SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Taylor Landefeld

Thematic Unit Theme/Title/Grade Level: Travel and Economics/Traveling Through the
Community/Kindergarten
Wiki space address: ucfgrktravelingf16t.weebly.com
Daily Lesson Plan Day/Title: Day 4: Trip to Publix!
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbe
abletodoattheendofthislesson?
Besuretosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.

Thestudentswillbeabletodescribeandidentifyrelativelocationsintheircommunity
anddifferentiatebetweenwantsandneeds.
LearningObjectives:
1. Thestudentswillable to differentiate between a want and need with
100% accuracy.
2. The students will be able to use cardinal directions and positional
words to describe location of the grocery store with 100% accuracy.
3. The students will write a journal entry about their field trip to the
grocery store with 80% accuracy.
NCSStheme(s):

3.People,Places,andEnvironment
7.Production,Distribution,andConsumption

FloridaStandard(s):

LAFS.K12.W.2.4:Produce clear and coherent writing in which

the development, organization, and style are appropriate to task,
purpose, and audience.

http://www.cpalms.org/Public/

NextGenerationSunshineStateStandards:

Assessment

SS.K.E.1.4:Identify the difference between basic needs and

wants.
SS.K.G.1.3:Identify cardinal directions (north, south, east,
west).
SS.K.G.2.1:Locate and describe places in the school and
community.
SS.K.G.1.1:Describe the relative location of people, places, and
things by using positional words.
UnitPre/PostAssessment:

Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?

Doesyourassessmentalign
withyourobjectives,standardsand
procedures?

Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

ThepreandpostassessmentisaquizonKahootanditwillbeadministered1weekpriorto
thebeginningofthisunit.Itwillbeusedtoseewhatmaterialthestudentsarefamiliarwithand
whichmaterialneedstobefocusedonmoreduringthisunitplan.TheKahootquizwillbe
completedusingtheirgeometricshapemanipulativestoanswerthequestions.Thisisdetailed
intheFridaylessonplan.Itisatotalofsixquestionsandthequestionsareattachedattheend
ofthelessonplan.

Ongoingdaily(progressmonitoring)Assessment:
Thestudentswillappropriatelyselfassessthemselvesdaily.Thiswillhelpguidetheteacherto
providetheappropriatescaffoldingtobenefitthestudentslearning.
1:Idonotunderstandanythingaboutdescribingandidentifyingrelativelocationsintheir
communityanddifferentiatingbetweenwantsandneeds.
2:Icantellyouonethingaboutdescribingandidentifyingrelativelocationsintheir
communityanddifferentiatingbetweenwantsandneeds.
3:Icantellyou23thingsaboutdescribingandidentifyingrelativelocationsintheir
communityanddifferentiatingbetweenwantsandneeds.
4:Icouldteachyouaboutdescribingandidentifyingrelativelocationsintheircommunityand
differentiatingbetweenwantsandneeds.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategies
willbeimplemented?

Howwillyoucommunicate
studentexpectations?

Whatproductswillbe
developedandcreatedbystudents?

ConsiderContextualFactors
(learningdifferences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/ud
lguidelines/udlguidelines_graphicorga
nizer

1. The teacher will play the Where are we going? song

(https://safeshare.tv/submit?url=https%3A%2F%2Fwww.youtube.com
%2Fwatch%3Fv%3DOkfROvtrDl8 (Links to an external site. ) This will signal
students to get out their driver's license and come sit on the carpet. (UDL 1.1,
7.3)
2. Once all students are seated on the carpet quietly, the teacher will
review the content learned on Wednesday (needs and wants).
3. The teacher will go over the classroom needs and wants list that they
created the day prior. When saying the names and pointing to the different
objects in the classroom, ask students if they are a need or a want. (ESOL 13)
4. After the review, students will go over and get their assigned Ipad.
They will sit back down at their desk with their Ipad. The teacher will ask the
students, Have you ever created your own lemonade stand? What did you
need? (ESOL 4)
5. The teacher will explain to the students that they will be playing a
game to help prepare them for Fridays lesson of creating their own lemonade
stand. (UDL 3.1)
6. The teacher will instruct the students to open up the lemonade stand
app and select which character they would like to play as. While they are
doing this the teacher will be modeling on the projector. If students are
confused they can look and see what the teacher is doing. As the students are
selecting their character, the teacher will give a brief description of the
game/simulation. (UDL 6.3, ESOL 8)
7. Once the students have selected their character, they will have fifteen
minutes to play the game.
8. The teacher will circulate around the classroom as the students
independently play the game. Check-in with the each student to see how they
are doing and ask them if they have any questions. (ESOL 6)
9. After fifteen minutes, have the students stop playing and log off of
their Ipads. Have the students quietly get up and place the Ipads back in the
cart.
10. Once all students are seated back in their seat, ask students to describe
what happened as they played the game. Did they have a lot of customers?
Did they have to adjust their recipe? How much money have they made so
far? What was the best part about running your own lemonade stand? Wait a
few seconds before calling on a few students to respond. (ESOL 22)
11. The teacher will then ask students to get into their teams of four (these
were assigned at the beginning of the year). The teacher will hold up the
number four as she says the number. Once the students are in their teams, the
teacher will assign them to a chaperone. (ESOL)
12. The teacher will tell the students that we will now be going on our
field trip to Publix. Ask the students if they remember what direction we want
to go to get there. Wait a few seconds for a response, if no response probe the
students by reminding them to look at their maps they created on Tuesday.
Remind them that we will only be buying items that we need for our lemonade
stands and they must stay with their group and chaperone. (ESOL 15, 22)
13. Pass out to each chaperone a list of what each child should pick out at
the grocery store and the order that they should get it in. (The order will be
different for each chaperone so that not all of the students are in the same
place at the same time). The money for each child in their group should also
be given to them.
14. Everyone now exits the classroom and walks quietly to the bus.
15. When the bus arrives at Publix, everyone gets off and meets at the

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Resources/Materials

front of the store. The teacher makes sure that the students are in their correct
groups with their chaperone. Remind the students that they only have five
dollars and they are only buying what they need for their lemonade stand.
Briefly ask if someone can remind you what a need and a want is.
16. The students split off in their groups and the chaperone tells them the
first item that they need to get. Each group walks to the correct location and
picks up the item. This process is repeated until each student has all of the
items on the list. Have the chaperone ask each child if they will have enough
money to buy the items that they are selecting. Make sure that the children are
also looking at the price tags for each item.
17. Once all items are picked up, the groups make their way to the cash
register. At this time the chaperone can hand each child their five dollars. As
the student checks out, make sure that they hold onto their receipt (this will be
going in their driver's license folder)
18. After everyone has checked out, the students will get back on the bus.
Once the bus arrives back at the school, the students will walk quietly to their
classroom.
19. In the classroom students will place their receipts inside their driver's
license folder as they sit back down in their seats.
20. Once everyone has placed their receipt in their drivers license folder,
ask the students how their trip to the grocery store was. Did they have enough
money to buy everything that they needed? Did they spend all of their money
or did they have some left over?
21. Tell the students that they will now be writing a journal entry
(template at the end of the lesson plan) about their trip to the grocery store.
Explain that their journal entry can include what they bought at the store, if
they had enough money, and what they will be making with the ingredients
that they bought. (UDL 9.3)
22. The teacher will pass out the journal worksheets to each student. Tell
students that they can also draw pictures to show what they bought at Publix.
(UDL 4.1, 7.1) Students will have 10-15 minutes to complete their journal
entries. As students are writing and drawing, the teacher will circulate around
the room to answer questions and assist students. (ESOL 48)
23. Once students have completed their journal, allow them to share what
they wrote with their shoulder partner. Then have students place their jounal
entry into their drivers license folders.
24. To end the lesson tell students they will be able to use what they
bought today to create their own lemonade for our class lemonade stand.
Travel Song: http://www.songsforteaching.com/esl/letstakeatrip.htm
List of classroom needs and wants
Ipad with Lemonade Stand app
Grocery store list
Money
Driver License folders
Journal worksheets
Pencils

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

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SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)