Title of Unit: Economoney Title of Lesson: Goods and Services Submitted By: Meghan McQuain

A. Summary of the Lesson Plan: This two day, 3rd grade lesson will help students identify the difference between goods and services through reading about St. Louis in the Westward movement. Students will apply the knowledge gained to explain why St. Louis would be a good place to start a business. B. Target Population: Grade Level: 3rd Skill Level: Visual-spatial, verbal-linguistic Grouping: Whole class discussion, Pairs for questions, Groups for theater

C. Materials: Houghton Mifflin Student social studies book (Pg 151-157) Houghton Mifflin Teachers edition. Student social studies notebooks Spider map graphic organizer TE 153 D. Objectives: o NV State Social Studies Standards o E9.3.1 Identify needs as high priority wants, and wants as goods, services, or leisure activities.

Student-Friendly Standards I can identify what goods and services are, and how important they are to a growing economy.

E. Procedure: 1. Get Set To Read: o Preview: Direct students to find the word goods on page 151 and read the sentence that defines it. Have students defined vocabulary words as they read them. Reading Skill: Main Idea and Details Students should consider how St. Louiss rivers helped it grow. Build on what you know: Ask students to share ideas about making money. Explain that they will read about ideas that new settlers to St. Louis had.

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2. Teach: Have students pair up read the chapter and answer the 5 questions together. Have students answer these questions in their social studies notebooks 3. Review tested objectives as a class and check for understanding.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Economoney Title of Lesson: Goods and Services Submitted By: Meghan McQuain

4. DAY 2: Do the activity for Extend Lesson 1 have two plays, each play will have 7 characters and 1 narrator and extra students can be costume design, or stage design. Give students time to practice their lines an make props for their play. Then let the play begin. 5. CLOSURE: Ask students to share with their partner if they feel the Boone family made a good decision to stay or not. F. Assessment: What will you use to measure student understanding? E9.3.1 Identify needs as high priority wants, and wants as goods, services, or leisure activities. Follow the On Level activity of Writing a Questionnaire (TE pg 154). Have each student create a questionnaire that the Boone family could use to get information to start their business. Explain how you will know students understand the concepts from the lesson. Students will apply the knowledge gained from their reading of the chapter and the play by coming up with questions that will show they are thinking of goods and services that would help make the Boone family business a success. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part will be reading the chapter and answering questions. 2. Which part will be most challenging for you to teach? I think the most challenging part will be to help students understand these same concepts once they have to apply the concepts to the Boone family. 3. How will you follow up or extend this lesson? I can extend this lesson by having students extend the story of the Boone family, and share what came next for them (success or not). 4. What will you do for students who dont grasp the concepts? For students who still dont grasp this idea of what goods and services are, I will have students fill out the spider map graphic organizer found on TE pg 153 Reteach Minilesson 5. Which part of the lesson, if any, do you think might need to change?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: Economoney Title of Lesson: Goods and Services Submitted By: Meghan McQuain

It may be a better idea to have students fill out a study guide instead of using their Social Studies notebook, however, I wanted the information to be all together so they can revisit the terms and concepts at anytime. 6. When you were writing this lesson plan, what was the most difficult part? Trying to keep the topic on economics through using the history lesson on St. Louis without overwhelming students with information.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3