Lesson Plan

Teacher: Taylor Day

Subject Area: 2nd Grade Social Studies
Unit Title: Economics
Lesson Title: Goods, Services, and Budgets

Goals linked to Content Standards:

Instructional plans include:

• measurable and explicit goals aligned to state content standards;

The student will be able to:

 2.12 Describe the purpose of a budget and create a simple budget using money to buy
goods and services.
 2.11 Write an opinion piece (supplying reasons that support the opinion, using linking
words to connect opinion and reasons, and provide a concluding sentence) evaluating an
advertisement to sell a good or service.

Materials/Resources Needed:

 Computer and Projector

 PowerPoint
 Internet
 Laptops
 Pencil
 Paper
 Anchor chart paper
 Markers

Relevant Objective/Purpose:

Instructional plans include:

activities, materials, and assessments that:
o are aligned to state standards.
o are sequenced from basic to complex.
By the end of the lesson students will accomplish the following:
 Students will be able to collaborate with their group to develop a budget.
 Students will be able to describe the importance of a budget.
 Students will be able to classify goods from service

Instructional Grouping:

 Students will work independently for the starter and anticipation guide.
 Students will be grouped into five groups of four students.
 Each group will have an equal amount of low, medium, and high achieving learners.
 The teacher will give each group $300 to start their budget.
 Students will create a three month budget and will receive $300 per month.
 Students will receive a list of goods and services that they can purchase with the group’s
$300.
 Students will have to budget accordingly and show their purchases for each month.
 Students will have to work cooperatively to make this budget.
 Students will present their budget to class and explain why they thought their purchases
were necessary.
 Students will be graded by a rubric.

Adaptations:

Instructional plans include:

• evidence that plan is appropriate for the age, knowledge,
and interests of all learners; and
• evidence that the plan provides regular opportunities to
accommodate individual student needs.

 There are two students in the classroom that is learning English as their second language.
 Students are grouped heterogeneously for their project so the ELL students will be
grouped with high achieving learners.
  Each group will have high, medium, and low achieving learners so that everyone has the
same opportunity to learn.
 The ELL students will have two chances on the quiz to get the correct answer.
 The ELL students will have the opportunity to retake their quiz in RTI to have a teacher
help them with things that they do not understand.
 ELL students will have independent work modified for their ability so they can
understand.
 I will offer extra tutoring and videos/other learning styles for the ELL students to help
them see other ways of understanding the topic.

Lesson Structure and Pacing:

Assignments require students to:

 organize, interpret, analyze, synthesize, and evaluate information
rather than reproduce it;
 draw conclusions, make generalizations, and produce arguments
that are supported through extended writing; and connect what
they are learning to experiences, observations, feelings, or
situations significant in their daily lives, both inside and outside of
school.

 9:00 – 9:10 – Starter: Students will complete and anticipation guide about goods and
services

 9:10 – 9:15 – The teacher will review the starter with the students orally and give time
for students to ask questions.

 9:15 – 9:25 – Students will listen to the teacher present a PowerPoint over goods,
services, and the importance of a budget.

 9:25 – 9:35 –Students will participate in making an anchor chart with the teacher
comparing and contrasting goods and services.

 9:35 – 9:40 – Students will watch and listen to the teacher make a good budget.

 9:40 – 9:55- Students will be broken into groups and will start working on their group
project, making a three month budget as a group.
  9:55-10:00- Students will participate in the thumbs up thumbs down closing activity.

Anticipatory Set/Hook:
 Students will complete an anticipation guide checking which items on the list is a good or
service.

 Connection to Prior Knowledge/Learning:

Instructional plans include:

activities, materials, and assessments that:
o build on prior student knowledge, are relevant
to students’ lives, and integrate other
disciplines.
o provide appropriate time for student work,
student reflection, and lesson and unit closure;

 Students read the chapter over Goods, Services, and Budgets in their reading.

 Students wrote a paragraph summarizing what they have read.

 Students learned what kinds of goods are imported and exported to and from the United
States.

Modeling/Thinking Strategy:

 Students will practice analyzing, evaluating, and creating by composing a PowerPoint

creating a budget.

Essential Questioning/Problem Solving:

 What is the importance of a good budget?

o During the project, students will be able to see how a budget works and be able
establish wants from needs.
  What is Economics?
o Guiding Question: What are goods and services and how do they relate to
economics?

Guided Practice:

 The teacher will make an anchor chart comparing and contrasting goods from services.

 The teacher will provide a PowerPoint with notes about this chapter.

 The teacher will model how to create good budget by purchasing goods and services.

Formative Assessment:

 Students will be informally assessed by their summaries of the chapter to see if they have
read.
 Students will be informally assessed through the PowerPoint by the teacher questioning
and prompting.
 Students will be informally assessed through the thumbs up and thumbs down activity at
the end of class.

Summative Assessment Plan:

Assessment Plans:
 are aligned with state content standards;
 have clear measurement criteria;
 measure student performance in more than three ways (e.g., in the form of
a project, experiment, presentation, essay, short answer, or multiple-
choice test);
 require extended written tasks;
 are portfolio-based with clear illustrations of student progress toward state
content standards; and
 include descriptions of how assessment results will be used to inform
future instruction.
  The students will be given a mastery test over this chapter on Friday, November 16. This
quiz will be matching the terms from this chapter. It will also have a chart where student
differentiate between goods and services. Students will evaluate an advertisement of
goods and services and write an opinion piece.
 The students should get a 70% or above on this quiz to be considered a master of this
topic.
 Students will be able to correct their tests for homework for half credit per question.
 Students will be presenting their group project on their created budget.
 Each group member will be graded on their individual participation, and on the content of
the presentation.
 Student’s group project will also be graded by if they keep their budget positive and not
go below $0.
 The project will have a rubric.

Closure:
Instructional plans include:
activities, materials, and assessments that:
o provide appropriate time for student work,
student reflection, and lesson and unit closure;

 Students will do a thumbs up and thumbs down activity to show that they have mastered
the difference between what is a good and what is a service.