Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Courtney Holmes

Subject/Grade: Social studies/ 2

Date and Time Lesson will be taught: Nov. 6, 2013/1:15 Learning Objective: (must support unit objectives identified in TWS 3)
By the end of the lesson, students will be able to demonstrate the understanding that producers make or grow goods, and consumers buy and use them.

Alignment with Standards: (must support unit standards identified in TWS 3) Standard 2-1: The students will demonstrate an understanding of the local community as well as the fact that geography influences not only the development of communities but also the interactions between people and the environment. Indicator 2-1.1 Recognize the basic elements that make up a cultural region in the United States, including language, customs, and economic activities. EEDA School districts must lay the foundation for the clusters of study system by providing career awareness activities for students in elementary school(including prekindergarten and kindergarten). Developmental Appropriateness or Cross-curricular connections: (should parallel information in TWS Section 3) The learning objectives are appropriate because they are aligned with the state standards and they build upon what they learned in first grade with indicator 1-4.3. Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)
Lesson Objective(s) Assessment(s) of the Objective(s) For the assessment of the objective, I will have the students illustrate two pictures of them being both a producer and consumer. They will write a brief summary with both illustrations telling what they are producing and consuming. Assessment for Objective 2 Use of Formative Assessment (TWS section 7) The outcome of the assessment will determine if the lesson is retaught or not. There will be a summative assessment at the end of the unit. (Test not yet made out.)

By the end of the lesson, students will be able to demonstrate that producers make or grow goods, and consumers buy and use them.

Objective 2 (if applicable)

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
For our slow paced learner, I will be assisting him with his summary on his illustrations. Early finishers will be allowed to read a book when they have completed the assignment.

Materials: Social Studies books, paper, pencils, Promethean Board, Prezi. Procedures: 1. I will begin the lesson by holding up an apple and asking, Who in the class has ever eaten an apple? I
will then ask them, Where do you buy the apples that you from? We will discuss how most people buy their apples from a grocery store but that apples are not grown in a grocery store; they have all have to come from an apple orchard. I will tell the students that our objective today will be to learn what a producer and consumer are. 2. Next we will look in their books and read the story about Saras family and how they live and work on an apple orchard. As we read the text we will discuss in depth more about producers and consumers, such as all of the work that it takes to produce a good and all of the steps involved to get it from the producer to the consumer. 3. Then we will look at the Prezi show about other types of producers, such as dairy farmers, crop farmers, crayon factories, shoe factories, and bakeries.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

4. I will then explain to the students that they are going to draw two pictures. One will be of them being a producer, and the other as them as a consumer. I will explain that they may be producers of anything that they want and that they do not have to be consumers of that same product. I will show the students my sample. Once everyone has completed the activity, I will allow the students to share with the class what type of producer and consumer they are in their illustrations.

Activity Analysis: (must support TWS 3 and show use of TWS 1 data)
One activity that I am using is the Prezi show that I made. I am going to use this for visualization for the other types of producers and to show what all that must be done to get their product to the consumer. This activity supports the objective because it furthers the students knowledge about different types of producers. The second activity that I plan to use is the students illustrations and summaries of them being both a producer and consumer.

References:
Boyd, Dr. Candy Dawson, et al. People and Places. Glenview Illinois: Pearson Education, 2006.