EDEL453 Spring2013 AmyBRANSTETTER Unit 4 Economics DAY 1

Title of Unit: Money in the Bank Title of Lesson: Consumers & Producers Submitted By: Amy Branstetter
A. Summary of the Lesson Plan: This lesson was designed for 4th grade students to learn about the basic concepts of consumers, producers, and choices. This lesson uses the 4th Grade Houghton Mifflin Social Studies textbook States and Regions (p. 142-147). B. Target Population: Grade Level: 4th grade Skill Level: For all student skill levels Grouping: Whole group for discussion, partnered for activities, and independent for assessment C. Materials: Houghton Mifflin Social Studies textbook States and Regions (TE 130-131; 142-147) PowerPoint Presentation 4th Grade Economics 4thGradeEconomics.ppt Set of card activities (one set per partner pairs) x 13 copies- previously copied and cut out for students (store in plastic Ziploc baggies)- see last page for example One per student Student tab mini-books (vocabulary) see last page of lesson for example Reading Skill & Strategy (Unit Resources p. 142) see last page of lesson for example Blank or scrap paper (Ticket Out) Scissors pencil D. Objectives: o NV State Social Studies Standards E9.4.3A Give reasons why producers choose to sell more or less of a good or service, i.e., based on prices or current economic situation.
Student-Friendly Standards I can identify the difference between consumers and producers and why producers may provide more or less of goods and services.
E. Procedure: 1. Read the objective on the board aloud to students and have them repeat it aloud. 2. Pass out and review directions for the student tab mini-books and Reading Skills handouts. 3. Call students attention to pages #130-131 and briefly review the vocabulary words (producer, consumer, and opportunity costs).
Nevada State College
EDEL 453 - Spring 2013
Karen Powell- Instructor
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4. Introduce the list of vocabulary words and definitions on the whiteboard for todays lesson (producer, consumer, scarcity, opportunity cost, and dam). 5. Have students create tab mini-books for vocabulary words. They can record the definitions, draw pictures, and main points throughout the PowerPoint presentation. 6. Play PowerPoint for the class, stopping to review concepts and key vocabulary. Allow students enough time to write definitions for vocabulary words in their mini-books. 7. Teacher reads (TE p. 142-145) to students and provides the Background information on the bottom of the page Tennessee Valley Authority. 8. Chose volunteer students to continue to read aloud (p. 146 & 147). All other students should be finishing recording information and concepts on their Reading Skills worksheet. 9. Ask comprehensive questions of students from the margins of (TE p. 144). (TE 144) How has the Souths economy changed over time? (TE 144) What industries are important in the Souths economy? (TE 144) In what ways does scarcity affect prices? 10. Review vocabulary words and Reading Skill worksheet with students. 11. Have students partner up for the Producer & Consumer card match-up activity. While doing the card activity students should discuss the reasons for their answers. 12. Discuss the cards activity and briefly review with closure discussion. How it was? What did you already know? What did you learn? Was there any confusions or questions?) 13. Ask if there are any questions, comments, or answers regarding the lesson in general. 14. Review the homework and read directions. This homework assignment will not be due until the following week. 15. Write the outline bubble map with four extended lines (concept graphic organizer) on the whiteboard. Explain to students, this will be their Ticket Out the Door today and they are to provide four examples of a producer on the lines. As students leave, they will turn in their cards (in their plastic baggies), Reading Skills worksheet, and Ticket Outs. 16. CLOSURE: Review objective on the board and have students read it aloud, I can identify consumers verses producers and explain why producers may provide more or less of goods and services.
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Ask students to confirm if they agree or disagree with having met the objective. Show yes with one finger and "no with two, hold fingers close to chest, so others cannot see. Ask students to show with a thumbs-up or down, if they feel confident they know what a producer and consumer is and does?
F. Assessment: What will you use to measure student understanding? I will use the students: Economy vocabulary mini-books, discussion responses, partnered participation, and card placements/discussions for assessment of students comprehension. Explain how you will know students understand the concepts from the lesson. I will know that students understand the concepts of the lesson by their Ticket Out the Door, the Reading Skills worksheet, and the homework assignment (although its not due yet). G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Reading the text and having partners work together to do the matching activity for this lesson will be the easiest to instruct. 2. Which part will be most challenging for you to teach? The most challenging part of teaching this lesson will be checking in on all partner pairs and making sure theyre working together for solutions to the card match-up activity. 3. How will you follow up or extend this lesson? I would like to teach the additional cross-curricular lessons with Music and Language Arts on TE p. 144. I am including a language arts/social studies homework assignment thatll be due the following week. 4. What will you do for students who dont grasp the concepts? I could reteach the minilesson on TE p.145, having students identify the differences and similarities between consumers and producers through a Venn-diagram. 5. Which part of the lesson, if any, do you think might need to change? I probably should take out the tab mini-books activity for the vocabulary words and use them only with students who need support with the concepts. I could use the vocabulary & study guide from the book, but I am trying to change it up a little.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 3
6. When you were writing this lesson plan, what was the most difficult part? The most challenging part of writing this lesson was aligning the objective with the material from the textbook. Im not sure if you can tweak an objective, or if you need to match it spot-on every time. Vocabulary Tab Mini-Books
PowerPoint Presentation:
4thGradeEconomics.ppt
Producer & Consumer Cards
page 4
Ticket Out the Door
page 5
Reading Skills & Strategy
page 6

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EDEL453 Spring2013 AmyBRANSTETTER Unit 4 Economics DAY 1

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Title of Unit: Money in the Bank Title of Lesson: Consumers & Producers Submitted By: Amy Branstetter

Nevada State College