This lesson plan provides objectives and instructions for a 3-day assignment on the economic effects of the Coronavirus. Students will analyze impacts on unemployment, supply/demand, and mental health. They will compare the current economy to past economic downturns. Objectives cover social studies, science, and math standards around graphs, data analysis, and written reports. Accommodations are provided for students with dyslexia, visual impairments, or autism.

1. J’Nai Whitehead
4-8th grade core subjects
Instructional Modification &
Accommodation Lesson Plan Assignment
For 8th
grade students
Length of assignment: Students will have 3 days to complete
Current Event: The economic effects from the Coronavirus is the current event the students will
focus on. Due to the virus, the U.S. unemployment rate has increased, and mortgage interest rates
have decreased (for now). The Supply and Demand for personal protective equipment has also
increased. Mental health related issues like depression has increased. Solutions like stimulus
checks have been issued to help alleviate loss of income. “Economic contagion is spreading as
fast as the disease itself”
(https://hbr.org/2020/03/understanding-the-economic-shock-of-coronavirus).
Content Discipline: Social Studies, Math, and Science are the content areas for this assignment.
The coronavirus is relative to science because of how many people have fallen ill and with an
uncertain timeline for a vaccine, leaves the end to the pandemic unknown. Social Studies is
relevant to review past events in history to help evaluate steps to follow for the economy to
recover. Math is relevant to the coronavirus, because students will have to read and interpret
graphs that are associated with the economic downturn and tracking the cases of the coronavirus.
Learning Objective: The student will analyze the effects of the economy as a result of the
coronavirus. They will use their knowledge from the article and related historical events from
previous social studies lessons, to create a project that will explain the current state of the
economy in the United States. Students will create scatter plots, line graphs or pie charts to
depict the scientific data of numbers of coronavirus cases in the State of their choosing. The
project will serve as their understanding of causes of the economic downturn in the United States
as well as identifying the innovative ways the Executive Government is using to offset the effects
of the coronavirus.
Social Studies Objective 1: Students will identify innovations/ solutions that were the results of
previous negative economic events in history. 113.20. Social Studies, Grade 8, Adopted 2018.
(28) Science, technology, and society. The student understands the impact of scientific
discoveries and technological innovations on daily life in the United States. The student is
expected to:
(A) compare the effects of scientific discoveries and technological innovations that have
influenced daily life in different periods in U.S. history.

2. J’Nai Whitehead
4-8th grade core subjects
Social Studies Objective 2: Students will compare the current economy (post)coronavirus to
the economy after the historic events; examples include Black Tuesday and/or the great
depression in the 1920’s. Students will create a Venn Diagram for this objective. 113.20. Social
Studies, Grade 8, Adopted 2018.
(29) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired through established research methodologies from a variety of valid sources,
including technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as
media and news services, biographies, interviews, and artifacts to acquire information
about the United States.
(B) analyze information by applying absolute and relative chronology through
sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, generalizing and predictions, and
drawing inferences and conclusions.
(C) organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps.
Social Studies Objective 3: Students will write a research paper (500 words), that explains their
findings listed on the Venn Diagram from Social Studies Objective 2.
113.20. Social Studies, Grade 8, Adopted 2018.
30) Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:
(A) use social studies terminology correctly.
(B) use effective written communication skills, including proper citations and avoiding
plagiarism; and
(C) create written, oral, and/or visual presentations of social studies
information.
Science Objective 1: Students will identify the true rates of infection for a state of their
choosing. Students will be required to research data/graphs from reputable sites like, the World

3. J’Nai Whitehead
4-8th grade core subjects
Health Organization (WHO) or The Centers for Disease Control (CDC).
(2) Scientific investigation and reasoning. The student uses scientific practices during laboratory
and field investigations. The student is expected to:
(A) plan and implement comparative and descriptive investigations by making
observations, asking well defined questions, and using appropriate equipment and
technology.
(B) design and implement experimental investigations by making observations, asking
well defined questions, formulating testable hypotheses, and using appropriate equipment
and technology.
(C) collect and record data using the International System of Units (SI) and qualitative
means such as labeled drawings, writing, and graphic organizers.
(D) construct tables and graphs, using repeated trials and means, to organize data and
identify patterns; and
(E) analyze data to formulate reasonable explanations, communicate valid conclusions
supported by the data, and predict trends.
Science Objective 2: Students will use their knowledge of Science to write a paragraph that
explains the virus’ properties. They will need to determine perceptions (we discussed the
meaning of this term in the previous lesson) of the virus that are not fully understood and that
could change.
(11) Organisms and environments. The student knows that interdependence occurs among living
systems and the environment and that human activities can affect these systems. The student is
expected to:
(A) investigate how organisms and populations in an ecosystem depend on and may
compete for biotic factors such as food and abiotic factors such as quantity of light, water,
range of temperatures, or soil composition.
(B) explore how short- and long-term environmental changes affect organisms and traits
in subsequent populations; and
Science Objective 3: Students will use their knowledge of Science to write a scientific
hypothesis on their predictions on the coronavirus returning in the Fall months and doubling
the number of positive cases. Students will need to use textual evidence from scientific articles.

4. J’Nai Whitehead
4-8th grade core subjects
(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning,
and problem solving to make informed decisions and knows the contributions of relevant
scientists. The student is expected to:
(A) analyze, evaluate, and critique scientific explanations by using empirical evidence,
logical reasoning, and experimental and observational testing, so as to encourage critical
thinking by the student.
(B) use models to represent aspects of the natural world such as an atom, a molecule,
space, or a geologic feature.
(C) identify advantages and limitations of models such as size, scale, properties, and
materials.
Math Objective 1: Students will use the knowledge of Math/ slope intercept to interpret the
data from the graphs relating to the number of coronavirus cases, unemployment rates and to
determine the slope of the economy.
(4) Proportionality. The student applies mathematical process standards to explain proportional
and non-proportional relationships involving slope. The student is expected to:
(B) graph proportional relationships, interpreting the unit rate as the slope of the line that
models the relationship.
(C) use data from a table or graph to determine the rate of change or slope and y-
intercept in mathematical and real-world problems.
Math Objective 2: The Student will use their knowledge of Math/graphs to create a trend line or
scatter plot that represents the number of position coronavirus cases in a state of their choosing.
5) Proportionality. The student applies mathematical process standards to use proportional and
non-proportional relationships to develop foundational concepts of functions. The student is
expected to:
(A) represent linear proportional situations with tables, graphs, and equations in the form
of y = kx.
(B) represent linear non-proportional situations with tables, graphs, and equations in the
form of y = mx + b, where b ≠ 0.
(C) contrast bivariate sets of data that suggest a linear relationship with bivariate sets of

5. J’Nai Whitehead
4-8th grade core subjects
data that do not suggest a linear relationship from a graphical representation.
(D) use a trend line that approximates the linear relationship between bivariate sets of
data to make predictions.
Math Objective 3: Students will use their knowledge of Math/graphs to create a graph, pie
chart, or line graph that depicts an example of the economic downturn. They can illustrate the
unemployment rate, supply and demand for goods/PPE, mortgage rates, gas prices/cost of oil,
etc...
(11) Measurement and data. The student applies mathematical process standards to use statistical
procedures to describe data. The student is expected to:
(A) construct a scatterplot and describe the observed data to address questions of
association such as linear, non-linear, and no association between bivariate data.
(B) determine the mean absolute deviation and use this quantity as a measure of the
average distance of data from the mean using a data set of no more than 10 data points.
(C) simulate generating random samples of the same size from a population with known
characteristics to develop the notion of a random sample being representative of the
population from which it was selected.
Warm-Up: This exercise will be used as a draft for the student's introductory paragraph in their
research project. Over a 3-day class period.
Day 1-Students will have 20 minutes to complete the
warm-up. The teacher will pass out a copy of the article or students can retrieve it on their own
personal devices. Students will start by reading the news article
(https://hbr.org/2020/03/understanding-the-economic-shock-of-coronavirus). They will write
down an analytical response (at least 7-10 sentences) to the article that will insight higher order
thinking. They are to include textual evidence from the article that backs up their response to the
problems presented as a result of the coronavirus.
Day 2- Students will interpret the graphs in the article and provide an explanation of the data.
Students will color code their drafts, to help with grammar and locate required responses from
the rubric.
Day 3- students will make corrections to their drafts and include it in their final projects.

6. J’Nai Whitehead
4-8th grade core subjects
Instructional Strategies: Students will be able to work in groups of 2-3. According to
Washington University in St. Louis, “group work gives students the opportunity to engage in
process skills critical for processing information, and evaluating and solving problems, as well as
management skills through the use of roles within groups, and assessment skills involved in
assessing options to make decisions about their group's final answer”. Students will work on the
objectives together and turn in individual projects. Students will be required to turn in their
individual warm-ups and homework, According to Scholastic.com, “Homework reinforces skills,
concepts and information learned in class”. The teacher will discuss the warm-up article and
homework assignments each day in class to check for understanding. The teacher will discuss the
current coronavirus pandemic and direct students to think about the negative effects on the
economy.
Materials: Rubric for the project, computer (desktop/laptop), access to internet, CDC website,
WHO website, Microsoft office suite; Word/Excel/ PowerPoint or Google Docs, scholastic
articles, scientific articles, economic articles (from reputable cites/sources), Venn Diagram
worksheet, Brainstorm web, History textbooks, Math textbook, Science textbook, graphing
paper, notebook paper, APA resource sheet for citing sources.
Closing/Formative Assessment: 30 minutes before the end of each class period, the Teacher
will meet with each group to assess their work thus far. The teacher will provide feedback to
each group on their progress and direction of their project. Students will receive a participation
grade for the in- class assignment. The teacher will assist students with APA format for citing
their sources. The teacher will review the Venn diagrams with each student asking them to
compare the current economy (post)coronavirus to the economy after the historic events
provided by the teacher.
Summative Assessment: Students projects will be graded based on the rubric they received
during the introduction on day 1 of the lesson. The teacher will assess the warm-up by the
required content in the rubric, students will be given a total of 10 points for each day's
participation.
• Warm-up (Introduction) – 10 points
• Social Studies Objectives-25 points
• Science Objectives- 25 points

7. J’Nai Whitehead
4-8th grade core subjects
• Math Objectives- 25 points
• Homework ( Conclusion)- 10 points
• APA sources cited- 5 points
Homework: Cumulative assignments will serve as the conclusion to the student's projects.
Students will be assigned either an article or pages to read their social studies textbook, related to
an economic downturn due to an illness (i.e. the black plague, the great depression, Ebola
outbreak, etc...). Students will respond to a prompt written by the teacher. Students will be
required to write at least 2-4 sentences included in their response to each article (6-12 sentences).
Students will be prompted to compare each of their answers from the article/textbook assignment
to their scientific hypothesis they wrote in Science Objective 3.

8. J’Nai Whitehead
4-8th grade core subjects
Accommodation/Modifications for:
Dyslexia:
-(Modification) shortened assignment. As a modification, students will be graded on content
and not on spelling or handwriting. As a modification students will be required to write 1-2
sentences in their responses to each article (for a total of 3-6 sentences total) instead of the
required 2-3 sentences for each article.
-(Modification) shortened assignment. As a modification, students will be required to write a
300 word essay instead of the required 500 words , that explains their findings listed on the Venn
Diagram from Social Studies Objective 2.
-(Accommodations for Day 1) extended time. Students will have 10 minutes extra to complete
the warm-up. They will have 30 minutes to complete the warm-up.
-(Modification) shortened assignment. The student will write down an analytical response of at
least 3-5 sentences (instead of the required 7-10 sentences) to the article that will insight higher
order thinking. They are to include textual evidence from the article that backs up their response
to the problems presented as a result of the coronavirus.
Visual Impairment:
-(accommodation) braille text & large print. Rubric for the project will be provided in braille
or larger print, computer (desktop/laptop), access to internet will include audio, scholastic
articles will be provided in larger print or braille, scientific articles will be provided in larger
print or in braille, economic articles (from reputable cites/sources) will be provided in braille,
History textbooks provided in braille or larger print, Math textbook/scatter plots and graphs will
be provided in braille or larger print, Science textbook provided in braille or larger print, APA
resource sheet for citing sources will be provided in braille or larger print.
- (Accommodation for Day 1)- Extended time. Students will have an additional 10 minutes for
a total of 30 minutes (instead of the 20 minutes) to complete the
warm-up. Enlarged Print. I will pass out a copy of the article with enlarged print and or give the
student an option of braille print, or students can retrieve it on their own personal devices.
Students will start by reading the news article
(https://hbr.org/2020/03/understanding-the-economic-shock-of-coronavirus).
-(Modifications for Day 1) Reduced assignment. The student will not be required to write a
response. Instead, they will have the option to type their response using an assisted technology
tool.They will type an analytical response with 4-5 sentences (instead of the 7-10 sentences) to

9. J’Nai Whitehead
4-8th grade core subjects
the article that will insight higher order thinking. They are to include textual evidence from the
article that backs up their response to the problems presented as a result of the coronavirus.
(Modification for Day 2)- Deleted assignment. Students will not be required to interpret the
graphs in the article and provide an explanation of the data. Students will not be required to color
code their drafts, to help with grammar and locate required responses from the rubric.
Autism:
-(accommodation) detailed schedule. Students will be given a detailed daily classroom schedule
for the 3-day assignment. They will be given a more detailed rubric that breaks down the
expectations of each assignment. They will be provided with a visual timeline for assignment
due date. Students will be provided sensory tools, like a stress ball and/or a wiggle seat.

10. J’Nai Whitehead
4-8th grade core subjects
Sources Cited:
Nordell, S. (n.d.). Benefits of Group Work. (n.d.) Retrieved May 22, 2020, from
https://teachingcenter.wustl.edu/resources/active-learning/group-work-in-class/benefits-
of-group-work/
Why Homework is Important. (n.d.). Retrieved May 22, 2020 from
https://www.scholastic.com/teachers/articles/teaching-content/homework-why-it- important/