Title:
|
|
Author
|
Tonya
Avery
|
Subject
|
Colonial
Life
|
Grade Level
|
5th
|
Duration
|
2
class periods
|
Subject Area
|
Social
Studies
|
Unit Description
|
Students will spot and explain economic
concepts within a historical time frame?
|
Lesson Description
|
Tell students that they are going to be given
a chance to go back in history on a time machine. This journey is going to
take them back to Boston Harbor in 1680, but their job is to be an economic
spotter. Can they spot and explain economic concepts within a historical time
frame?
|
Standards
|
Name: Social
Studies, Grade 5: Knowledge and skills.
Grades: Elementary
● Economics. The student understands the
basic economic patterns of early societies in the United States.
● The student is expected to identify major
industries of colonial America.
ISTE’s NETS Creativity and Innovation: a, b
Digital Citizenship: a
Technology
Operations and Concepts: a,b,c,d
C Communication
and Collaboration: a, b, d
|
Alignment
to UDL Principles
|
Affective
Networks-provide multiple means of
engagement. Students will work in small groups and individually.
Strategic
Networks-provide multiple means of action
and expression. Students must communicate orally with group and participate
in class discussions.
Recognition
Network-Provide multiple means of
representation. Students will view video, text books and power points.
|
Accommodations
and supports for diverse learners
|
Design learning experiences and utilizes
assistive technology and digital tools to provide access to general
curricular content to individuals with disabilities.
Blind: audio components, braille and larger visual texts
Hearing
impaired: students will be give
preferential seating and written instructions.
Multiple
achievement levels and Disabled: students will actively participate in group
project and independent study with the assistance of aide’s, special tools,
materials and additional time.
Gifted
and talented: students will be engage in
enrichment assignments and problem solving activities.
|
Goals
Unit Goals
|
● Define
the concept of exchange and trade.
● Find examples of economic specialization within a story
● Students will participate
in technology-based activities to help explain and discuss the history of coins and contains various
information regarding current and past coins while including activities about
coins.
|
Lesson Goals
|
Students
will take a trip back in time and spot economic concepts in a historical
fiction tale. This time frame features Boston Harbor around 1680.
|
Methods
Anticipatory Set
|
KWL
Chart
Fill in the first two columns of a
KWL chart with the whole class in order to summarize what everyone currently
knows about Colonial Life, and what they still want to learn. At the end of
the lesson today, what the class learned will be discussed and entered on the
chart.
|
Introduce and Model New Knowledge
|
|
Provide Guided Practice
|
In this activity ask each student or pair of
students to select and aspect of Colonial life, (food, clothing,
transportation, shelter) and to quietly explore and figure out several
difference compared to today’s life. Tell them to be prepared to return to
the large group in 10 minutes to share their findings. Resources that
students can access include (internet, textbook, and supplied links
|
Provide Independent Practice
|
Students should spend class time
today, and out-of-class time studying their resources, collecting and
organizing the information they have learned. and Defining Glossary terms from:
http://www.econedlink.org/e301
|
Assessment
Formative/Ongoing Assessment
|
|
Summative/End Of Lesson Assessment
|
Write a paragraph in which you tell what
exchange is and what sort of exchanges took place in Boston, 1680. Tell how
specialization helped people in the colonies trade with England.
|
Materials
Smart
Board
Projector
Computer
Internet
|
No comments:
Post a Comment