LESSON PLAN - CUS



|EQUITY LESSON PLAN |

|DATE(S): November 14th, 2008 |

| |

|TOPIC: “The Chain Game” |

| |

| |

|STUDENT TEACHERS: Linda Prystawski, Tamara Revesz, Lisa Rossiter-Thornton, |

|GRADE LEVEL: 7 |

|CLASSROOM TEACHER: Joe Leibovitch |

|SCHOOL NAME: Parkdale Junior and Senior Public School |

| |

|TIME(S): 9:40am -10:30am |

|10:30am – 11:20am |

| |

| |

| |

| |

|CURRICULUM EXPECTATIONS: |

| |

|Mathematical processes integrated into student learning: |

|problem solving, reasoning, reflecting, connecting, communicating |

|Problem Solving: |

|develop, select, apply, and compare a variety of problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen |

|their mathematical understanding; |

|Mathematics: Number Sense and Numeration |

|solve multi-step problems arising from real-life contexts and involving whole numbers and decimals, using a variety of tools (e.g., concrete materials, |

|drawings, calculators) and strategies (e.g., estimation, algorithms); |

|use estimation when solving problems involving operations with whole numbers, decimals, and percents, to help judge the reasonableness of a solution |

|Geography: Natural Resources |

|describe a variety of ways in which people use and manage renewable, non-renewable, and flow resources to meet their needs; |

|identify patterns in the distribution and use of natural resources throughout the world; |

|ASSESSMENT STRATEGIES: |

| |

|Formative |

|Observation |

|In order to ensure that students understand our instruction, we can respond to questions they have, and also ask questions to clarify what they |

|understood. |

|We will also be observing how students conduct the activity and observing how they interact with each other. |

|Summative |

|Discussion: |

|We will have a guided discussion, asking students their understanding of the activity. |

|We have listed in the body of the lesson plan the discussion questions we will ask. |

|We will know if they understood the main objective of the activity by their answers to our questions. |

|Their ability to add their total score and make the connection between this and the overall results of the game will also be another specific point of |

|assessment that we will be using. |

|ACCOMMODATIONS AND MODIFICATIONS: |

| |

|ESL Students: |

|Vocabulary will be at the written on chart paper at the front of the classroom (Negotiator, Workers, Currency). Individual clarification of |

|instructions will be made. |

|HSP Students: |

|Students will be fully included in the class. Teacher assessing will monitor closely. |

| |

|Autistic Student: |

|Seating of student and placing in group will be guided. Teacher will guide autistic students throughout the activity as necessary. |

| |

|IEP Students: |

|Modifications will not formally be made. However, individual students will be approached prior to the game to discuss self-management if the game is |

|not one they will be able to handle. Alternative activities will be found for them to complete. |

| |

|MODIFICATIONS: |

|Manipulatives (money) for students who need help with couting. |

|RESOURCES & MATERIALS: |OUTLINE |

| | |

|Seating arranged to accommodate groups| |

|of 5-6 | |

| | |

|1 complete set of materials for 5 | |

|groups (see Appendix A) | |

| | |

|Tally chart (Appendix B) on chart | |

|paper | |

| | |

|Copy of instructions for each group | |

|(Appendix C) | |

| | |

|Sample “chain” | |

| | |

|Bell | |

| | |

|Watch/Timer | |

| | |

|Markers | |

| | |

|Clear tape | |

| | |

|LCD projector, laptop | |

| | |

|“Miniature Earth” DVD downloaded from | |

|miniature- | |

| |PERIOD ONE |

| |Teachers’ Roles: Leader, Banker, Observer/Assessor (opt additional 2nd teacher) |

| | |

| | |

| |INTRODUCTION |

| | |

| |10 mins 1. Get into your groups 10 seconds |

| |2. Explain the context of the game: |

| |you are now countries |

| |countries have to make a living |

| |you make chains to make a living |

| |each chain is worth $5 |

| |decide roles – negotiator, transport person |

| |rest of you are workers |

| |Banker – Associate Teacher |

| |Observers – Student Teachers |

| | |

| |20 mins MODEL CHAIN MAKING |

| | |

| |This is how you make a chain |

| |measure, cut, tape |

| |ASK: What did I need to make a chain? |

| |newspaper, scissors etc are my resources |

| |Not every group will have the same resources? |

| |Do you think all countries have the same resources? |

| |DISCUSS |

| |What do we do when we don’t have the resource we need to make a living? |

| |ROLEPLAY NEGOTIATING |

| |Each chain is worth 5 units of currency |

| | |

| |30 mins ACTIVITY: |

| |kids do activity- start to make chains |

| |MINUTE 9: RING BELL |

| |ANNOUNCE: Chains are now worth only 3 units |

| |MINUTE 15: RING BELL |

| |ANNOUNCE: Newspaper Chains are now worth only 1 unit |

| |INTRODUCE: Coloured chains are worth 5 units |

| |CHECK IN WITH KIDS – get them to repeat info |

| |MINUTE 20: RING BELL |

| |ANNOUNCE: New technology! Buy your staplers for 35 units! |

| |ANNOUNCE: Stapled chains will receive current market price plus an extra 15 units ($16 Newspaper Chains, $20 |

| |Coloured Chains) |

| |Conclude chain-making. Teacher to give 2 and 1 min warnings. |

| | |

| |MINUTE 30 : RING BELL |

| | |

| |CONCLUSION |

| | |

| |30 mins DEBRIEF |

| | |

| |Who earned the most money? Who earned the least? Figure out percentages? |

| |What did it feel like to have less resources than other countries resources/economically? What did it feel like |

| |to open that bag and automatically be at a disadvantage? |

| |How did you deal with things being unfair? |

| |SHOW VIDEO of real world |

| |How can these people deal with things that are unfair? |

| |What happens when you don’t have resources to trade? |

| |What trades did you negotiate? |

| |How did you divide the work in your group? |

| |What arrangements did you make with other groups? |

| |Did the development of new technology help all groups? |

| |Only wealthy groups could afford new technology so what happens if only therefore rich get richer and poor get |

| |poorer |

| |When your chain was worth less and you got paid less, what happened in group....did you have to work harder to |

| |make as much money or less hard |

APPENDIX A

Materials needed, per session:

|For students: |For teacher-facilitators: |

|5 large envelopes |5 staplers |

|36 sheets newspapers |extra staples |

|10 sheets coloured paper |chart paper |

|10 scissors |markers |

|10 glue sticks |large bags/bins |

|9 pencils |tape |

|8 rulers (metric) |bell |

| |clipboards |

| |list of talking points / questions |

| |calculator (just in case!) |

| |wristwatch/stopwatch |

Materials to be included in packets, listed by group:

Group A

- one sheet of newspaper

- one sheet of colored paper

- five pairs of scissors

- five glue sticks

- five pencils

- five rulers

Group B

- four sheets of newspaper

- one sheet of colored paper

- three pairs of scissors

- three glue sticks

- three pencils

Group C

- six sheets of newspaper

- two pairs of scissors

- two glue sticks

- two rulers

Group D

- ten sheets of newspaper

- one ruler

- one pencil

Group E

- fifteen sheets of newspaper

- eight sheets of colored paper

APPENDIX B

What the Tally Chart should look like:

|Team |$5 news |$3 news |$1 news |$5 colour |Stapled $16 news |Stapled $20 |$35 stapler |

| | | | | | |colour |expense |

|A ||||| ||||| ||||| | | | |-35 |

|B |||| |||| | | | | |-35 |

|C || | | | | | | |

|D || | | | | | | |

|E ||| | | | | | | |

APPENDIX C

∞∞∞∞∞∞The∞Chain∞Game∞∞∞∞∞∞

Rules:

Sell your paper chains to the World Bank:

- Three-link chains → 5 units of currency

- Each link must be made from a strip of newspaper exactly 20 cm long and 3 cm wide

20 cm

[pic]

3 cm

- Chains that do not meet the standard will not be accepted

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download