Lesson Plan #1

Grade: 4th Social Studies Strand: Economy

Submitted By: Nicole Sheehan

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

Lesson Plan #1 - Economy

B. Summary of the Lesson Plan:

submitted by: Nicole Sheehan

This social studies lesson is designed for 4th grade students to learn about the Midwests resources and their connection to the economy particularly its relation to supply and demand. This lesson uses the Houghton Mifflin Social Studies textbook States and Regions (p. 196-199). C. Basic Information: Grade Level: 4th grade Time to Complete this Lesson: approximately 50 minutes Groupings: Whole group discussions and reading then independent work on their activity and assessment.

D. Materials: Reading Skill and Strategy (Unit Resources p. 55) for each student (sample at the bottom of TE 196) Houghton Mifflin 4th Grade Social Studies Book: States and Regions (p. 196-199)for every student Paper , pencil , colored pencils

E. Objectives: o NV State Social Studies Standards E9.4.3 Give reasons why producers choose to sell more of a good or service, i.e., when a price is high, and when they choose to sell less, and when its price is low.

Student-Friendly Standards
EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Nevada State College

Lesson Plan #1 - Economy

submitted by: Nicole Sheehan

E9.4.3 I can give reasons why producers sell more of a good or service determined by the supply and demand.

F. Vocabulary supply the amount of a product that producers will make at different prices demand how much of a product consumers (people) will buy of at different prices

G. Procedure: 1. Refer to page 196 notes on TE - Get Set to Read Preview- Have students discuss the photographs and the map in the lesson Have students work on Classification Charts Ask students to include cars, transportation, and soy beans in their charts. Identify and Discuss have students identify the different kinds of cereals, cheeses, and bread they have seen in supermarkets in their neighborhoods. Discuss Vocabulary words: supply and demand 2. As a class read pages 196-199 highlighting vocabulary words and discussing the regions goods and services on (p. 198). 3. Students will guide me in summarizing the paragraph under Mining and Other Industries as I write it on the board. 4. Ask these questions as we read whole group to check for understanding o Why is soil an important resource in the Midwest? o How does an increase in the price of an item affect supply and demand?

H. Assessment: What will you use to measure student understanding? Write a Brochure (TE p.198) Students will write and illustrate a brochure for a product that is made in the Midwest. The purpose of this brochure is to increase the demand for their product. Explain how you will know students understand the concepts from the lesson. Students must illustrate and explain their product in a manner that would increase demand for that product. By doing that, students will be able to show me they understand the concept of demand (which relates directly to supply). I. Closure: I will have students answer in quick discussion the question from lesson review on p. 199 How does high demand affect producers?

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach?
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #1 - Economy

submitted by: Nicole Sheehan

I feel that I will be able to monitor the discussion about the grocery stores the best as I feel the students will be able to connect it to our lesson. 2. Which part will be most challenging for you to teach? The summarization of the reading will be difficult to guide hearing answers from multiple students. I like to re-write and look over things before I post them on the board so doing it on the spot (even while substituting) is somewhat difficult for me. 3. How will you follow up or extend this lesson? I would use the study guide (Unit Resources P.56) to follow up prior to a test or quiz. 4. What can you do for students who dont grasp the concepts? For students that needed the extra guidance I would use the Reteach Minilesson on the bottom of page 199 to create an organized visual of the concept for them. I would then have them draw pictures for each portion of the flow chart to increase understanding. 5. Which part of the lesson, if any, do you think might need to change? Possibly the procedure, I feel that I did it right but I cant be certain as this is my first time. 6. When you were writing this lesson plan, what was the most difficult part? I honestly have never written a lesson plan in this format before and it took me quite a few hours to complete. I really like the organization in this layout and I feel its very easy to read, but I found difficult to write. The most difficult portion to write was the procedure, I feel that I had trouble with the placement of everything but after moving things around I think I got everything in the right place.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4

Lesson Plan #1 - Economy

submitted by: Nicole Sheehan

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5

Lesson Plan #1 - Economy

submitted by: Nicole Sheehan

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 6