Lesson Plan #2: Collaboration

Grade: Third Grade Social Studies Strand: Economics

Submitted By: Jana Cantos Partner: Deavon Hinebauch
EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #2 - Economics

submitted by: Jana Cantos

B. Summary of the Lesson Plan: This social studies lesson is designed for third grade students to learn about the Yurok economy. This lesson uses the Houghton Mifflin Social Studies textbook Communities (pp. 84-87) both pupil and teachers edition (TE). C. Basic Information: Grade Level: Third Grade Time to Complete this Lesson: 50 minutes Groupings: Whole group, pairs, individual

D. Materials: Houghton Mifflin 3rd Grade Social Studies Book: Communities (p. 84-87 ): 1 for each student Vocabulary and Study Guide (Unit Resource p. 25) for each students, sample at the bottom of page 85. Sheet of paper for each group for bubble map Writing utensil

E. Objectives: o NV State Social Studies Standards o F. Vocabulary Economy-the way people make, buy, sell, and use things. Trade-to exchange things with someone else. Barter-to trade one item for another. E10.3.1 Identify forms of money used by people across time and place. I can describe how the Yurok were able to obtain items they needed. Student-Friendly Standards

G. Procedure: 1. Pre-reading (whole group) Introduction discussion about money, how is it used, measured, etc. Why do we need money?
EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Nevada State College

Lesson Plan #2 - Economics

submitted by: Jana Cantos

Explain that students will be reading about the Yurok economy, using a study guide to assist them as they read. Introduce vocabulary terms to students. Preview the images on the pages 84-87 and make predictions about what they Yurok use as money

2. As a class, read pages 84-87, discussing answers to study guide while reading. Ask students the Talk about it questions on page 84 after reading pages 84-85. 3. Teacher models how to create a bubble map, using a shared pen by having the students come up to the SmartBoard and write some facts about the Yurok. 4. Organize students into pairs and ask them to create a bubble map that states Yurok economy in the center. Students can add anything that relates to the Yurok economy. Teacher will walk around and meet with each group asking questions about the Yurok economy to gage understanding. Each pair will share one idea at the end; teacher will create a bubble map on the board including each pairs response. 5. Students will create their own money. Students will draw a picture of their money and explain how much it is worth and what materials are used to make their money. H. Assessment: What will you use to measure student understanding? Teacher will informally assess students through group discussions, participation, and bubble maps. Teacher will formally assess students based upon the study guide and money they create. Ticket out the door will serve to guide review of the lesson. Explain how you will know students understand the concepts from the lesson. Students will describe the different ways the Yurok obtained the items they needed through bubble maps and study guide. The bubble maps and creation of the money activity will show the students comprehension of the Yurok economy. Closure: Students will answer numbers 1 and 4 under Lesson Review on p. 85 as ticket out the door on post it note. They can also include any questions or clarifications they need answered about the lesson (be sure to state).

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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Lesson Plan #2 - Economics

I. Reflection:

submitted by: Jana Cantos

1. Which part of the lesson do you think will be the easiest for you to teach? The bubble map will be the easiest part of the lesson to teach. By modeling the bubble map first, the students will be able to recreate their own bubble map with ease. 2. Which part will be most challenging for you to teach? Giving the created money a value will be the most challenging part to teach. This is the part where we will be able to really gage the students understanding of the content. 3. How will you follow up or extend this lesson? We will follow up or extend this lesson by having the students create items to sell. The students will then use the money they create and the items they make to barter and sell with one another. 4. What can you do for students who dont grasp the concepts? For students who dont grasp the concepts we can string 27 pieces of ziti on a piece of yarn, then group students into small groups. Students can take turns deciding which items they can buy based upon the number of strings they have. (This activity can be found in the TE on the bottom of page 86 labeled Extra Support.

5. Which part of the lesson, if any, do you think might need to change? I dont think that there is any part of the lesson I would change. The lesson is direct and utilizes great strategies to engage the students in active learning. 6. When you were writing this lesson plan, what was the most difficult part? While writing the lesson plan the most difficult part was coming up with the assessment. 7. Describe your experience collaborating on this lesson plan. This has been a great experience collaborating on this lesson plan. Deavon is a pleasure to work with and has great communication.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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