Lesson Plan #1: Producers and Consumers

Grade Level: 1st ​Number of Students:​ 22 ​ Instructional Location: ​Hubbard Elem., Steed’s classroom ​Date:​ 3/26/18
Lesson Goals
Central Focus of Lesson:​ Can I describe producers and consumers based on their actions?

Standard(s) Addressed:
 SS1E3 Describe how people are both producers and consumers.
CCSS.ELA-LITERACY.RL.1.1
 
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.

Lesson Objectives and Demands

Content Objectives:​ Students will be able to describe how the characters’ actions in the story make them producers and consumers.
Key Vocabulary in Lesson:​ producers, consumers, spend, pay, make, sell
Language Objectives: ​Students will utilize the key vocabulary through discussion of a story after it is read aloud by the teacher.

Lesson Considerations
Materials:
Lemonade in Winter by Emily Jenkins
Anchor chart paper
Student writing paper (half for drawing, half for writing)

Prior Academic Learning and Prerequisite Skills:

Students need to be able to listen to a story and recall specific details and actions of characters.
Misconceptions: ​Many students believe that consumers sell products and producers buy them.

Pre-Assessment: ​ ​A written, individual pre-assessment was used to gauge student understanding of the economics standards.
Presenting the information in a story form with relatable characters will help students learn the information in a more accessible way.

Lesson Plan Details:

Lesson Introduction - “Before”:
Tell the students the name of the book and the author. Let the students know that they should be listening for specific character
actions. Are the two children in the story going to be producers or consumers?
Ask the students, why would anyone want to sell lemonade in winter?
Ask students if they’ve ever had lemonade. Would they want to drink lemonade in the winter?
Learning Activities - “During”:
After reading the story aloud, I will ask the students about the characters and what they do in the story. Based on the characters’
actions, we will discuss how these characters are producers and/or consumers.
To determine whether or not someone is a producer or a consumer, determine what it is they are doing. If they are making, creating,
or selling something, they are producers. If they are buying or using something, they are consumers.
Based on the characters and their actions, we will discuss as a class how the characters are producers and/or consumers.
Closure - “After”:
Reiterate that producers make and sell things, and consumers buy and use things.
On their own paper, students will utilize the class notes to write a statement: ____[character name]___ is a
__[producer/consumer]___ because s/he ___[action from the story]___. They will then draw a picture illustrating their
statement.
Ask students to identify producers or consumers based on scenarios given.

Assessment:
On their own paper, students will utilize the class notes to write a statement: ____[character name]___ is a
__[producer/consumer]___ because s/he ___[action from the story]___. They will then draw a picture illustrating their
statement.

Evaluation Criteria:
Exceeded: Student goes above and beyond by listing more than one correct action, gives information about more than one character,
or writes more than one accurate sentence.
Met: Student’s information about the character in the story is accurate, and producer/consumer connections to actions are accurate.
Not Met: Student confuses producers and consumers based on their actions, or gives inaccurate information that did not come from
the story.
Next Step:
Students should be able to evaluate their own actions: when do they act as producers and consumers?
Extension:
​Students could be given specific examples or scenarios and asked to explain how they indicate producer or consumer behavior.
Lesson Plan Appendix and Commentary Section
Evidence and Formative Assessment of Student Learning:​ How will you know whether students are making progress toward
your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and
justify at least 1 formal or informal assessment strategies​ ​that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Listen to student discussion to gauge whether or Students are able to describe how actions determine whether or not someone is a
not students understand that specific actions producer or a consumer.
determine whether or not an individual is a Evidence of Student Understanding:
producer or a consumer. Student discourse proves whether or not they understand the concepts: correct
use of vocabulary and accurate explanations of producers and consumers.
Student Feedback:
Feedback will be given orally as students answer questions.
Assessment Strategy #2: ​On their own paper, Alignment with Objectives:
students will utilize the class notes to write a Students are able to describe how actions of specific characters determine
statement: ____[character name]___ is a whether or not they are producers or consumers.
__[producer/consumer]___ because s/he Evidence of Student Understanding:
___[action from the story]___. They will then Student written response proves whether or not they understand the concepts:
draw a picture illustrating their statement. correct use of vocabulary and accurate explanations of producers and
consumers.
Student Feedback:
Specific feedback will be given on their written work and returned to them.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
Students have previously worked with stories and describing characters so this naturally builds upon this experience while making
connections to the new economics information.
Planned Supports/Differentiation
​All students should be able to participate equally in listening and classroom discussion. Students who struggle with reading will
have the class notes to look at to formulate their sentences and will receive support as needed. If they are unable to write their
answers, they may be assessed on their illustrations and oral responses. Above average students may be asked to write about more
characters if they finish early, or write about some real life examples of producers and consumers.

Supporting Literacy Development

Essential Literacy Strategies: ​Students are able to retell the story, specifically focusing on character actions. They will answer
questions based around this focus point.
Requisite Skills:​ ​Students will be able to listen, retell pieces of the story as needed, and orally answer questions based on the
story. They will also be able to write a short response connecting the story to economics concepts using a given format and class
notes.
Reading/Writing Connections:​ Concepts in fictional stories relate to the everyday world, whether economically related or not.
Reading fictional stories help children learn factual information.

Supporting Literacy Development through Language

Identify a Language Function: ​Students will be able to describe the actions of the characters and explain how these actions make
them producers and/or consumers.
Key Learning Task:​ Students will be able to write a sentence about how characters in the story are producers and/or consumers.
Additional Language Demands:
Students utilize the key phrases and vocabulary by expressing it in relation to a character in a story through use of the written word.
Language Supports:​ Notes taken on anchor chart paper during the class discussion will help students formulate their written
response.
 Lesson Plan #2: Flower Magnets
Grade Level: 1​st​ ​Number of Students: ​22 ​ Instructional Location: ​Hubbard Elementary, Steed’s Classroom ​Date:​ 3/26-27/2018

Lesson Goals
Central Focus of Lesson:​ Can I design and create a flower magnet to sell?
Can I identify myself as a producer or a consumer and explain why?

Standard(s) Addressed:
SS1E3 Describe how people are both producers and consumers.
VA1PR.1 Creates artworks based on personal experience and selected themes.
d. Makes choices in developing art compositions.

Lesson Objectives and Demands

Content Objectives:​ Students will be able to design and create a flower magnet to sell. They will also be able to identify themselves
as producers because they are making something and selling it for others to buy.

Key Vocabulary in Lesson:

STEM, design, petals, flower, producers, consumers

Language Objectives: ​Students will write the materials required to create the product, illustrate their design, and list how many
petals they would like of the colors they would like to use.

Lesson Considerations
Materials:
Anchor chart paper or smart board, clear flat glass marbles (2 per student), cardstock in a variety of colors, scissors, pencils, clear
liquid glue, glue sticks, magnet adhesive strips
Prior Academic Learning and Prerequisite Skills:
Students will be familiar with the STEM design process and be able to effectively use scissors and glue sticks.
Misconceptions: ​Students lack understanding about what a producer does versus what a consumer does.
Pre-Assessment:​ Students took a paper and pencil pre-assessment. Their lack of understanding of the topic prompts the need for
them to establish a personal connection to the subject material, hence the need to for them to become producers themselves.

Lesson Plan Details:

Lesson Introduction - “Before”:
Ask the students how the characters from the story yesterday were producers and consumers. Explain to students that we have a project
that will help us become producers and consumers.
The first grade students at Hubbard have been working on building a greenhouse as their broad reaching STEM challenge this year.
They still need money for certain materials. How can we help raise some of that money?
Is it producers or consumers that sell things for money?
So, we need to become producers so we can raise some money to help with the greenhouse project even more.
We will be making flower magnets to help raise some of this money.
But first, we need to work on a STEM design for it.
Learning Activities - “During”:
As a class, we will go through and list all the materials that we will need. Students will write this list on their STEM design sheet.
Students will then draw and color what their flower will look like. How many petals and of what colors do they need? What color will the
center of their flower be? These are the choices they need to make. They will design two flower magnets each.
I will prepare individual bags with student names that include the marble glass pieces, the color centers, the color petals desired, and an
appropriately sized adhesive magnet piece.
The next day in class, I will explicitly guide the students in the creation of their pieces, in order to promote efficiency and prevent chaos in
the classroom. Music will be playing in the background in order to promote a sense of calmness.
Students will cut out their color centers (with the circle already traced on the paper), and glue their center on the flat side of the marble
with teacher assistance. Then, these must go on the desks to dry.
To allow time for these to dry, students will do this before lunch.
When students return to the classroom, I will gain the class’s attention and then model how to glue the petals onto the marble. This will
be done with glue sticks in order to ensure faster drying time. Once all the petals are on the flower, they can remove the adhesive on
their magnet strip and place it on the back of the flower on top of the petals. The finished projects will then go back into the plastic
baggies that have their names on them.
Closure - “After”:
Student paper passers will assist me in collecting all of the bags with completed projects.
To close and summarize the lesson, I will ask the students, how were we producers throughout this activity?
What about when I went to the store to buy the materials? Was I a producer then? Why or why not?
Have students write a sentence on their STEM design sheet: I was a producer today because….
End the lesson by asking the students to think about: who would buy these products? How much would people pay for a flower magnet
that they made? Send kids home thinking about how they could convince consumers to buy their product.
Assessment: ​The flower magnet itself is evidence that the student can design and create a product to sell. The sentence they write on
their STEM design sheet lets me know their understanding of producers and how they were producers today.
Evaluation Criteria:
Flower magnet design and creation:
Exceeded: Student’s design was colorful, detailed, and complete; flower magnet matches the design beautifully.
Met – Student’s design was complete (included number and color of petals) but lacked detail. Flower magnet is complete but may or
may not match design. Student followed directions.
Not met – One or more parts is missing on the design or on the flower magnet itself. Student did not follow directions.
Next Step:
​ Students will need to consider their consumer: who would be the most ideal consumer? How much would they pay for the product?
Extension:
​ Prompt a discussion on how this product might be improved if we had to design and make it again. How could we make it better?
What other materials would we need? Prompts discussion of the choices producers have to make.
NOTE: Attach any and ALL Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this
lesson.

Lesson Plan Appendix and Commentary Section

Evidence and Formative Assessment of Student Learning:​ How will you know whether students are making progress toward your
learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify
at least 1 formal or informal assessment strategies​ ​that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:​ Student is able to design and construct a flower magnet.
Assess the completeness of the STEM design
and of the flower magnet itself. Evidence of Student Understanding:​ Student’s participation in the productive process
gives student a personal connection to the concept of the producer.
Student Feedback:​ Written feedback may be given on the STEM design sheet; oral
feedback will be given to students as they create and finish their flower magnets.
Assessment Strategy #2: Alignment with Objectives:​ The student is able to identify themselves as a producer
The student is able to write about how she and can explain why that is the case.
was a producer in this STEM activity.
Evidence of Student Understanding:​ This assessment strategy specifically relates the
STEM activity back to the economics standard of producers and consumers by asking
the student to explain how she is a producer.
Student Feedback:
Written feedback will be given, as well as oral feedback as I monitor student progress.
Note: Add more assessment strategy boxes here if needed.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
Students have already completed several pieces of the bigger project of creating a real greenhouse. This project connects to this bigger
theme by giving them a purpose for selling their product and a theme from which to create their product.
Planned Supports/Differentiation​:​ ​If students struggle with the fine motor skills, they will be given assistance as needed. Students who
struggle in reading will be given individual assistance to write the words they need. If they still cannot write the words, I will ask the
student to answer the question verbally.

Supporting Literacy Development

Essential Literacy Strategies: ​Class notes will be compiled as I lead a discussion on how the students were producers during this
activity. Students can then use this list of words and phrases to help them formulate what they want to write.
Requisite Skills:​ ​listening, writing
Reading/Writing Connections:
Any ideas can be written, whether it’s an opinion or a factual statement connected to an academic subject. Having a framework for
how to write their sentence helps them understand what quality sentences include and how they can be written.
 Lesson Plan #3: Moneymaking
Grade Level: 1​st​ ​Number of Students:​22 ​ Instructional Location: ​Hubbard Elementary, Steed’s Classroom ​Date:​ 3/28/2018

Lesson Goals
Central Focus of Lesson:
​ an I explain how producers and consumers use money differently?
C
Can I add dollars and/or coins accurately?

Standard(s) Addressed:
SS1E3 Describe how people are both producers and consumers.

Lesson Objectives and Demands

Content Objectives:
The student will be able to add coins of different values to match a specific total.
The student will be able to explain how producers and consumers use money differently.

Key Vocabulary in Lesson:​ dollar, quarter, dime, nickel, penny, producers, consumers, profit, cost

Language Objectives: ​Students will discuss the value of coins and dollars and how producers use this knowledge to set prices.

Lesson Considerations
Materials:​Coin and dollar manipulative money or Smartboard money for student use
Thinking map for adding total amount of money
Prior Academic Learning and Prerequisite Skills:
Students must know what each coin is and what its value is. Student must be able to count coin amounts.
Misconceptions: ​Students don’t quite understand how producers and consumers use money differently.
Pre-Assessment: ​Students were given a paper and pencil pre-assessment that prompted students to specify how producers and
consumers use money. Students do not understand that consumers spend money and pay for things, and producers sell things
that they make. Therefore, they need this lesson so they can learn for themselves that producers sell things to make money

Lesson Plan Details:

Lesson Introduction - “Before”:
Remind students about the story read on Monday. Ask them, what did we say about how Pauline and John John act as producers? Well
today, we are going to learn about how producers and consumers use money.
Ask students, what would they do if they had a dollar (spend it or save it)? How would they get the dollar in the first place?
Today, we are going to go back to the story Lemonade in Winter and see how Pauline and John John use money.
Learning Activities - “During”:
First, we go back and listen to how Pauline and John John use money in the story – how much money they made from their product.
Now, we need to decide for how much we should sell our flower magnets. Take a poll. How many students think we should sell
them for $1.00 each? $2.00? More? How much would people pay for them?
Closure - “After”:
Students will choose a specific amount they think we should sell the flower magnets for, and complete a thinking map to determine a
total if everyone sells for that amount.
Then have students answer the question orally or in writing: How do producers use money? They sell items to make money.
Assessment:
​ Students will complete thinking map on counting money to assess counting of coins.
Students will write a sentence or answer orally: how do producers use money?
Evaluation Criteria: ​Money
Exceeded: Student counts the same amount repeatedly, gaining the correct answer AND doubles it accurately.
Met: Student counts the same amount per student 23 times to get an accurate answer.
Not Met: Student uses different amounts/does not add money accurately.
Producers
Exceeded: Student writes sentence or explains orally that producers sell things to receive money AND adds more detail to explanation.
Met: Student writes sentence or explains orally that producers sell things to receive money.
Not Met: Student writes sentence or explains orally an inaccurate representation of how producers use money.
Extension:
​Compare total amounts if flower magnets were sold for different amounts (if all were sold for 50 cents, $1.00, $2.00, etc).

Lesson Plan Appendix and Commentary Section

Evidence and Formative Assessment of Student Learning:​ How will you know whether students are making progress toward your
learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify
at least 1 formal or informal assessment strategies​ ​that occur in your detailed plan above.
Assessment Strategy #1:
Students are able to count money by using a
thinking map to count an amount repeatedly.
Assessment Strategy #2:
Students are able to accurately explain how
producers use money, either orally or in
writing.
Note: Add more assessment strategy boxes here if needed.
Alignment with Objectives:
Assesses student ability to count money.
Evidence of Student Understanding:
Student is able to repeatedly count the same amount to reach an accurate total.
Student Feedback:
Students will receive feedback as they complete the assignment and assistance as
necessary. Written feedback upon return of the assignment.
Alignment with Objectives:
Assesses the extent to which student can explain how producers use money.
Evidence of Student Understanding:
Student is able to explain how producers use money: they sell things to make money.
Student Feedback:
If done orally, students receive immediate oral feedback. Written assignments will be
given written feedback later on.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
Students are using their prior academic learning about math and money, as well as community assets about the purchasing power of
money in order to count money and determine for how much money the product should be sold.
​Planned Supports/Differentiation​: Above average students can be challenged to see how much money would be made if different
amounts were chosen to sell each individual magnet for. Which option is the optimal one for both producer and consumer? Struggling
learners will receive one on one or group assistance to complete thinking map. Manipulatives may be utilized.
 Lesson Plan #4: Advertising
Grade Level: 1​st​ ​Number of Students:​ 22 ​ Instructional Location: ​Hubbard Elem., Steed’s Classroom ​Date: 3/29/2018

Lesson Goals
Central Focus of Lesson:​ Can I compose a short advertisement that describes, explains, and convinces my consumer to buy my
product? Can I read or say my advertisement to create an ad video?

 
Standard(s) Addressed:
SS1E3 Describe how people are both producers and consumers.
CCSS.ELA-LITERACY.SL.1.6
Produce complete sentences when appropriate to task and situation.

Lesson Objectives and Demands

Content Objectives:
Student will be able to compose a short advertisement that includes a description of the product, a comment on the reasonableness
of the price, and a reason for consumers to buy it (explaining what they’re raising money for).
Key Vocabulary in Lesson:​ advertisement, description, convince, persuade
Language Objectives:
discourse – class discussion before the activity; syntax: writing of the advertisement itself

Lesson Considerations
Materials:​ anchor chart and guidelines for writing advertisement
Prior Academic Learning and Prerequisite Skills:
Students need to be able to construct sentences and be able to read their own writing.
Misconceptions:​Students are confused about what producers and consumers do.
Pre-Assessment: ​Students completed a paper and pencil pre-assessment; students need the hands on experience of being a
producer to truly understand what it is that producers and consumers actually do.

Lesson Plan Details:

Lesson Introduction - “Before”:
We’ve created our product and decided how much it should cost; now we need to convince our consumers to buy our product. Ask
students if they remember what Pauline and John John did in the story to convince consumers to buy their lemonade on a cold
winter day. Which of these things can we do to convince our consumer to buy our flower magnets? (advertise)
Learning Activities - “During”:
Discuss with the class: what are the key components of a good advertisement? (description of product, price – and what a great
deal it is, and reasons that the consumer should buy our product).
Go through the process of deciding what should be included in the advertisement.
Written ad must include:
● a description of the product
● the price – and how great a deal it is
● a reason for consumers to buy it (what are we raising money for?)
Have students help write the advertisement as a class.
Closure - “After”: ​Ask the students, what are the parts of the advertisement that we used? Who are the producers of the
magnets? Who are the consumers? How do we know that they are producers and consumers? Is it possible for someone to be
both a producer and a consumer? How?
Assessment:
The written advertisement and student participation in discussion will serve as the assessments of the learning objective.
Evaluation Criteria:
Exceeded: Student included all components AND included more that made the advertisement more effective.
Met: Student included all components of the advertisement in a well written format.
Not Met: Student did not include one or more of the components of the written advertisement.
Next Step: ​Students will create a video advertisement for their product.
Extension:​Students can explain how consumers might respond to their advertisement. Explain the terms producers and
consumers in relation to this project.
NOTE: Attach any and ALL Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in
this lesson.

Lesson Plan Appendix and Commentary Section

Evidence and Formative Assessment of Student Learning:​ How will you know whether students are making progress toward
your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe
and justify at least 1 formal or informal assessment strategies​ ​that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:​Assesses student ability to write a convincing
Student will be able to compose a short advertisement.
advertisement that includes a description of
the product, a comment on the Evidence of Student Understanding:​ Student understands the concepts of
reasonableness of the price, and a reason for producers and consumers because they as the producers need to convince the
consumers to buy it (explaining what they’re producers to buy their product.
raising money for). Student Feedback:​Verbal feedback will be given as the students are working in
order to help students produce the best results.
Note: Add more assessment strategy boxes here if needed.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:​ Students have been exposed to advertisements virtually their whole lives.
They have been surrounded by producers and consumers their whole lives; now they are able to truly gain an understanding of
who is a producer and consumer, as well as when and why. They gain a basic understanding of why producers advertise and
what needs to be included to advertise effectively.
​Planned Supports/Differentiation​: Students who are struggling readers will receive assistance by either helping them sound out
words or listening to them give oral explanations for what they would write. Above average students would be encouraged to use
what they know about advertisements that they have heard to make their advertisement more effective (adding more details, etc).

Supporting Literacy Development

Essential Literacy Strategies: ​Students will answer guided questions to construct an advertisement.
Requisite Skills:​ ​Students will be practicing their listening and writing skills to compose their advertisement.
Reading/Writing Connections:​Students will be able to construct different types of sentence structures.