Kelly Harlan

EGP 335-81
Unit Lesson Plan

1.0 Vermont, Day 5, Kelly Harlan, Grade 4
Duration 45 minutes
Concepts The production, distribution, and consumption of products
and services.
Vocabulary Production, distribution, and consumption.
Skills Identify the state capital, major city, bordering states, and major
landmarks of Vermont. Identify the model of production to consumption
and applying it.

1.1 Integration of Learning Outcomes/ Objectives
The students will be able to list the process of production, distribution, and
consumption and describe how companies perform the process and grow
because of it.
The students will be able to describe how new technologies travel globally
and how companies will expand their company to accommodate them.
The students will work in groups to create a new product or service, and
complete the given worksheet answering all of the questions fully and with
good detail.
The students will be able to label Vermont on a map of the United States,
name is capital, and one other fact about the state.



1.2 Standards PA Civics, History, Economics, Geography, & NCSS Themes
PA standards
o 6.2.4.A: Explain how a product moves from production to consumption.
o 7.2.4.A: Identify the physical characteristics of places and regions.

NCSS Theme #7- Production, Distribution, and Consumption
o NCSS.1.7.h ...challenge learners to apply economic concepts and
reasoning when evaluating historical and contemporary social
developments and issues
NCSS Theme #9- Global Connections
o NCSS.1.9.c ...provide opportunities for learners to analyze and
evaluate the effects of changing technologies on the global community

1.3 Anticipatory Set
Good afternoon students! Today we are going to be learning about another
New England state! Remember how yesterday we learned about Maine, and we
said that there are two smaller states that are south of Maine? Sometimes
people confuse these two states and switch their names, but the one we are
going to learn about today is shaped like the first letter of its name. Can anyone
guess what state we are going to learn about today? Allow for students to
answer. Yes! Today we are going to be learning about Vermont! Start slide
show. Has anyone ever been to Vermont? Allow students to share. . Project the
map of the United States and point to where Vermont is located on
PowerPoint. You can see here on the map of the United States how it is right
below Maine and to the left of New Hampshire, however it doesnt actually
border Maine, it actually borders Canada I find it easier to remember which
one is Vermont because Vermont is actually shaped like a V if you look at it.
Show the students how you can see the V shape of the state. Also, it is the
one that borders Canada, and not Maine. Remember these hints when you are
trying to distinguish these two states. We will be learning all about New
Hampshire tomorrow, but today we are going to focus in on some really cool
things about Vermont.
Pass out the paper with the outline of Vermont. We are going to start by
pointing out some keys facts about Vermont. You can fill them in on your state
outline so we can put it in our portfolio with all of the other states from this
unit. (Objective #4 The students will be able to label Vermont on a map of the
United States, name is capitol, and one other fact about the state.)
Project Slide #3 with the entire state of Vermont. First, the capital of Vermont
is located almost right in the middle of the state and is called Montpelier. As
you name the cities, bordering states, mountain ranges, major rivers, and
other facts about Vermont, show the students on the map of Vermont and
how they should fill their outline of the state in. However, that is not the
largest city in Vermont, the largest city and probably the most well known city
is Burlington and that is located right here. Show the students where it is
located. As we said earlier, Vermont is one of the few states that actually
borders Canada. It also borders, New Hampshire, New York, and Massachusetts.
Have students write in all of the bordering states. Vermont has one other very
important border, and that is Lake Champlain. Project slide #4. Has anyone
ever been to Lake Champlain? Allow students to share. Lake Champlain is a
very beautiful body of water and is the sixth largest body of fresh water in the
United States. The only lakes that are bigger than it are the five Great Lakes!
Have students write in where Lake Champlain is located. The city of
Burlington is the closest city to it and thats a big reason why tourists like to
visit Burlington. Another important geographical aspect of Vermont is that it is
home to the Green Mountains. Project slide #5. This mountain range covers
almost the entire state! Show students where to mark where the Green
Mountains are located. There are many trails that people hike and there are
many different types of wildlife in the mountains.

1.4 Procedures

1. Today we are going to be focusing on something that was started in the Green
Mountains that you may not realize came from this small state. Project slide
#6. Raise your hand if your parents drink coffee in the morning or during the
day? Allow students to answer. Have any of you seen them drink Green
Mountain coffee? Allow students to raise their hands. What about a Keurig,
how many of you have a Keurig in your house or have seen one used? Allow
students to answer. Well believe it or not the Green Mountain coffee company
started in Vermont and is named after the Green Mountains that we just talked
about and is now the owner of the Keurig. The Keurig is all over the country
and the world, and to think it all came to be from this little state of Vermont!
2. Before we get into more detail about that company, we are going to start by
learning about three important vocabulary terms, production, distribution, and
consumption. They are important to think about when we learn about how to
build a successful company or product. Take out your social studies notebooks
and write down the definitions of these three very important words.
3. Project slide #7. Production is defined as, the process of making or growing
something for sale or use. This means when something is made or grown for
the purpose of selling it. How many of you have ever had a lemonade stand?
Allow students to answer. You made or produced lemonade so that you could
sell it and hopefully make some money! Since you made the lemonade, you
could be called the producer, which just means that you are the one who made
the product. Project slide #8. Distribution is defined as, the act of giving or
delivering something to people, a store, or business. So when you produce
something that means you make something so that you can sell it, and the act
of selling it to someone or a store or business is the distribution of it. So when
you have your lemonade stand and you have a customer, and that customer
buys that lemonade from you that is the distribution of your product. You sold
the product that you made to your customer, so you could also call yourself the
distributor. Project slide #9. Last but not least is consumption, which, when we
are talking about it in this class, means, the final using up of goods or services.
So that customer that you had at the lemonade stand was consuming your
product. You can also call them a consumer, since they used and drank your
final product.
4. Project slide #10. This is the basic process of making and selling goods and
services. You can see here on this chart that it goes from production, to
distribution, and then to consumption. The bottom chart is what you can call
the people who complete these processes. So the producer makes the product,
then the distributor selling the product, and the consumer uses the product.
Write these steps down in your notebook so you can look back at them to help
you remember this process. (Objective #1: The students will be able to list the
process of production, distribution, and consumption and describe how
companies perform the process and grow because of it.)
5. Project slide #11. So now lets look at the Green Mountain Coffee company and
how they became so successful. Read through the history of Green Mountain
Coffee with the students, make sure to explain any of the more difficult terms
to give them a goof understanding of how they started.
6. So this company that just started off in small little Vermont grew to be one of
the most successful companies today and is still growing! How do you think
they did this? What made them so successful? What makes them different from
other coffee companies? Allow for students to answer. They have something
different from all other coffee makers, and that is the single brew cup. They are
special in the fact that they have the small K-cups that brew only one cup of
coffee at a time. So what happened when people found out about this? What did
they want to do? Allow students to answer. Yes! Everyone wanted one! They
thought this idea of brewing just one cup was way better than brewing a whole
pot of coffee and it going to waste. So people started buying it and then they
told their friends and then they bought it and before you knew it people all over
the country wanted a Keurig and Green Mountain Coffee! Then, people all over
the world wanted this new technology! So Green Mountain Coffee just keeps
producing new items, distributing them, and people keep consuming them.
Remember that process that we talked about a little bit ago? Green Mountain
Coffee used the same one when they started their company and still uses it to
this day.
7. Lets look at the process that Green Mountain Coffee goes through to make
their product and get it to your parents! Project slide #12. First they produce
their coffee, which for them are mostly their special K-cups. This involves
getting all of the ingredients for the K-cups and actually putting them together
and making them. Then, the next step will be distributing them. The factory
where the K-cups were made, will then look at all of the orders that they have
and where they need to send the boxes of newly made K-cups to. This would
most likely be a store or caf, but it could be a person as well. So for the
distribution of the K-cups, the factory will package all of the K-cups up into
boxes and send them to the people or stores who ordered them. For the final
step, the consumption, the person who ordered the K-cups will get their
package and either sell them or use them. The consumption part is when your
parents buy their coffee and drink it every morning! All companies use this
model to get their product or service out to the person, which is why it is so
important to know and understand.
8. This is an ongoing process that will hopefully never end for Green Mountain
Coffee. They are spreading their new technology all over the world, but mostly
Canada. Project slide #13 and click on hyperlink on the picture. As you can
see here they have many locations in Canada. Why do you think people in other
countries what to buy this? Is it the same reason it became popular in the
United States? Allow students to answer. Yes I think you are right, people from
other countries heard about this cool new technology and they wanted it too.
Who would have thought that Vermont would have created such a global
company! Companies like Green Mountain Coffee will expand their company to
meet the needs of people globally because they want to have their product or
service all over the world and not limit themselves to only their home country.
It is smart for companies to do this because most times the product or service
will sell in other countries as well because people want the new and upcoming
things everywhere. (Objective #2: The students will be able to describe how
new technologies travel globally and how companies will expand their
company to accommodate them.)
9. Now that we understand the basic gist of how a product is produced,
distributed, and consumed. You are going to create your own product or service
with a partner or small group! Project slide #14. I am going to put you in
groups or 2-3 and you are going to come up with an idea for a product or
service for our classroom. For example, you could create a service where you
clean out peoples messy desks, and for a certain price, you would clean peoples
desks. Or if you wanted to create a product, you could decorate plain folders,
and for a certain price, you would sell the pretty folders to people. Pass out the
worksheets. To begin, you will complete this worksheet with your partner or
group. I want good complete sentences and descriptions about what your
product or service will be. Also underneath your description, draw a picture of
what your product or service will look like. I would also like you to make a sign
advertising your product on this piece of sturdy white paper. You can create a
logo if you would like or a slogan if you are feeling really creative. Make it
colorful and fun because when everyone is finished, each group will present
their product or service using the advertisement. If you have any questions or
would like to ask me about a product or service idea I will be around to each
group to help you along. Have fun and I cant wait to see what you come up
with! (Objective #3: The students will work in groups to create a new
product or service, and complete the given worksheet answering all of the
questions fully and with good detail.)
10. Have the groups pre-determined according to learning styles and how they
will work together. Read aloud who is in each group and let the students get
started.


1.5 Differentiation
o For a student who may need some extra help taking notes or has a hard time
following along to a lesson, the teacher could have an outline form of the
power point printed out before class for that students, and if they have time,
they can go through the PowerPoint with the students before class. This way
the student will know what to expect during the lesson, and hopefully they
can participate more actively.
o For a student who may need some enrichment activities, you could challenge
them to work on their own for the final project, and to come up with an
actual product or service not just one for the classroom. They could design
something themselves, and you can even take it a little bit farther by having
them create it (if possible of course) or they could do the math to figure out
the actual cost to make the product, and then how much they should sell it
for. You could expand this project to fit their interests and abilities as much
as you would like.


1.6 Closure
You all did fantastic work! I really like all of your products and services! Now
lets start presenting, everyone remember to be respectful and quiet while each
group is presenting you will all have a turn to talk.
Give each group a chance to share their product and ideas with the class.
Thank you all for sharing your fantastic ideas! I love each and every one of
them and I can tell you really thought through them. Remember the model we
talked about today and how items are produced, distributed, and then
consumed. If you go home and can give me an example tomorrow of something
you or your family consumed then I will give you a sticker! Tomorrow we will
be focusing on another New England state, one that we talked about at the
beginning of class. We will see if you can guess what it is tomorrow. Dont
forget to put your state outline of Vermont in your packet, and on your way out
please put our advertisement and your groups worksheet on the front desk.


1.7 Formative/ Summative Assessment of Students
o Formative: During the instruction, the teacher will be observing the
students taking complete notes in their notebooks, and for their continuous
participation and engagement in the lesson. She will also observe the
students presentations of their group projects and how much each students
participates in the presentation and if they have had equal participation in
the completion of the group project. (Objective #1: The students will be able
to list the process of production, distribution, and consumption and describe
how companies perform the process and grow because of it and Objective #2
The students will be able to describe how new technologies travel globally
and how companies will expand their company to accommodate them.)
o Summative: After the instruction is finished, the teacher will collect the
worksheets and the students advertisements, and she will check them for
completion and to see if the students could correctly apply the concepts that
they were just taught. (Objective #3: The students will work in groups to
create a new product or service, and complete the given worksheet
answering all of the questions fully and with good detail.) Also, the students
completion of the state outline of Vermont will be checked when the unit is
completed and the packet of all of the New England states is collected.
(Objective #4:The students will be able to label Vermont on a map of the
United States, name is capitol, and one other fact about the state.) There will
also be a test for the students at the end of the unit to assess their knowledge
of each of the themes and topics from the entire unit. (Objective #1: The
students will be able to list the process of production, distribution, and
consumption and describe how companies perform the process and grow
because of it and Objective #2 The students will be able to describe how new
technologies travel globally and how companies will expand their company
to accommodate them.)



1.8 Materials/Equipment
o Student Materials:
Art supplies, Social Studies notebooks, and pencils.
https://www.sec.state.vt.us/kids/index.html
o Teacher Materials:
PowerPoint, worksheets, white construction paper, and lesson plan
content notes.
http://vermont.gov/portal/ - General information (Vermont)
http://www.cdccoffee.com/green-mountain-coffee-roasters-
history.html (Green Mountain Coffee)
http://www.fs.usda.gov/main/greenmountain/about-forest
(Green Mountain National Forest)
http://www.lakechamplaincommittee.org/learn/natural-
history-lake-champlain/#top (Lake Champlain)
http://www.keuriggreenmountain.com/en/OurCompany/Ove
rview.aspx (Keurig and Green Mountain Coffee)




















Website M.I.-Minor
Influence or
S.I.
Significant
Influence
If S.I. Include
why credible
How easy is it
for teachers to
access?
How easy is
it for
students to
access?
http://vermont.gov/portal/ S.I. It is the official
government
site for the
state of
Vermont. It has
links under
Education for
other
government
websites.
There are
alerts for the
state located
on the top of
the website.
Free to access
for anyone.
Easy to use
and find
information
Free and
easy to
access for
everyone.
Education
tab with
links for
students.
http://www.cdccoffee.com/green-
mountain-coffee-roasters-history.html
M.I. Easy and free
to find and
access.
Free and
easy to
access.
http://www.fs.usda.gov/main/greenmoun
tain/about-forest
M.I. Easy and free
to find and
access.
Easy and
free to find
and access.
http://www.lakechamplaincommittee.org
/learn/natural-history-lake-
champlain/#top
M.I. Easy and free
to find and
access.
Easy and
free to find
and access.
http://www.keuriggreenmountain.com/e
n/OurCompany/Overview.aspx
M.I. Easy and free
to find and
access.
Easy and
free to find
and access.
http://www.merriam-webster.com/ M.I. Easy and free
to find and
access.
Easy and
free to find
and access.
o Content Notes:
I. Vermont
a. Capitol- Montpelier
b. Largest City- Burlington
c. Other major cities- Rutland, Barre, and South Burlington
d. Bordering states and countries- Canada, New Hampshire, New York, and
Massachusetts
e. Major land marks
i. Lake Champlain
1. 6
th
Largest fresh water lake in the United States after the
five Great Lakes.
2. Closest city to it in Burlington
ii. Green Mountains
1. Covers most of the state
2. Is a National Forest
3. Has many trails for hikers
II. Production, Distribution, and Consumption
a. Production (producer)
i. The process of making or growing something for sale or use
b. Distribution (distributor)
i. The act of giving or delivering something to people, a store, or
business.
c. Consumption (consumer)
i. The final using up of goods or services.
III. Green Mountain Coffee
a. Their purpose
i. We create the ultimate beverage experience in every life we
touch from source to cup transforming the way the world
understands business.
ii. In helping the world drink for themselves, we can brew a better
world
b. Started in Vermont in 1981 by Robert Stiller
i. First caf was located in Vermont.
ii. Waterbury, Vermont is home to multiple manufacturing and
distribution facilities.
c. Quick Facts
i. Over 250 beverage varieties
ii. Over 6,000 employees
iii. 460 Engineers and scientists
iv. 8 production facilities
v. Over 265 patents issued globally
d. Eventually purchased the Keurig coffee company
i. Started investing in Keurig in 1990s
ii. Officially bought the company in 2006
iii. Continued to produce and distribute K-cups and many different
coffees
e. Expanded across the country and globally
i. Canada is the first place that it has majorly expanded to
ii. Main office is in Montreal
iii. 30+ locations across the country


1.9 Technology
o The teacher will project the PowerPoint onto the Smart board for the
students to use throughout the lesson. This is complete with hyperlinks to
sources on the Internet and pictures throughout.

2.1 Reflection on Planning
o This lesson took a lot more work than I was expecting, but in the end I
learned a lot about how I would plan a lesson from scratch. I didnt realize
how much research I was going to have to do to find information on my state
and topic. I ended up getting very involved and found myself going too far
into the topic, and I had to cut some of my ideas out. I found that I could
connect the state and theme I was given to so many different things and I was
disappointed that I couldnt include them in my 45-minute lesson. I saw first
hand how many of the ten themes we have learned in class can in fact
overlap and it ends up being so easy to connect them and cover so many of
them, if of course you have the time. If I were to actually implement this
lesson, I would be nervous that the students would not have the proper
background knowledge to understand the concepts being introduced. I
planned this lesson with the thought that the students would have a little
prior knowledge on economics because they would if it was implemented in
our unit plan. However, it would be very easy to provide the student with
some extra knowledge and have them connect it to their personal lives
because it is a concept that people use everyday. I think this lesson could be
successful because the students are using the knowledge they received
during the lesson and applying it themselves, and that is the best way to
assess a students understanding of a concept.