Museum Display
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American College of Education *
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Arts Humanities
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Feb 20, 2024
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docx
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Uploaded by carolwomack
Museum Display
Exhibit A
Carol Womack
American College of Education
LIT5373
Dr. Rochella Bickford
November 27, 2023
1
Introduction
In this museum exhibit, the goods and services theme are expanded with a concentration on a layered approach. A layered curriculum fosters a student-centered classroom. It identifies a 3-layer design of instruction that includes student choice, accountability, and complex thinking. The assignments in this lesson will reflect individual learning styles of students by giving them choices. Choice is a powerful and effective strategy that can increase student engagement (Maxwell, 2022). Students enjoy having the freedom to decide which activities they will engage in, and evaluations are varied to allow greater success in demonstrating learning (Nunley,2003).
New literacies will be incorporated to give students opportunities to explore a variety of modern ideas as they problem solve and collaborate. “An important feature of the layered curriculum approach is the flexibility it provides to the learner” (Gün, 2013). Special attention will be given to flexibility regarding student evaluation at the end of the unit. Digital, visual, critical, economic, and scientific literacies will be identified as the lesson evolves through each developmental level of instruction. The lesson is scaffolded to provide basic support for all students until they gradually become more competent.
Template for Museum Displays
TAG
Museum Exhibit/Unit Theme:
Economics
Display/Lesson Title:
Goods and Services
Grade Level:
Second
Additional Resources:
A
Chair for my mother: (book) written by Vera Williams
2
T-chart document
Picture cards
Student tablets/laptops
Essential Questions:
Question 1
How do living things survive?
Question 2 What is the difference between a need and want?
Question 3 What is a good and service? Content Areas:
Area 1. English Language Arts
Area 2. Social Studies
Area 3. Math
Overview of the Display/Lesson
The lesson begins with the reading of a book
by Vera Williams called, A Chair for my mother. Learners will discuss the difference between a need and a want. Guided questions will be used, and the teacher will discuss examples of needs and wants using a visual T-chart to record thoughts. Discuss how the mother could not buy a chair due to the lack of money. Ask questions like: What are some examples of goods in the story? What service did the character provide? Teacher will model examples of goods and services by adding to the T-chart.
Students will break into groups and sort pictures into the good or service column of the T-
chart document. The teacher will monitor for understanding and gather their selections on a picture wall for all students to see. An extension is provided to scan QR codes with tablets to listen to videos about the purchases of consumers. 3
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Students will define the meaning of a good and service on their laptop and create their own video of a staged producer and consumer money exchange. Students will be called upon to decide which product they can afford with their limited budget. As an independent activity, students have a choice to present the exchange as a skit, video presentation, or written summary.
IDENTIFIER
Literacies
Learner
DI Delivery
Content Level
ST
AV
AD
Content
Process
Product
Foundational
Developmental
Extended
Visual
x
x
x
x
x
x
x
x
x
Digital
x
x
x
x
x
x
x
x
x
Economic
x
x
x
x
x
x
x
x
x
Scientific
x
x
x
x
Critical
x
x
x
x
x
x
x
x
x
GLOSSARY
Strategies for Struggling Learners
:
Students are grouped heterogeneously for accountability and extension of learning. They will share ideas in several ways by communicating orally, through writing, sorting, and videoing. The
lesson begins in a whole group where the teacher will model the process of thought through guided questioning and record discoveries on a teacher T-chart. Student understanding is enriched by having small groups log their thoughts onto the same student T-chart and display them on a picture wall. Extended time is also given to satisfy accommodation requirements.
Strategies for Average Learners:
4
Student groups will categorize pictures as a good or a service. As a group, thoughts are shared, and the opportunity is given to explain thinking for all learners to hear and benefit from. The ability to watch videos that further the concept is engaging for learners and expands their understanding. The teacher will monitor, provide scaffolding, and ask questions.
Strategies for Advanced Learners:
Advanced learners will be able to choose finding other goods and services in magazines and cutting them out to put on the gallery wall. This gives them a chance to extend their learning in a tactile and hands-on way. They can explain their findings to lower-level learners. When defining a good and a service, laptops are used to type a response. Tech tools may be used to enhance their summary in preparation for a presentation.
Standards:
Standard 1.
2.E.1.2 Identify examples of goods and services in the home, school, and community.
Standard 2.
2.RI.2.7 Explain how specific images contribute to and clarify a text.
Standard 3.
2.E.1.1 Understand basic economic concepts
Standard 4.
2.E.1.2 Explain the roles and impact producers and consumers have on the economy.
Standard 5.
2.E.1.1 Recognize that people make choices because of limited resources.
Standard 6.
5
LA.SS.2.7 Make a claim about the merit of a design solution that reduces the impact of a weather
hazard.
Process:
Layering will be the plan of action in this lesson while students work through the foundational, developmental, and extended level. The teacher will begin by determining prior knowledge and asking what people, animals, and plants need to live? What are the things we want? Do these things cost money? The teacher reads the book aloud to the students and discusses the items that are goods and services from the text. The teacher models the recording of the answers on the T-chart. Students then break up into groups and sort pictures into one of the two categories: good or service. Answers are added to a gallery wall for ongoing reference. Students also watch videos of individuals making purchases and giving the correct amount of money to cover the cost. These represent the foundational skills that are presented both visually and digitally.
Product:
The student’s T-chart is documentation of knowledge learned from the sorting activity and is displayed in the classroom for review. A typed definition of both a good and service is completed on the learner’s laptop as a formative assessment. The final product for the unit will be a choice of presenting a consumer buying exchange as a skit, video presentation, or written summary.
Foundational Level:
In a whole group setting, the students will review background knowledge and the teacher will take note of those who are struggling with the concept. After the read aloud, the teacher uses 6
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guided questioning to target understanding of vocabulary, character choices, and new economic ideas. The think, pair, and share strategy will be utilized throughout the lesson and in group work. These conversations will bring clarity to the foundational ideas of the theme. Developmental Level:
Working in small groups, students use their knowledge to group pictures into categories as a good or a service. They scan QR codes to view videos of goods and services being purchased by consumers in a real-world setting. The videos show the difference between the two and how they
connect to our needs and wants. Students will discuss what they see and help each other formulate a definition of a good and service. A formal definition will be provided afterwards for the students to self- check their work. An extension of learning for advanced or early finishers is the option to add pictures of other goods and services from magazines to the gallery wall. Extended Level:
Independent application of the student’s learning will come in the form of a presentation that they will plan and create. Several decisions will be made regarding roles assigned, money distribution, goods selection, and time management. Low-level learners will be given small group support and teacher suggestions. All students will have a choice to present the exchange as
a skit, video presentation, or written summary.
References
Gün, S. E. (2013). The reflections of layered curriculum to learning-teaching process in
social studies course.
International Journal of Instruction,
6(2).
https://research.ebsco.com/c/36ffkw/viewer/pdf
/czucwe5jtv
7
Maxwell, L. (2022).
Giving students choice in the classroom increases engagement
. Edutopia.
https://www.edutopia.org/article/giving-students-choice-classroom-increases-
engagement/Links to an external site.
Nunley, K. F. (2003). A layered curriculum brings teachers to tiers.
Education Digest
,
69
(1), 31–
36.
8