Classroom Management Seminar
Classroom Management Seminar EDU 383
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This 5 page Class Notes was uploaded by Ila Krajcik IV on Wednesday October 28, 2015. The Class Notes belongs to EDU 383 at Wake Forest University taught by Staff in Fall. Since its upload, it has received 12 views. For similar materials see /class/230758/edu-383-wake-forest-university in Education and Teacher Studies at Wake Forest University.
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Date Created: 10/28/15
Beth Ward Gretchen Jennings April 24 2009 EDU 383 amp 295 ReadingSocial Studies Lesson Plan Grade Level 3rd Grade AG Lesson Goals Today we are going to learn about why we can t have everything we want The reason you have to decide between what you need and what you want is because of scarcity Resources things that we use are limited they are scarce We do not have an infinite amount of resources so we have to make decisions and be smart about how we use them NCSCOS Objectives Grade 3 Competency Goal 5 The learner will apply basic economic principles to the study of communities 501 De ne and identify examples of scarcity Grade 4 Competency Goal 6 The learner will evaluate how North Carolinians apply basic economic principles within the community state and nation 601 Explain the relationship between unlimited wants and limited resources MaterialsEquipment If You Decide to Go to the Moon by Faith McNulty Extra Cargo List activity sheets one for each group Game cards Timer Paper folded into a trifold for each group Overhead projector Assessment handout Procedures Day 1 35 minutes Ask the class the following questions Has anyone ever looked out into the sky and imagined going to the moon What have you heard about astronauts What do astronauts do Does anyone want to be an astronaut How does an astronaut get to the moon Call on students raising their hand to share their prior knowledge Announce to the class that today we are going to read the book If You Decide to Go to the Moon by Faith McNulty While we read the book pick out two interesting facts you hear about space travel to share with the class Also pay special attention to what astronauts need to travel into space 3 minutes Read the book aloud and ask questions to the class every few pages inquiring about pictures concepts unfamiliar vocabulary etc 20 minutes After the book have students turn to a partner for 30 seconds and share two interesting things they learned from the book Ask students to raise their hands if they want to share the interesting facts they talked about with their partner 2 minutes Inform the students that the class will make a list of all the items the book mentioned that people might need for a journey into space As students share write these items down on the overhead projector Then ask the class what other items not mentioned in the book they think might be useful for space travel As each item is added ask what purpose each of the items would serve in space 8 minutes Tell the students that we will be coming back to the classroom tomorrow They should continue thinking about items that you might need when traveling into space 2 minutes Day 2 State the lesson goals Today we are going to learn about why we can t have everything we want The reason you have to decide between what you need and what you want is because of scarcity Resources things that we use are limited they are scarce We do not have an infinite amount of resources so we have to make decisions and be smart about how we use them Tell the class to think back to last week when we read If You Decide to Go to the Moon Ask if anyone remembers what it was about and have students share a simple plot summary Remind the class that they brainstormed a list of items that they thought astronauts would need to go into space Inform the students that today you get to be astronauts Today the class is going on a secret mission to the moon Each of you will be in charge of packing a spaceship for a mission to the moon 5 minutes Tell that class that to refresh their memory we are going to reread parts of the book from yesterday The book talked about things you would want to take with you when traveling to the moon so while we read let s make sure we have each item on our list Reread the first ten pages of If You Decide to Go to the Moon After items on the list are mentioned pause and ask students if it is accounted for and we can check it off check of the items on the list Point out that we have a few extra things on our list because that is what the class thought would also be important extra things that you would want on a spaceship 10 minutes Tell the students that it is now time to start their mission to the moon Divide the students into predetermined teams of three Students should work in a duo or quartet if class does not divide evenly Assign different roles for each member of the group and explain the responsibilities of each position Leader Secretary and Reporter The Leader will draw the Game Cards and read them aloud to the class The Leader is also in charge of keeping the group on task The Secretary records the group s final choices on the Extra Cargo List activity sheet The Reporter will share with the class the team s choices and reasons for these selections 5 minutes Give the groups 30 seconds to come up with ateam name and have the Secretary write their team name on the trifold to display for the class Ensure this length with the timer Have the Reporter from each group state their team s name Write each team name on the overhead projector across the top of the paper Explain the rules of the game Each team has their own spaceship and will be traveling to the moon The space program coordinators have already packed the supplies necessary for the trip The supplies are sufficient if nothing goes wrong For example there is enough food for five days of the trip Inquire how many days it takes to get to the moon But in outer space anything can happen Now there is a little extra room on board for extra supplies It is your job to determine from the list which items you think would be most useful Each item has benefits ways that they will help you but they also have costs because they take up space which could be used for something else more helpful Your team will have five minutes to select ten items to carry on board the spacecraft Project an example cargo list and fill it thinking aloud out so the students understand their task Pass out an Extra Cargo List activity sheet to each Secretary Tell the students remember if you take two of an item for example two spare space suits that counts as two of your ten items The Secretary should record your team s nal choices and make sure the items add up to ten Remind the class that at the end of ve minutes the Reporter will share their group s list and reasons for their selections Does anyone have any questions Blast off is in 5 4 3 2 l Blast off Start the timer for ve minutes While the students are working in their teams circulate the room to answer any questions and provide help if necessary Ask probing questions to ensure the groups are thinking about their choices and items usefulness and bene ts over others Answer and ask questions using concept related vocabulary such as space aboard the shuttle is scarce what are the bene ts of choosing that item what are the costs of choosing that item Be sure the Reporter knows the group s reasoning behind their selections 7 minutes When the timer sounds have each Reporter share with the class two of the items their group chose and reasons for their choices 6 minutes Ask the class if everyone is satis ed with their list If a group wants to make changes allow one minute to do so setting the timer 1 minute Explain to the class that the Leaders will take turns selecting Game Cards from the deck and read them aloud to the class The Game Cards contain events which take place on their journey in space We will play the game for approximately ten minutes Have the Leaders come up one at a time select a card and read it out loud Each team that has the item described will be given the points on the card If not each team without the item will have points deducted To score the teams lists write the points underneath the team s name on the overhead projector After each card is drawn have the class verbally calculate each team s score and record the point totals on the overhead The team with the most points after the cards run out gets to the moon rst 15 minutes Announce that the game is over and begin a class discussion using the following questions Did you feel con dent when you packed the extra cargo onto the ship Students should answer yes since they stated before that they were indeed con dent What went wrong then Why were some teams more successful in their mission to the moon Our equipment broke and we didn t bring tools to fix it Why didn t you have the cargo the equipment you needed It would not all fit We were only allowed to pack ten items We brought candy bars instead What was the problem There was not enough room on the ship You re right There was a limited amount of room available on the spaceship You had to make choices about which items to bring Some of you based your choices on what you thought you needed on the spaceship Sometimes you based your choices on what you wanted to have with you Some items like the rope were more useful because you needed them Some items like the yoyo were useless in space and you did not need them We will always have an unlimited amount of wants I really want a pool And I really would like a robot What are some things you want Various answers That s right we all have unlimited wants we could go on for hours with everything we want But what s the problem W e can t get everything we want Why not Because we don t have enough money to buy them Right just like we didn t have enough room to bring everything we wanted on the spaceship we don t have enough money to buy everything we want This is called scarcity Write the word scarcity on the overhead State that there is an unlimited amount of things we want but a limited amount of resources Ask students to think of things from the game that were scarce and then things in their life that are scarce 5 minutes Distribute the assessment handout to each student Reinforce that money is scarce and therefore people must spend money wisely buying what they need before what they want Explain to the class that they will be given 1000 to purchase the items on the handout Have students rank the items that they would buy in the order that they would purchase them Put an X next to an item they do not buy Remind students that they only have 1000 to spend Instruct students to turn to a partner and share their list and explain their reason for choosing which items they would buy Ask for a few volunteers to share their rankings and reason for choosing the order with the class 5 minutes Engage the class in a discussion of what they learned about today Assessment Diagnostic The mission to the moon game played in class provides information about the children s ability to make decisions based on wants and needs Students that are more successful in the mission will have packed items relevant and useful for space travel thus displaying an understanding of satisfying needs before satisfying wants To understand the game students must have a rudimentary knowledge of scarcity students recognize that cargo space is limited and adjust accordingly Formative The class discussion serves as an opportunity to assess what knowledge students have constructed from playing the game By answering the prompting questions students demonstrate the connection between the space mission and the principles of unlimited wants limited resources and scarcity Listen for students responses that re ect the idea that because the cargo space was limited they had to adjust their list accordingly Even though some items may have been desired other had to be chosen because of their need on the voyage Summative The assessment handout provides students with an opportunity to demonstrate their understanding of the lesson through a scenario that is relevant to them Students who marked 1 Water 2 Food 3 New Shoes and X Toy and X Puppy and can explain the rational for this using relevant vocabulary similar to the limited amount of money made them choose things they needed before what they wanted shows a student understands the competency goals A student who for example chooses to purchase a puppy before food or water does not demonstrate wise decision making based on limited resources and unlimited wants AccommodationsUDL Techniques The teams will be predetermined by the teacher so that each team consists of a Leader Reporter and Secretary The strong readers in the class should be assigned to the position of Leader Students who have difficulty remaining seated and still for any length of time should be assigned Leaders so long as they have pro cient reading skills because this gives them the opportunity to move out of their seats to read a card The Reporters can be students who may not be great readers but are con dent when speaking in front of the class The students given the position of Secretary should be able to perform basic addition and record the group s nal decisions English Language Learners should be assigned Secretary because their team can help them read the activity sheet to complete the delegated tasks The discussion that occurs after the game poses questions that require both lower and higher level thinking Questions such as What are some things you want are questions that everyone in the class even the struggling students will know the answer to and will be able to participate Other questions such as Why were some teams more successful in their mission to the moon are higherlevel thinking and will challenge the more advanced students The three fundamental principles of the Universal Design for Learning are 1 providing students with multiple representations of information 2 giving students multiple ways of expressing themselves and 3 offering students multiple ways of engagement This lesson offers information in the form of a handson game for the kinesthetic learners written activity sheets for the visual learners and a class discussion as well as a thinkpairshare session for the auditory learners Students can express themselves orally through discussion or written on their assessment handout
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