Design for Instruction (DFI) SSE 3312 Unit Plan

Theme: Trades of goods and services

Grade level: 2nd
Group members: Kaylee Carlin, Teresa Jaworski, Kaley Kidwell, Wendy Plumlee

SS standards you plan to include:

1. SS.2.E.1.3
Recognize that the United States trades with other nations to exchange goods
and services.
2. SS.2.G.1.4
Use a map to locate the countries in North America (Canada, United States,
Mexico, and the Caribbean Islands).
3. SS.2.C.2.4
Identify ways citizens can make a positive contribution in their community.

LAFS/MAFS/SC, etc. standards you plan to include:

1. LAFS.2.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.
2. MAFS.2.MD.3.8
Solve one- and two-step word problems involving dollar bills (singles, fives, tens,
twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢
symbols appropriately. Word problems may involve addition, subtraction, and equal
groups situations. Example: The cash register shows that the total for your purchase is
59¢. You gave the cashier three quarters. How much change should you receive from
the cashier?
A. Identify the value of coins and paper currency.
B. Compute the value of any combination of coins within one dollar.
C. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar
 bills, one five-dollar bill, and two one-dollar bills, how much money do you have?).
D. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the
dollar (e.g., There are five nickels in one quarter. There are two nickels in one
dime. There are two and a half dimes in one quarter. There are twenty nickels in one
dollar)
3. LAFS.2.L.1.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
a. Use commas in greetings and closings of letters.
b. Use an apostrophe to form contractions and frequently occurring possessives.
c. Generalize learned spelling patterns when writing words
(e.g., cage → badge; boy → boil).
d. Consult reference materials, including beginning dictionaries, as needed to check and
correct spellings.

Pre-Post assessment ideas:

Kahoot, asking questions about where countries are located, what goods and services
are, and how people contribute to the community. This will help us determine what
students know and do not know.

Who is the exceptional student you are planning for and what is their
special need?
Visual impairment

Day 1: Wendy Plumlee

1. Read Smart poem. (Have students stand at the front of the room and trade
money with one another to go along with the poem).
2. Show a map of the world and review United States, Canada, Mexico, Caribbean
Islands and China using the Barefoot App.
 3. Define the following terms: Trade, goods and services.
4. Create suitcase out of shoe box and explain what the students will use the
suitcase for and what they will be doing on days 2-5.
5. Have students write a farewell letter to their parents, telling them they are going
to visit five new countries. After they write the letter students will put the letter
in an envelope prelabeled to give to their parents.
6. Discuss learning goals.

Day 2: Teresa Jaworski

The students will visit the Barefoot Atlas App, making sure to zoom in on the United
States and Canada. While exploring the App we will discuss top exports (cars, oranges,
etc.). Then they will go on a virtual field trip to the United States and Canada. When
students are done with the virtual field trip, we will send them to centers set up around
the room. Students will be able to create an artifake that represents something the
United States or Canada trades with other countries.

Day 3: Kaylee Carlin

The student will visit the Barefoot Atlas App, making sure to zoom in on the Mexico
and the Caribbean Islands. While exploring the App we, as a group, will discuss top
exports. Then they will go on a virtual field trip to Mexico and the Caribbean Islands.
When students are done with the virtual field trip, we will send them to centers set up
around the room. Students will be able to create an artifake that the Mexico and the
Caribbean Islands trade with other countries.

Day 4: Kaley Kidwell

The student will visit the Barefoot Atlas App, making sure to zoom in on China. While
exploring the App we, as a group, will discuss top exports. Then they will go on a virtual
field trip to China. When students are done with the virtual field trip, we will send them
to centers set up around the room. Students will be able to create an artifake to
represent an item or items that China trades with other countries.
Artifake example: Have students cut out a paper t-shirt then glue cotton balls on
it (cotton t-shirt) OR have students cut out paper t-shirts and use old magazines to cut
out items they want to glue on their t-shirt.

Day 5: Wendy Plumlee

TSW trade their artifakes with other students. All students were given choices on what
they want to make for days 2-4 and therefore they will all have different items to trade.
*We could trade with another classroom that did the same activity*

Note (bullet) technology use below:

● Kahoot
● Barefoot Atlas App
● Video on trade
(Why do Nations Trade?)
https://safeshare.tv/submit?url=https%3A%2F%2Fwww.youtube.com%2Fwatc
h%3Fv%3Dv7cEPq3s9AI