Lesson Plans

Lesson Plans Based on the Instructional Models for the Gifted Students
Teachers College
Columbia University
Hyeseong Lee

This paper aims to apply several instructional models that specifically target gifted
students - the Integrated curriculum model (ICM), Renzullis enrichment triad model, and
Gallaghers problem-based learning (PBL) - to the classroom lesson plans. After analyzing
and evaluating each models characteristics, the strengths of each model are extracted and
combined. This information can then applied to the curriculum that I created. The curriculum
is also based on the differentiation methods and critical thinking skills, which I believe are
necessary for gifted students. To help better understand this curriculum, the concrete five
lesson plans are offered with specific examples of activities.
1. Characteristics of Instructional Models for the Gifted Students
The Integrated curriculum model (ICM) by Joyce VanTassel-Baska
The first model that I am going to use as a basis for the curriculum is the integrated
curriculum model (ICM) created by Joyce VanTassel-Baska, a founding director of the center
for gifted education in the college of William and Mary. She explains efficient methods for
working with gifted students by offering three interrelated dimensions: issues/themes,
advanced content, and process/product dimension (2010). In the issues/theme dimension,
methods she highlights are readings, reflections, discussions, and debate to help students
construct the meaning of key concepts. In the advanced content dimension, she mentions that
pre-assessments are necessary to figure out students mastery of certain concepts. Based on
this, the teacher can compact the curriculum. Lastly in the process/product dimension, she
emphasizes problem-based learning, and self-directed learning which stimulates critical
thinking skills and a construction of high quality products. This model is not only proven to
be effective for gifted children, but also for other typical learners.
Renzullis enrichment triad model
The object of the enrichment triad model is to let students pursue their interests in
depth using their own style of learning. Teachers offer concrete problems, enough resources,

and assistance in helping students achieve satisfactory outcomes. This model includes three
steps for children follow. Type1 includes general exploratory activities, type2 consists of
training activity, and type3 corresponds to individual and small group investigation of real
problems. Renzulli insists that problems in type3 should be based on knowledge of ones
interest. Besides type3 is only fall under gifted children while type1 and type2 applies to
every child (1977).
Gallaghers problem-based learning (PBL)
Gallaghers PBL method is also apply in my curriculum. She argues that the
characteristics of PBL highly fits into gifted learners features; gifted learners tend to have
self-directed, inquisitive attributes along with possess of meta-cognitive strategies, abstract
thinking ability, and task commitment (1992). In accordance with Gallagher, the problem that
we use in PBL should be ill-structured, different from well-structured problem like math
question. The problem needs to be mysterious, authentic, flexible, ambiguous, intentional,
interdisciplinary, productive, illuminating and appropriate to motivate students. The PBL can
also be effectively combined with story-telling, and be employed as a screening tool for
identifying gifted.
2. Adaptation of Instructional Models and Curriculum Outline
Adaptation of Instructional Models
The three models above commonly suggest efficient ways of helping gifted students
to increase learning outcomes. First of all, based on ICM model, a pretest and survey are
conducted to check students prior knowledge of the content. After analyzing the results, the
lesson plans with the theme of trade in social studies are planned into five units. During class,
many methods from the three models are applied to help maintain students interest. Issue and
theme are used as a basic premise, which can easily be combined with diverse projects that
gives students a chance for self-directed learning. In addition, discussion and debate are

frequently used along with story-telling and authentic problem based learning. In every
lesson, at least one differentiation method is employed, and most of them are based on
students learning styles.
Curriculum Outline
Mission Statement
We encourage students to meet their personal academic needs by our curriculum
focused on practicing high dimensional thinking skills and differentiated instructional
methods.
Although the students in this school are all believed to be highly intelligent, there
still exists an academic disparity among students. A major reason could be the test period,
which requires students to be measured before entering the elementary school at age 4-7.
Once they are identified as gifted and accepted into a specialized school, they no longer need
to be retested, and the label gifted stays until the end of their academic years. Not
surprisingly, however, their capability becomes vary from one another as they grow up. Thus,
this curriculum for gifted students includes differentiated instructional methods, combined
with diverse thinking skills which foster higher thinking of the students.
Background of the School
The elementary school that I am going to apply this curriculum to is for a school for
gifted children. Students who want to enroll this school usually rank at the top 3-5% of the
New York City gifted identification test, which typically administered when students are
between the ages of 4-7. Most are highly motivated and exhibit strong academic
achievement. On average, there are 24 students in each classroom with one head teacher and
one assistant teacher who helps students in need during the classes. The school also has about
thirty laptops available to each grade for project research purposes
Our Approach

1) Theme
In the beginning of each school year, teachers plan a curriculum based on themes (e.g. human
body, space, the future, gardens, and Picasso) that will be applied to children bi-monthly.
Themes are targeted towards promoting problem solving or investigation and integrating
subject areas.
2) Technology
When doing their work or study, children frequently need to find information through internet
and are required to generate outcomes based on basic computer programs. Thus our school
will provide 25 laptops per grade, and offer a newly renovated media center for children.
3) Project
The main method of our classroom work is project-based learning. It allows students work
authentically in ways to strengthen their academic skills. By doing project work both
individually and as a group, students can develop collaborative skills, and a way of
integrating learning with life.
4) Differentiation
Every child is different and has their unique characteristics. Based on their differences, our
curriculum will utilize multiple learning styles and approaches to effectively engage students
on all levels. For instance, depending on students sensory system (either visual, auditory, or
kinesthetic) and learning profiles which shows each students strength and weakness, the
teacher can implement an effective curriculum for their students (Sprenger, 2003). (Note: the
concrete ways of differentiation are shown at the sample lesson below)
5) Acceleration and Enrichment Program
Depending on their interests and skills, children can join enrichment afterschool programs
that offer more in-depth content for students. These programs are mainly divided into liberal
arts, natural sciences, the arts, and sports. Along with the enrichment program which is open

to every student, we operate an acceleration program for math. Different from other subjects,
math has a sequential, skill-based curriculum so that for a child who has mastered certain
level, he or she can move forward to next level by being pulled out during math class and
assigned with an advanced math teacher.
6) 17 Thinking Skills
In todays information-oriented society, critical and creative thinking skills are highly
encouraged, and these are regarded as some of the main characteristics of gifted children. Our
curriculum aims to promote and stimulate students different types of thinking skills which
are incorporated in each lesson. The 17 thinking skills are deductive, inductive, causal,
analogical, problem-solving, visuospatial, creative, practical, mathematical, scientific,
statistical, Chinese and Greek influenced thinking, system, computational, ground-embedded,
cognitive, and case-based reasoning.
3. Application Lesson Plans
1) Grade: 6th Grade
2) Subject: Social Studies (Economy)
3) Topic (Theme): Trade
4) Core Curriculum of Social Studies for the 6th grade
The grade 6 program focuses on a social science perspective emphasizing the interaction of
geography and economics. The core disciplines of geography and economics are used to
develop and draw relationships and understandings about social/cultural, political, and
historic aspects of life in the Eastern Hemisphere. Historical insights are used as a means of
developing a total perspective rather than an organizing framework. The focus should be on
major turning points that continue to the 7th-grade social history of the United States.
5) Content Sequences
-Lesson 1: What is trade?

-Lesson 2: Why do we trade?

-Lesson 3: Why do we have customs duty? What is a FTA?
-Lesson 4: Which countries are trading with us? Which items do we export & import?
-Lesson 5: What is fair-trade?
6) Enduring Understandings
Students can fully understand not only the necessity but also the merits and demerits of
current trading so that they can make a proper decision in this globalized society.
7) Context of the Class (Background Information)
Before the lesson begins, I conducted a survey to grasp students readiness level for the topic.
According to a questionnaire, although students feel familiar with the concept of trade by
their real life experiences such as purchasing imported goods, most of them have not heard
any specific terminologies that would be used in this lesson. Also, most of the students are
unaware of current issues related to trade, since it is their first time learning the concept and
expertise of trade in the curriculum. Compared to other subjects, there is less disparity of
readiness level in Social studies, only a difference of interests. Thus, when differentiating
curriculum, I am not going to give students pre-divided materials which are designed by
teacher, based on students readiness level. However, I will try to give diverse options so that
they can choose their own way of performing tasks.
8) Lesson Plans
<Lesson 1: What is trade?>
-Objective: Students are able to explain the concept of trade with an example. Students can
describe three requisites for enabling production.
-Description: As this is the first class, I will begin with discussing familiar imported
materials around the world which students might be interested in. In addition, the
Hamburger making activity enables students to feel the necessity of trade and its
requisites hands-on.
Step
Procedure (differentiated methods and thinking skills)
Opening
:Finding the Country of Origin
(Motivation) The teacher required students to bring items that are made in other
countries from home in advance. When the class begins, students display

them on the table. Then students walk around the classroom with a
worksheet and fill in the table with the items names and the countries of
origin. They can also mark the countries on the map on the paper next to
the table, if possible.
-Differentiation: According to their interests, students can bring any types
of items, of any quantity. While finding a country of origin, students who
are familiar with world map can also mark the countries on the map as an
extra activity.
-Inductive reasoning: By making children bring imported items from
home, the teacher can inductively introduce the topic. Students are more
naturally able to connect trade to their daily lives and remain motivated.
-Visuospatial reasoning: By putting stickers on the world map, students
can visualize the distribution of countries that the United States imports
products. According to Kosslyn and Shwartz (1977), there are continuous
transformations in scanning map images, zooming in and out. In addition,
images showed propositional effects of remembering more important
information regardless of visual prominence.
:Storytelling
The teacher reads a book to students. In the book, Country A only had
vegetables and country B only had meat. However, each countrys people
wanted to eat both. A teacher then asks students what they should do to eat
both, and students can show their ideas through diverse methods of their
choice.
Guided
-Differentiation: Based on their learning styles (visual, auditory,
Practice
kinesthetic), students have a chance to show their answers in a method of
(Activity 1)
their choice. For example, visual learners might draw a picture or a cartoon,
auditory learners might summarize the method and do oral presentation,
and the kinesthetic learners may do a role-play or a mime.
-Ground-embedded reasoning: Kaschak and Glenberg (2004) applied
embodied and grounded cognition to teaching reading comprehension. He
found that 2nd graders better memorized a story when they were read story
while manipulating objects. Combining activity 1 and 2, we expect students
to better understand the concept of trade.
Independent :Making a Hamburger
Practice
The teacher (or students) prepares bread, meat patties, tomato slices, sauce,
(Activity 2)
pieces of lettuce, pieces of onion, and slices of cheese as ingredients for a
hamburger. He or she unfairly distributes these ingredients to groups of
four students. For example, group A may have 12 pieces of bread, group B
might have 6 patties, and 3 tomato slices, and group C may have 2 pieces
of bread, 8 pieces of lettuce, and 3 slices of cheese. In this case, students
will most likely complain that they cannot make a hamburger with the
distributed item and want to trade their materials with other groups. A
teacher then tells students that they can decide the cost of the each material
to buy and sell with fake money.
-Differentiation: Students, as a group, need to establish their strategies to
effectively sell and buy their ingredients to better make their hamburgers.
On the basis of their personality type, they will divide the roles; a logical
student will pay attention on building efficient strategy, an active student
will move around and trade the materials, a meticulous student will take

Closing

charge of money, and a student who likes making will make hamburgers.
After the activity, a teacher and students talk about what they did and infer
they need resources, capital, and labor.
-Inductive reasoning: By making a hamburger together as a team, students
could naturally infer that they need resources, capitals, and labors. After
inducing answers from students, the teacher can introduce the three
requisites that are needed when trading.
:Exit Card
As an assessment, students write at least one sentence of what trade is with
an example.

<Lesson 2: Why do we trade?>

-Objective: Students can explain the reason of trading by using the term Comparative
Advantage.
-Description: Through hamburger-making activity, students begin to identify what trade is,
why they need trade, and the requisites of trade. They understand that the
maldistribution of resources causes trade, however, many countries still trade even
if they can produce certain items by themselves. In this lesson, students will notice
that each country tend to focus on producing and trading certain main items which
have more productivity. The terminology of Comparative Advantage will be
introduced.
Step
Procedure(differentiated methods and thinking skills)
Opening
:Guessing
(Motivation) A teacher tells students a story in which two farmers need to divide a role
and collaborate to improve efficiency.
Guided
:Measuring Time of Each Action
Practice
In this activity, a teacher needs to pre-survey which students are good at
(Activity 1)
math and which are proficient at typing (the actions can be changed into
others skills like sports). A teacher then groups two students as a team
(pair-work), one good at math and the other good at typing. As a team, they
both separately need to solve ten math questions and type ten sentences on
the computer. It is important to clarify that they cannot help each other or
divide the roles. While working on both actions, they need to measure and
record their time. In the second round, they are now allowed to divide their
roles and finish the work. For example, one can solve 20 math questions
while the other types 20 sentences right after the partner finishes his or her
job. They can compare their round one and round two times. In most of the
cases, the record of round 2 would be faster than round 1, which indicates
active role sharing is important.
-Differentiation: Different from other differentiated methods applied in
other lessons, in this activity, students are divided by their readiness level.
To draw a dramatic difference time management, it is important for a
teacher to well-informed about students ability.
After the activity, a teacher introduces the term comparative advantage.
-Inductive reasoning: Activity2 allows students to better understand that
not everyone has the same amount of capability when dealing with certain
tasks. Then they can infer that they need to divide roles to maximize
production efficiency. At the end of this activity, the teacher will introduce
the word comparative advantage.

-Statistical reasoning: Many studies (Booth & Siegler, 2006, Thompson &
Opfer, 2008) found that there is a systematic difference between younger
and older children when they do estimation. While young children typically
follows Fechners law (y=k * ln x) logarithmically, older children estimate
the increase of a number more linearly. 6th graders are able to estimate and
calculate the number more refined manner when drawing a group
conclusion.
-Mathematical reasoning: In order to shorten their time record, students
need to develop their own mathematical strategy. In this case, most students
are expected to use the method of role sharing. By continuously trying
different types of strategy, students can develop their mathematical skills.
:Real-Life Case of Comparative Advantage
The teacher first explains comparative advantage with a sample case.
Students then form an original group of four members, and together search
for other cases of comparative advantage in different countries. They can
use the school laptops to search for information. After finding a case,
students in the original group split up and gather with new assigned group
members to study other teams materials.
-Differentiation: The jigsaw is known as a three-stage collaborative
strategy: home base groups, expert groups (or study groups), and returning
to home base groups. Jigsaw allows differentiation, since students work in
expert groups based on aspects of the topic that are most relevant or
appealing to them. It also allows students a chance to collaborate each
other.
Independent -Inductive reasoning: Through this activity, students can induce the
Practice
concept of comparative advantage. It would be more efficient for students
(Activity 2)
not introducing the jargon first, but offering concrete samples first.
-Deductive reasoning: In this case, the teacher introduces an accurate
example of comparative advantage so that students can search for similar
examples more easily. The reason that we use deductive method here is the
difficulty that might be occur when finding real life examples that students
had not considered previous to this activity.
-Analogical reasoning: Blanchette & Dunbar (2000) found that having
people generate example cases, not simply requiring them memorize cases,
can enhance analogical access. By searching several examples on their
own, students are expected to better understand the concept.
-Cognitive reasoning: It is widely known that Vygotsky emphasized the
importance of the social approach that a child could be scaffolded (Levykh,
2008). The Zone of Proximal Development (ZPD) is an area where children
can do certain things while being aided by others. Peer assistance would be
one of the greatest methods by which children can enlarge their ZPD.
:SWBS (Assessment)
Before leaving the class, students need to write a SWBS (Somebody
Wanted But So) in one sentence reviewing the lesson.
Closing
-Creative reasoning: Students can be creative as much as they can when
filling the SWBS worksheet. Although the format and contents are
provided, they can generate what they learned and how they felt by
completing the sentence.

<Lesson 3: Why do we have customs duty? What is a FTA?>

-Objective: Students will be able to describe the pros and cons of a Free Trade Agreement.
-Description: Through previous lessons, students continue to strengthen their understanding
of the necessity of trade between countries. In this lesson, students will investigate strengths
and weaknesses of trade by themselves, and take a position in a debate about pros and cons of
a Free Trade Agreement (FTA). As interdependence amongst countries increases, the size of
trade is also growing rapidly. Countries take a lot of actions to protect domestic goods from
imported goods while simultaneously foster trade to export goods to other countries. In the
current world market, FTA is frequently used between countries to activate economy.
However, students will begin to identify there are pros and cons of a FTA since it might be
favorable to only world powers.
Step
Procedure (differentiated methods and thinking skills)
:Simple Conversation
Students are asked to name diverse world brand cars. A teacher then asks
students what they should do to protect USA cars against the other
competing global brand cars. After a period of open communication,
Opening
teachers facilitates students understanding that countries charge more
(Motivation) customs duty on imported goods to ensure a nations goods and services is
favored over international products.
-Causal reasoning: When two things are associated, we can easily infer
that one causes the other to be changed. By listening to samples of why the
United States imposes more taxes on large amount of imported items,
students can infer the possible cause and effect of this problem.
Guided
:World Trend FTA
Practice
Nowadays, more and more countries are signing FTAs with each other,
(Activity 1)
which remove tariffs on various trade items. Students will study about
FTAs in the world in different stations.
-Differentiation: Stations are known as different spots in the classroom
where students can work on various tasks simultaneously. There will be
four types of stations that children can choose, and there will be sufficient
laptops at each station. Station 1 is Newspapers; students can collect recent
news and information through newspaper articles or magazines. Station 2 is
Video Clips; by watching several short videos downloaded on the laptops
(they can search more if they want) to understand the concept of a FTA.
Station 3 is Cartoons; there are diverse types of cartoons about FTAs made
by authors with various opinions and angles. Station 4 is Charts; children
who like analyzing and managing data can join this section.
-Deductive reasoning: Without background knowledge, some students
might have no prior information on the Free Trade Agreement (FTA). In
this case, the teacher will introduce the term and the concept of FTA so that
students can begin considering its affect.
-Visuospatial & Statistical reasoning: Station2 allows students to be
assisted in learning the concept through visuospatial materials. Video clips
can be one of the efficient methods that students can store contents into
their Long Term Memory. In addition, station4 allows students develop
statistical skills by analyzing data from the chart.
-Computational reasoning: When preparing debate, both of the
participants from pros and cons also need to find information from the
opponent to attack and defend their ideas. One of the computational

thinking strategies that can be used in this activity is debugging. It makes

people looking for possible flaws of their proposed solution in order to
protect against potential problems.
:Debate Pros and Cons of FTA
Based the information they gathered at Activity 1, students take a position
on the topic of FTA. Each student will separate into either the Pro team and
Con team and then establish strategies for a debate.
-Differentiation: After deciding their position for the debate, students as a
team can collect information to support their ideas and contradict the other
Independent teams assertion. They can use any method for survey, and can distribute a
Practice
role on the basis of their strengths.
(Activity 2)
-Chinese influenced vs. Greek influenced reasoning: It is known that
Chinese influenced reasoning is a holistic way of thinking, while Greek
influenced reasoning is regarded as analytic (Nisbett et al., 2001). In this
activity, each student is required to find specific information individually
that can support their ideas. After selecting objective information, the team
members need to select and organize the best grounds that they can use to
defeat the others. In this process, students are needed to work in harmony
which is usually underscored in Chinese influenced reasoning.
:Review
Closing
Students address at least one pro and con of a FTA.
-Assessment: A teacher can walk around the class during activity 1, and assess each students
participation on activity 2. As an assignment, students can write an essay talking about FTA
which includes pros and cons of FTA.
<Lesson 4: Which countries are trading with us? Which items do we export & import?>
-Objective: Students are able to list the top 5 trading countries that trade with the USA and
the major items they trade.
-Description: In contrast to the three previous lessons dealing with the general concept and
characteristics of trade, in this lesson, students have a chance to specifically learn
how the mechanics of a trade works. By analyzing data, they can find out the
major trading nations that work with the USA, main items of export and import,
and trade volume. In addition, they have an opportunity to imagine and guess
Americas top trading countries and their items of trade in 30 years using logical
reasoning. To deepen their learning, students can chose their favorite country to
survey its trade condition and then present it to their classmates.
Step
Procedure (differentiated methods and thinking skills)
:Quiz
Opening
A teacher gives several quizzes to students to help them guess which
(Motivation)
countries trade certain items. E.g. Which country do you think exports lamb
fur the most? Which is the top oil exporting country?

:Trade Realities of the USA

Students search information to find out the major trade partner of the USA,
along with the USAs top 10 imported and exported items. They are
allowed to use the school laptops individually.
-Differentiation: Tri-mind strategy is based on the work of Robert
Sternberg, who created three intelligences: analytical intelligence, practical
intelligence, and creative intelligence. Allowing students to learn and
Guided
express their thoughts at their preferred areas tend to increase achievement.
Practice
However, in this lesson, students will be to experience not just one type of
(Activity 1)
intelligence, but all three in sequence. This way, students have a chance to
develop their unformed intelligences. Activity 1 allows students use their
analytical intelligence.
-Scientific reasoning: Scientific reasoning uses a lot of different kinds of
reasoning such as induction, deduction, and systems. The most frequently
used method when reasoning in a scientific way is making hypotheses. This
activity enables students to make a hypothesis before they search data to
find the results.
:Trade in your favorite country
In this activity, students can choose their favorite country and survey its
trade conditions. They can also search information both in the school and
home if they want. After searching, they present it to their classmates.
Differentiation 1: This activity can foster developing students practical
intelligence based on the Tri-mind strategy. They can retry searching and
presenting the characteristics of trade in their chosen country as a part of
real-world-application.
Independent Differentiation 2: Orbital study is considered as an ideal way to
Practice
differentiate among middle-level learners. It is an independent
(Activity 2)
investigation, generally of more than three weeks. Students select their own
topic (their favorite country) and they work with guidance and coaching
from the teacher to become an independent investigator.
-Practical reasoning: Sternberg (2005) proposed three different
intelligences analytical, creative, and practical intelligences that are
prerequisites for individuals to succeed. This trio of intelligences is also
known as successful intelligence. Among these three components, practical
intelligence is to be developed through this activity. By finding information
that students themselves choose to search, they can apply knowledge to real
life.
:3-2-1 Chart
As one of the methods of assessment, students leave the classroom with 32-1 chart. On the chart, they write 3 important facts, 2 questions, 1 interest
thing while they did during their orbital study.
Closing
-Systemic reasoning: Using the methods such as a 3-2-1 chart that are
repeatedly used at the end of the class facilitates students understanding of
the functional relations between content and the activity. By mentally
simulating and reviewing what they have learned, they can easily acquire
knowledge.
-Assignment: Students imagine the future of trade in the USA, such as potential imported
and exported item s in the next 30 years. They can submit any type of method conducting for
their assignment.

-Differentiation: This promotes childrens creative intelligence in Tri-mind strategy.

-Creative & Mathematical reasoning: The assignment can promote students creativeness
as well as mathematical abilities. By imagining the most actively traded items in the next 30
years, they can develop their ability to create new ideas. Concurrently, analyzing the current
trend of trading items and interpreting tables that can be used to predict the item facilitates
students to extend their mathematical skill
<Lesson 5: What is fair-trade? Ethical Consumption>
-Objective: Students can explain fair-trade and find out ways to promote it.
-Description: Students learned diverse expertise of trade in previous lessons. In this final
lesson, they will talk about strengths and weaknesses of trade and try to find a solution to
improve this practice. Moving from a cognitive aspect toward emotional aspect, they will
encounter the concept of fair-trade and related items. To promote fair-trade, one of possible
solutions to address the current trade system, students will conduct a project in any method
they choose.
Step
Procedure (differentiated methods and thinking skills)
:Watching a Video Clip
Students watch a short video about slave-free chocolate. They might feel
pity for young children working as a laborer. By paying attention to fair
traded products, students gain an understanding that they can help address
Opening
children labor and find a possible solution for the current trade system.
(Motivation)
-Case-based: In Pusic et al. (2012)s research, it is proved that
supplementing case experiences, such as conducting brief computer
tutorials to medical students, made learning more easy. Likewise, offering
students with diverse case-based problems could play an important role in
sustaining their interest level.
:Making an Advertisement for Fair Traded Products
During the class, students as a group of six, have a meeting and decide
Guided
which fare trade item they want to advertise.
Practice
Differentiation: In this project, they search for diverse fair trade items
(Activity 1)
based on their interests. In terms of its presentation, they also need to
decide which method they will use to efficiently advertise it to people in
the society.

:Real-Life Campaign
After the students decide which way to advertise their fair trade item, they
will be able to do a real campaign for society. Through plenty of
discussion and planning, they can develop their strategy to go outside into
the world to inform others of these goods. This is an enduring objective of
social studies in that students actually take action in the real world after
they acquire knowledge in the classroom. By implementing a campaign,
they can feel that as part of the society, they have the power to positively
change the world.
Differentiation: Students themselves look for a possible campaign
method and plan it out with a teacher. For example, they can go out to
Independent public places and give out a brochure about the item. In addition, they can
Practice
post promotional information on an internet website or social network
(Activity 2)
service (SNS) to give wider publicity. Other groups might choose to write
a letter to children who are forced into labor and conduct a fund-raising
campaign.
-Practical reasoning: This campaign activity allows students apply their
knowledge to real world. It is more meaningful when the skills are
utilized, implemented, and applied to our daily lives (Sternberg, 2005). As
a final unit of the lesson about trade, it is highly encouraged to relate
knowledge to real problems that we are facing.
-Problem solving reasoning: Scientists give plenty of attention to studies
on problem solving skills of both animals and human beings. Most
creatures possess intelligence and use their brain to better fix current
problems to reach better results. In this activity, students will seek their
own suitable methods to notify a situation to others.
:Presentation
Closing
As an assessment, students present their outcome and how they felt during
and after the campaign.
-Post Activity: After these five sequential lessons, students have a chance to solve a problem
in game format that consists of all the content learned through this unit.
-Ground-embedded reasoning: Learning games are an effective ways to promote childrens
motivation. As a final step, the students will review all the contents - including newly
introduced jargons and specific cases - through fun game, allowing students to examine what
they know and do not know.

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