ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Carly Welch Date: April 12, 2019

Grade Level: 2nd Subject: Social Studies
Time spent planning this lesson: 30 minutes
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What is opportunity cost? How does opportunity cost affect choice?
Brief Context: The teacher will introduce opportunity cost after reviewing previously learned vocabulary
(goods, services, economic want, scarcity, choice). The teacher will introduce opportunity cost by using
real-world examples and a YouTube video. Students will work either independently or with a partner to
complete the Opportunity Cost Comprehension Page.
Prerequisite Knowledge/Skills: Students need to be able to read and write in complete sentences. Because
this is the introductory lesson, students do not require prerequisite knowledge/skills. We will be building
off the foundational knowledge/experiences that they have and will be creating meaning. The pre-
assessment from yesterday will inform my instruction and help me determine which skills need to be
taught or sharpened.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
The learner will: I will assess learning by:
1. Define opportunity cost, write the word in 1. Reviewing students’ completed economics
a sentence, and draw a picture to worksheet.
represent opportunity cost. 2. Evaluating student responses by walking
2. Explain opportunity cost to the person around the room and drawing sticks for
sitting next to them. student responses to share whole-group
3. Apply vocabulary understanding to the (building off ideas).
Opportunity Cost Choice handout. 3. Checking for completion and highlighted
vocabulary.
Standards Addressed in Lesson:
CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided
sources to answer a question.
E1.0.1 Identify the opportunity cost involved in a consumer decision.
Instructional Resources:
- TpT 2nd Grade Economics Packet
- Piggy Bank Handout (front-side)
- Comprehension: Opportunity Cost Choice handout
- Youtube: https://www.youtube.com/watch?v=LhscArlxsyY&t=65s

Consideration of Learners:
How have you responded to your diverse learners?
I have responded to diverse learners by front-loading vocabulary (goods, services, economic want,
scarcity, and choice). Giving multiple means of representation (audio, visual, and using a model as an
example), and providing picture support for ESL/ELL students who vocabulary instruction (Diego, Nevah,
and Gabriel). Teacher support with be available during the comprehension activity (Choice and Scarcity).

I will post lesson objectives on the board and set clear expectations for students, giving students
enough time to ask questions and work with one another (collaboration). Students will also have a shared-
learning experience that they can reference (YouTube video) and build their understanding off.
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COVENANT MANAGEMENT:
Students will engage in discussion with the teacher, and with other students-- building relationships and
community. Allowing students to either work independently or with partners gives them the option to
collaborate. Partner work will allow me to walk around once students have started their independent
work and answer any questions.

CONDUCT MANAGEMENT:
Identify at least 2 ways you will gain whole group attention:
1. If you can hear me, put your hand on your head. Put your finger on your elbow. Put your left hand
on your right ear. Put both hands on your head, shoulders, knees, and toes.
2. “Give me 5 . . . Thank you _____, Thank you _____, Thank you _____).
Strategies you intend to use to redirect individual students:
1. Redirect students who are off task by taking minutes away from recess.
2. Tap students on the shoulder during instruction and independent work (use of nonverbal behavior
management strategies).

CONTENT MANAGEMENT:
1. Students will be seated and quiet before beginning instruction (setting expectations – group
points).
2. Students will be called by drawing sticks to support vocabulary understanding (extensions or
“adding” on).
3. Lesson structure will be posted on the whiteboard so that students understand expectations

PHYSICAL ENVIRONMENT:
1. Students will be seated in their desks for whole group instruction, then will complete their
vocabulary page, and then will use their independent handout as an exit slip to be dismissed for
recess.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation:
Go over lesson-structure and expectations:
1. Review vocabulary
2. Youtube video
3. Vocabulary Development
4. Comprehension Check
5. Recess & Lunch

Teacher will have students gather (heads down) at their desks to begin the lesson. Teacher will then
show the YouTube video of the day (shared-learning experience) as the introduction of the lesson. What
is opportunity cost?

Teacher will instruct students to explain opportunity to a friend at their table. Raise hand for student
responses.
Development:
To develop the lesson, the teacher will hold up two items in front of her an iPad and a rubber ducky. “If
you had to make a choice between the two, which would you choose and why?” Teacher draws three
sticks for student response and engagement. “If opportunity cost is the thing that you give up which
item is your opportunity cost? (non-chosen object).”

Have students get vocabulary sheet under table group bins (Piggy Bank) and write their name on top.
Complete vocabulary development (pulling sticks for student engagement in each section).

Once vocabulary development is complete, students may check with a teacher for a star and then may
begin working either independently or with a partner.

The Opportunity Cost Choice Page will act as an exit slip out the door to recess (completion and
correctness).

Closure: To close the lesson, the teacher will collect student work and dismiss students to recess. As
students exit the door they will make a choice between two objects (toy car and rubber ducky)
explaining why they chose what they chose, and what their opportunity cost is.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM:
1. 7 AM PBIS Meeting 03/21
2. 10:00-10:45 Kids Have Rights Meeting and Work
3. Graded Animal Book Projects and entered grades (unit taught); Graded Science Tests (unit
taught) and entered grades.
4. Took on “True Success” starting 04/08-04-19
5. Professional Development 04/12 from 1:00-3:30 PM
6. Parent Contact 04/11 via email

REFLECTION AFTER TEACHING THE LESSON:

I loved this lesson, especially the pacing and flow. Students are beginning to understand the lesson
structure and made a quicker transition today (less than 2-minutes). Students understood “opportunity
cost” better than I think the average adult would. They were able to understand that for every choice
you make, you must give something up. I think that this lesson was helpful in building schema, and I am
excited to see how much they have learned throughout the unit—both through formative assessments,
and in the final assessment.