ED 345 Calvin College Lesson Planning Form for

Differentiating Instruction
Teacher:

Heidi Mingle

Subject/ Topic/ Theme: Factors of Production

I. Objectives
What is the main focus of this lesson?
For students to learn about the resources that are used for goods to be produced.
How does this lesson tie in to a unit plan? (If applicable.)
Students are continuing to look deeper into the working economy around us.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
SWBAT
1) Analyze how products are made and the factors that establish their existence
2) Organize a list of materials into categories such as human resources, natural resources, and capital
resources
3) Interpret the three factors of production from a real life scenario
Standards
4 E1.0.1 Identify questions economists ask in examining the United States (e.g., What is produced? How
is it produced? How much is produced? Who gets what is produced? What role does the government play
in the economy?).
4 E1.0.2 Describe some characteristics of a market economy (e.g., private property rights, voluntary
exchange, competition, consumer sovereignty, incentives, specialization).
4 E1.0.3 Describe how positive and negative incentives influence behavior in a market economy.
4 E1.0.4 Explain how price affects decisions about purchasing goods and services (substitute goods).
4 E1.0.5 Explain how specialization and division of labor increase productivity (e.g., assembly line). (H
4 E2.0.1 Explain how changes in the United States economy impact levels of employment and
unemployment (e.g., changing demand for natural resources, changes in technology, changes in
competition). (H)
II. Before you start
Prerequisite knowledge
and skills.

Students should know how some goods are made.

Assessment
(formative and
summative)

Students will use the Pancakes, Pancakes story to identify natural,

human, and capital resources.

Identify those students

(individuals or groups) in
your class who will need
special attention and
describe the level of
support you plan on
giving them. Refer back
to the survey you did of
your class.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Students can check their answers with one another before we gather back
together for a large group discussion.

TCI Textbook
Economics Packet
Pancakes, Pancakes by Eric Carle
Pancakes, Pancakes handout

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Students will remain at their desks for this lesson

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Today we are going to talk about how things are made and the amount of work and
resources it takes.
Take out the TCI Textbook and read page 252 and 254
Go into the economics Packet and fill in the definition blanks for Human Resources,
Capital Resources, Natural Resources, Tax, and Wage.
Human Resources: Set of individuals who make up the workforce of an
organization, business sector, or economy.
Capital Resources: Tools, equipment, buildings, and machinery that are used to
make other goods and services.
Natural Resources: Materials such as minerals, forests, water, and land that occur
in nature and can be used for economic gain.
Tax: The money people and businesses pay to the government to support its
functions
Wage: Money paid for work
Bread analogy:
I bought bread at the store yesterday. What went into that bread?
Well, bread is made of flour, which is wheat that is ground up. So lets start with
wheat. Wheat grows in the ground. It is a natural resource. I cannot make wheat in a
factory.
Next the wheat needs to be cut down. A farmer drives a special machine that cuts
the wheat down and then it is brought to a mill or factory. The farmer is a human
resource and the machine and factory is the capital resource. All three resources
(factors) went into the making of just the flour that goes into my bread.

Developm
ent

Read the book Pancakes, Pancakes by Eric Carle

Read the story again; however, give students the Pancakes, Pancakes handout
first.
As you read the story a second time the students can fill out the handout.
On the handout, the students are asked to sort items/people from the story into
natural resources, human resources, and capital resources.

Closure

Go through the answers as a class. Discussion will arise when thinking of the cow,
chicken, and donkey.
Are they a natural, capitol, or human resource?
They can fit into multiple categories! Why?

Your reflection on the lesson including ideas for improvement for next time: