EDEL453 Spring2014 RebeccaWaltz Unit-plan Wednesday

Unit Plan: Economic Experience: WorkLesson Plan for WednesdayGrade: 2nd GradeSocial Studies Strand: Economics

Submitted By: Rebecca Waltz

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

Lesson Plan for Wednesday Strand: Economics submitted by: Rebecca Waltz

B. Summary of the Lesson Plan :This social studies lesson is designed for 2nd grade students to learn to explain what producers and consumers do. Students will also learn to give examples of how people learn income to earn income to buy what they need and want. The lesson uses inspiration from the Houghton Mifflin Social Studies textbook “Neighborhoods” (p. 166-169) and Integrating Language Arts.

C. Basic Information: Grade Level: 2nd grade Time to Complete this Lesson: 50 minutes Groupings: Partners, Table Groups and Individual

D. Materials: ScissorsGluePencilsMagazines that can be cut upCopies of the Venn Diagram (Provided at the end of the lesson plan)Copies of the Out Ticket (Provided at the end of the lesson plan)Picture from TE: 167

E. Objectives: o NV State Social Studies Standards

E.9.2.4 Discuss why people work.o Student-Friendly Standards

I can explain what producers and consumers do.

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


I can describe ways that people earn income to buy what they need and want.

F. Vocabulary Producers – a person who makes or grows something Consumers – someone who buys or uses goods or services Income – the money people earn

G. Procedure: 1. Discuss and assign classroom jobs.

o Introduce Vocabulary (Income).o Explain that each week students will be paid for their class job. Each

student should be given a class job such as door holder, paper passer, chair checker, pencil sharpener, etc. Students that misbehave may be ‘fired’ from their job and will not get paid that week.

o Remind students they can spend their income, or money they earn from their class job, in the class store. At the start at the week, classroom jobs will be reassigned.

o Explain that the classroom jobs produce goods and services for our classroom. And because they are producing those services and goods, they earn an income or money for their work.

o Students tell their shoulder partner the word that means ‘money earned for work’.

2. Refer students to labeled pictures of consumers and producers.o Display the pictures in the textbook on TE: page 167, show students an

example of consumer and producer.o Identify and explain the producer in the picture. The producer MADE the

lemonade (a good) and is SERVING the lemonade (a service). o Identify and explain that the consumer in the picture. The consumer is the

one who BOUGHT the lemonade from the producer.3. Introduce vocabulary (Consumers and Producers).

o Read the definitions of the vocabulary words aloud to the class. Again, read the definitions as a whole class.

o Read aloud examples of consumers and producers. Students should Take-off (stand up) if the example is of a producer. Students should Touch-down (sit down) if the example is of a producer.

I am a farmer and I grow corn for people to eat. (Producer) I am parent and I buy groceries at the store. (Consumer)



I am dentist and I fix cavities. (Producer) I student and love to buy pencils from our school store. (Consumer) I am a mechanic and I work on cars all day. (Producer) I bought a house and now I live in it. (Consumer)

o Using Talking Chips in their table groups, students should each name two examples of producers. Randomly call on one student per table group and ask students to share one answer their team came up with.

o Using Talking Chips in their table groups, students should each name two examples of consumers. Randomly call on one student per table group and ask students to share one answer their team came up with.

o Using Talking Chips in their table groups, students should name one example of a good and one example of a service purchased by consumers with their income. Randomly call on one student per table group and ask students to share one answer their team came up with.

4. Students should individually complete a two sided Venn diagram using pictures cut from magazines.

o The left circle of the diagram should be labeled consumer and the right circle should be labeled producer. Students should glue an example for each side. The middle section should have pictures or words of the goods or service that is provided by the producer and purchased by the consumer.

5. Students individually write the answers to complete the two sided out-ticket and turn it in for assessment.

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

Students will be provides a prepared out-ticket. Students will write the name on the out ticket and turn it in before leaving. The front side of the ticket will ask students to list one example of a producer and one example of a consumer. On the back of the out ticket, students will be asked to write one or two sentences about either HOW income is earned or WHY income is earned.

Explain how you will know students understand the concepts from the lesson. By being to identify an example of a producers and consumers, I’ll be able to see if students actually understand the definition of the terms. Understanding that income is either necessity needed by consumers to purchase goods and services or a result of having the goods and services purchased by a producer, students are demonstrating the reasons why people work. Having students complete both parts of the out-ticket will demonstrate their understanding of both standards needed to meet the objective.

I. Closure:



Students should participate in a Timed Pair Share. Students will have 45 seconds to tell their partner the reason why people work. At the end of 45 seconds, the other partner will have 45 seconds to answer the question as well. Then the teacher will call on several students and ask them what their partner said to check for accountability.

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

I think discussing the vocabulary and demonstrating examples of producers and consumers with pictures will be easiest, because it’s easy to teach vocabulary when you can visually see student understands through the Take-off and Touch-down strategy.

2. Which part will be most challenging for you to teach? I think the hardest part will observing students as they cut examples of consumers and producers from magazines. It can be difficult to access students understanding until they have completed the activity.

3. How will you follow up or extend this lesson?As a review of this lesson, students could be given a quick worksheet as a warm up activity or morning review. I like the study guide/homework worksheet (Unit Resources Page 50) on TE: pg 169. As for extending or re-teaching the lesson, I think I would include a specific mini-lesson discussion goods and services. Those terms are mentioned but not specifically taught in my unit lesson.

4. What can you do for students who don’t grasp the concepts?I would create an anchor chart that shows the interaction between producers and consumers. The anchor chart would include terms like goods and services which would link it back to a prior lesson.

5. Which part of the lesson, if any, do you think might need to change?I think I would like to make a greater connection to income and work, but I’m unsure on how I could do that. I think I’d also like to include a read aloud, but during my research I didn’t find a book that I could review or I felt made a strong connection between work and income. I also think that I might to model a completed version of the Venn diagram.

6. When you were writing this lesson plan, what was the most difficult part?I think find a read aloud was the hardest part of writing the lesson. I had my heart set on this part of the unit plan being more literature based instead of activity based, but I couldn’t find a book or short story I was happy with. I changed the lesson to be more of a visual lesson.




ConsumersProducers

Goods or Services

NAME:

OUT-TICKET

Give one example of a producer:

Give one example of a consumer:

Write one or two sentences about either HOW income is earned or WHY income is earned.

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EDEL453 Spring2014 RebeccaWaltz Unit-plan Wednesday