COLLABORATIVE PLANNING FORM

GRADE: 2nd
TEACHER(S): Mrs. Julie Ritenour and Ms. Lucinda Erbach
CONTENT TOPIC: Social Studies: Economics: Review needs vs. wants, Introduce producers,
consumers and scarcity.
LEARNING OBJECTIVE(S):
1. Given a set of items, TSWBAT choose, with the help of their peers, which of the items are
wants and which are needs.
2. Given the task of spending $25, TSWBAT recognize whether what they choose to buy is a
want or a need.
3. After watching a video where definitions are provided, TSWBAT identify the correct definitions
for the words want, need, consumer and producer.
SOL: 2.9 STANDARDS FOR THE 21ST CENTURY LEARNER:
The student will explain that scarcity S1.1. 2, 6, 9 S1.3. 4, 5 S1.4. 1, 2, 4
(limited resources) requires people S2.2. 4 S2.3. 1
to make choices about producing S3.1. 1, 2, 3, 6 S3.2. 2, 3 S3.3. 1 S3.4. 2
and consuming goods and services. S4.1. 5, 8 S4.3. 2 S4.4. 3
DATE/TIME OF LESSON: Friday, 5/12/17 9:15(ish) AM
ESTIMATED LESSON LENGTH: 45 to 50 minutes.
OVERVIEW OF LESSON:
Introduction of activities and vocabulary.
Students are put into three groups for three different rotating stations:
1 With librarian, with whole small group, to watch and then rewatch to take notes/answer
questions the BrainPOPjr Needs and Wants video.
2 With classroom teacher to sort onto a T-chart, with whole small group, items into Want and
Need columns.
3 Independently doing a money sheet spending money.
Closure with a review of the vocabulary and students sharing examples.
TEACHER WILL: LIBRARIAN WILL:
Choose the SOL to be covered. Research appropriate materials on the SOL chosen
Review lesson material found by librarian to and provide to the teacher with ample time to
determine what would suit her needs best. review.
Provide location for lesson, suggest station Make any changes, additions to materials needed
areas and have ready access to computer, to fit lesson.
clipboards, tape and the Smartboard. Write lesson objectives and a schedule for the
Group students. lesson.
Guide one small group activity station and help Make copies of and prep materials.
monitor the independent station. Guide one small group activity station and help
Check student work for formative assessment. monitor the independent station.
Follow up with her own summative assessments Follow up with teacher on lesson effectiveness.
once more lessons and practice have occurred.

Planning form based upon Standards for the 21st Century Learner in Action (2009) Action Examples Template;
Loertschers Taxonomies of the School Library Media Program (2000) Collaborative Unit Planning Sheet; Buzzeos
Collaboration Handbook (2008) Collaboration Template; Last updated 01/2013
FINAL PRODUCT/LEARNING OUTCOME:
1. TSWBAT work with peers to correctly place items on a T-chart with want and need columns
for 8 out of every 10 items.
2. TSWBAT correctly identify whether an item they have chosen to purchase is a want or need
item 80% of the time.
3. TSWBAT listen and watch a video to correctly identify definitions of key lesson vocabulary for
5 of 6 words when given multiple choice options.
Formative Assessment Product:
1. T-Chart and teacher observations 2. WS Short answer
3. WS Multiple Choice and teacher observations
Formative Assessment Process:
1. Working together on a group product in small group with questioning guidance from teacher.
2. Independent, with help from peers as needed for lower readers and/or ELL readers work.
3. Marking on own sheet, while discussing in small group with guided questions from teacher.
Student Self-Assessment: Teacher, next class period, have students reflect on what they learned
and how they worked together.
STRATEGIES FOR REMEDIATION:
Teacher will use the formative assessments to determine who can handle more independent
work/reading on the topic (Reading A-Z passage) and who needs vocabulary/concepts retaught in
small group before progressing to more in-depth lesson on scarcity.
RESOURCES STUDENTS WILL USE: __X__Online subscription databases ___X___ Books
List titles here: BrainPOPjr,
{Reading A-Z Needs and Wants and A Bargain for Frances, by Russell Hoban are two resources
made available to the teacher for future lessons/remediation.}
INSTRUCTION/ACTIVITIES:
Direct Instruction:
- Teacher will explain independent activity. (Money skills they already possess.)
- Teacher and librarian will share key vocabulary and their meanings with examples.
Modeling and Guided Practice:
- Teacher will show students how to decide and place a few items on the T-chart in the correct
place. She will discuss consumers and producers. Group will work together to place more
items on chart.
- Librarian will model how to listen for key words, stop a video to write/select an answer to a
question and resume video. Group will work together on a couple of answers.
Independent Practice:
- Students will be working on a money sheet independently.
- Students will place a few items on a T-chart independently,
- Students will tell the librarian when to stop a video to answer a question.
Sharing and Reflecting:
- Students will gather whole group and be asked
o what the meanings of the key vocabulary are
o what connections they made to wants vs. needs
o how they can be consumers and producers of goods

Planning form based upon Standards for the 21st Century Learner in Action (2009) Action Examples Template;
Loertschers Taxonomies of the School Library Media Program (2000) Collaborative Unit Planning Sheet; Buzzeos
Collaboration Handbook (2008) Collaboration Template; Last updated 01/2013
Strategies for Differentiation:
- Teacher has heterogeneously grouped students by their reading and independent working
abilities.
- Adults and peers are available to give guidance/help as needed.

COLLABORATIVE LESSON EVALUATION

GRADE: 2nd TEACHER: Mrs. J. Ritenour
COLLABORATION DATES: Met to discuss: April 20, 2017 and May 9, 2017
Lesson and post discussion: May 12, 2017
CONTENT TOPIC: Economics review of 1st grade topic (wants vs needs) to be an introduction to
2nd grade economics unit.
What worked well in this lesson/unit?
Rotating stations. Time management. Multiple choice options on video sheet. Cooperative work on
T-chart. Integration of math review.

Was this lesson/unit enhanced through collaboration?

Yes. Skills taught by the librarian will help with future lessons. Having the teacher give insight into
the abilities of the students helped the librarian plan accordingly.
Having another professional on the same page as you (this from the classroom teacher) makes doing
station work much more productive and interesting to the students.
Was it successful enough to warrant doing it again in the future?
Yes. We discussed coming sooner in the year to do the lesson on finding answers/note-taking so the
students can refer to it through the year.
Suggestions for improvement?
Be clearer with the students as to what is expected for them to accomplish by the end of the lesson.
With the video, fast forward to the new vocabulary particularly with the groups that obviously new
the vocabulary in the beginning.
How well did the library collection respond to the unit/lesson objectives?
Scale: 5=Excellent 4=Above average 3=Average 2=Below average 1=Poor
Diversity of formats (print, electronic) = 3 Currency of resources = 3
Adequacy (sufficient materials for number of students) = 3
Appropriateness of reading/viewing/listening levels = 3
Suggestions for additional materials?
The BrainPopJr video was appropriate, but there was a lack of reading materials available that were
on level and topic.
Good fiction option to get: The Big Buck Adventure by Deborah Tobola
Good nonfiction option to get: Prices Go Up, Prices Go Down: The Laws of Supply and Demand by
David Adler

Planning form based upon Standards for the 21st Century Learner in Action (2009) Action Examples Template;
Loertschers Taxonomies of the School Library Media Program (2000) Collaborative Unit Planning Sheet; Buzzeos
Collaboration Handbook (2008) Collaboration Template; Last updated 01/2013