Social Studies Lesson Plan Template

Group Members/Group Name: Perri Arens & Amanda Carlson

Thematic Unit Theme/Title/Grade Level: Production, Distribution and Consumption; Economics; 4th Grade
Group Wiki space address: _______________________________________________________
Daily Lesson Plan Day/Title: After the lesson for 1.6 & the DBQ lesson most likely Thursday or Friday.
Lesson Length (ie. 30 minutes): 45 minutes - 1 hour
Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)

Continued from the DBQ: Elementary students should begin to know and understand the basic requirements of becoming a
business owner, including what being a business owner entails and be able to come up with ideas that could a business of
their own one day.

The student will select three businesses (from their brainstormed ideas in their social studies notebook) they believe can be
successful for them and support their ideas with reasons why; create a flyer promoting what they are selling.

SS.4.FL.1.7:Entrepreneursarepeoplewhostartnewbusinesses.Entrepreneursdonotknowiftheirnewbusinesseswillbe
successfulandearnaprofit.Identifywaysinwhichstartingabusinessisriskyforentrepreneurs.

List each standard that will be addressed

during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Resources/Materials

To introduce the lesson, I will reference back to the DBQ that students had previously done. We will discuss again what an
entrepreneur is and what they do. I will also ask the students to discuss together and then as a class what they remember from
the DBQ and what stood out to them about entrepreneurs. I will have the students discuss in small groups and then as a
whole class what they think an entrepreneur is/what they do and I will jot down ideas on the board. I will then give them the
dictionary definition of an entrepreneur: a person who organizes and operates a business or businesses, taking on greater
than normal financial risks in order to do so (Merriam-Webster Dictionary). I will then write on the board both the
definition and characteristics of an entrepreneur: 1. Seesanopportunityformakingmoney;2.Makesaplan;3.Startsthe
business;4.Managesthebusiness;5.Receivesaprofit.Iwillthenexplaintothestudentsthatyoucanbeanentrepreneurof
alargebusinesssuchasAppleorMicrosoftoryoucanbeanentrepreneurwithasmallbusinesslikealawnmowingbusiness
orlemonadestand.Nextwewilldiscussnumber5onthelistofentrepreneurcharacteristics:earningaprofit.Todothis,I
willgivethestudentsaworksheetfromhttp://www.econedlink.org/lessons/docs_lessons/476_Earning_a_Profit1.pdfthathas
themfigureoutifthebusinessgivenisgoingtomakeaprofitornot.Byusingthisworksheet,theywillseethatprofitis
combinationofrevenue&expensesanditcansometimesresultinaloss.Whenthestudentsaredonewiththeworksheet,
theywilldiscusstheiranswerswithasmallgroupandthenwewillgoovereachanswerontheboardasawholeclass.We
willthendoaworksheetforstudentstogointomoredetailabouttheideastheycomeupwithduringbrainstormingintheir
socialstudiesnotebooks.Theywilltaketheseideasandfillouttheworksheetfrom
http://www.econedlink.org/lessons/docs_lessons/476_Jobs_to_Earn_Money3.pdf.Thiswillallowthemtoseewhattheir
businessisprovidingandWHYtheyfeelitwillbesuccessful.Insmallgroups,thestudentswilldiscusstheirideastogether.
Wemaywritesomeontheboardasexamplesforstudentswhocouldntcomeupwithatleast3.Ifstudentsstillcannotcome
upwithagoodidea,Iwillshowthewebsitehttp://www.kidsmoney.org/makemone.htmwheretheycanpickanideafrom
(whichweusedintheDBQlessononEntrepreneurs).Next,Iwillhavethestudentsmakeadecisiononwhichideathey
wanttocontinuewith.Thiswillbeourfliermakingactivity.Thestudentswillchoosetheideathattheythinkwillbethe
mostsuccessfulandtheywillmakeafliersellingtheirproduct.IwillaskthestudentstoreferbacktotheirDBQanswers
fromapreviouslesson,specificallytheonethatfocusedontheadvertisementgameandwhattheylearnedthatan
advertisementneedstobesuccessful.WewillbrieflydiscussthoseandIwilladdanadditionalexplanationforitemsnot
broughtupsuchas:picturesorwordsthatcatchsomeonesattention,includewhattheyareoffering,theirqualificationfor
thejob,whycustomersmightliketheirproduct,whatthecostis,andhowtocontactthemi.e.aphonenumber.Iftimeallots,
Iwillhaveeachstudentdoabriefpresentationofhisorherfliertotheclass.
Materials: Science notebooks, white board, computer/smartboard, worksheets
Resources: 3 Jobs to Earn Money. (n.d.). Retrieved June 21, 2015 from
http://www.econedlink.org/lessons/docs_lessons/476_Jobs_to_Earn_Money3.pdf
Earning a Profit. (n.d.). Retrieved June 21, 2015 from
http://www.econedlink.org/lessons/docs_lessons/476_Earning_a_Profit1.pdf
Entrepreneur Definition. (n.d.). Retrieved June 21, 2015 from http://www.merriam-webster.com/dictionary/entrepreneur
Kids Money for Kids Making Money. (n.d.). Retrieved June 21, 2015 from http://www.kidsmoney.org/makemone.htm
Inspired by the lesson I Can be an Entrepreneur Lesson by Patricia Bonner

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.

Unit Pre-Assessment: Prior to beginning the lesson I will ask the students if anyone knows what an entrepreneur is/does. I
will also ask if anyone knows anyone who owns a business. This will provide me with insight on if the materials for the
lesson are appropriate for the students knowledge.
Unit Post-Assessment: I will grade their flyers based on a rubric that includes originality, inclusion of required elements (e.g.,
what is being sold, contact information, price), design elements (layout, graphics, lettering), mechanics (spelling, grammar,
neatness), and appropriateness of information.
Daily Lesson Plan Assessment: Throughout the lesson I will ask the students to give 2 thumbs up if they 100% understand, 1
thumb up if they mostly understand, a thumb sideways if they are iffy, & a thumb down if they are still confused.
ESOL/LD: As mentioned in the procedure section, I will write important things discussed throughout the lesson on the board
as well as pair students with other appropriate students during discussion that will progress the discussion rather than regress
it.
Gifted/Talented: If the class as a whole is gifted, I might not have so many group and in class discussion. I would make most
of them one or the other so there isnt so much repetition throughout the lesson.

These accommodations and/or

modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Additional Comments and

Notes

Make comments here related to ideas for homework, parent involvement, extension to the lesson plan, etc.

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

EconEdLink: Earning a Profit Sheet
Name:

Date:

Calculate the profit or loss for each of these money-making ideas.

Remember:

Revenue - Expenses = Profit or Loss

1. Bracelets. You sell ten bracelets for three dollars each. You have
spent three dollars on cord and nine dollars on beads.
_____________ - _____________=_____________
2. Cookie Sale. At the grocery store you paid ten dollars for the things you
needed to make the cookies. You got twenty dollars for the cookies you
sold.
_____________ - _____________=_____________
3. Can Recycling. At the recycling center, you are paid fifteen dollars for the
cans you collect. Your only expense is one dollar for some bags to put the
cans in.
_____________ - _____________=_____________
4. Raking Leaves. You rake two lawns getting paid five dollars for each.
When the rake you borrowed breaks, you have to replace it. The rake
costs eight dollars. You paid three dollars to print flyers to advertise your
business to your neighbors.
_____________ - _____________=_____________
5. Which idea has the most revenue?

______________________ ______

6. Which idea has the least revenue?

______________________ ______

7. Which idea has the most expenses?

______________________ _____

8. Which idea has the least expenses? ______________________ ______

9. Which idea earns the most profit?

______________________ ______

10.Which idea earns the least profit?

______________________ ______

11.What idea loses money?

______________________ ______

Copyright

Council for Economic Education

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

J obs I Can Do to Earn Money

J ob #1

. I will be

providing a

to
good/service

.
customers

I think I can be successful because

.
J ob #2

providing a

I will be

to
good/service

.
customers

I think I cam be successful because

.
J ob #3

providing a

to
good/service

I will be
.

customers

I think I can be successful because

.
Copyright

Council for Economic Education

Modified 5/15 Van De Mark from document created by L. Spaulding