SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Jessica Dolberg, Kasey Dow-Barbato, Tory Glenn, Shayla Martinez-Irizarry
Thematic Unit Theme/Title/Grade Level: Canada VS. Mexico/ Canada Ay Mexico Ole/ Third Grade
Weebly address: http://ucfgr3canadaaymexicooles17t.weebly.com/
Daily Lesson Plan Day/Title: Currency of Mexico and Canada/ Day 3
LearningGoals/Objectives Learning Goal:
Whatwillstudentsaccomplishbeable The students will be able to compare and contrast the culture, geography, and
todoattheendofthislesson?Besure currency of Canada and Mexico.
tosetsignificant(relatedto
SSS/CCSS),challengingand Learning Objectives:
appropriatelearninggoals! 1. Students will be able to distinguish currency from Mexico and Canada.
2. Students will be able to list characteristics of Mexican and Canadian
currency.
3. Students will use electronic and print resources to gather information on
Mexico and Canadas currency.
4. Students will complete a Venn diagram.
NCSSThemes NCSS theme(s):
FloridaStandards(FS) People, Places and Environments
NextGeneration Science, Technology, and Society
SunshineStateStandards Product, Distribution, and Consumption
(NGSSS)Listeachstandard. Florida Standard(s):
Cuttingandpastingfromthe LAFS. 3. W. 3.8- Recall information from experiences or gather
websiteisallowed. information from print and digital sources; take brief notes on sources
http://www.cpalms.org/Public/ and sort evidence into provided categories.
Next Generation Sunshine State Standards:
SS.3. E.1.4-Distinguish between currencies used in Canada and Mexico.
SS. 3. E. 1. 2- List characteristics of money.
SS.3. A.1.2- Utilize technology resources to gather information from
primary and secondary sources.
Assessment Unit Pre-Assessment:
Howwillstudentlearningbeassessed? The pre-assessment Kahoot will be given two weeks prior to this unit.
Authentic/Alternativeassessments?
Doesyourassessmentalignwithyour
Unit Post-Assessment:
objectives,standardsandprocedures? The post-assessment Kahoot will be given the following Monday after
Informalassessment(multiplemodes): the unit is completed.
participationrubrics,journalentries,
collaborativeplanning/presentationnotes, On-going Formative (progress-monitoring/daily) Assessment:
etc. Flip book
Completed Venn diagram providing currency characteristics from
Mexico and Canada.
Scale:
4- I can teach different characteristics of Mexican and Canadian currency to a
friend.
3- I recognize the currency and can tell you which is Mexican and Canadian.
2- I recognize the currency but I cant tell which country it is from.
1- With help and partial understanding, I still dont understand.
 SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
Design for Instruction
Student Activities & Procedures
Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedandcreated
bystudents?
ConsiderContextualFactors(learning
differences/learningenvironment/learning
styles)thatmaybeinplaceinyourfuture
classroom.
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. Review as a group what we learned yesterday about both Canada and
Mexico. Allow students to share what they wrote in their flip book.
2. State that we will be focusing on the currency (or money) for both
countries today. Ask students to share characteristics of the money we
use in the United States. (UDL 3.1- activate or supply background
knowledge) (ESOL 4-Link lesson to students prior knowledge)
3. Ask students to make predictions:
What do you think Mexican money looks like?
What do you think Canadian money looks like?
Do you think Mexican and Canadian money have different
names?
4. Using safe share, watch a short video describing Mexican bills.
https://safeshare.tv/submit?url=https%3A%2F
%2Fwww.youtube.com%2Fwatch%3Fv%3DcDPin9k1M_U
5. Using safe share, watch a video describing Canadian coins and bills.
https://safeshare.tv/submit?url=https%3A%2F
%2Fwww.youtube.com%2Fwatch%3Fv%3DKmpLFf6FaH4
6. Briefly describe and go over some characteristics of Mexican and
Canadian money.
Mexican coins have more of a gold tint.
Mexican currency are called pesos.
Canadian coins are like American money and are silver and
copper colored.
Canadian 1 dollar and 2 dollar coins are called a loonie and a
toonie.
7. Now, explain that we will be rotating through centers to learn about
characteristics of Mexican and Canadian money. Explain the four
centers.
App center- students will play on an IPad (1 IPad per 1 student)
on two different apps provided. (ESE Accommodation:
Madisyn will have the choice between the two apps) (UDL
7.1- Optimize individual choice and autonomy)
o Money for Kids
o Count Money-Coin Matching Game
Mexico station- students will use the QR code below and
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
tangible artifakes/artifacts to complete one side of the Venn
diagram with characteristics of Mexico currency. (ESOL 45-
Use Venn diagrams to compare and contrast) (ESOL
Strategy: have tangible Mexican money on the table)
Students will wear a sombrero at this center.
o Learn characteristics of Mexican money by scanning
this code!

Canada station- students will use the QR code below and

tangible artifakes/artifacts to complete one side of the Venn
diagram with characteristics of Canadian currency. Now,
students can fill out the both section of the Venn diagram.
(ESOL Strategy: have tangible Canadian money on the
table)
o Learn Canadian money, currency and coins by
scanning this code!

Matching game- students will match laminated pictures of

Mexican and Canadian coins/ bills to the designated value on the
poster board.
8. Explain to the students they should be writing down characteristics such
as color, people on the coins and bills, the value, what it looks like and
feels like on their Venn diagrams so they can use this information to
complete their flip books. (ESE Accommodation: Madisyns Venn
Diagram will have three bullets for her to fill in on each section)
9. Since there are 16 students in the classroom, each center will have a
total of 4 students. (ESOL Strategy: Allow ESOL student to work
with a partner) (ESOL 2- Promote cooperation) After the given time
of 8 minutes per center, students will rotate clock wise to the next
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
station. Teacher will be walking around the classroom monitoring the
class as they complete the centers. (ESOL 6- Continually monitor
students comprehension) (ESE Accommodation: Madisyn will start
at center 1 every day.)
10. After the students complete each center, they will come back to their
seats and complete the currency section of their flip book. Students are
suggested to write down as many characteristics of Mexican and
Canadian money.
11. After students finish up writing in their flip book, we will review the
day with some group questions:
What was your favorite app? Why
What are the dollar bills in Mexico called?
What is on the front of every Canadian coin?
(ESOL 1-Teach questioning for clarification) (ESOL 22-Give enough wait
time for 2nd language learners to respond to questions)
12. As we are having our overview of the day, students can add anything
they might have missed to their Venn diagram or agree with students if
they have the same characteristics written down. (UDL 9.3- Develop
self-assessment and reflection)
13. Before leaving the classroom, students will fill out their temperature
scale using a dry erase marker and leave it on their desk.

Resources/Materials Websites:
Bforball- https://www.bforball.com/kids-canada.php
Mexinsider- http://mexinsider.com/mexico-money.html
Safe share
YouTube
Artifacts:
Mexican money
Canadian money
Artifakes:
Sombreros
Laminated Mexican and Canadian money
Books:
Somervill, Barbara. A. (2011) Social Studies Explorer Mexico. Ann
Arbor, Michigan: Cherry Lake Publishing
Materials:
Writing utensils
Venn diagram worksheet
Flip book
IPads
Apps
o Money for Kids
o Count Money-Coin Matching Game
Matching game poster