Edel453 Spring2014 Stacigengler Lp-1Lesson Plan 1

8/12/2019 Edel453 Spring2014 Stacigengler Lp-1Lesson Plan 1

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Lesson Plan #1

Grade: 4th

Social Studies Strand: Economics

Submitted By: Staci Gengler

EDEL 453: Teaching Elementary School Social Science

Nevada State CollegeSpring 2014

Instructor: Karen Powell


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Lesson Plan #1Economics submitted by:Staci Gengler

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

B. Summary of the Lesson Plan: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 4thgrade

pages 78 through 83, one per student.

Reading Skill/ Strategy Handout one per student. (TE p.78) providedbelow

Vocabulary/ Study Guide Handout one perstudent. (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 orservice, 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 orservice, i.e., when a price is high, and when they choose to sell less, and

when its price is low.

o Student-Friendly Standards I can classify the factors of production. I can identify the benefits of buying or selling during a more profitable

time.

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.


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human resources-(noun), the services, knowledge, skills, and intelligence that peoplebring to a business.

capital resources- (noun), the tools, machinery, buildings, and equipment needed fora business.

G. Procedure:1. Get set to read (TE p. 78)

o Explain:Have students preview the Reading Skill/ Strategy Handout (providedbellow), the students are going to fill out as we read chapter. Resolve any

confusion with handout.

o Preview:have the students discuss the photographs and charts in the lessono Build on what you know: Have a short discussion about setting up a lemonade

stand or other business.

2. As a class read pages 78-83, while pausing to discuss the questions indicated in the TEmargins.

3. Students will finish their reading skill handout, which they worked on as we read thechapter.

4. Students will complete the study guide hand (provided bellow) using the textbook toreference. 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 & providedbelow) with the ELMO, have students create their own graphic organizer ofproduction, 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.

Explain how you will know students understand the concepts from the lesson. Students will display knowledge of supply and demand as well as the

importance of profit as a manufacture.

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?


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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 veryknowledgeable 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.


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Edel453 Spring2014 Stacigengler Lp-1Lesson Plan 1

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