World Products

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ASSURE Lesson plan of a economics lesson for the 4th grade.

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World Products

  1. 1. World Products Lesson plan using digital spreadsheet Lisa Taitano ED 451 Dr. Cyrus
  2. 2. Analyze Learners <ul><li>I. General Characteristics </li></ul><ul><ul><li>Grade level: 4th grade </li></ul></ul><ul><ul><li>Age level: 8-9 years old </li></ul></ul><ul><ul><li>Boys: 7 </li></ul></ul><ul><ul><li>Girls: 9 </li></ul></ul>
  3. 3. Analyze Learners 1 Chinese 1 Korean 1 Australian 1 Palauan 6 Micronesian 4 Chamorro 2 Filipino
  4. 4. Analyze Learners <ul><li>The class is made up of a variety of cultures and half of the students are ESL. The students also come from a background of diverse religions like Buddhism, Christianity, Muslim, and Catholicism. About 12 students come from a middle class status. Two students have a low socioeconomic status while the other two students are high socioeconomic status. There is one gifted student who is at the 6th grade reading and comprehension level. There is also one student who is paraplegic. </li></ul>
  5. 5. Analyze Learners <ul><li>II. Entry Competencies </li></ul><ul><li>The students have background knowledge of the seven continents and are acquainted with various countries on the continents. The students also have knowledge on goods and services, wages, tax, population, and etc. The lesson of world production is a new concept that involves critical thinking and integration of all the previous lessons taught. This economics lesson incorporates geography as well. </li></ul>
  6. 6. Analyze Learners <ul><li>III. Learning Styles </li></ul>7 Tactile/Kinesthetic 5 Visual 4 Auditory
  7. 7. Analyze Learners <ul><li>According to Piaget, the students are on the concrete operational stage. Therefore, the intervention to be used will utilize a hands-on activity. Thus, the children at this level are able to process information with concrete materials. This activity will consist of concrete and pictorial ideas for the variety of learning styles. At this age, they have an understanding of numbers. At the 8-9 age level, children like to work cooperatively. These students are also highly competitive. According to Vygotsky, a mediator is important in the learning process. As the mediator, the teacher will lead the students about the concept of world production with oral questioning. </li></ul><ul><li>To make kids less anxious, a song about the seven continents will be sung to help them relax. The students will have an opportunity to work in cooperative learning groups to assist in their learning process. The group work will help the students to interact and find common ground to their findings. </li></ul>
  8. 8. State Objectives <ul><li>The student will be able to distinguish the seven continents and four oceans through the song that they will sing 2 times </li></ul><ul><li>With the 10 items that each student brings from home, the student will be able to identify which countries their products were made by looking for the “Made in” label and writing it onto a sticky pad paper provided. </li></ul><ul><li>The student will write the name of the product, type of product (food, technology, clothing, and etc), and where it is made from onto a sticky pad paper. </li></ul><ul><li>After every student is done writing the labels, the student will be put into groups of four and will interact with each other to discuss where their items were made from. </li></ul>
  9. 9. State Objectives <ul><li>The student will sort the items by sticking the sticky pad paper onto the world map provided based on where the items were made within their group. </li></ul><ul><li>The students will count the number of products made for each country within their group. </li></ul><ul><li>The student will be able to record their findings in a group by making a graph on the computer using excel. </li></ul><ul><li>The student will be able to present their findings to their classmates with their graphs. </li></ul>
  10. 10. State Objectives <ul><li>The student will be able to compare and contrast the different type of products from various countries </li></ul><ul><li>The student will be able to explain why some states or countries seem to specialize in certain types of products. </li></ul><ul><li>The student will be able to explain at least 3 factors that lead to production. </li></ul><ul><li>The student will do further research on why some countries produce more products than other countries for homework. </li></ul>
  11. 11. Select Methods, Media, and Materials <ul><li>A continent song will be used as part of the introduction to cater to the audio learners. Hands on activity for the exploration will include the use of the 10 items that the students will bring in from home. This activity will cater to the tactile learners. A world map will be provided to each group to help the students identify the countries. This will cater to the visual learners. The students will be put into groups of four so that they can assist each other in recording their findings onto a graph with a computer. </li></ul><ul><ul><li>Materials: Song, globe, world map, tags, markers, computer, paper, items students bring in </li></ul></ul>
  12. 12. Utilize Methods, Media, and Materials <ul><li>Introduction – 6 minutes </li></ul><ul><li>( Tune to “Did You Ever See a Lassie?”) </li></ul><ul><li>Do you know the continents? The continents? The continents? </li></ul><ul><li>Do you know the continents? There are seven in all. </li></ul><ul><li>There is ASIA and EUROPE and AFRICA and AUSTRALIA </li></ul><ul><li>There is NORTH and SOUTH AMERICA and ANTARCTICA, too. </li></ul><ul><li>Have the students sing this song at least two times. </li></ul><ul><li>Use the globe and world map to reacquaint pupils with the seven continents. </li></ul>
  13. 13. Utilize Methods, Media, and Materials <ul><li>Exploration – 20 minutes </li></ul><ul><li>The students were assigned from homework to bring in their 10 items that they use at home to school. Divide the class into four groups. With their materials, students will list their items on paper and write where they are made. Students will write them on tags and will stick their tags onto their world map. Students will have the opportunity to discuss amongst each other on where their products were made. Students will also discuss which countries had the most products and which had the least amongst their group. Students will also use their critical thinking skills to evaluate why some countries produce more products than other countries. </li></ul>
  14. 14. Utilize Methods, Media, and Materials <ul><li>Application – 30 minutes </li></ul><ul><li>Within each group, the students will create a graph using their data that they collected. Students will print their graph and will present it to the class. They will also explain why they think some countries produce more than others. </li></ul>
  15. 15. Utilize Methods, Media, and Materials <ul><li>Generalization – 10 – 12 minutes </li></ul><ul><li>Teacher will ask the following questions that will help students use their critical thinking skills? </li></ul><ul><li>Which states and countries have the most tags? </li></ul><ul><li>Which states and countries are without tags? </li></ul><ul><li>Do some states/countries seem to specialize in certain types of products? </li></ul><ul><li>What products are common to some countries? </li></ul><ul><li>What products are not common to some countries? </li></ul><ul><li>What are some products that are made from Guam? </li></ul><ul><li>Why do you think China makes most of the products? </li></ul><ul><li>Do y ou think population or the number of resources have anything to do with production? Why or why not? </li></ul><ul><li>Do you think wages have anything to do with world production? </li></ul>
  16. 16. Require Learner Participation <ul><li>The students will actively be involved from the beginning of the lesson by singing the continent song. The tag activity will have them grasp the concept of world products. The group work will also have them work interactively amongst each other. The construction of the graph will also help them apply their knowledge by using excel on the computer. Presentation of the data will have students interact with the whole class. At the end, the teacher will do some oral questioning to encourage critical thinking. </li></ul>
  17. 17. Evaluate and Revise <ul><li>The teacher will evaluate the student’s product which is the graph and the student’s presentation using the following rubric: </li></ul>
  18. 18. Evaluate and Revise <ul><li>Rubric for graph and presentation </li></ul>Student mumbles. Only few of the audience members can hear Student’s voice is clear. Some members can hear the student. Student uses a clear voice and correct, precise pronunciation of terms so all audience members can hear. Elocution The graph is hard to understand. The graph is somewhat easy to understand. The graph is easy to understand. Graph Content The graph has only one element of creativity. The graph has two of the three elements for creativity. The graph has the following elements: pictures, colors, and different types of text Creativity N. I (1) Fair (2) Good (3) Elements
  19. 19. Evaluate and Revise <ul><li>The teacher will also evaluate using the oral questioning at the end of the lesson. </li></ul>
  20. 20. COMMENTS:

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