EDEL453 Spring2013 CathyGALVAN Unit 2 Economics DAY 4 (1)

7/30/2019 EDEL453 Spring2013 CathyGALVAN Unit 2 Economics DAY 4 (1)

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Title of Unit: Economics

Title of Lesson: Extension of Lessons 13 Submitted By: Cathy Galvan & Martha Rendon

Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

A. Summary of the Lesson Plan:Lesson number four of a social studies unit designed for 2nd grade students to review and

extend their knowledge about producers and consumers. Students will recognize ways

that they and their families act as each and understand the importance of the work doneby people at home and in the community.

B. Target Population: Grade Level: Second Grade Skill Level: Students at all learning levels Grouping: Whole group for steps 14b, independent practice for steps 4c & d, whole

group closure

C. Materials:

Elmo projector and screen Various pictures of producers and consumers Gift Coupon (Producer Coupon)

D. Objectives:o NV State Social Studies Standards

E9.2.2Identify consumers and where they make purchases. E9.2.3Identify producers in your neighborhood and community.

o Student-Friendly Standards E9.2.2I will learn what a consumer is and where they buy things. E9.2.3I can name jobs people do to help other people in Las Vegas.

E. Procedure:1. Project image of man wearing many hats on screen using Elmo.

a) Ask students if they have every heard someone say that they wear manyhats?

b) Explain that the hats mean that they do more than one job, such as being afather and a fireman. Ask students what their families do for work and thenmention that they are both family members and workers outside the home.

c) Ask students what hats they wear? (brother, sister, child, student)d) Briefly remind students about what a producer and consumer are and let

them know that they also wear those hats as well.


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2. Using the Elmo projector, place pictures of people that are producing goods andpurchasing goods and have students discuss whether the picture depicts a producer

or consumer.

3. Ask students what other types of producers and consumers they can think of and statewhether they answer is a producer or a consumer.

a) After discussion, ask students if they think they are producers.b) Show picture of child washing dishes. Explain that this is a service that they

provide for their family.

c) Ask for other suggestions of how they can be considered producers. (weedinggarden, cleaning their room, taking care of a pet, doing their homework)

4. Explain that the work families do is important whether they are paid for what they do ornot.

a) Show pictures of woman vacuuming and man cutting the lawn.b) Ask students if family members are paid for these tasks.c) Hand out gift coupons. Explain to students that what they do as producers

helps their families.

d) Have students complete the gift coupon to take home to their family as aproducer for a service they will provide.

5. CLOSURE: Summarize the lesson by placing the image of the man with the hats usingthe Elmo projector and stating that we all wear different hats and are both producers

and consumers.

F. Assessment: What will you use to measure student understanding?

Student discussion and responses will be used for assessment.

Explain how you will know students understand the concepts from the lesson.Students will show comprehension by correctly identifying consumers and where theymake purchases and also identifying producers in their neighborhood and community

through verbal discussion and class participation. A quick look at their gift coupon will

also show that they grasped the concept of lessons 14.

G. Reflection:1. Which part of the lesson do you think will be the easiest for you to teach?


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This lesson is mostly whole group discussion, so I think the easiest part will be while

the students are completing their gift coupons. I remember my son bringing home

tickets of death, (which I still have) when he was in elementary school for gifts he

would provide for our family. I wonder if that was the culmination of a lesson onproducers and consumers now that I think back on that occasion.

2. Which part will be most challenging for you to teach?The most challenging will be to have an entire lesson with whole group

participation. I tried to incorporate pictures that would engage students and hold

their interest on a discussion of producers and consumers.

3. How will you follow up or extend this lesson?This lesson is an extension; however, it can be extended further by having students

create a bulletin board by bringing in pictures of consumers and producers.4. What will you do for students who dont grasp the concepts?

I could bring in some magazines and help students pick out pictures to add to our

bulletin board.

5. Which part of the lesson, if any, do you think might need to change?I might need to incorporate some group activities rather than entirely whole group

discussion.

6. When you were writing this lesson plan, what was the most difficult part?I used a website to gather information regarding this lesson. The most difficult partwas trying to fit it to the needs for second grade students and also to make it my

own. Producers at Home

Elmo Projector and Screen Many Hats

Consumers Producers

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EDEL453 Spring2013 CathyGALVAN Unit 2 Economics DAY 4 (1)