Unit Plan: Producers and Consumers in the community

Lesson Plan for Monday Grade: 2 Social Studies Strand: Economics

Submitted By: Brittany Akre

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan for Monday

Strand: Economics

submitted by: Brittany Akre

B. Summary of the Lesson Plan: Students will be using images as a primary source strategy from the textbook Integrating Language Arts and Social Studies by Melber and Hunter to learn what a producer is and specific examples of producers in our community. C. Basic Information: Grade Level: 2nd Time to Complete this Lesson: 50 min Groupings: Whole and small groups of three or four in class. Individual at home activity.

D. Materials: Magazines Poster boards (1 per table) Markers White board Scissors glue E. Objectives: o NV State Social Studies Standards
E9.2.3 Identify producers in your neighborhood and community.

Student-Friendly Standards I will know what a producer is and show some examples.

F. Vocabulary Producer- a person or place that makes goods for sale. Goods- anything we buy. Ex: food, toys, clothes

G. Procedure: 1. Students will gather on the carpet for whole group discussion. 2. Teacher will ask the students to share with their shoulder partner if they know what the word producer might mean. 3. Students will have time to share with each other and with the class. 4. The teacher will use directive questioning to help guide the students into the right place.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan for Monday

Strand: Economics

submitted by: Brittany Akre

5. The teacher will write the word producer on the board along with the student friendly definition. She will then tell the students that today we are learning about what a producer is and we will learn some examples. 6. The teacher will draw a bubble map on the board with the word producer in the middle. 7. Using the given definition, students will be asked to think of some examples of producers and the teacher will write them on the word map if it is appropriate. 8. Students will then be told that they will work in groups to make a producer example poster board. They will cut out pictures of producers from magazines and past them however they agree on their board. 9. Students will be dismissed to go back to their tables while the teacher passes out the materials. 10. After about 25 minutes of work time, the students will clean up and return to their seats. 11. The students will be encouraged to get some pictures they have taken from home to bring in that are examples of producers in our community that they can add to their poster. H. Assessment: What will you use to measure student understanding? The students posters will be used for assessment. Explain how you will know students understand the concepts from the lesson. If the students have appropriate pictures such as stores or brand names on their boards, then they understood what a producer was. I. Closure: Students will discuss with their face partner what a producer is and give one example.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Once the students understand the definition of producer, I think they will understand enough to give me plenty of examples. 2. Which part will be most challenging for you to teach? I think students will have trouble with figuring out what the initial word of producer means. 3. How will you follow up or extend this lesson? This lesson will be followed up tomorrow with a review on producers and begin to learn about consumers. 4. What can you do for students who dont grasp the concepts?
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan for Monday

Strand: Economics

submitted by: Brittany Akre

We can go over the definition again, and try to find some examples together. 5. Which part of the lesson, if any, do you think might need to change? Having students get pictures from home if they dont have any or if they dont even have a camera might be an issue. 6. When you were writing this lesson plan, what was the most difficult part? Thinking of how to introduce the topic was the hardest.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4