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1
Two Week Integrated Thematic Unit
UNIT PLANNING MAP
UNIT AT A GLANCE
LESSON 1
Goods vs. Services
ACTIVITIES
KWL chart
Econedlink.org interactive
demonstration
Cooperative group to
create T-chart
Create collage and Tchart
LESSON 1 PERSPECTIVE
ENGAGING THE LEARNER:
Read aloud To Market, to Market
by Anne Miranda.
EXPLORING PRIOR
KNOWLEDGE:
Complete KWL chart on
goods and services.
EXPLORING NEW
IDEAS/CONCEPTS:
Explain key terms: goods
and services
ELABORATING ON NEW
LEARNING:
Students work in
cooperative groups to
create T-charts for
GOODS and SERVICES.
ASSESSING STUDENT
Richelle Colucci-Nunn
AL 2.2 Demonstrate
ability to set goals and
develop and follow
through on plans
AL 2.3 Demonstrate
ability to maintain focus
on a task, question, set of
directions or interactions,
despite distractions and
interruptions
AL 2.5 Demonstrate the
skills necessary for
participating in a group or
independently
AL 3.6 Cooperate with
others to accomplish
a joint task
AL 3.7 Classify, compare
and contrast
objects, events and
experiences
AL 5.1 Initiate tasks and
experiences as
active leaders when
selecting topics with
increased flexibility,
imagination and ingenuity
AL 5.2 Use and connect
materials/ strategies in
uncommon ways to
investigate
and solve problems
9.1 I. Create and exhibit
visual art
9.1 L. Understand that
works in the arts can
narrate and inform
10.2 F. Analyze how
media influences health
behaviors
10.2 G. Deduce that the
media are not always
accurate regarding health
choices
2.1 A. Count using whole
numbers to 1000 by1s,
2s, 5s, 10s and 25s
2.1 B. Use whole
numbers and simple
fractions to represent
quantities
2
UNDERSTANDING:
Formative: Numbered Heads
Together
Summative: Teacher observation
checklist (cooperative group) and
portfolio review of collage and Tchart.
CLOSURE/REFLECTION:
Collages and T-charts will be
shared with the class, then posted
in the classroom.
LESSON 2
Producers vs. Consumers
LESSON 2 PERSPECTIVE
OBJECTIVES
AL 2.5 Demonstrate the
skills necessary for
participating in a group or
independently
AL 3.6 Cooperate with
others to accomplish a
joint task
1.4 Narrative writing:
Develop and demonstrate
the writing of narrative
pieces that include a
main idea based on read,
imagined or personal
events, characters and a
sequence of events
6.2 A. Define and
identify ... consumers and
producers
6.2 E. Identify who
supplies a product and
who demands a product
9.1 I. Create and exhibit
visual art
ACTIVITIES
KWL chart
Econedlink.org interactive
exercise
BeaconLearningCenter.c
om Business Buddies
interactive exercise
Assembly line activity
EXPLORING PRIOR
KNOWLEDGE:
Complete KWL chart on
producers and consumers and
review what students learned
about the businesses that provide
goods and services to provide a
connection to the concept of
producers and consumers.
EXPLORING NEW
IDEAS/CONCEPTS:
Explain key terms:
producers and consumers
and show the students
images of each on the
smart board. (Pictures of
consumers will be
scanned copies of
student self-portraits or
family members done
during the Family unit.)
Richelle Colucci-Nunn
3
drag-and-drop exercise
on the smart board.
Using name sticks, call on
students to drag the
image of the person to
the appropriate place on
the T-chart.
ELABORATING ON NEW
LEARNING:
Students work in
cooperative groups on the
computers to complete
the
BeaconLearningCenter.co
m Business Buddies
interactive exercise.
ASSESSING STUDENT
UNDERSTANDING:
Formative: teacher
observation of business
buddies exercise
Summative: Portfolio
review of illustration,
teacher observation of
production/consumption
activity and/or journal
entry to include definition
and identification of
Richelle Colucci-Nunn
to understand (receptive)
producers and consumers
and use (expressive)
and who supplies a
words to acquire and
product and who
convey meaning
demands a product.
1.1 E. Demonstrate
CLOSURE/REFLECTION:
COMPREHENSION, the
Presentation of produced goods
complex cognitive
to the consumer and journal
process involving the
activity reflecting on the
intentional interaction
experience.
between reader and text
to convey meaning
LESSON 3
LESSON 3 PERSPECTIVE
1.2 A. Identify, analyze
What's it worth?
and apply knowledge
OBJECTIVES
ENGAGING THE LEARNER:
of the elements of a
AL 2.5 Demonstrate the Read aloud The Penny Pot by
variety of informational
Stuart J. Murphy
skills necessary for
texts to demonstrate an
participating in a group or
understanding of the
EXPLORING PRIOR
independently
information presented
AL 5.2 Use and connect KNOWLEDGE:
1.2 B. Identify and use a
Pass around coins, dollar
materials/ strategies in
variety of media to
bill, checkbook, credit
uncommon ways to
gain information (e.g.,
and debit card.
investigate
and
solve
computer, tape recorder,
1.4
Narrative
writing:
money and its
media)
relationship to the
Develop and demonstrate
1.4 Narrative writing:
production-consumption
the
writing
of
narrative
Develop and demonstrate
cycle and how it would be
pieces that include a
the writing of
used to buy goods and
main idea based on read,
narrative pieces that
services
imagined or personal
include a main idea
events, characters and a
based on read, imagined
EXPLORING NEW
sequence of events
or personal events,
IDEAS/CONCEPTS:
1.6
B.
Use
electronic
characters and a
Teach students the
media for learning
sequence of events
money rap song.
purposes,
such
as
1.4 Informational writing:
Richelle Colucci-Nunn
speaking strategies
regrouping
effectively
2.2 B. Solve addition
1.6 B. Use electronic
problems with 3 two digit
media for learning
numbers with regrouping
purposes, such as
2.2 C. Solve subtraction
generating a journal or
problems with double
story
digit numbers with
1.8 A. Use a systematic
regrouping
process for the collection,
2.5 C. Select and use an
processing and
appropriate method,
presentation of
materials and strategy to
information
solve problems,
3.7 D. Use basic
including mental
computer software
mathematics, paper and
4.4 A. Know the
pencil and concrete
objects
importance of agriculture
6.2 C. Identify and
to humans
5.3. I. Identify the role of
compare means of
payment
the media in society
Money
6.1 B. Identify local
Checks
employment/producers
Credit Cards/Debit
Jobs
Cards
Products/Services
6.2 F Define and
6.1.C. Identify the
compare the price of
opening and closing of
different items
community businesses
9.1 I. Create and exhibit
6.2 A. Define and identify
visual art
goods, services,
9.1 P. Demonstrate safe
consumers and
use of all materials,
producers
equipment and tools at
6.2 B. Identify ways local
work and in performance
businesses compete to
spaces in dance, music,
get consumers
theatre arts and visual
6.2 C. Identify and
arts
compare means of
payment
ACTIVITIES
Money
Students rotate through learning
Checks
centers:
Credit Cards/Debit
KWL chart
Cards
Money rap song
6.2 D. Identify similar
Think-pair-share
community businesses
Cooperative group 6.2 E. Identify who
Count On It interactive
supplies a product and
online coin game (match
who demands a product
coins to goods for a
6.2 F Define and
price)
compare the price of
Learning centers
different items
Whole group dramatic
6.5 C. Describe
play in a pizza shop
businesses that provide
goods and businesses
ELABORATING ON NEW
LEARNING:
Introduce learning centers
through which students
will rotate: Math center
and math center #2,
performance center and
performance center #2,
illustration/visual
expression center
ASSESSING STUDENT
UNDERSTANDING:
Formative: Think-pairshare
Summative: Portfolio
Richelle Colucci-Nunn
that provide services
BLOOM'S TAXONOMY LEVELS
OF CRITICAL THINKING
addressed in unit:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
TECHNOLOGY:
Students will use:
Internet to research
businesses
Presentation software to
create advertising
campaigns
Online interactive
activities
Smart board
6
review (independent
practice activity) and
observation checklist
(means of payment and
change-making
performance center
activities)
CLOSURE/REFLECTION:
Whole group dramatic
play in a pizza shop, with
students taking turns
filling roles of pizza chef,
servers, delivery drivers,
take-out counter
employees, customers,
and cashier. Principal will
be invited to attend.
Journal entry reflecting on
experience as it relates to
key terms learned in this
unit
LESSON 4
LESSON 4 PERSPECTIVE
Whose business is it, anyway?
ASSESSMENT (diagnostic,
formative and summative):
OBJECTIVES
ENGAGING THE LEARNER:
KWL chart
AL 2.2 Demonstrate
Read aloud Once Upon
Thumb voting on answers
ability to set goals and
A Company: A True
Think Pair Share
develop and follow
Story by Wendy
Pick Your Spot
through on plans
Anderson Halperin (tells
Numbered Heads
AL 2.3 Demonstrate
the story of a 7-year old
boy and his sisters who
Together
ability to maintain focus
start a wreath-making
Scavenger hunt
on a task, question, set of
company, expand into
directions or interactions,
Observation checklists
other areas, and over 6
despite
distractions
and
Cooperative
years save $16,000 for
interruptions
activities
college)
AL
2.5
Demonstrate
the
Learning center
AL
5.1
Initiate
tasks
and
Culminating project rubric
characteristics that make
experiences as active
our community different
leaders when selecting
RESOURCES AND MATERIALS:
from others, and about
topics with increased
Learning centers
businesses that provide
flexibility, imagination and
Greater West Chester
goods or services (or
ingenuity
Chamber of Commerce
both!). Explain that they
AL 5.2 Use and connect
Local business people
will now be learning
materials/ strategies in
TV/internet/magazine/
about businesses in our
uncommon ways to
newspaper/billboard/
community. They will
investigate and solve
radio advertising
determine how
problems
How Pizza Came to
businesses shape our
PS A. Is aware of self and
Richelle Colucci-Nunn
http://www.econedlin
k.org interactive
software (consumers vs.
producers, goods vs.
services)
http://www.econedlin
k.org/lessons/index.p
hp?
lid=194&type=studen
t (Woof, Woof! At your
service video)
http://www.beaconlea
rningcenter.com/Web
Lessons/BusinessBu
ddies/default.htm
ountonit/games/seco
nd/money#)
Student-created video on
making change:
http://www.teachertu
be.com/viewVideo.ph
p?video_id=136696
http://pbskids.org/do
ntbuyit/
Slide show of advertising
methods
LEARNING ENVIRONMENT:
Music center
Performance center
Math center
Computer center
EXPLORING PRIOR
KNOWLEDGE:
Complete KWL chart on
businesses in our
community, including
questions to be
answered on the field
trip.
EXPLORING NEW
IDEAS/CONCEPTS:
The Chamber of
Commerce will provide
information and materials
that help students
understand the
importance of agriculture
in our community,
businesses that are
similar to each other, and
local businesses that
Richelle Colucci-Nunn
Illustration/visual
expression center
Photos of community
businesses/buildings and
people displayed in
classroom
DEVELOPMENTALLY
APPROPRIATE PRACTICE AND
PRINCIPLES considered in
designing unit:
Choices in lesson
activities and materials
Time to explore and
experiment with concrete
learning experiences
Areas of growth:
intellectual, physical,
socioemotional
Respect for families
Social nature of learning
THEORY considered in designing
unit:
Piaget learning
is child-centered
is self-initiated
involves real objects
given statement is
reasonable based on a
comparison to data
3.7 D. Use basic
computer software
4.4 A. Know the
importance of agriculture
to humans
6.1 B. Identify local
employment/producers
Jobs
Products/Services
6.1.C. Identify the
opening and closing of
community businesses
6.2 D. Identify similar
community businesses
6.5 C. Describe
businesses that provide
goods and businesses
that provide services
ACTIVITIES
KWL chart
Field trip
Scavenger hunt
Reflection on field trip
Conduct research
Write paper
ELABORATING ON NEW
LEARNING:
Field trip reflection
update KWL chart and
reflect on experience
through class discussion.
Introduce concept of tally
charts and bar graphs by
recording as a class the
number of students who
identified a particular
business in their
scavenger hunt. Model
how to formulate and
answer questions that
can be proven with data,
interpret, construct and
draw conclusions from
bar graphs, pictographs,
tally charts and/or tables,
and form and justify an
opinion on whether a
given statement is
reasonable based on a
comparison to data.
Classroom/library/comput
er/home research
students will conduct
additional research to
choose the type of
business that they would
want to open in our
community. Once they
choose a business, they
will research how that
business will provide its
Richelle Colucci-Nunn
Vygotsky
is individualized
involves social interaction
is driven intrinsically from
a desire to assimilate or
accommodate schemata
in response to new
experiences
scaffolding
zone of proximal
development
play as learning
ASSESSING STUDENT
UNDERSTANDING:
Formative: Observation of
research buddy
interactions and interview
with students on research
and review of stages of
writing
Summative: Portfolio
review (scavenger hunt)
and culminating task
rubric
CLOSURE/REFLECTION:
Because the final lesson in the
unit builds on this lesson, there is
no closure for this lesson.
LESSON 5
Media and competition
CLASSROOM MANAGEMENT
Students will have
OBJECTIVES
already defined class
At the end of the lesson, the
rules and expectations for student will:
LESSON 5 PERSPECTIVE
ENGAGING THE LEARNER:
Play slide show of
Richelle Colucci-Nunn
COMMUNICATION WITH
FAMILIES:
Classroom website
showing examples of
student work and photos
of students working in
cooperative groups or
dramatic play
Class newspaper (to
supplement website for
families without internet
access)
Completed work (when
no longer on display)
sent home with students
in Produced by
<Student Name> with
Pride folders
Emails or notes to
parents with anecdotal
records of the student's
progress (specific words
or actions)
Invite parents to observe
culminating task
presentations
COMMUNICATION WITH
ADMINISTRATION:
Class website and
newspaper
Share lesson plans to
demonstrate value of
integrated curriculum
and authentic
assessment
Invitation to
watch/participate in pizza
shop sociodramatic play
and culminating task
presentations
10
AL 2.2 Demonstrate
ability to set goals and
develop and follow
through on plans
AL 2.3 Demonstrate
ability to maintain focus
on a task, question, set of
directions or interactions,
despite distractions and
interruptions
AL 3.7 Classify, compare
and contrast objects,
events and experiences
PS A. Is aware of self and
ones own preferences,
strengths and challenges
PS B. Show
independence in a wide
range of activities
1.1 D. Demonstrate a rich
listening and speaking
VOCABULARY, the ability
to understand (receptive)
and use(expressive)
words to acquire and
convey meaning
1.6 A. Apply listening and
speaking strategies
effectively
1.6 B. Use electronic
media for learning
purposes, such as
generating a journal or
story
1.8 A. Use a systematic
process for the collection,
processing and
presentation of
information
2.6 A. Formulate and
answer questions that
can be proven with data
(bar graphs, pictographs,
tally charts and/or tables)
2.6 B. Interpret, construct
and draw conclusions
from bar graphs,
pictographs, tally charts
and/or tables
2.6 C. Form and justify an
opinion on whether a
given statement is
EXPLORING PRIOR
KNOWLEDGE:
Think-pair-share students give examples of
advertising they
remember from the field
trip
Complete two KWL
charts:
advertising and
competition in
business
buying smart
and seeing
through the sales
pitch
EXPLORING NEW
IDEAS/CONCEPTS:
In cooperative groups,
students explore the
PBSKids Don't buy it
website
Homework: students
research different
examples of advertising
and select one that
appealed to them and
one that did not and bring
examples to school (for
TV or radio advertising,
they will orally present the
advertising). Students
Richelle Colucci-Nunn
11
reasonable based on a
will also bring in one
comparison to data
example of advertising
3.6 A. Know that
done by a local business.
Richelle Colucci-Nunn
12
(homework and
advertising campaign for
their business) and
journal entry reflecting on
advertising, the media,
and health choices
CLOSURE/REFLECTION:
Students orally present
their research report and
advertising campaigns for
their business. (Parents
and principal are invited
to attend.)
After all presentations are
complete (and advertising
is displayed), students will
vote on the business they
think will most likely have
a positive impact on our
community. The winning
business will be
highlighted on the class
website and in the class
newspaper.
Teacher leads oral class
reflection on the unit.