Title of Unit: Money in the Bank Title of Lesson: Producers & Production Submitted By: Amy Branstetter

A. Summary of the Lesson Plan: This lesson was designed for 4th grade students to learn about types of producers and factors of production. This lesson uses the 4th Grade Houghton Mifflin Social Studies textbook States and Regions (p. 78-83). B. Target Population: Grade Level: 4th grade Skill Level: All student skills levels Grouping: Whole group reading & discussion, partners for activity, independent for assessment C. Materials: 4th Grade Houghton Mifflin textbook States and Regions (p. 78-83) One per student: Reading Skill & Strategy (Unit Resources p. 23)- see last page of lesson for sample Vocabulary & Study Guide (Unit Resources p. 24)- see last page of lesson for sample Types of Resources see last page of lesson for sample pencils D. Objectives: o NV State Social Studies Standards o E10.4.4 Define productive resources.

Student-Friendly Standards I can classify types of producers and explain factors of production.

E. Procedure: 1. Review the objective on the board with students and have them repeat the objective aloud. 2. Review yesterdays main ideas, specifically have students review their vocabulary words (producer, consumer, scarcity, opportunity cost, and dam) flip books from yesterday. 3. Introduce the new vocabulary words (market economy, profit, human resources, capital resources, natural resources, and entrepreneur) and definitions on the whiteboard. 4. Pass out materials and have students preview the lesson pages photos, headings, and charts. 5. Introduction, read Building on What You Know and have students discuss with their table group going about setting up a lemonade stand. What they would need? How they would do it? Who would be involved?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Money in the Bank Title of Lesson: Producers & Production Submitted By: Amy Branstetter

6. Read aloud (TE 78-83) with students. Stop to read background information on the bottom on TE 78 and ask the questions in the side margins on TE 80-82. (TE 80) What is market economy? (TE 80) How are natural resources used in a market economy? (TE 81) How do businesses get the resources they want? (TE 81) What happens when people trade a lot? (TE 82) What do businesses need to make goods or provide services? (TE 82) How are capital resources different from human resources?

7. Review the question at the bottom of p. 83 with students, Why is private ownership important in a market economy? 8. Break-up students into partner pairs. They will work together to compare and review their Study Guide & Reading Skills together. 9. Pass out the Types of Resources and the Productive Resources (worksheets) and have students continue working together to come with examples of each resource type. 10. Review student answers, ideas, and concepts from the their exercise. 11. CLOSURE: Review the objective on the board and have students repeat it, I can classify types of producers and identify factors of production and private ownership. Have students show a sign to identify if they believe they have met this objective. Can you classify producers? Factors of production? Private ownership?

F. Assessment: What will you use to measure student understanding? I will use the students Study Guide, Reading Skill, Types of Resources, and homework to measure comprehension formally. I can informally check for understanding during discussion, review, and closure. Explain how you will know students understand the concepts from the lesson. To check students concepts of the lesson, I will use their responses to the review and discussion questions as an informal assessment. I will apply student connections to the objective and their ability to identify different types of producers and productions as guide for students understanding.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Money in the Bank Title of Lesson: Producers & Production Submitted By: Amy Branstetter

G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Reading the text and reviewing the vocabulary should be the easiest part of this lesson to teach students. 2. Which part will be most challenging for you to teach? I think this lesson is pretty clear cut, but it could be challenging for students to do their homework without remember main ideas. 3. How will you follow up or extend this lesson? I would like to extend this lesson by having students actually create a lemonade stand business from ground up, run the books, inventory, production, etc... 4. What will you do for students who dont grasp the concepts? I would give extra support to students who were struggling by reteach the minilesson on TE 80. Students can work on vocabulary and key concept understanding by creating vocabulary picture cards or graphic organizers that connect concepts. 5. Which part of the lesson, if any, do you think might need to change? I like this lesson because it connects to the past and future lessons. This lesson is pretty straight forward and could use some artifacts. 6. When you were writing this lesson plan, what was the most difficult part? It has been a challenge connecting the objectives with the text and finding material that caught my attention. Reading Skill & Strategy

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: Money in the Bank Title of Lesson: Producers & Production Submitted By: Amy Branstetter

Vocabulary & Study Guide

Types of Resources

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

Title of Unit: Money in the Bank Title of Lesson: Producers & Production Submitted By: Amy Branstetter

Productive Resources

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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