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.
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=studentA 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?
Works Cited
Bonner, P. (2004, March 30). Econedlink.
Retrieved from http://www.econedlink.org/interactives/EconEdLink-interactive-tool-player.php?filename=em457_story1.swf
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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