Title of Unit: 4th Grade Economics Title of Lesson: Resources and Economy

Lesson Plan # 2 out of 5

1. Summary of the Lesson Plan: This lesson builds off of the first day of learning about the economy and natural resources, but focuses more natural resources and why supply and demand are important. This lesson uses the Houghton Mifflin Teachers Edition (pages 196-197). 2. Target Population: 4th Grade This lesson is designed for all learning levels Whole group, independent.

3. Objectives: E.10.4.4. Define productive resources. E.10.4.4.A. Define productive resources and their impact on Nevada. 4. Procedure: 1. Get Set to Read on page 196 -Preview the text by viewing the photographs and map in the lesson. -Classify cars, transportation, and soybeans in their charts. Mark them in appropriate categories. 2. Introduce Vocabulary (supply, demand) -They can then fill in what they want to know, and will leave t 3. Read pages 196-197 and ask questions. -How have the natural resources of the Midwest affected the types of industries found in the region? -How do people in the Midwest use its water resources? -Why is soil such an important resource? 4. Summarize the lessons. -Instruct students to think about the main ideas of the text. -Have students think about the important parts of what they read and write them down. -Students who are lower level may draw pictures to represent what they saw. 5. Assessment: I will assess students based on their summaries of the text. I will also assess students on their participation.
EDEL 453 Spring 2012 Karen Powell- Instructor Submitted by: Christen Campbell

Title of Unit: 4th Grade Economics Title of Lesson: Resources and Economy

Lesson Plan # 2 out of 5

6. Reflection:

What skills do students need in order to be successful with this lesson? -They need to have paid attention to the lesson in class yesterday. They also need to pay attention to the reading during whole group instruction.

How will you follow up or extend this lesson? -I would follow up by having students use the reading skill strategy on page 55.

What can you do for students who dont grasp the concepts? -I would pair struggling students up with a strong partner. They would help the struggling student during the assignment.

Where do you anticipate having problems with this lesson? -I think that some students might struggle with this concept and why it is so important if t hey were not completely engaged and paying attention during class.

7. Materials: Houghton Mifflin Teachers Edition (pages 196-197) Unit Resources p. 55

EDEL 453 Spring 2012

Karen Powell- Instructor

Submitted by: Christen Campbell