Who are we? Consumers or Producers? I. Objectives Essential Questions: a. Who is a consumer? b. Who is a producer? NCSS Theme(s): a.
a. Culture b. Global Connections c. Production, Distribution, and Consumption Social Studies VA SOL 1.7: The student will explain the difference between goods and services and describe how people are consumers and producers of goods and services. Language Arts VA SOL 1.3: The student will adapt or change oral language to fit the situation. a) Initiate conversation with peers and adults. Language Arts VA SOL 1.13: The student will write to communicate ideas for a variety of purposes. a) Generate ideas. b) Focus on one topic. Visual Arts VA SOL 1.5: The student will create art from real and imaginary sources of inspiration. Students will be able to differentiate between consumers and producers.
II. Materials for Learning Activities Teacher Materials 1. Who's Buying? Who's Selling? Understanding Consumers and Producers by Jennifer S. Larson 2. Straga Nona Meets her Match by Tomie dePaola Student Materials 1. Consumers & Producers teacher made worksheet. 2. Pencils and erasers. 3. Crayons. III. Procedures for Learning Activities Introduction (~10mins) o To connect to previous lesson, students will be prompted to sit on the carpet. On the carpet, teacher will read Straga Nona meets her Match. While reading, teacher will conduct a whole group instruction on the carpet. The purpose of this mini
lesson to allow students to remember the notion of goods and services. Students will be asked the following questions in an effort to activate prior knowledge: What did we learn last time? Does anyone remember? What are goods and services? Can someone provide examples?
Instructional strategies (~15-17mins) o Teacher will inform the students that they will add to their knowledge of economics today. Teacher will state: Today you are going to learn about where goods and services come from and where they go. Does any have any ideas before we begin reading this non-fiction text?
o The teacher will begin reading the books and conduct an interactive reading aloud in a whole group instruction. o First, the teacher will read: Who's Buying? Who's Selling? Understanding Consumers and Producers o After the book has been read, teacher will use the following guiding questions to evoke a whole group discussion: From the book, what did you learn a consumer is? Give the class examples. What did you learn a producer is? Give the class examples.
o Teacher will create a class chart through interactive writing activity (language arts integration). As the students explain, the teacher will begin a 2-column chart to scribe what the students are verbalizing such as the examples of consumers and producers. o The teacher will inform the students that they will engage in an independent activity where they will draw someone consuming a good or service and someone producing a good and service. Before the students are handed their worksheet, teacher will make sure that all students understand the direction and are familiar with many examples. Summary (~5-8 mins) o Students will be working independently on the Consumers and Producers teacher made worksheet. IV. Assessment Students will be assessed based on the discussion on the carpet. Students assessed during post interactive read aloud. Anecdotal notes will be taken using address labels.
Students will be assessed on understanding via teacher made worksheet.
V. Differentiation and Accommodations Differentiation Visual Learners are appealed to as they are prompted to draw their respective thinking. Students interests are valued when they are asked to draw them as a consumer and what is one item someone else as produce. They will be given the option to choose. Auditory Learners have the opportunity to orally state their thinking and participate during conversation on the carpet. Students who are no artistically motivated will be given the opportunity to use teachers examples. Students will be accommodated according to their needs. ELL students will have access to extra help, such as dictation, to help them through the process.
Accommodations
VI. Technology Integration There are no forms of technology implemented in this lesson.
