Title of Unit: People at Work Title of Lesson: From Field to Market Submitted By: Julia Villanueva

A. Summary of the Lesson Plan: This social studies lesson is designed for 2nd grade students to learn about the process involved in the production of raisins, and the human, natural, and capital resources that raisin producers need. This lesson uses the Houghton Mifflin 2nd Grade Social Studies textbook Neighborhoods p. 188-193. B. Target Population: Grade Level: 2nd grade Skill Level: students at all learning levels Grouping: whole group for reading and discussion, individual for activity and assessment. C. Materials: Houghton Mifflin 2nd Grade Social Studies textbook Neighborhoods p. 188-193. Vocabulary and Study Guide (Unit Resources p.59) for each student. Reading Skill: Sequence (Unit Resources p.58) for each student. Paper and pencils D. Objectives: o NV State Social Studies Standards o E9.2.1- Give examples of what is given up when choices are made. E9.2.3 Identify producers in your neighborhood and community.

Student-Friendly Standards E9.2.1- I can give examples of what is given up when choices are made. E9.2.3 I can identify producers in your neighborhood and community.

E. Procedure: 1. Refer to notes on TE 188 Get Set to Read. Explain the Study Guide students will complete as we read. Call students attention to the photograph on the bottom of p. 188. Identify and discuss what students know about this fruit. Introduce vocabulary (human resource, capital resource, scarcity).

2. As a class, read p. 188-193, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their study guide while we are reading. They can continue working on it when we finish reading.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: People at Work Title of Lesson: From Field to Market Submitted By: Julia Villanueva

4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on the questions about economics: (TE 189) When do workers start watering the grapevines? (TE 189) To what places do workers drive the raisins? (TE 189) What happens to the raising next? (TE 189) How do boxes of raisins get to stores? (Review question p. 189) When do grapes become raisins? (TE 190) What kind of resource is water? (TE 190) What do you see in the first photograph that is not in the second? (TE 192) In what ways does scarcity affect what people produce? (Review question p. 190) Why do people have to make choices about what to make or grow?

5. CLOSURE: Discuss the three statements in the Review/Assess section of TE p. 193. F. Assessment: What will you use to measure student understanding? Language Arts activity (TE 192) Students will revisit the lesson to find words that are used to describe the production of raisins. Each student will write a brief paragraph about food, using one or more of the words from the list. Explain how you will know students understand the concepts from the lesson. Students must identify producers in your neighborhood and community and give examples of what is given up when choices are made. Having students write about producers in their community will show if they grasp the concepts from the lesson. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part to teach will be completing the Reading Skill: Sequencing worksheet because students have done something similar to this during reading groups. 2. Which part will be most challenging for you to teach? I think the challenging part will be explaining the differences between human, natural, and capital resources.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: People at Work Title of Lesson: From Field to Market Submitted By: Julia Villanueva

3. How will you follow up or extend this lesson? As an extension to this lesson, I will use the Extend Lesson 5 (p.194-195) about how people from colonial days to the present have kept other foods from spoiling. 4. What will you do for students who dont grasp the concepts? For students who dont grasp the concept, I will use the Reteach Mini Lesson described at the bottom on TE 193. We will work together to identify the missing sequence of the steps in the production of raisins. 5. Which part of the lesson, if any, do you think might need to change? I think the writing activity on TE p. 193 would need to change. They might have difficulty listing resources. 6. When you were writing this lesson plan, what was the most difficult part? Choosing the independent activity was difficult for me, since I didnt think the writing activity alone was enough to help students grasp the concepts.

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Unit Plan #3 is due by midnight on Monday, April 1, 2013.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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