Wednesday, May 9, 2012

Thematic Social Studies Lesson to go with Persuasive Writing


Teacher: Leticia Sitler

Subject Area:  Social Studies

Grade Level:  2nd Grade

Unit Title:  Producers and Consumers

Lesson Title:  Tortillas for me and you!

Time required:  45 minutes

Objectives:

The student will be able to: distinguish the difference between consumers and producers.

 The student will be able to brainstorm possible producers and consumers. 

The student will be able to pair appropriate producers with consumers. 

The student will be able to create a product that we can get consumers to buy. 

 TEKS §113.13. Social Studies 10(A), 10(B), 10(C) distinguish between producing and consuming;  identify ways in which people are both producers and consumers; and  examine the development of a product from a natural resource to a finished product.
ELPS
C(1)(A)use prior knowledge and experiences to understand meanings in English;
C(2)(D)  monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;
C(3) (E)  share information in cooperative learning interactions;

MATERIALS/RESOURCES NEEDED:

BOOK “LA TORTILLERIA” BY GARY PAULSEN

POSTER BOARD

MARKERS

HOT PLATE

BAG OF TORTILLAS

SOCIAL STUDIES JOURNAL

Anticipatory Set:  Prior to lesson I will have the hot plate warming tortillas.  I will ask the student to do a quick write in their social studies journal about their favorite food they buy with their parents at the grocery store while I heat the tortillas out.  They will snack on tortillas while we read our book.  Teacher script:  Boys and girls, today we are going to read La Tortilleria.  Does anyone know what this title means?  (wait for possible explanations then elaborate)  La Tortilleria is a place where tortillas are made in mexico.  This book will talk about the process of making tortillas and explain how we as people are consumers and producers.  Those are our content vocabulary words for today.  I know you do not know what they are yet but as we move on in the lesson I think you will find out the answer. 

Objective/Purpose:  By the end of our lesson we will be able to distinguish the difference between consumers and producers.  We will be able to brainstorm possible producers and consumers.  We will be able to pair appropriate producers with consumers.  We will be able to create a product that we can get consumers to buy. 

Input:  It is essential for students to have shopping experience.  In this way they are able to relate to being consumers.  Teacher script:  Boys and girls, now that you have written in your social studies journal about going to the grocery store with your parents, we are going to share the favorite foods you like to buy.  Every time one of us goes to a grocery store we become Consumers, or people who buy goods and services.  Your stories have just described how you were a consumer with your parents to buy your favorite food. 

Model: I will demonstrate an example of producers and consumers by playing the commercial by Verizon where the little girl sells pink lemonade.  http://www.youtube.com/watch?v=6B9kUnl9k9c&feature=results_video&playnext=1&list=PLDB0DA323F2DF48B9

Teacher script:  Watching this video do you think we are watching a video of consumer s or producers?  What makes you think so?  What does the little girl do that makes you think this?  Our story and our commercial both have things in common.  Producers, consumers, income, goods and services. 

Teacher Behavior:  Once students begin Activity 1 teacher will monitor student pairing and ask as to the reason for their pairing. 

All Students:  Teacher will show content vocabulary on PowerPoint with pictures included. The content vocabulary will be discussed. 


Special populations: Teacher will provide students with a word list and definition of content vocabulary as well as examples to glue on to their journals.

ELL/Bilingual Populations: I will attach illustrations along with vocabulary so that the students can correlate the illustration to the word.

GT Populations:  Students will generate a mural of different producer/consumer relationships that their parents and students may be part of using computer research and create a PowerPoint presentation or poster using magazines to portray the consumer/producer relationships.

Check for understanding: I will have students find their pair using illustrations, words and content vocabulary (consumer, producer).  The students will then need to justify why they paired with that person. (i.e. baker student with producer)

Guided Practice:  Students will be shown a PowerPoint in which various producers and consumers  in action will be shown.  Students will need to analyze the photograph and justify which person is in which role and why. 



Activity 1  I will have students find their pair using illustrations, words and content vocabulary (consumer, producer).  The students will then need to justify why they paired with that person. (i.e. baker student with producer)Teacher script:  Boys and girls now that we’ve discussed producers, consumers, services and goods we are going to play a match up game.  Each of you will be either a consumer or a producer.  The goal will be for you to pair yourself up with your consumer /producer.  You will have to talk to your partner to make sure you match up.  Do you provide a service a good.  Does your consumer want this service or good?  These are questions you will have to discuss. 



Activity 2  I will create a center in which students create a product (bracelet) and create advertising to put up in the school.  All proceeds will go to the school library.  Teacher script:  For this center boys and girls we will practice becoming producers by making bracelets.  This center will be done in pairs.  Once you are done with your bracelet I want you and your partner to brainstorm possible ways to advertise selling your bracelets.  In your Social studies journal write down who you would sell your bracelet to and why?  Make sure to use your content vocabulary in your writing.  (Teacher will teach one student to properly knot bracelets just in case students have trouble tying them)


Activity 3 A computer center will be set up where students can review and test their knowledge about what they know about consumers.  I will encourage my special population and ESL to do this center as it is very elaborate and will help reinforce concepts taught in the lesson.  Teacher script:  For this activity boys and girls you need to click on the play button and listen to the narrator.  The words are highlighted for you and you can replay as many times as you need.  There will be an activity at the end to test your knowledge of what kinds of products consumers buy. 

http://www.econedlink.org/lessons/index.php?lid=457&type=student

A premier source of classroom tested, Internet-based economic lesson materials for K-12 teachers and their students | EconEdLink


Closure  We will go back to the story and talk about how we are consumers and the tortillas we are about to enjoy were made by producers.  We will do a quick write with the question being, which is more important being a producer or a consumer? 

Independent Practice   Student will create a foldable with consumers and producers illustrated.






Works Cited


Bilash, O. (2011, January 1). Krashen's 6 hypotheses. Retrieved from http://www2.education.ualberta.ca/staff/olenka.Bilash/best of bilash/krashen.html

Paulsen, G. (1995). La Tortilleria. (First ed.). San Diego: Harcourt Brace

Peters, B. (n.d.). Second grade economics. Retrieved from www.rockingham.k12.va.us/../elementary/files/Economics2ndb.ppt

Schütz, R.  (2007).  Stephen Krashen's Theory of Second Language Acquisition. English Made in Brazil Retrieved from http://www.sk.com.br/sk-krash.html

Super Teacher Worksheets. (2007). Multiplication memory match game. Retrieved from http://www.superteacherworksheets.com/

USATechnologies. (2011). Usa technologies featured in verizon wireless commercial . [ [Print Photo]]. Retrieved from http://www.youtube.com/watch?v=4v1AB9Yz0_g

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