Contextual Information

Name: Aspen Windesheim

Big Idea: Economy Grade: Date: October 2nd Time: Lesson: 1

Fourth 10:30-
10:50

Resource Link: Presentation15.pptx

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Whole Group Content: English Language apply to your classroom:
Social S… Learners: Flexible environment
Integrated with… Flexible scheduling
Flexible seating
Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/ FL Sci./ NGSS/ FL SS): SS.4.E.1.2 Explain Florida's role in the national and
international economy and conditions that attract businesses to the state

Learning Trajectory:

Previous Standard: SS.4.E.1.1 Identify entrepreneurs from various social and ethnic backgrounds who
have influenced Florida and the local economy.
Next Standard: SS.4.CG.1.1
Explain why the Florida government has a written Constitution

I can explain the 3 key industries that attract business to Florida.

I can explain the difference between international and national.

Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans.

Diagnostic
Unit/chapter test
Lexile Level
Pre-assessment
Other:__________
WIDA:
Name Overall Score L.S. S.S. R.S. W.S.
C 321 377 320 345 272
G 318 349 310 350 276
K 327 368 331 319 317
Lesson Planning

Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.

By the end of the lesson, the students will… list and describe the 3 key industries that promote Florida economy.
They will also be able to describe the difference between international and national.

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 & Select your materials and technology. Then, include a copy of print or
Intermediate for 3-5 Kids.Wordsmyth teacher made material and/or hyperlink to any digital materials in the
space provided.

● Industry : A particular Teacher selected read aloud: Title_

group of businesses Paper, pencil, markers, crayons
making a product Teacher created materials PowerPoint
specific to their work. Teacher-made sample of activity/project
"Money makes the world Teacher-made sample of activity/project
go round" ​ ipad/computer

● Agriculture : The science Graphic organizer: None

Assessment: _____
_______

and work of raising crops Science supplies (list)

and farm animals.
Synonym: farming​

● Tourism : The act of

traveling, usually for
sightseeing or relaxing.​

● Aerospace : The industry

that works to build
aircrafts, rockets,
satellites, and missiles
that operate in space.

Introduction/Building Background: Pacing

1. Greeting: Good morning students. Today we are going to learn about Florida's economy and 30 seconds
the industries that contribute to our economy.
2. Hook: You know Mrs. Polikes saying “eyes on me” and you say eyes on you. I want to have
my own for when I teach and work with you. When I say “Hatters country” you’ll say “lets
ride” Lets practice.
3. Prior Knowledge: Let's brainstorm about the word economy. Raise your hand and tell me
anything you know about an economy. Ask what makes up an economy. 2 minutes

Instructional Steps : Pacing

Slide 1&2 -1
1. Introduce: Introduce the standard and the objectives on slides 1 and 2 on the powerpoint. minute
2. Explain: On slide 3 explain the difference between national and international
 economy/business. Slide 4 goes through the 4 vocabulary words with definitions and Slide 3- 1
minute
examples. Slide 5 is a graph that shows which category the industries fit in. Whether they Slide 4- 5
belong in the international column or the national column and why. Some are both depending minutes
on what mean of business we are talking about. Slide 6 is a deeper dive into the specific types
of agriculture we have in Florida and what parts of Florida are good for what. “What crop do Slide 5- 3
minutes
we see the most of? Why don't we see fish coming from the middle of Florida? What kind of
agriculture do we have in Deland?” Slide 7 is a deeper dive into tourism in Florida. We will Slide 6- 3
discuss why Flrodia is so likable and why we have such a huge demand in the tourism minutes
industry. “Imagine if Florida was in the middle of the U.S. would we still have tourism, why?”
Slide 7- 3
Talk about the jobs and how making and spending money contribute to a cycling economy. minutes
Slide 8 is a 2 minute video of the Kennedy Space center. This is a huge part of Aerospace and
how we have been using funding to explore space and go on missions. The space center is also Slide 8- 3
a form of tourism because people can visit and learn about the history of aerospace in Florida minutes
and in the United Space. Slide 9
3. Review: Ask the students questions to review the content. Slide 9 review/takeawa
4. What are Florida's 3 key industries? ​ ys 5 minutes
Agriculture.... describe​
Tourism.... describe​
Aerospace.... describe​
What is an example of international economy? ​
What is an example of national economy?
5.
Differentiation Content/What .
1. The video in the presentation, high quality visuals, and me reading the slides to the students
HOT question (and expected answer): content development
What would happen if we moved Florida into the middle of the United States. What would this do to
our 3 key industries?

Assessment: : Formative assessment name Assorted Assessments . Describe if needed Pacing

Just looking for student participation and contributions to conversations. Hoping to see
students responsive and alert during my teaching. Questioning throughout the lesson.

Lesson Closure: Teacher talk. Restate the main take-aways from the lesson.
To wrap up today with our main takeaways- Florida participated in 2 types of economies: national,
and international. The 3 key industries in FLorida include Aerospace, agriculture, and tourism. The
movement of money is what continues the cycle of a healthy Florida economy.

Post Teaching Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative
assessment? If proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.

During the lesson students were very active in participating and having appropriate turn and talk conversations with
partners. It was hard to gauge whether the students grasped the lesson after the fact only because of the time crunch.
Through questioning and participation the students were on track and giving appropriate responses, leading me to
believe that they understood the content.

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.
I would say both my lesson delivery and my classroom management were on point. I’m very thankful that my teacher
has good classroom management procedures in place and the kids behave well for me and are respectful to one
another.

Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement next
steps going forward. Explain how these next steps will impact students’ learning experiences.

The feedback given to me about my lesson was 1. Include longer wait time (5 seconds) 2. Tie the key points back to the standard
and objectives - TIME! 3. Push students thinking further with questioning
Going forward I can allow for more wait time for my students to allow everyone a chance to think about their answers before
sharing. Continue to work on time management so I can have time at the end to tie key ideas and thoughts together. While giving
positive responses and praise back to students feedback, I can make attempts to further students learning by asking them another
question or ask them to look at it from another perspective.