AIG+Lesson+3

Fairy Tales and Back Again Or Change….   Instructor: Heather Kulickowski  Subject: AIG  Grade Level: 8  **Overview** Going back to a previous lesson when the students wrote about where they would like to be in 20 years, they will now turn it into an imaginative reality. In a series of activities, students will build a house, get a job, work within a budget, buy a car, have a family, and maintain a mortgage based on what they wrote. Students will define the civic roles that they play in their communities 20 years from now.
 * Creating Your Lesson Plan **

Planning and Diagnostics // “ //// Which // // skills will be taught and which specific SCOS standards will be addressed?” //
1.    Math: Goal 1: The learner will understand and compute with real numbers. 2.    Math: Goal 2: The learner will understand and use measurement concepts. 3.    Math: Goal 3: The learner will understand and use properties and relationships in geometry. 4.   Social Studies: 9.03 Describe opportunities for and benefits of civic participation. 5.   ELA: Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues. 6.    ELA: Goal 2: The learner will use and evaluate information from a variety of sources. 7.   ELA: Goal 6: The learner will apply conventions of grammar and language usage.

__ Hook/Engagement: Include Essential Question __
Where do you envision yourself in the Circle of Life? Budget graph estimate data Finance percentage civic duty Scale model average community
 * Vocabulary **
 * ACTIVITY ONE **

__ Measurable Objectives // “Here’s what I’d like you to learn…” // __
Students will look at a set of data from 20 years ago and a set of data from 2009. They will use a calculator to figure out the percentage of change and estimate a percentage of change for 20 years from now. The data set will include prices of items needed for everyday living. They will also look at data in relation to various job salaries. They will use the average percentage of change from the items in the previous set of data and come up with a comparable cost of living salary dated for 20 years in the future. They will then see if the houses, vehicles, and lifestyles they wrote about are going to be a realistic vision, or if they will need to alter where they envision themselves in their future 20 years from now.

__ Focused Instruction // “Let me show you something.” // __
I will model for the students a loaf of bread, and a gallon of gas out loud and graph them both for the class. Then I will talk about pros and cons of each of the jobs available for the first activity. I will also think out loud about various roles different people play in the community, including the roles they are familiar with such as the volunteers in school and the judges that came in to judge the debate in November.
 * Practice in Authentic, Challenging Contexts **

__ Guided Practice “//Let’s do it together//.”  __
Using the voice thread I will set up a set of pictures of people in different jobs and have them define their jobs and their salaries, lifestyles, and community involvement today. I will then use the document camera and interwrite board to model getting the percentage of increase of the loaf of bread and gallon of gas from 20 years ago up to today. Then I will model how to figure out the percentage of change for 20 years from now. I will then take the two and model how to get the average percentage of change of the two so the students will be able to apply the method to all of the items on the data table.

__ Independent Practice “//Now you try//.”  __
Now the students will apply the methods to finding the cost of living for 20 years from now. They will then get into groups depending on what jobs they have chosen so that there are a variety of jobs in each group. This will allow them to discuss the meaning of civic duty and what roles they would choose in the community and the local government. Each group will create a poster of the day’s work to share.

__ Assessment “//Let’s talk about what you’ve done//.”  __
Students will share their posters/diagrams with the class and discussing any new ideas that come up as a result. Students will be assessed by the teacher on participation and how seriously the assignment is taken.

Reflection and Planning
Follow up activities would include creating a family budget and building a scale model of either your community, neighborhood, or home. These would round out the lesson and complete the SCOS for the end. I started out with philosophers and have gone in circles, hence the circle of life! I had a very difficult time focusing this lesson down and keeping it simple. It keeps getting bigger and bigger. There are so many possible alternatives that keep going around that would be simple to adapt: “Green” houses, Jobs of the Future, Future Roles of Citizens, The World of Our Future, Family Structures of the Future If we think back 20 years ago, how many jobs of today were not even twinkles in some persons eye? So what does that mean for 20 years from now? So many questions…. I just have to focus! Newspapers, websites, banks of the students choosing to get loan information
 * Resources **

Average Cost of a New House $120,000.00 Average Income per year $27,400.00 Average monthly rent $420.00 Average new car $15,350.00 1 gallon of gas $.97 US postage stamp $.25 Loaf of Bread $.67 Gallon of milk $2.14 Cost of a movie $3.50 Electricity (cents per kilowatt hour) $.08 Average Cost of a New House $234,600.00 Average Income per year $61,420.00 Average monthly rent $850.00 Average new car $27.958.00 1 gallon of gas $1.97 US postage stamp $.47 Loaf of Bread $3.13 Gallon of milk $3.48 Cost of a movie $8.00 Electricity (cents per kilowatt hour) $.12
 * Cost of Living 1989 **
 * Cost of Living 2009 **