Lesson Plan #1

Grade: 4th Social Studies Strand: Economics

Submitted By: Staci Gengler

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

Lesson Plan #1 Economics

B. Summary of the Lesson Plan:

submitted by: Staci Gengler

This is a fourth grade lesson designed to teach students the market economy and natural resources in the East. This lesson is associated with Houghton Mifflin Social Studies: States and Regions, pages 78 through 83. C. Basic Information: Grade Level: 4th grade Time to Complete this Lesson: approximately 50 minutes Groupings: Whole group discussions and reading of the text. Students will complete the Reading Skill/ Strategy Handout as we read. In groups students will complete their study guide handout. The written assessments will be completed independently.

D. Materials: Houghton Mifflin Social Studies: States and Regions for 4th grade pages 78 through 83, one per student. Reading Skill/ Strategy Handout one per student. (TE p.78) provided below Vocabulary/ Study Guide Handout one per student. (TE p.83) provided below Pencils and paper E. Objectives: o NV State Social Studies Standards E9.4.2 Give reasons why consumers choose to buy more of a good or service, i.e., when prices are low, and when they choose to buy less, and when prices are high. 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. I can classify the factors of production. I can identify the benefits of buying or selling during a more profitable time.

Student-Friendly Standards

F. Vocabulary market economy: (noun) a countrys form of business that allows people to choose what they make, buy, and, sell. profit- (noun), money left over after businesses pay their expenses.
EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Nevada State College

Lesson Plan #1 Economics

submitted by: Staci Gengler

human resources- (noun), the services, knowledge, skills, and intelligence that people bring to a business. capital resources- (noun), the tools, machinery, buildings, and equipment needed for a business.

G. Procedure: 1. Get set to read (TE p. 78) o Explain: Have students preview the Reading Skill/ Strategy Handout (provided bellow), the students are going to fill out as we read chapter. Resolve any confusion with handout. Preview: have the students discuss the photographs and charts in the lesson Build on what you know: Have a short discussion about setting up a lemonade stand or other business.

o o

2. As a class read pages 78-83, while pausing to discuss the questions indicated in the TE margins. 3. Students will finish their reading skill handout, which they worked on as we read the chapter. 4. Students will complete the study guide hand (provided bellow) using the textbook to reference. Students will work with their tablemates. H. Assessment: What will you use to measure student understanding? Project Reading Skill/ Strategy Handout one per student. (TE p.78 & provided below) with the ELMO, have students create their own graphic organizer of production, which will include reasons for buying less of a product or resources when prices are high and buying more of a product or resource when prices are low. Students will display knowledge of supply and demand as well as the importance of profit as a manufacture.

Explain how you will know students understand the concepts from the lesson.

I.

Closure: Discuss why consumers choose to buy more of a good or service when prices are low, and when they choose to buy less, and when prices are high. Discuss why producers choose to sell more of a good or service, when a price is high, and when they choose to sell less, and when its price is low.

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 Economics

submitted by: Staci Gengler

I will enjoy teaching the geography and resources section of the chapter. It will be easy for me to explain the differences between the resources along with the use of each resource. 2. Which part will be most challenging for you to teach? I will struggle with the economics aspect of the chapter. I am not very knowledgeable about businesses; therefore I am afraid I will not being able to answer all questions as perfectly as I would to. 3. How will you follow up or extend this lesson? I could use the expand lesson on page 84-87. It is a mini play that offers information about money and banks. This lesson includes drama and mathematics. 4. What can you do for students who dont grasp the concepts? Students can create flash cards with pictures of resources on one side with an explanation on the other. Students could also pair up and create cards with the names of business and they could quiz each other if the business offers services or goods. 5. Which part of the lesson, if any, do you think might need to change? I am not a fan of the handouts. I understand the importance of reading the textbook, but I feel an actual activity needs to be included to coincide with the text instead of the handouts. 6. When you were writing this lesson plan, what was the most difficult part? Once I read and figured out the layout of the TE of the textbook. I struggled the most with finding the correct standards. I was looking for the perfect standard when I should have altered the lesson plan accordingly.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4

Lesson Plan #1 Economics

submitted by: Staci Gengler

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5

Lesson Plan #1 Economics

submitted by: Staci Gengler

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 6