Title of Unit: Money, Money, Money Title of Lesson: Making Goods Submitted By: Gina Bogden

A. Summary of the Lesson Plan: This social studies lesson is designed for third grade students to learn how people make goods and why it is important to economics. This lesson will use the 3rd Grade Houghton Mifflin Social Studies textbook Communities (pages 292-295) B. Target Population: Grade Level: 3rd Grade Skill Level: All Learning Levels Grouping: Whole Group: Introduction and discussion, Small group discussion: Activity, Individual: Ticket out the door. C. Materials: Houghton Mifflin Social Studies textbook Communities (pages 292-295) Paper Pencil Poster Board Markers Computers

D. Objectives: o NV State Social Studies Standards E9.3.1 Identify needs as high priority wants, and wants as goods, services, or leisure activities. Student-Friendly Standards I know that needs and wants are different.

E. Procedure: 1. Introduce the topic: I will ask students if they know what goods are. Students will then tell me what they think goods are. I will tell students that in order to have goods there must be someone to produce the goods. We will then review what producers do from the previous lesson. As a class we will go over the 4 vocabulary words: human resource, capital resource, factory, and assembly line. During the reading I will have students write down the definitions of the vocabulary words for reference later on.

2. We will then begin reading the book pages 292-295. I will stop and ask questions and have students reply: ( after the definition of capital resources page 293) Where have you seen capital resources being used?
EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Nevada State College

Title of Unit: Money, Money, Money Title of Lesson: Making Goods Submitted By: Gina Bogden

( after paragraph 4 on page 294) Why is it important for an assembly line to make goods quick and at a low price? 3. Students will answer the questions 3, 4, and 5 on the Lesson Review on page 295. 4. Activity: In groups of 5, students will create their own factory on a poster board that produces a good, (such as blue jeans explained in the book). Students will choose what human resources they use, what capital resource they use and what steps will the assembly line go through to produce the good. *On their poster students should include a picture of their product. They can find one online or they may draw their own, 2 or more human resources, 2 or more capital resources, and the steps that the assembly workers will follow. 5. Students will present their poster to the class. Each student in the group will have to talk about one thing that went into making their factory and why the group came up with the decisions they made? 6. CLOSURE: Ticket out the door: Individually students will be asked to write down an answer to the question, why are goods important to people?

F. Assessment: What will you use to measure student understanding? I will measure students understanding to their response for the ticket out the door and their participation in the group activity. Explain how you will know students understand the concepts from the lesson. I will know students understood the concepts from the lesson if they can tell me the importance of goods and how their goods were made during their activity. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of the lesson will be learning about what happens in a factory to produce goods. 2. Which part will be most challenging for you to teach? I think the most challenging part to teach will be why goods are important. 3. How will you follow up or extend this lesson? I will have students read the Making Good part of the book on page 296. I will then ask students how Henry Ford using an assembly line to build his cars made the price
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Money, Money, Money Title of Lesson: Making Goods Submitted By: Gina Bogden

of the cars go down and how is it related to what they learned in the previous lessons about supply and demand. 4. What will you do for students who dont grasp the concepts? Students who do not grasp the concept will be paired up with someone and the student they are paired up with can give explanations in terms that the other might understand. I will also review material with students that do not understand. 5. Which part of the lesson, if any, do you think might need to change? I dont think any part of the lesson should change. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of writing this lesson plan for me was choosing standards that matched what I was going to teach.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Money, Money, Money Title of Lesson: Making Goods Submitted By: Gina Bogden

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Money, Money, Money Title of Lesson: Making Goods Submitted By: Gina Bogden

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5

Title of Unit: Money, Money, Money Title of Lesson: Making Goods Submitted By: Gina Bogden

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 6

Title of Unit: Money, Money, Money Title of Lesson: Making Goods Submitted By: Gina Bogden

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Money, Money, Money Title of Lesson: Making Goods Submitted By: Gina Bogden

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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