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Lesson Plan #3: Sell it!!

Grade: 1st Social Studies Strand: Economics


Submitted By: Brian Trenholm
EDEL 453: Teaching Elementary School Social Science Nevada State College spring 2014 Instructor: Karen Powell

Lesson Plan #3 - Economics


Summary of the Lesson Plan:

submitted by: Brian Trenholm

This lesson is meant to model to the students what a producers and consumers are. Students will explore advertisements from the past and present as models and will make their own advertisements as a producer that would appeal to a consumer. This lesson also uses a strategy from the text Integrating Language art into Social studies.-Lesson #19 SELL IT!!- pg 137 B. Basic Information: Grade Level: 1st Time to Complete this Lesson: 50 Groupings: Pairs, Small groups, independent, and whole class.

C. Materials: Examples of advertisements. Pens/Pencils Reproductions of vintage product advertisements Colored Pencils/Markers Large White Construction Paper Collage of advertisements Video of advertisements(past and present) Pictures of advertisements Video of Pencil breaking Book- The Bernstein Bears and the Trouble With commercials. Text Integrating Language art into Social studies.-Lesson #19 SELL IT!!- pg 137 Display of Knowledg

D. Objectives: o NV State Social Studies Standards o Vocabulary Resources are the objects in stuff that people want. Ex: My book is made of paper resource. E9.1.2- Identify a producer I will be able to identify people that make items for other people. Student-Friendly Standards

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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Lesson Plan #3 - Economics


submitted by: Brian Trenholm

Money used to get thing I want. EX: I have a pocket full of coins (money supply) that I use to buy toys. Consumer- people that buy items they want or need. Producer- people that make stuff that other people want.

E. Procedure: 1. 5 mins- As a whole class, show a picture of the sun, ask what it does for us. Show a picture of a mom or dad, a policeman, and ice cream man, a dog, a cat, various workers. The instructor should make authentic relations to producers and what they do throughout the lesson. Also show pictures of these example (Sun produce light, workers making shoes) and discuss. 2. 5 mins- Introduce the vocab words, check the students background knowledge about money. Briefly describe and question the students about the vocab word, producer, specifically. 3. 5 mins- Show a picture of a plain #pencil against a black back ground and ask the kids what they like or dont like about the picture. Record a few answers on the board. Ex; color, size) Next, show them a few different pictures of pencils with different patterns and ask the same questions. Show pictures of pencils. Pencils in the pictures getting increasingly more colorful and text and other colorful art is positioned in the picture. Put all the pictures together on the board and ask the child to form groups against the walls of the room to represent what pencil they would choose. Have the students tell the other students in their group why they picked the pencil. Direct the class attention back to the picture and question students from different groups why they picked the ones they did. Discus which key words they would use to describe the why they picked the ones they did. Scaffold question, as needed, toward words like: big, colorful, fast, and bright. 4. 5 mins- Show them two videos. One video showing a pencil breaking while it is being used and the other showing a pencil that writing perfectly and without breaking. Tell them what they just saw was an advertisement for a pencil. Explain to them what an advertisement is and show them a few visual examples from the past and present of advertisements. Then show them two videos of advertisements. 5. 10 mins- Do a read aloud from the book The Bernstein Bears and the Trouble With commercials. 6. 5 mins- Next hand out a collage picture filled with all sorts of advertisements. Have them circle at least two places in the advertisements that they think they shoulder partner would like. 7. 5 mins- Group students into groups of four and instruct the students they will be looking at examples of advertisements and creating their own advertisement for a dog, a cat, a candy bar, a car, or a piece of clothing. Using various supplied pictures, appealing to this class, groups of four will split into pairs and make (producer) an advertisement
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #3 - Economics

submitted by: Brian Trenholm

that will be shown to the other pair of students in their group (the consumer). The students will use scissors and use their desks as the display board. Asked students to show the other group the original picture and the new advertisement that they made an advertisement for. Have them discuss and share with the class why they made their choice. Have the groups post their advertisement on the wall for the remainder of the week so the standard can be quickly review throughout the week. 8. 10 mins- For the final assessment, students will work individually and examine a picture of different consumers and producers. Instruct the student to circle at least two producers and two consumer in the picture supplied to them. When they are done ,instruct the students to color the Producer/consumer picture supplied while the class finishes F. Assessment: What will you use to measure student understanding? Students will be asked to circle a picture that represents a produce in a picture Explain how you will know students understand the concepts from the lesson. Students will show understanding through informal lesson questioning with-in the lesson and the by the assessment at the end of the lesson. G. Closure: On a ticket out the door, have the students list or draw a picture of the last thing they received from producer.

H. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I believe the easiest part of this lesson will be teaching the students what money is. Most students have knowledge of what money is 2. Which part will be most challenging for you to teach? The most difficult part to teach will be getting the students to understand that advertisements are meant for different groups of people. 3. How will you follow up or extend this lesson? I would follow up or extend this lesson by making a lesson directly focused on the standard E9.1.2- Identify a consumer and the standard

4. What can you do for students who dont grasp the concepts?

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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Lesson Plan #3 - Economics

submitted by: Brian Trenholm

I would use advertisement with very simple slogans as examples. For example: FREE CANDY. Also I would try to pick advertisements that with-in the context of my students. So for example, if my I was teaching this lesson in a farming community, I wouldnt use advertisements about fast food. 5. Which part of the lesson, if any, do you think might need to change? I believe I need to add more enjoyment to the lesson. The students are 1st and I think I am relying too much on good discussion. -adjust the wording in my procedure -add some precision and make it a bit more concise - Work on my materials. -Fine tune my timing. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of this lesson was deciding to include the standard E9.1.2Identify a consumer. I think I could and will add it in, as well as more engaging activities.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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