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Long Range Plan (LO 2.1) (APS 1)

TWS Standard
The teacher develops a Long Range Plan for 9-18 weeks (depends on major- see
university supervisor) that includes learning objectives, SC State Standards and/or
Common Core Standards.

Task
Construct learning objectives that follow a logical sequence with a developmentally
appropriate scope of content and a simple pre-assessment measure or tool.

Prompt
I.

List the major LRP objectives and how the objectives are crafted so that
students understand both the objective and its relevance

Economics:
Scarcity and choice and how they impact the economy
Markets and supply and demand
The economy and economic policies
Principles of trade
II.

Explain the place of the unit within the larger scope of the semester-long
curriculum.

Social Studies for the year:

1st Quarter
Unit 1
Government and Political Science
Discuss the purpose of laws and rules and the consequences of
breaking them.
Discuss the sources of power and authority
Discuss the foundations of American democracy.
Discuss and define what it takes to be a responsible citizen
2nd Quarter
Unit 4 and Unit 5
Time Continuity and Change
Develop an understanding of individuals, families, communities
and how they work and live together now and in the past.
Identify different cultures around the world
Geography

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Places and regions

Define the role of human systems
Understand the interactions between the environment and society
Define the world in spatial sense

3rd Quarter
Unit 3
Economics
Scarcity and choice and how they impact the economy
Markets and supply and demand
The economy and economic policies
Principles of trade
4th Quarter
Unit 6
People and Places in History
Compare historical traditions, customs, and cultures of various regions
in the U.S. (Including how they are passed among generations)
Summarize cultural contributions of Native Americans
Recognize basic elements that make up cultural regions in the U.S.
Compare local community to differing communities worldwide
Summarize changes including the use of land and how families earn an
income from it.
Overview of Unit:
Above I have highlighted the place in which my unit will take place during this semester.
During the course of my unit (2-3 weeks) I will introduce the concept by talking about
goods and services. We will go into learning what each goods and services are and some
examples of each. Students will write a detailed response on what service they would like
to provide their community with. Once the class has a good idea about goods and
services, we will move into talking about money but that is an essential part or goods and
services. We will spend some time discussing money and different uses for money. The
concept of money will be incorporated into their guided reading groups. We will conclude
our unit by creating a community within our classroom. Students will have the
opportunity to be a person who provides services and a person who buys goods. They
will each be given the same amount of money to buy goods. This will allow students to
use the concepts they have learned about goods, services, and money in a fun, interactive
way.
III.

Identify the SC State Standards and Common Core Standards in the longrange unit plan.

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These are the social studies standards I will address during my unit:
South Carolina Social Studies Academic Standard 2-3: The student will
demonstrate an understanding of the role of goods and services and supply and
demand in a community.
Indicators:
2-3.1: Summarize the role of community workers who provide goods and
services.
2-3.2: Explain how peoples choices about what to buy will determine
what goods and services are produced.
2-3.3: Explain ways that people may obtain goods and services that they
do not produce, including the use of barter and money.
2-3.4: Identify examples of markets and price in the local community and
explain the roles of buyers and sellers in creating markets and pricing.
These are the math standards I will address during my unit:
Common Core State Math Standard 2.MD.8: Solves word problems involving
dollar dills, quarters, dimes, nickels, and pennies, using $ and symbols
appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do
you have?
Common Core State Math Standard 2.MD.9: Generate measurement data by
measuring lengths of several objects to the nearest whole unit, or by making
repeated measurements of the same object. Show the measurements by making a
line plot, where the horizontal scale is marked off in whole-number units.
Common Core Math State Standard 2.MD.10: Draw a picture graph and a bar
graph (with single-unit scale) to represent a data set with up to four categories.
Solve simple put-together, take-apart, and compare problems 4 using information
presented in a bar graph.
These are the English language arts and writing standards I will address during my unit:
Common Core ELA State Standards 2.SL.2: Recount or describe key ideas or
details from a text read aloud or information presented orally or through other
media.
Common Core ELA State Standards 2.W.2: Write an informative/explanatory
text in which they introduce a top, use facts and definitions to develop points, and
provide a concluding statement or section.
These are the science I will address during my unit:
South Carolina Academic Standards for Science: 2.S.1A.5: Use mathematical
and computational thinking to (1) express quantitative observations using

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appropriate English or metric units, (2) collect and analyze data, or (3) understand
patterns, trends and relationships.
South Carolina Academic Standards for Science: 2-1.4 Infer explanations
regarding scientific observations and experiences.
Indicator:
2.S.1A.4: Analyze and interpret data from observations, measurements, or
investigations to understand patterns and meanings.
2.S.1A.5: Construct explanations of phenomena using (1) studentgenerated observations and measurements, (2) results of scientific
investigations, or (3) data communicated in graphs, tables, or diagrams.
South Carolina Academic Standards for Science: 2-4.1: Recall the properties
of solids and liquids.
Indicators:
2.P.3A.1: Analyze and interpret data from observations and measurements
to describe the properties used to classify matter as a solid or a liquid.