Middle Childhood Education Lesson Plan Template v.

2
Teacher Candidate Name: Allison M. Irvin
Lesson Title/#: Opportunity Cost in our Community
Grade Level: 6th grade

Lesson Foundations
Content Standards
*Science and SS should also
include common core for
reading/writing

Learning Objective(s)
Students will

CCSS.SocialStudies.Content6.16 When selecting items to buy, individuals can compare the

price and quality of available goods and services.
Social Studies Literacy Standard 3 Identify key steps in a texts description of a process
related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or
lowered).
1. Students will be able to restate vocabulary definitions including opportunity cost,
sustainability, want, and need using an online simulation and lecture. (Understand).
2. Students will be able to compare opportunity costs of multiple products using sustainability
apps on an i-pad. (Evaluate).

Prior Academic
Knowledge and Skills
What have you or your
mentor taught previously that
will inform what students are
learning today?

Materials & Resources

3. Students will be able to appraise their own buying patterns using number lines (Evaluate).
1. Students know how to use an i-pad.
2. Students know to scan QR codes.
3. Students know the basics of how our economy works.
4. Students know how to place items in order based on numerical value.
5. Students can self-evaluate their own decisions.
6. Students know the difference between a want and a need.
7. Students know how to objectively look at pros and cons of a scenario.
8. Students are familiar with the words opportunity cost and sustainability.
IPADS INSTALLED WITH QR CODE READER, GOOD GUIDE, and BUYER'S GUIDE
APPS.
1. Note taking skeleton (A1)
2. QR Code for the EconEd online opportunity cost simulation (A1)
3. Parking Lots and sticky notes (A2)
4. Product labels brought in by students as a prior homework assignment (A3)
5. T-chart and table worksheet for recording product and company data (A3)
4. Large paper number line labeled 1-10 and glue (A4)
5. Large smartboard number line labeled from 0-100 (A5)

6. Large arrow colored with red, yellow, and green and sticky notes (A6)
7. T. Augustine, personal communication, September 28, 2016--information about apps and
worksheet.

Assessments

Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they
appear in the lesson.

Name and
number of
Assessment
Vocab Skeleton
Organizer (A1))

Want v. Need
Parking Lots (A2)

Description of assessment

Evaluation Criteria - What is the evidence (the answers) of student

learning? Specifically list evidence of learning and learning objectives.

I will give each student a

note-taking skeleton with
questions that relate to
the information from the
EconEd Opportunity Cost
simulation. The other
definitions from LO1 will
be taught during a short
introduction lecture
outlining and explaining
the simulation that will be
occurring over the
following days. This is
where the knowledge
base is built so some of
the questions will be
addressed through whole
class instruction.
Students will be given two
post it notes. On one,
they will write a want, and
on the other they will
write a need. They will
then "park" their notes on
the corresponding want or
need "parking lot". I will
read the examples off of

LO1 (Understand) The students will have the following as

written definitions and we will also go over them verbally.
Opportunity Cost-The consequence of choosing another option.
Sustainability- The use of products and services that have a lesser or
reduced effect on human health and the environment when compared
with competing products or services that serve the same purpose
Want-Goods and services that are desired or wished for.
Need-Goods and services that are necessary.

LO1 (Understand)
Evidence includes correctly placed wants and needs into the correct
"parking lots".
Wants
x-box
Jordan's
Bag of snickers

Needs
water
food
shelter

Opportunity Cost
of Products We
Use (A3)

Product
Opportunity Cost
Continuum (A4)

Company rating
continuum ( A5)

each lot. If one is

misplaced, we will work
together as a class to
figure out why it does not
belong in that category.
Students will use two
apps called "good guide"
and "buyer's guide" to
search and score
everyday products based
on their impact on health,
environment, and society
and how they treat
employees. As they walk
through the exercise, I will
be walking around to
check that they are
understanding the
information from the
apps.
For this assessment,
students will take the
scores they recorded from
the app and then place
those product labels on a
number line.

For this assessment,

students will take the
scores they recorded from
the app and then write
the name of the company
on the number line.

LO2 (Evaluate)
Good Guide: Ruffles Original Potato Chips-overall score 5.8, health
score 4.8, environmental score 6.6, society 6.1.
Buyer's Guide: Kroger-95-practices that would undermine LBGTQ
equality.

LO2 (Evaluate)
Evidence includes the correct placement of the label onto the number
line.

LO2 (Evaluate)
Evidence includes the correct placement of the label onto the number
line.

Buyer
sustainability
continuum (A6)

In this self-assessment, as
an exit ticket, students
will take a post-it note
and write their name on
the back. There will be a
scale with three colors
and students will place
their post-it on a color
based on what they
learned about sustainable
products in the lesson.
Red will indicate not
sustainable. Yellow will
indicate moderately
sustainable. Green will
indicate sustainable.

LO3 (Evaluate)
Evidence includes the placement of the label onto the number line.

Instructional Procedures/Steps

Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.

Opening 15
Minutes
-

Hook?
Activate prior
knowledge?
Communicate LOs?

Teacher will

Student will

Include instructional practices, questions you will ask, checks

for understanding, differentiation, evidence of culturally
responsive teaching practices.

What will students be doing?

What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and
application.

The instructor will be waiting to greet

students at the classroom as they enter,
handing them playing cards that will group
them into groups of 4.
The daily journal prompt will be up on the
smartboard and students will pull out their
social studies journal and complete the
following prompt: List five products that you
commonly purchase. Next to each product,
please list the store where you purchase it.

Students will be entering the classroom at this

time, forming their groups based on playing card
numbers, getting out their social studies journals
and getting out their stamp charts. This is a
participation and warm-up activity.

Once the students have began to journal, I

will walk around and check the students

journals and give them stamps for

completing the journal, then I will direct their
attention to the front of the room.

During this part of the opening, students will be

listening to the plan for the day.

"Today, we will not be going over your journal

activity--the purpose of this prompt was to
get you thinking about things that you buy
and where you shop. We will be talking about
this over the next few days. Our driving
question for this unit is "The "Real" Cost:
What drives consumers to make ethically
responsible decisions?" Today will be our
"research" day, tomorrow, you will be given
an alias and an identity and you will have to
work through a simulation, and the following
day, we will debrief our experiences and
connect to the bigger picture."
"Today, first, I'm going to go over a few key
vocabulary terms you'll need for this unit.
Then we will grab the i-pads and individually,
we will work through a quick simulation that
will help you to understand opportunity cost.
After that we will be using the labels you
brought in a few weeks ago to think about
our own purchasing practices."
The Learning Objectives/'I Can' statements
and agenda are always posted to the right of
the smartboard on the white board.
"Please put your notebooks away. (student
name) could you please pass out a graphic
organizer for each student to fill in what they
remember from the vocabulary ewe talked
about yesterday? I will be collecting this at
the end of class to check that you have the
correct definitions and understandings of

Students will be putting away their journals and

one student will be passing out the graphic
organizer skeleton.

each word or concept."

Instruction
65 Minutes
Procedures and steps
to the lesson.
Strategies?
Assessments?
Q & A?
Evidence of
learning?
CRP?
Planned supports?
Transitions: Identify
when you are
transitioning and how
you will make that a
smooth transition?

1. Note Skeleton (LO1/A1) "I would like to

begin with a basic question and you can raise
your hands to let me know if this has
happened to you! Have you ever had to
sacrifice something that you wanted because
you made a different choice? (Knowledge)."
Students raise hands. "You can put them
down now, but is there anyone who would be
willing to share the thing that they sacrificed
and the decision that they made?"
(Understand). For example, last weekend, I
wanted to visit my parents, but my friend was
coming into town and I have not seen her in
two years, so I sacrificed visiting my parents
and I decided to visit my friend."
I will call on a few students.
"The thing that we had to sacrifice, that's
called an opportunity cost." It's the
consequence of choosing a different option.
The cost of (student's example) was (cost).
The cost of (student's example) was (cost)
etc.
This allows students to see that opportunity
cost is related to all decision making, not just
decision making in economics.

1. Students will be ready to record definitions and

notes into the note-taking skeleton.
Sample evidence: students raise hands or keep
them lowered
Sample evidence: After my soccer game, I had to
decide whether to get pizza with my friends, or
ice-cream with my family. I chose to get ice-cream,
but I sacrificed getting pizza with my friends."

1a. Students will be given two post it notes. On

one, they will write a want, and on the other they
will write a need. They will then "park" their notes
on the corresponding want or need "parking lot". I
will read the examples off of each lot. If one is
misplaced, we will work together as a class to
figure out why it does not belong in that category.

1a. Want/Need Parking Lot (LO1/A2)Now,

I'm going to pass two post-it notes to each of
you and on one of them, I would like you to
write or draw a picture of something that you
want. On the other, I would like you to write
Evidence includes correctly placed wants and
or draw a picture of something that you need. needs into the correct "parking lots".
I will give you three minutes and as you are

finished writing or drawing, I would like you

to post it on either the "want" or "need"
parking lot.
This gives students the opportunity to think
about the words "want" and "need" and use
prior knowledge to choose those things. It
also gives them an opportunity to get up and
move and it helps me to see the
understandings of the terms without directly
telling them just yet.

Wants
x-box
Jordan's
Bag of
snickers

Need
s
water
food
shelt
er

Students will fill in their own definitions of wants

and needs into the note taking skeleton.

When you are back in your seat, I would like

you to write what you think a "want" is, and
what a "need" is on your vocabulary note
page.
I will then bring the parking lots to the front
and read them off. I will move incorrectly
placed words or pictures as guided by the
students.
"Okay, let's look at our parking lots. I'm going
to pull off a post it note from the lot it is
placed it and as a class, you will either say it
is a want or a need. If it is in the wrong
parking lot, then we will work through the
problem as a class."
"Could you explain why this is a want or
need? (Knowledge)."

"Yes, but think about a time when laptops did

not exist. How did students do their
homework?"

Students will be saying aloud whether the item is a

want or a need to check if it was places correctly.

"Yes, Jordan's are a want. Yes, water is a need. No,

i-pads are not a need, they are a want."
"A laptop is a need because I use it every day for
school."
"Well, they probably had books."

"No, we could not live without food."

"Exactly! They were still able to do school

without the computer. Think about a want as
something that you could not live without. Do
you think you could live without something
like food (Knowledge)?"
"Right--that's why we call things like food,
water, and shelter a need and why we call a
computer a want."

Students will be either raising their hands to

answer, or writing the definitions into the notetaking skeleton.
Want-Goods and services that are desired or
wished for.
Need-Goods and services that are necessary.

This strategy avoids shame of students who

misplaced their words or pictures.
Based upon the lists of wants and needs, can
anyone give me the definition of a want?
(Create). Can someone give me the definition
of a need? (Create). I will write those on the
smartboard and instruct students to fill in
their vocabulary guide.
"The last vocabulary word that we need for
this activity is sustainability. I know that you
have learned this word in science when we
talk about making "green" environmentally
conscious decisions. In economics, what do
you think being sustainable could mean?"
(Understand).
"What is the root of the word? (Knowledge)"
"What does it mean to be sustainable?
(Knowledge"
"The last part of the word is ability...knowing
that, what does sustainability mean?
This is a cross curriculum connection to
science.
I will set a timer for 45 seconds to allow

Students will raise their hands to answer the

question. A correct response will be similar to this:
Sustainability- The use of products and services
that have a lesser or reduced effect on human
health and the environment when compared with
competing products or services that serve the
same purpose
Sustainable.
To make lasting or to maintain.
Sustainability is the ability to maintain resources.
One person from each table group will walk up to
the i-pad cart and grab an i-pad for each of their
group members.
Students are not opening i-pads yet, and are
listening for instructions.
Students will scan the QR code on the note
skeleton and run through the opportunity cost
simulation.

students to catch up on their outline.

"Now that we have those definitions, starting
with table 1, I would like one person from
each table to come up and get an i-pad for
each of your group members."
Once students are back and their seats and
everyone has an i-pad. "Once I am finished
giving instructions, you may then turn on the
i-pads. The first thing we are going to do with
these i-pads is open the QR code scanner,
and you will scan the QR code on this
worksheet and run through the Opportunity
Cost simulation."
This gives a solid example of opportunity
costs in the community and allows students
to start using the technology in ways far
more complex than powerpoints or Google. I
would set my timer for four minutes to give
them time to think through the short
simulation.
2. Opportunity cost of products we use
(LO2/A3)
I would get their attention to the
smartboard. "We have finished laying the
groundwork for the activity that we will be
focusing on today. With the labels you
brought in for homework a few weeks ago,
you will be using an app called the "good
guide" to compare the scores of foods and
other products from your homes. This app
gives items a score in each category, health,
environment, and society and then averages

2. Students will be listening for instructions for the

activity. They will also be watching me model how
to use the websites.
After I finish the instruction, students will receive
multiple food labels to search and they will fill the
information into the worksheet provided.
The following are sample correct responses to this
assessment:
Good Guide: Ruffles Original Potato Chips-overall
score 5.8, health score 4.8, environmental score
6.6, society 6.1.
Buyer's Guide: Kroger-95-practices that would
undermine LBGTQ equality.

those scores for an overall total score. You

will type in the product and its brand into the
search bar and find it within the app. You will
have a t-chart to record the name of the
product and it's score. Do a sample on the
smartboard. After you have scored all of your
products, open the Buyer's guide app. Go to
website on smartboard. Search the stores
where the items were purchased and fill in
the boxes in the bottom table. Do an
example on the smartboard. I will be walking
around to each group to help with individual
questions but your tasks are to 1. use the
good guide to score each of your foods 2.
record that information in the t-chart 3.
identify stores where your goods were
purchased 4. open the Buyer's Guide App 5.
search each store 6. fill in the bottom boxes
of the worksheet The bottom boxes will ask
students to provide notes based on
information from the app. I will have the
instructions on a smartboard slide to remind
students of their tasks.
Once students have a decent start, I will get
their attention.
3. Product Opportunity Cost Continuum
(LO2/A4) "As you can see, on the side
counter, I have a giant number line starting
with 0 and going all the way up to 10. I will
allow one student from each group at a time
to be the "gluer" and when you have scored
an item, I would like you to glue the label to
the number line rotating between group
members. If my product scores a 6, then I will

3.Based upon the rankings recorded from the app,

one student from each group will come up and
glue the label onto the number line based upon its
score.
Example: Ruffles Original Potato Chips-overall
score 5.8, health score 4.8, environmental score
6.6,

society 6.1.

As I walk around to groups, students will be

answering questions related to the information
they are recording.

glue it close to the number 6."

It has a low score because it is a fried food, and
unhealthy.
As students get started, I will explain the
scores and how each site scores the
products.
Questions that I will ask during this time to
small groups:
Why do you think this product got this score?
(Analyze).
What does this number mean? (Understand).
Is there a product that you could use to
substitute this product? (Evaluate).

Closure
10 Minutes
-

Assess?
Wrap up?
Set-up?

4. Company Rating Continuum (A5/LO2)

This will allow the class to see a compilation
of the entire class' work. The large picture
should show a lot of products being placed in
the middle of the number line. As the
students move into the Buyer's guide app, I
will ask one person from each group to come
to the smartboard and write the name of
their store on a scale from 1-100, based on
the score from the Buyer's guide app.
1. Buyer Sustainability Continuum:
"It is now time to clean up, I am setting the
timer for 4 minutes and we will need to have
all of the labels put into the bin on the
counter. I need all of the glue sticks put away.
I will be at the i-pad cart so make sure you

This number means that it is not the most socially

equitable.
Organic milk would be a good substitute for milk.
4. Students will write the name of the company
close to its value on the number line on the
smartboard.

Kroger (95)

1. Students are collecting and returning supplies.

bring those up to me."

Set timer for 4 minutes, when the timer
beeps, have students go back to their seats.
"Right now, I'm handing you a post-it note
and based on today's research, I want you to
evaluate yourself on how sustainable you are
in the products you use. The purpose of this
is to show us how we can become more
sustainable. Because of opportunity cost, not
everyone can be the most sustainable
consumer. Write your name and two reasons
why you rate yourself in that way on the back
of the note and on your way out, please stick
it on the chart.

Modifications/Acc
ommodations/Enri
chment
Differentiation: How
will you provide
students with specific
learning needs
instructional support?
How will you provide
students access to
learning?

Students are listening for the exit ticket

instructions.
Because this assessment is self-evaluation, there
is no correct answer.
Students will write two reasonings for their
rankings and place their sticky note on the red,
yellow, and green arrow chart.

IEP Students: Both of the IEP students in this class need note outlines, which I provide within the
activity. I will also give them the definitions on a separate sheet so they can use it to fill in the note
skeleton. I will also reduce the number of labels they have to record and assess to allow them
more time to process and record information.
504 Plans: n/a
ELL Students: n/a
Gifted/Talented: n/a however, if students are asking for enrichment, I will ask them to separate the
items based on the store and graph the scores of those products--the goal will be to see if there is
a trend between score of product and the store that it is purchased at.
Struggling Students: There are a few struggling readers in class. I will always read aloud
instructions and word problems (because I'm assessing skill, not literacy). I still want them looking
at the app, but for each group, I will create a breakdown of how each website from GoodGuide
comes up with their score. I will also have a student that is "high" in reading in each group to help
guide the group through the app. As I walk around between the groups, I will with explain or ask
questions related to the scores that they found. These students would benefit from the number

line activity because it is a way for them to physically represent what they learned through the
apps.
To benefit all students including struggling readers and those with an IEP, I will provide sentence starters for the chart
where they record their information from the apps when evaluating products. I will also go through a quick review of each
app with each small group to help them understand how they rate the stores and products.
Academic
Language

Identify
Language Function: Judge

What language function

do you want students to
develop in this lesson?
What vocabulary do
students need to
support learning of the
learning objective for
this lesson?
What supports do you
have in place to assist
students with AL?

Vocabulary:
Opportunity cost, Sustainability, Want, Need,
Continuum, Sacrifice,

Planned Supports
Language Function: Comparing values related to
the sustainability of products and companies. After
learning how to read the information from
GoodGuide and Buyer'sGuide, students will
determine whether or not a product or store is a
sustainable choice. The use of number lines will
make a concrete visual representations of the
judgments they made about the sustainability of
businesses and products. They will also be using
self-evaluation to reflect on their own shopping
and purchase patterns while thinking about the
information they obtained using GoodGuide an
Buyer'sGuide to rate their own shopping
sustainability. The use of a 3 tier continuum will
create a concrete visual example of their personal
progress and how far they must go to be a
"sustainable shopper". the evidence of the
judgment they make is their own score on the red,
yellow, green continuum that I constructed. .
Vocabulary: Presenting the vocabulary through
simulations, the parking lot, and whole class
instruction. The words will also be bolded in the
simulation to help them know when and how to
use the words in a real world context. The word
opportunity cost is the central concept of this
lesson. The questions "what could replace this
product" from the Opportunity Cost worksheet and
whether or not they have had to choose a "next-

Syntax or Discourse?
Syntax (graphic organizers of numerical
values that will guide students to think about
their own consuming patterns).

best option" support the application and

understanding of the term. The term sustainability
will be reinforced as the students both use the
app, analyze the meaning of the number from
either the GoodGuide or Buyer'sGuide. The words
"want" and "need" will be discussed through the
parking-lot assessment.
I will explain what a continuum is before asking
them to place product scores on the number line.
When talking about the "next best option" and
opportunity cost, I will inform them that it is the
same idea as making a sacrifice.
Syntax or Discourse?
Modeling the meanings of the numbers given
through the app and modeling how to find the
information within the app.
The number lines that ask them place the values
from the graphic organizer into a number line will
create a collaborative visual for the students to
envision the sustainability of their own choices.
That will also help them to score themselves as
high, middle, or low on the final assessment.
When students see the products placed on the
number line assessment, they can find ones that
they commonly use and then use that information
to analyze their own patterns.