Engaging Museum Exhibit on Needs vs. Wants for Students

1 Museum Display Exhibit A Carol Womack American College of Education LIT5373 Dr. Rochella Bickford November 19, 2023

2 Introduction The world is changing so rapidly, and our instructional methods need to keep up with the times. It is not just about reading words only; it’s about navigating and comprehending the language of the digital world. This means a shift in how we approach literacy. Students need to be proficient not only in traditional reading and writing but also in decoding the language of webpages, instant messaging, blogs, and emails. It is about teaching our learners to critically evaluate information online, discerning credible sources from the noise (ASU, 2023). As an educator, I must bring new literacies to the forefront to prepare my students for the future. The theme I have chosen for this museum exhibit is goods and services. This theme follows up on the basic understanding of needs versus wants and will bring a greater understanding of economics and financial literacy. Digital and visual literacies will be incorporated into this gallery to meet the needs of all students. Standards will provide the basis for teaching the students to express their ideas and perform in our digital world. Activities will be layered to help students engage in multiple approaches and designed to target content for students with diverse needs. Each lesson will integrate a variety of digital, visual, scientific, and financial literacies. It is important in our expanding technological world to teach students current digital literacies as well as future media (Rosaen & Terpstra, 2012). Museum Planning Template Theme of Museum Exhibit/Unit: Theme Goods and Services Grade Level: 2 nd grade

3 Module 2 Display/Lesson Title Needs vs. Wants Standards for Display/Lesson: Standard 1. 2. SS.1.4 Identify the difference between basic needs and wants of living things Standard 2. 2.E.1.1 Recognize that people make choices because of limited resources. Standard 3. 2.TT.1. 1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc .). Content Concepts: Simple Students will be able to differentiate between a need and a want . Complex Students will be able to apply their knowledge of needs and wants to write a response given a real- world scenario. Essential Questions: Question 1? What do living things need to survive? Question 2? What are the things we want?

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4 New Literacy* Visual, Digital, and Critical Literacies Introduce with: Visual and Critical Literacies Activity: Read the book, A Chair for my mother by Vera B. Williams, to discover the difference between a want and a need. Read the book while using guided questioning and discuss the difference between the two. The Teacher will use a visual T- chart. Discuss the problem of limited money to provide furniture for the home and the need to work for luxuries. Promote understanding by: Visual Literacy Activity: Students will work in a small group to sort pictures in the need or want column on a chart. Teacher monitoring is ongoing to ensure understanding. Student groups will compile their choices on a gallery wall to see all responses from the class. Provide application/ higher-level thinking by: Digital and Critical Literacy Activity/Description Students use the app, Keynote, to write a response to the question: If you were stranded on an island, what are three things you would need? What is one thing you would want? Pictures may be added to the written response as an extension. Strategies for differentiation with the display/lesson:

5 Strategy 1. Heterogeneous grouping will be done to include students with mixed abilities for supported learning. This will ensure that all students are supported in completing the sorting activity. Strategy 2. Students write responses into the Keynote app which allows the use of technology tools such as immersive reader, keyboard, and microphone for all students to be successful. Instructional Grouping Strategies: Strategy 1. Students are grouped heterogeneously based on abilities. Strategy 2. Students will share their sorted pictures with each other in the form of a gallery which will aid in understanding. Cooperative learning is incorporated throughout to encourage communication amongst students. Assessment: The students will sort pictures by deciding if they represent a human need or want and explain their reasoning. Theme of Museum Exhibit/Unit: Theme Goods and Services Grade Level: 2 nd grade Module 3 Display/Lesson Title Title The Use of Money Standards for Display/Lesson: Standard 1. 2. E.1.2 Identify examples of goods and services in the home, school, and community. Standard 2.

6 2. RI.2.7 Explain how specific images contribute to and clarify a text . Content Concepts: Simple Students will be able to identify a good and a service. Complex Students will practice buying and selling goods while using pretend currency and create a video of the exchange to share with others. Essential Questions: Questions Why do we use money? What does that make us? What is a good and service? New Literacy* Economic, Digital, and Visual Literacy Introduce with: Visual Literacy & Digital Literacy Introduce the topic of currency/money but showing a dollar bill under the document camera. Read aloud what is printed on the face of the bill and discuss its visual characteristics. How is the bill used? Why do we need money at all? Students use laptops to navigate to the Jamboard link and add notes about what they know and want to know about money. Promote understanding by: Visual Literacy & Activity/Description Students scan QR codes to hear a video about the purchases of consumers. (Scavenger Hunt)

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7 Digital Literacy Provide application/ higher-level thinking by: Digital Literacy and Financial Literacy Activity/Description Students will define the role of a consumer on the Jamboard and create their own video of a pretend consumer purchase and exchange of money. Student groups will have to make decisions about what item they can afford given limited currency. Strategies for differentiation with the display/lesson: Strategy 1. QR codes allow for easy access to text and video media for learning about the proper exchange of money. This visual learning activity will be inclusive of all children and does not require prior knowledge. Strategy 2. Students may choose to write, type, or speak their responses for the Jamboard activity. Instructional Grouping Strategies: Strategy 1. Students are grouped heterogeneously based on abilities. Strategy 2. Students will participate in a goods and services exchange where they will practice making purchases for faux money. Personal decisions will need to be made on what items they can buy due to a limited money allowance. Assessment: Students will complete a video project to go along with the money exchange activity and share with the class at the end of the lesson.

8 Theme of Museum Exhibit/Unit: Theme Goods and Services Grade Level: 2 nd grade Module 4 Display/Lesson Title Title Producers of Shelter Standards for Display/Lesson: Standard 1. 2.E.1.1 Understand basic economic concepts Standard 2. 2.E.1.2 Explain the roles and impact producers and consumers have on the economy. Standard 3. 2.E.1.1 Recognize that people make choices because of limited resources. Standard 4. LA.SS.2.7 Make a claim about the merit of a design solution that reduces the impact of a weather hazard. Content Concepts: Simple Students will explain the role of a producer. Complex Students will recognize the need for safety in the form of shelter then build a structure for protection. Essential Questions: Question 1?

9 What is a producer? Question 2? How can I build shelter to withstand the weather with limited resources? New Literacy* Scientific and Financial Literacy Introduce with: Visual and Financial Literacy Activity/Description Hook student’s attention by holding up a pottery bowl. Tell the students that someone produced the bowl. What does produce mean? What need did this producer fulfill? Read Ox-Cart Man by Donald Hall. When is the ox-cart man a producer? How do you know? When is he a consumer? How do you know? Promote understanding by: Scientific and Critical Literacy Activity/Description Discuss how the ox-cart man used his resources to make products to sell at market. We will use limited resources to build a safe form of shelter to withstand the weather. Why do people need shelter? How can we help the homeless? Provide five resources to use for building. Student groups will use creativity to erect a protective example of shelter using 4 straws, 12 in. string, 1 brown paper bag, masking tape, and 1 plastic bag. Provide application/ higher-level thinking by: Scientific Literacy Activity/Description Students will test their product against wind (fan), snow (white glitter), and water (water bottle). An exit ticket will be used for

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10 evaluation where the student will describe a protective form of shelter. Students will rate their shelter from 1-5. Strategies for differentiation with the display/lesson: Strategy 1. Heterogeneous grouping will be done to include students with mixed abilities for supported learning. This will ensure that all students are supported in completing the shelter model. Strategy 2. The lesson’s application activities are digital to allow for technical tools to be used by students with special needs such as immersive reader, typing tools, and a microphone. Instructional Grouping Strategies: Strategy 1. Students are grouped heterogeneously based on abilities. Strategy 2. Students will build a safe form of shelter using the materials given and asked to work cooperatively to achieve the goal. Assessment: After building shelter with the materials given, the students will test their product against the elements. This S.T.E.M. form of assessment will increase motivation through the understanding of real-world application in learning (The layered curriculum approach to learning, n.d.).

11 References ASU Online, (2023). How has technology changed education? Arizona state university. https://asuonline.asu.edu/newsroom/leading-educators/explore-how- technology-has-changed-education-and-learning-design-careers/ Rosaen, C. and Terpstra, M. (2012). Widening worlds: Understanding and teaching new literacies. Studying Teacher Education, 8 (1), 35- 49. http://dx.doi.org/10.1080/17425964.2012.657015 The layered curriculum approach to learning . Professional Learning Boar RSS. (n.d.). https://k12teacherstaffdevelopment.com/tlb/the-layered-curriculum-approach-to-learning/

Museum Display Exhibit A (2)

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