Description

In this lesson, students will be introduced to poverty around the world. In order to further their knowledge, the teacher will use a device to play music so the students can find a partner. In pairs, students will be shown images of people living in poverty. The students will use a laptop to read an e-book that shows how a young girl helps her friend in need. Additionally, the teacher will assess the knowledge of the students by having them create a chart that includes what they already know and want to know about poverty. The students will use shapes or any form of counting tool to share what they already know about poverty.

Content

Student Engagement/Motivation

Student Engagement/Motivation (5 minutes):

The teacher will use the book Overdevelopment, Overpopulation, Overshoot edited by Tom Butler to show students two images centered around poverty in the world. The teacher will pass out copies of the handout: Lesson 1 Overdevelopment, Overpopulation, Overshoot edited by Tom Butler

Image Questions (see Lesson 1 Overdevelopment, Overpopulation, Overshoot edited by Tom Butler Image Questions attachment). If the teacher cannot find this resource, he or she may use other images that reflect poverty from another book or website. The handout includes the following questions:

• What is happening in the image?
• Based on this image, what do you think poverty means?

Learning Targets and Criteria for Success

I can define poverty.

I can provide ways in which I can help people living in poverty.

I will use images to help me define poverty.

I will create a chart and write what I already know and want to know about poverty.

I will create a list of ways in which I can help people living in poverty.

Supplies/Resources

Print and E-book resources:

Overdevelopment, Overpopulation, Overshoot edited by Tom Butler

• E-book verson: http://populationspeakout.org/the-book/view-book/

Maddi’s Fridge by Lois Brandt

• If you have a NCSU Libraries account, you can access the book here: https://ebookcentral.proquest.com/lib/ncsu/reader.action?docID=1876466

Supplies:

• Know, Want to Know, and Learned chart (see attachments)
• Know, Want to Know, and Learned Rubric (see attachments)
• Form of device to play music
• Lesson 1 Overdevelopment, Overpopulation, Overshoot edited by Tom Butle image questions handout (see attachments)
• Shapes or any form of counting tool
• Laptops, document camera, interactive whiteboard, projector

Learning Tasks and Practice

• Guided Instruction: (30 minutes)

While looking at each image, students are to think about and share answers to the questions from the Overdevelopment, Overpopulation, Overshoot book activity in the student engagement portion of this lesson.

After each image is shown, students will walk around the room while the teacher plays music. When the music stops, students will high five the person closest to them and this person will be their partner. Once each pair has been made, they are to sit. This will allow the teacher to see those that do not have partners and he/she can pair them up. In pairs, students will decide who is partner A and who is partner B. Partner A will share their information about the image while partner B listens. Next, partner B will share while partner A listens. They will each have 30 seconds to share and discuss (total of one minute). Students will complete this activity for both images (changing partners each time). After students have had time to discuss both images in pairs, they will discuss these images as a whole group.

The teacher will introduce the meaning of poverty by having students share what they believe poverty means. The teacher will record their answers on chart paper to refer back to later on in the lesson.

Next, the students will get into groups. The teacher will determine the number of students for each group depending on class size. In groups, students will read the e-book, Maddi’s Fridge by Lois Brandt. The teacher will give each group a laptop and link to the e-book. If there are no laptops available, the teacher will show the e-book on the interactive whiteboard or document camera. If there is no technology provided, then the teacher can locate a copy of the book or use a different book that pertains to poverty. For those groups who finish early, they are to reread the story and think about how they would feel as the character living in poverty. After students read the book, they will discuss how Sofia helped her friend in need and how the story pertained to poverty. They will also discuss how they would feel as the character living in poverty.

After the discussion, the teacher will give students 30 seconds to think about ways in which they can help those living in poverty. On the interactive whiteboard, document camera, or standard whiteboard the teacher will create a class list of ways in which students could help people living in poverty. Students will share their thoughts while the teacher adds them to the class list. The teacher will notify students that they will use this list later in the poverty unit to create a service project.

• Direct Instruction: (5 minutes)

The teacher will refer back to the class chart on what they believe poverty means. The teacher will discuss the meaning of poverty with the students.

The teacher will pass out the Know, Want to Know, and Learned rubric (see Know, Want to Know, and Learned Rubric attachment). A KWL chart is a three sectional chart that includes what a student already knows, wants to know, and has learned about a given topic or subject. The know portion is located in the first column, the wants to know portion is located in the middle column, and the learned portion is located in the last column. The students fill in the know and wants to know portion of the chart at the beginning of a unit and then fill in the learned portion at the end of a unit. The teacher will go over the rubric with the students to show what is expected in their responses). The teacher will show the rubric on the interactive whiteboard or document camera and give each student a copy so they may refer back to it while writing. Students who finish creating their Know, Want to Know, and Learned chart early will find a student close to them and help them create their chart.

• Modeling and Guided Practice: (20 minutes)

Individually, students will create a Know, Want to Know, and Learned chart in their journal and write down what they already know about poverty. Students who finish writing what they already know about poverty will reread their responses and will choose which ones they want to share in the following activity.

After five minutes, students will be given two shapes or any type of counting object. The teacher will instruct students to form groups. The teacher will determine the number of students for each group depending on class size. The students will take turns placing their object in the center of the table and sharing one thing that they already know about poverty until all objects are in the middle. After the activity is complete, each student in every group will have shared two things that they already know about poverty.

After sharing in groups, the teacher will create a whole group Know, Want to Know, and Learned chart on the interactive whiteboard, standard whiteboard, or chart paper and ask each group to select a captain to share one thing that their group already knew about poverty. Students will take turns coming to the interactive whiteboard, document camera, or whiteboard to record their answers.  

• Independent Practice: (8 minutes)

Individually, students will write what they want to know in their Know, Want to Know, and Learn chart. The teacher will tell the students that they will have time to share what they want to know about poverty at the beginning of the following lesson.

• Closure: (2 minutes)

The teacher will review with students what they think poverty means and how those living in poverty must feel using inferences from the photos and reading activity. The teacher will let students know that they will be participating in a poverty food simulation in the next lesson. The teacher and students will discuss what a simulation means and how that could pertain to poverty.

Technological Engagement

The teacher will use an interactive whiteboard, document camera, or standard whiteboard to create a class Know, Want to Know, and Learned chart. This chart will include what the students already know and want to know about poverty. The students will take turns writing on the interactive whiteboard, paper under document camera, or standard whiteboard to fill in the chart. The teacher will use the document camera to enhance the viewing of images of people living in poverty around the world. If there is no document camera, the teacher could walk throughout the room and show the photos. The teacher could also use the e-book version and show it on an interactive whiteboard or have the students view it on laptops.

Collecting and Documenting Evidence of Learning

The teacher will use the Know, Want to Know, and Learned chart that the students filled in about poverty.

The teacher will also use observations while the students are analyzing the four images at the beginning of the lesson as well as during the whole group read aloud book.

Student Self-Reflection and Action Steps

Students are given the opportunity to reflect on their learning by creating a Know, Want to Know, and Learned chart that shows what they already know and want to know about poverty. Students are given opportunities to share their thoughts to a partner as well as the whole group. If students have not met instructional goals, they will be paired with students who can help them further their knowledge. The teacher can monitor throughout the lesson to support those who need further instruction.

Feedback/Instructional Adjustments

Throughout the lesson, students are given opportunities to independently reflect on poverty. Students are given time to share their thoughts and are given feedback from their peers and teacher. There are paired and whole group discussions that will allow the teacher ample opportunities to provide feedback. The teacher can adjust the lesson by spending more time on certain topics if the students are not showing adequate knowledge. There can be further conversations about poverty if the teacher feels that it is necessary before moving on to another activity.

Extended Learning Opportunities

Students can create a service project at home or in the classroom that will help those living in poverty within their community. They can use resources from their school and classroom. Students can further their research within their classroom with guidance from their teacher and other specialists throughout the school.

Teacher Reflection of Learning

The teacher will review the students’ Know, Want to Know, and Learned charts about poverty.