EDEL453 Spring2014 Daniel-marieLEBEL LP-4

Lesson Plan #4

Grade: 5Social Studies Strand: Economics

Submitted By: Daniel-Marie Lebel

EDEL 453: Teaching Elementary School Social ScienceNevada State College – Spring 2014Instructor: Karen Powell

Lesson Plan #4 - Economics submitted by: Daniel-Marie Lebel

B. Summary of the Lesson Plan : This lesson is about the students learning how to recognize the three different types of productive resources: natural resources, human resources, and capital resources. This lesson includes a strategy that includes the “Relevant Approaches to Economics” strategy in “Integrating Language Arts and Social Studies,” (p. 137-142).

C. Basic Information: Grade Level: 5th grade Time to Complete this Lesson: Approximately 50 min Groupings: Whole Class (#’s 1-4), Independent (Assessment)

D. Materials: PencilsSocial Studies NotebookProductive Resource PowePoint PresentationAdvertisement ExamplesWhite Computer Paper or Butcher Paper (Small Pieces, Any Color)Safety Scissors GlueColoring Material Baggies (Markers, Colored Pencils, and/or Crayons)

E. Objectives: o NV State Social Studies Standards

E10.5.5 Recognize the three types of productive resources.o Student-Friendly Standards

I can categorize productive resources. I can recognize natural resources. I can recognize human resources. I can recognize capital resources.

F. Vocabulary Society – a group of people who live together in organized communities that share

laws, traditions, and values

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2


productive resources – resources that are used to produce or create items and services that allow society to survive and grow

natural resources – resources that come from the land, such as coal, water, trees, and the land itself, that are used to make things that we need to survive

human resources – human work effort, physical and mental, that is used to make raw materials, or materials that are used to make other things that we need to survive

capital resources – man-made physical resources, such as buildings, tools, machines, and equipment, that are used to make other things that we need to survive

G. Procedure: 1. Introduce the lesson by having the students think about what we need and what

we want. -Ask the students what the difference is between the two.-Instruct the students to list the kinds of things that they think belongs under those two words. Examples: Want: video games, television Need: food, water, oxygen, toothbrushes, houses.-Discuss with the students what they came up with for different wants and needs.-Call students’ attention.-Explain that the things that we need to survive and grow as a society are made out of things material that we call productive resources.

2. Present Productive Resource PowerPoint -Instruct the students to take out their social studies notebooks and label a new page for notes.-Introduce the PowerPoint presentation.-Go over slides 2-3.-Go over slides 4-5.-Ask assessment questions about the pictures on the slide and natural resources.-Go over slide 6.-Ask assessment questions about the pictures on the slide and human resources.-Go over slide 7.-Ask assessment questions about the pictures on the slide and capital resources.-Instruct the students to keep their journals on the desk so that they can refer back to their notes later.

3. Introduce the Productive Resource Game-Explain to the students that they will be playing a short game abut productive resources.-Explain the rules to the students:



1. There will be three areas around the room, each representing one of the three types of productive resources.2. The host (teacher) of the game will describe a certain resource without giving away the type of resource it is (2-3 traits maximum of the resource).3. When the host is finished describing the resource and says “go,” the players will move to the spot that represents the type of resource that they think the described resource is (10 seconds to think and 5-10 seconds to move to the spot).4. When the host says “stop” or “time,” the players will stand in place (this should be after 20-25 seconds after the description).5. The host will then ask one or two players from each type of the reason why they think the described resource was the type of resource that they chose to stand by.6. The host will then ask if the rest of the people in each type if they agree or not. Example Description:“I stand on the land, but do not grow. I have a roof and windows. I shelter people from the weather.”-In this case the students would figure out that the teacher is describing a house and physically move to the section that is the resource that they thought that it was. (The answer is capital resource).

4. Display advertisement examples -Ask the students what they see in the advertisements. -Explain that advertisements are a way of informing people or getting them to buy what is being advertised. -Explain that all advertisements have important information about the items or they explain why people should buy the items. -Call group leaders up to get up to get white computer paper or butcher paper, safety scissors, glue, and coloring material baggies for their groups.

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

Productive Resource Advertisements: Productive resources are resources that are very useful to us because they are everything around us that we use to survive and grow as a society. The three different types of these resources are natural, human, and capital resources. Pick one productive resource, not a type. Create an advertisement that explains what the productive resource is, what type of productive resource it is, what it does that makes it so important to us, and what we can do with it.

Explain how you will know students understand the concepts from the lesson. - Students must “recognize the three types of productive resources.” They are doing just that if they are able to create advertisements of the productive resources that show what type of productive resources they are. As the students



are creating their advertisements, the following questions could be asked for understanding: What productive resource are you advertising?What type of productive resource are you advertising?What is your productive resource used for that makes it important to us?What can we do with your productive resource?- The students are also recognizing the three types of productive resources if they are able to tell what type of productive resource is which during the Productive Resource Game when they move to the different productive resource types that they think each description is. - The students are recognizing the three types of productive resources if they are answering possible questions asked during the Productive Resource PowerPoint: (Not all questions have to be asked)Slide 5: Why are cows and chickens a natural resource? Answer: they make milk and eggs for us to drink and eatWhat is used to make a penny that is a natural resource? Answer: copperWhy are trees a natural resource? Answer: they come from the earth and land; they are used to make houses that we live in What other things do you think are natural resources?Slide 6:Why are construction workers human resources? Answer: they build things that we use -What kind of things do they build that we use? Answer: houses, schools, machinesWhy are miners human resources? Answer: they get coal and gold or silver from mines to make thingsWhy are dairy factory workers resources? Answer: they pack up milk for us in gallons or cartons What other things do you think are human resources?Slide 7:Why is a house a capital resource? Answer: it was made by people with tools and we live in housesWhy is a train a capital resource?



Answer: it was made by people with tools and it we use it to travel and take things to other placesWhy is a wrench and toolbox a capital resource? Answer: we use it to build things and the toolbox to hold our tools for buildingWhat other things do you think are capital resources?

I. Closure: Ticket out the door.

Name a natural resource.Name a human resource.Name a capital resource.

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

The part of the lesson that I think will be the easiest for me to teach would be the Productive Resource PowerPoint presentation. It has a lot of pictures so I am sure the students would be able to pay more attention. The possible questions about the pictures’ relation to the three types of productive resources would also bring a lot more discussion of the productive resources, which keeps the students engaged.

2. Which part will be most challenging for you to teach? The part of the lesson that I think will be the hardest for me to teach would be the productive resource advertisement. I think the students would have a hard time understanding exactly what to do so the instructions have to be very precise.

3. How will you follow up or extend this lesson?To extend this lesson, I would have the students find a productive resource that relates to the one that they chose for their advertisements, but the resource has to be under a different type of productive resource. The students can research more about it and write a few paragraphs about how the resources are related. An example would be how wood (a natural resource) is used by a construction worker (a human resource) to build a house (a capital resource).

4. What can you do for students who don’t grasp the concepts?For the students who don’t grasp the concepts, I could have the questions that I asked during the PowerPoint presentation and the presentation itself typed up and printed out for them. The students can answer those questions in paragraph form.

5. Which part of the lesson, if any, do you think might need to change?



The part of the lesson that I think I might need to change is the arrangement of the activities. The Productive Resource PowerPoint might take longer than expected because a lot of discussion is eminent. If this is the case then the Productive Resource Game may be moved to assessment and the Productive Resource Advertisements may be an extension of the lesson.

6. When you were writing this lesson plan, what was the most difficult part?The most difficult part was figuring out what to do to relay the information to the students that they are going to learn about. I wasn’t sure how I could get that information out, but then I thought of using a short PowerPoint presentation. The presentation is only seven slides and all it has are the vocabulary terms and their definitions for the students to take note of. I had to look up the right pictures that could pose a lot of questions. This was the hardest part. An example is a cow or a chicken being a natural resource.

7. Explain the strategy from “Integrating Language Arts & Social Studies” that you included in this lesson plan.

The strategy that I included from “Integrating Language Arts and Social Studies” is called “Relevant Approaches to Economics,” (p. 137). My strategy is similar to the strategy, “Sell It!” in which the students are “creating an original advertisement,” (p. 139). In my lesson plan, the students are creating advertisements for a productive resource of their choice. They are illustrating productive resource types through their advertisements of specific productive resources. It has to include different aspects of the resource that makes it fall under its specific category of productive resources.



MaterialsPencils

Social Studies Notebooks



Productive Resource PowerPoint Presentation

Computer Paper (Plain White) or Butcher Paper (Small Pieces, Any Color)

Advertisement Examples





Safety Scissors

Glue

Coloring Materials (in zipblock bags)




Documents

EDEL453 Spring2014 Daniel-marieLEBEL LP-4