Unit Title: Just Because I Can… Name: Lauryn Scheske

Unit Overview

Read Aloud Lesson Social Studies Lesson #1 Social Studies Lesson #2 Math Lesson
Objective Students will describe the After sorting items into two When given ideas or images of Students will be able to perform
characters’ decisions in categories: wants and needs, goods and services (either in a story addition problems by first adding the
Leonardo the Terrible Monster by students will be able to identify problem or in a real-world context) ones places and then the tens place
Mo Willems by using the details and explain why the two students will be able to explain the using the rule that just because they
and illustrations. categories are different and how difference between the two and can add the tens place first, doesn’t
both are important to making life what it means for the people mean they should.
better. involved in the exchange.
Standards IAS: 1.RL.4.1 Use illustrations and IAS: 1.4.5 Explain that people IAS: 1.4.1  Identify goods (tangible IAS: 1.CA.5: Add within 100, including
details in a story to describe its have to make choices about goods objects, such as food or toys, that adding a two-digit number and a one-
characters, setting, or events. and services because resources can satisfy people’s wants and digit number, and adding a two-digit
are limited in relation to people’s needs) that people use. 1.4.2 number and a multiple of 10, using
ISTE: 4 Innovative Designer: wants and needs (scarcity). Identify services (actions that models or drawings and strategies
Students use a variety of someone does for someone else) based on place value, properties of
technologies within a design NCSS: Production, consumption, that people do for each other. operations, and/or the relationship
process to identify and solve and distribution - Economics: between addition and subtraction;
problems by creating new, useful Productive resources are limited. NCSS: Production, consumption, describe the strategy and explain the
or imaginative solutions. Therefore, people cannot have all and distribution - Economics: reasoning used. Understand that in
the goods and services that they Productive resources are limited. adding two-digit numbers, one adds
want; as a result, they must Therefore, people cannot have all tens and tens, ones and ones, and
choose some things and give up the goods and services that they that sometimes it is necessary to
others. want; as a result, they must choose compose a ten.
some things and give up others.
ISTE: 3 Knowledge Constructor: d. ISTE: 5 Computational Thinker: d.
Students build knowledge by ISTE: 3 Knowledge Constructor: d. Students understand
actively exploring real-world Students build knowledge by how automation works and use
issues and problems, developing actively exploring real-world issues algorithmic thinking to develop
ideas and theories and pursuing and problems, developing ideas and a sequence of steps to create and
answers and solutions. theories and pursuing answers and test automated solutions.
solutions.
Materials A. Leonardo the Terrible A. Grocery items A. Stickers A. 9 Colorful squares
Monster by Mo Willems B. Stuffed animal B. Pictures of stickers and (individuals)
B. Picture of myself in First C. Notecards tying shoelaces B. 2 rows of 10 colorful
Grade D. Butcher paper with Venn C. Goods and service pictures squares taped together
C. Construction Paper Diagram drawn on it D. Goods and Services C. Whiteboards
D. Scissors E. Definition cards of want Worksheets D. Add and Count Worksheet
E. Glue and need E. Drawing and Caption
F. Googly eyes F. Pencil and crayons Worksheets
G. Markers/pencils/crayons G. tape F. Any materials or props that
could make students’ role
play better

Management Time: 30-35 minutes Time: 28-30 minutes Time: 28-30 minutes Time: 28-30 minutes
Space: Space: Space: Space:
A. Read Aloud Carpet for A. Start at the carpet for A. Start at the carpet in front A. Start at the carpet in front of
reading and grand anticipatory set, purpose of the white board the white board for ant. set
conversation statement, and first point B. During independent work, and instruction
B. Desks for creative of lesson presentation. they will be at their desks. B. During independent work,
activity B. At their seats for writing C. Then for the students who they will be at their desks.
Behavior: Class Dojo and explicit items on note cards. complete the worksheets, C. If they complete work early,
instructions of expectations C. Around the room in they will perform their they can take their iPad
groups for sorting scenarios for me or anywhere in the room.
D. Back at the carpet for cooperating teacher and Behavior: Class Dojo and explicit
placing items on the any other students who are instructions of expectations
diagram and closure done back at the carpet
Behavior: Class Dojo and explicit because there is lots of
instructions of expectations space.
Behavior: Class Dojo and explicit
instructions of expectations
Anticipatory First Grade Lauryn Story All the food in the world vs All the Spending Scheske-bucks: Tying shoe Dog vs Puzzle Piece story: first in
Set toys in the world: What can’t we laces vs stickers order, then out of order
live without?
Purpose “Today we will be looking at the “Today we are going to look at “Those were great answers! Well “Today we are going to be talking
details and pictures of a story items that we use every day and this morning, we are going to figure about the importance of adding place
called Leonardo the Terrible decide if they are something we out what a good is and what a values in the right order. We are
Monster. These details and need or just something we want. service is and how they are going to go back to our helpful
pictures help us discover more These things make our lives better different. Just like we learned about phrase, “Just because I can..” and it is
about the characters and how or easier, and they can help give wants and needs, knowing the actually going to help us understand
the things they do are very us a happy life. Once we difference between these two will what we are supposed to do when
similar to us. When we look at understand what things we want help us make better decisions with we are adding two-digit numbers.”
how the characters in stories versus things we need, this will our money. We can make these
interact, we can learn from eventually help you make better decisions by thinking about the
them! From the characters, we decisions when you are buying phrase we learned last time: Just
can learn how to make things in a store or picking things because you can, doesn’t mean you
decisions.” to bring on a trip, and much more. should. We are trying to get to the
This is a skill that you will use for root of what we really need and
the rest of your life.” how we can get these things.
Thinking about goods and services
can also help you start to think
about what you want to be when
you grow up. What kinds of things
do you want to make or do when
you get older?”
Lesson A. Read aloud A. Explain “just because I A. Define goods and services A. Intro how we are going to
Presentation B. Think, pair, share & can…” phrase again B. Picture sort (scaffolding) use the phrase, “just
grand conversation B. Defining want and need C. Intro & explanation of because I can…” in math
C. Write qualities of good C. Brainstorm things that worksheet B. Prove the importance of
Unit Title: Just Because I Can… Name: Lauryn Scheske
friends on the board & make life better or easier D. Independent work doing addition in the correct
the kinds of decisions D. Students create E. Connect to future dream order and the importance of
they make (student notecards with wants jobs place value
generated responses) and needs F. Act it out with a friend C. Model example &
D. Explain and give purpose E. Group sort nonexample
to “Make a Monster F. Group re-sort: things that D. White board & visual whole
Activity” cost money vs things that group practice
E. Students create their make us happy E. Model worksheet
own monsters that G. Venn diagram F. Independent work
would be good friends G. Flashcards & math app
and write qualities of a
good friend on the
project
Closure or A. Bulletin board: “I A. Go over definitions again A. “…what kind of good or A. I will go over one more
Conclusion CHOOSE to be a good B. Pretend packing for a service you would maybe problem once everyone
friend!” hike like to provide when you completes the worksheet
B. Mo Willems website C. transition grow up. Is anyone willing that challenges them a little
C. “You have the power to to share their drawing with bit more. We will do it
make decisions for the class? If you didn’t get together, asking for students
yourself and be the kind a chance to draw, you can to support and correct my
of friend you created still share what you think misunderstandings.
today. Just because you you would like to do!”
can be mean to students share
someone or scare B. I will go through some
someone, doesn’t mean examples of goods and
you should. We will be services and run the ideas
coming back to this idea through the phrase “just
for rest of this unit, but because I can..” and I will
in different ways. My have them explain their
main goal for you is to reasoning to an economic
understand that your decision they make.
choices matter, and they C. transition
make you who you are.
Choose to be a good
friend!”
D. transition
Formative A. listening to student A. walking around the room A. Sorting of goods and A. Observation during whole
Assessment responses during the gaining impressions from services pictures on the group
grand conversation. their sorting and board. B. Grading worksheet
B. Walking around: Could conversations. I will also B. Check for understanding C. Student explanation of the
they explain their be able to formatively questions about classroom phrase, “just because I
creative choices and assess during the Venn items can…” to solve the problems
why their monster diagram part at the end C. Sharing in the closure what on their worksheet
would be a good friend? of the lesson. Also during good or service they would
Did it match the the closure, there is like to provide
characteristics they opportunity for
chose? I will be walking formative assessment.
around while they are
working and having
them explain to me their
choices: why they are
doing the things they
are doing.
Adaptations A. Hank, Baileigh, Jasper, A. Hank, Baileigh, Jasper, A. Hank, Baileigh, Jasper, A. Wade & Aidan: early
Gabe: active Gabe: pick specific Gabe: active engagement finishers have activities to
engagement in ant. Set groups to ensure best in ant. Set to maintain thinking deeper
to maintain focus and working environment & focus and reduce behaviors B. Hank, Baileigh, Jasper, Gabe:
reduce behaviors active engagement in B. Madison & Jasper: active engagement in ant.
B. Recognition of students ant. Set accommodations for Set to maintain focus and
with parents in prison B. Madison & Jasper: slower writers, everyone reduce behaviors
during grand accommodations for has something to do & I will C. Madison: close seating to
conversation slower writers, everyone provide scaffolding when me during instruction,
has something to do & I necessary scaffolding during
will provide scaffolding C. Wade & Aidan: early independent work, and
when necessary finishers have activities to manipulatives & visuals
thinking deeper
Summative They will continue to practice the At the end of the unit, I will have Independent Goods vs Services Math test to assess skill &
Assessment standard with other books and them do a picture sort of items I worksheet understanding of objective (on a later
(as needed) will be tested on it in a choose and they will sort between date)
summative manner later on. wants and needs. They will
explain their answers using the
phrase, “Just because I can,
doesn’t mean I should.”