Lesson Plan #4

Grade: 4 Social Studies Strand: Economics

Submitted By: Michele Arnold

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #4 -Economics

B. Summary of the Lesson Plan

submitted by: Michele Arnold

This economics lesson plan is designed for 4th grade students to learn about advertisements and why consumers buy certain products at certain times. C. Basic Information: Grade Level: 4th grade Time to Complete this Lesson: about 50 minutes Groupings: whole class discussion, individual reading through magazines, groups creating advertisement, individual writing

D. Materials: Magazines Advertisement on poster board Poster boards Pens Video clip- http://www.youtube.com/watch?v=2Hdm69hpO-E

E. Objectives: o NV State Social Studies Standards E9 4.2 Give reasons why consumers choose to buy more of a good or service, i.e., when prices are low, and when they choose to buy less, and when prices are high. I can describe advertisements and why people buy products when they are listed at a less expensive price.

Student-Friendly Standards

F. Vocabulary Consumer- one who purchases goods or services Producer- a person or organization that produces esp. commercial goods and services.

G. Procedure: 1. Students are gathered as a class and teacher shows an advertisement of a product on sale. Class discusses if they think the sale price is good, if they would buy the product at sale price, if they would buy the product at regular price. Does it make a difference that is on sale? Class discusses the facts in the advertisements and what part is just
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan #4 -Economics

submitted by: Michele Arnold

trying to persuade the consumer. Class discusses what ways the advertisement might try to entice the consumer into buying a product. For example, sale price, good for the environment, easy to use, etc. Class watches a video about commercial advertising and how they are not always what they appear to be. 2. Class is dismissed to browse around the room and look at different magazines and their advertisements. They pay close attention to advertisements that seem factual, ones that are persuasive and ones that are using sale prices as the gimmick. Class returns together and a few students are chosen to share advertisements that impacted them. 3. Students are divided into groups of 4 and create their own advertisement trying to convince the consumer to buy a certain product. Students have poster boards, and markers to create this. 4. Class comes back together and each group shares their advertisement to the class. After all groups have shared their advertisements a secret vote is taken as to which is the most effective advertisement. The winning group takes their advertisement to another class and tries to sell the product and get the classes responses. All poster boards are displayed in the classroom. 5. Students write a brief paragraph about their group advertisement and what they learned about consumers. H. Assessment: What will you use to measure student understanding? Students write a paragraph about advertising and what makes a consumer buy a product. This will show their understanding. I will also assess as I walk around the room watching the groups do their work. Explain how you will know students understand the concepts from the lesson. Students describe why consumers buy products and how the advertisements affect consumer decisions. I. Closure: Students pair up and talk about the favorite advertisement they looked at during the lesson and 1 thing they learned. They will write 1 of the 2 answers on a piece of paper for their ticket out the door.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part will be the class discussion about the advertisement the teacher shares. I think students will enjoy discussing the different aspects of the advertisement and sharing their thoughts. 2. Which part will be most challenging for you to teach?

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 3

Lesson Plan #4 -Economics

submitted by: Michele Arnold

Students may have a little difficulty understanding between the facts of an advertisement and what is just being persuasive and not even necessarily true. 3. How will you follow up or extend this lesson? Students share their advertisement with another class and other students will go home and share with family members and get their feedback. Students also can watch advertisements and commercials at home and pay attention and share with the class on a daily basis. 4. What can you do for students who dont grasp the concepts? I will meet with a group of students who are having trouble understanding and we will discuss their questions. 5. Which part of the lesson, if any, do you think might need to change? I think the lesson is good the way it is. I like it a lot and think students will be engaged and find it interesting. Perhaps the closure could be changed a bit. 6. When you were writing this lesson plan, what was the most difficult part? It is difficult to come up with a creative way to assess the students level of understanding.

7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. I used strategy 19 which is using relevant approaches to economics, sell it. The strategy activity consists of using advertisements and having students analyze them from the past and present. I tweaked it a bit and focus more of the producer trying to get the consumer to buy the product.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4