EDEL453 Spring2014 Daniel-marieLEBEL Unit Plan Wednesday

Unit Plan: Goods and ServicesLesson Plan for WednesdayGrade: 5Social Studies Strand: Economics

Submitted By: Daniel-Marie Lebel-

EDEL 453: Teaching Elementary School Social ScienceNevada State College – Spring 2014

Lesson Plan for Wednesday Strand: Economics submitted by: Daniel-Marie Lebel

Instructor: Karen Powell

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2


B. Summary of the Lesson Plan : This is a fifth grade lesson in which students learn about the fact that individual people can be both consumers and producers at the same time. This lesson includes a strategy called “Currency as a Primary Source” in “Integrating Language Arts and Social Studies,” (p. 157).

C. Basic Information: Grade Level: 5th grade Time to Complete this Lesson: Approximately 50 min Groupings: Shoulder Partners (#11), Individual (Assessment)

D. Materials: Job Sheets Tool bags (Material zip block bag filled with a bottle of glue, a cotton swab, and 20

popsicle sticks) Money bags (zip block) full of paper play money Small paper with a price amount for the materials

E. Objectives: o NV State Social Studies Standards

E.9.5.2 Demonstrate an understanding that an individual can be a consumer and a producer at the same time.

o Student-Friendly Standards I can tell that a single person can be a consumer. I can tell that a single person can be a producer. I can explain how a single person can be both a consumer and

producer.

F. Vocabulary Individual – a single person Consumer – an individual who buys goods and services Producer – an individual who buys goods and services Currency – a form of payment used to buy or sell goods and services Goods – the things that people sell, buy, or use



G. Procedure: 1. Introduce the lesson by having the students take out their social studies notebook

and label a new page with their names and the date.-Write the warm up on the whiteboard as the students are labeling their papers:1. “What are the three types of productive resources?”2. “What is the allocation method used in the United States?”

2. Instruct the students to answer the warm up on their papers.3. Call the students’ attention.4. Call on a few students to answer the first question of the warm up.

-ask each student for only one of the productive resources if it hasn’t already been named.-ask students for examples of those productive resources

5. Call on one student for the answer to the second question.6. Instruct the students to keep out their social studies notebooks, but draw a line

under their second warm up question answer to indicate a new section of the paper.

7. Direct the students’ attention back to the second warm up question answer. 8. Explain that the market system that the United States uses includes two kinds of

people, consumers and producers.9. Instruct the students to label the new section that they just indicated with the

word “vocabulary” on the first line. 10.Instruct the students to start taking notes.

-Write the words, individual, consumer, and producer, on the white board-Discuss the words and their relations to one another:“An individual is a single person. A consumer is an individual who buys goods and services. A producer is an individual that grows or makes particular goods or products. Goods and services are all bought by using currency, or a form of payment like the money we use here in the United States.”-Write the definitions on the whiteboard-Instruct the students to copy the words and their definitions

11.Shoulder Partners: Have the students talk with the person next to them about what they think the answer is to the following question: “How do you think an individual can be a consumer and producer at the same time?”

12.Call the students’ attention. 13.Write the word “goods” on the whiteboard under the list of vocabulary words.

-Discuss the definition-Write the definition on the whiteboard next to the term.



14.Direct the students’ attention to the first warm up question answer. “What do you think productive resources have to do with consumers and producers?”

15.Explain that the individuals use or consume all three productive resources to produce goods.“An example would be a mechanic who builds cars. He or she would need tools and car parts in order to use their skills to build cars. The cars are the goods that the mechanic produces and the tools and parts are what they consume from stores or markets. ”

16.Explain to the students that they will be hired for a job pretty soon.17.Instruct group leaders to come up and get money bags with paper money inside,

and job sheets for their group members.

H. Assessment: What will you use to measure student understanding?

Shoulder Partners (number 11): “How do you think an individual can be a consumer and a producer at the same time?”Job Sheet (Assessment): You are a construction worker that is building a house. You will need tools and wood in order to build it. Buy your tools and wood from the market. Then build the house with them. After you are finished building, sketch your building.-Have a material table set to use as a market place with a small paper with a price on it for the students to “purchase” material bags full of “capital resources” that the students need. The capital resources in this case are a bottle of glue and an ear cleaner (tools), and 20 Popsicle sticks (wood). Questions for the students to answer on the Job Sheet:When were you the consumer?When were you the producer?

Explain how you will know students understand the concepts from the lesson. The students are to “demonstrate an understanding that an individual can be a consumer and a producer at the same time.” If the students are taking on a problem that puts them in the position of consumer and producer, they are able to understand that an individual is able to be a consumer and a producer at the same time. They are also able to pinpoint parts of the problem in which they become the consumer and producer.

I. Closure: Call the students’ attention after they have put away all their materials and ask:

How can a person be a consumer and a producer at the same time?



J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach?

The part of the lesson that I think will be easiest for me to teach is the Job Sheet activity. The students will be able to grasp the understanding of the concepts of consumer and producer easily if they are able to see what it’s like to produce goods and services.

2. Which part will be most challenging for you to teach? The most challenging part for me to teach would be the vocabulary note taking. Having my back to the students may cause some disruption even though I explained that they were to take notes. In this case I would have to write the definitions fast.

3. How will you follow up or extend this lesson?I would follow up or extend this lesson by having the class research other jobs out there and list the consumer and producer parts of the jobs, including the productive resources associated with the jobs.

4. What can you do for students who don’t grasp the concepts?For the students who don’t grasp the concepts I would have them draw pictures of the vocabulary terms in their science notebook and analyze their pictures. I would then have them explain to me verbally what each term means and how they think each term relates to one another.

5. Which part of the lesson, if any, do you think might need to change?The part that I think I might need to change in the lesson would be the way I organize the vocabulary terms on the board. I could create a graphic organizer with the terms and show the relationship between a consumer and producer with the productive resources within the market system.

6. When you were writing this lesson plan, what was the most difficult part?The most difficult part of this lesson plan was figuring out how to relay the vocabulary out to the students. For this one I found out that old fashioned note-taking works best because there are not that many words and the students have their vocabulary in one place in their notebooks.

7. Explain the strategy from “Integrating Language Arts & Social Studies” that you included in this lesson plan.

The strategy that I included from “Integrating language Arts and Social Studies” is called “Currency as a Primary Source,” (p. 157). In my lesson, the students are using currency in the form of paper play money as they are learning how to become both a consumer and a producer at the same time. This is done in the assessment when they are given a Job sheet and asked to produce something



and purchase their resources used for producing such goods specific to the job on the Job Sheet. The currency is used to buy those resources.



Materials

Job SheetsName________________Date_________________

Job SheetYou are a construction worker that is building a house. You will need tools and wood in order to build it.

1. Buy your tools and wood from the market with the currency you have. 2. Build the house with your new tools and wood. 3. After you are finished building, sketch your building here:

Questions:1. When were you a consumer?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. When were you a producer?



______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

20 Wooden Popsicle Sticks

Paper money bills



Bottles of Glue

Cotton Swabs

Small papers with prices on them

Price: $100 Price: $200 Price: $300Price: $400 Price: $500

Zip block bags for the money and tools


EDEL453 Spring2014 Daniel-marieLEBEL Unit Plan Wednesday

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