Lesson Plan #4

Grade: 4th Social Studies Strand: Economics

Submitted By: Rebecca Call

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

Lesson Plan #4 - Economics

submitted by: Rebecca Call

B. Summary of the Lesson Plan: This social studies lesson is designed for 4th grade students to learn about reasons why consumers would or would not like to purchase a good or service in reference to the economy. This lesson uses Strategy 19: Relevant Approaches to Economics Integrating Language Arts and Social Studies (p. 137-142). C. Basic Information: Grade Level: 4th grade Time to Complete this Lesson: 50 minutes approximately Groupings: group discussion, partners for activity, & independent for assessment

D. Materials: pens/pencils modern example of an advertisement large, white construction paper colored pencils and markers 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 give reasons through writing why people would or would not buy more or a good or service.

Student-Friendly Standards

F. Vocabulary consumer - a person who buys and uses up goods goods - manufactured articles or products of art or craft

G. Procedure: 1. Refer to the textbook Integrating Language Arts and Social Studies page 139 Procedures before beginning lesson. o Introduce to the class to an advertisement (one the teacher made) of a service that cleans your room once a week for $20 dollars.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 2

Lesson Plan #4 - Economics

o

submitted by: Rebecca Call

Start a discussion on if they would buy this service for themselves, considering the cost. Ask them if they think other people would buy it considering todays low income economy. Introduce vocabulary terms consumer & goods

2. The teacher will then hand out big sheets of white construction papers to each desk group (students will be seated in groups of 4-5). Groups will be asked to create their own advertisement of a service or good they think would sell. Be sure to instruct students to consider the economy when creating their advertisement. 3. Students will then present the poster boards to the class whole-group. 4. To help students analysis the teacher can ask the following questions: o o o o Why did you choose this type of service/good to sell? How much will it be for consumers to purchase? Is there any types of discounts students or elders can receive? If the economy was different do you think it would affect the sales of this good/service?

H. Assessment: What will you use to measure student understanding? Activity: Create and design an advertisement you believe people would buy. Come up with the price, and what the good/service comes with. Present this advertisement to the class with your group. Explain how you will know students understand the concepts from the lesson. Reflection: Students will be asked to write a one page reflection asking to, 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 in reference to their advertisement as well as one other groups advertisement in the class. I will be able to see from their reflections if they grasp the basic concepts of the lesson. I. Closure: A whole class discussion on these questions: o o o What did you learn from this project/lesson today? Did anyone have concerns they were unable to address? Whose service/good was your favorite that you heard today and why?

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of this lesson to teach will why students believe certain services or goods will be appealing to consumers to buy.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #4 - Economics

2. Which part will be most challenging for you to teach?

submitted by: Rebecca Call

The most challenging part of the lesson to teach will be how the current economic status of an individual or family plays a part in buying certain goods or services. As young children they may not understand certain goods or services are unnecessary for a family to buy if they are budgeting or have a current low income. 3. How will you follow up or extend this lesson? I will follow up by having students actually research a typical familys income during that year. They will have to take that information when writing a new reflection piece from that familys point of view. 4. What can you do for students who dont grasp the concepts? For the students who do not grasp the concepts I will have them pair up with my high learning students to have the student be explained the lesson in kid-friendly language. 5. Which part of the lesson, if any, do you think might need to change? N/A 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was to fit the standard with the strategy! 7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. The strategy is Relevant Approaches to Economics by having students explore different advertisement options of creating a good or service they believe when be appealing to society. The activity is to create that advertisement and take into consideration the current economic status overall.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4