss at their tables before
sharing).
b) “Scenario 2: Your neighbor notices that his car is filthy &
covered in mud! He wants to get it squeaky clean &
polished. Where can he go to get his car cleaned for him? Is
this a good or a service?” (The teacher gives students time
to discuss at their tables before sharing).
○ The teacher then asks the students how interdependence takes
place in these scenarios.
a) “Class, both you as the consumer & the store as the
producer benefited when you purchased the goods from
them for your cake. Can someone explain how both the
consumer & producer benefitted?” (Teacher allows response
time).
b) “In scenario 2, both you as the consumer & the car wash
place as the producer benefited when you purchased their
service. Can someone explain how both the consumer &
producer benefited?” (Teacher allows response time).
c) “Just like these two scenarios, citizens of our community are
consumers & producers of both goods & services everyday.
Our community depends on each other to thrive!”
○ Formative Performance task (15 min)
○ The teacher introduces the interdependence activity.
a) “Now that we have a better understanding of
interdependence, we are going to explore different jobs that
people in our community have. Each career takes place in a
unique setting, however they all contribute a good or service
that benefits our community. This is a form of
interdependence in our everyday lives. I’m going to divide
you into four groups & you’ll be given a career to explore.
Today we are going to investigate jobs related to agriculture,
healthcare, government, & business. You will find an
information sheet with the job your group is assigned in the
corner you are working in. It will explain whether your job
 produces goods or provides services. This is just an initial
prompt to get your brainstorming going. I want you to take
the poster in your group & draw a person working that job,
illustrating where in the community they may work. Then, I
want you to create a list on your poster of the goods or
services they might provide. I will be around to help &
answer any questions you have.”
○ The teacher divides students into four groups & instructs them to
move to the corner corresponding to the group they are in.
Students use coloring materials & the information sheet to create a
poster on their group’s career.
○ Closure (5 min)
○ After finishing their posters, the groups go up to the front of the
room one at a time to show off their creations & report their
findings.
a) “Now that you have finished your beautiful posters, I want
each group to come to the front & present what you found
about how your job helps the community by producing goods
or producing services.”
○ The teacher prompts comparing & contrasting the diverse jobs &
settings between the groups. The teacher asks students to explain
the interdependence between these careers & the community.
a) “We found out that agriculture careers like farmers &
business careers like store clerks produce goods to sell.
Whereas healthcare jobs like doctors & government jobs like
the mayor provide services. All of these careers, along with
many others, provide goods & services in our community.
How does interdependence of these careers allow our
community to thrive? (The teacher allows multiple
responses).
○ Summative Performance Task / Taking Informed Action (Future lessons)
○ During a summative assessment at the end of this unit, I will ask
students to respond to this prompt in a short paragraph: “It’s
harvest season & Farmer Isaac has potatoes he wants to sell.
Businesswoman Marie, the owner of the local grocery store,
purchases potatoes from Farmer Isaac to sell to the community at
her store. Explain in a few sentences how both Farmer Isaac &
Businesswoman Marie benefited in this situation. Compare &
contrast their jobs & what setting they work in. Be sure to use the
 words: goods, producers, consumers, & interdependence in your
response.”
○ Students will be asked to take informed action by dreaming of what
they want to be when they grow up. They will dress up like that
occupation &/or create props. Students will participate in a career
day where they will be asked to share their dreams with the rest of
the class by explaining what good / service that job provides our
community & where they may work.

VII. Check Understanding

○ I will ​take note of the student’s ability to visualize how two different groups
such as bees & flowers can help one another in their community. I will
make sure every student understands the key vocabulary of the lesson. I
will guide my students when completing the interdependence scenario
activities. I will assure the students feel confident with the concept of
interdependence after the lesson presentation. I will ensure that all
students understand the importance of having a diverse range of jobs in
our community by having them present their posters that they created in
their groups. I will notice which students need extra help throughout the
lesson and talk them through what they are not comprehending and
address the class as a whole if it seems as though the students are not
comprehending a concept successfully.

VIII. Review learning outcomes / Closure

○ Allow students to share their group’s poster on the job they explored &
explain how that career relates to interdependence. Make sure each
student can explain the key vocabulary words from the lesson
presentation. Reaffirm that we need to be able to justify the purpose of
interdependence to celebrate the diverse range of careers in our
community.

PLAN FOR ASSESSMENT

Formative Assessment:
Anticipatory ● By completing the anticipatory set, I will assess students’
Set ability to visualize how two groups who perform separate tasks
can benefit one another.

Lesson ● During the lesson presentation, I will assess students’

Presentation comprehension level of the keywords & how they relate to
interdependence.
● At the conclusion of the performance task, I will assess
 students’ ability to present information on how a unique career
benefits the community we live in.

Check for ● After the closure discussion, I will assess students’ ability to
Understanding apply the concept of interdependence as it relates to our
& Closure community.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not,
why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace this differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were the students able to justify the importance of different careers in our
community?
8. Did the students have enough time to finish their posters in their performance
task, or is this an activity that should be stretched over the period of a couple
days?
9. Were all students able to apply interdependence by dressing up as their dream
job & explaining how the community will benefit from the goods or services they
provide?