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Edel453 Spring2013 Unit2 Kpavalon Economics4th Daytwo %281%29

Edel453 Spring2013 Unit2 Kpavalon Economics4th Daytwo %281%29

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Published by La'Quisha Johnson

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Published by: La'Quisha Johnson on May 06, 2013
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Title of Unit: Economics Everywhere Title of Lesson: Jobs, Jobs, Jobs!Submitted By: Kelli Pavalon &
La’Quisha Johnson
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1
Summary of the Lesson Plan
: This social studies plan is designed for fourth grade students torecognize some of the reasons people work. Students will explore different jobs tounderstand how education, skills, and career choices affect income. This lesson also helpsstudents become more familiar with other economic concepts like goods/services thatcertain jobs provide.
Target Population:
Grade Level:
Skill Level:
Students of all mixed abilities/levels
Whole Group instruction, Cooperative Group work 
TeacherTube: Bill Cosby Economics
Smart Board presentation
NV State Social Studies Standards
E9.4.4 Identify factors within an individual’s control that can affect the
likelihood of employment.
Student-Friendly Standards
I can explain about the different jobs in the community, and the certainskills you need to do that job.
I can explain the things people can do that will help them get a job.
Warm Up Activity:
Ask students to take out their journals, then read and think about thefollowing questions that will be displayed for students as writing prompts. (5-10MIN)
Do you make an allowance?
Have you ever purchased something with your own money?
Have you ever had a job?
Have you ever saved up for something?
Have you ever sold something to someone else?Have a whole group discussion about student responses. Tell students about the first jobs I had, and the kind of allowance I got when I was around their age. Students mayshare their ideas and responses if they would like to. Tell students we will be learningabout why people work in our economy, and attributes of different kinds of jobs and
Title of Unit: Economics Everywhere Title of Lesson: Jobs, Jobs, Jobs!Submitted By: Kelli Pavalon &
La’Quisha Johnson
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2
employment in our community and in the world. They will also be learning about thefactors that play a role in helping someone get a job or begin a certain career path.2.
This is funny video clip from the Cosby Show, where Mr. Huxtable teaches his son aneconomics lesson. Ask students to think about what they want to be when theygrow up, and how much money they think or how much they would like to earn.
Then, show a current list of various paying jobs in today’s economy and each job’s
respective average weekly, monthly, and yearly salary. Discuss students’ thoughts
and answer questions they have about the chart.3.
Learning Activity:
Pass out Job Description handouts. Discuss each job and thereasons why people work and individual contribution to the economy. Look over each job and income/wages it generates. Choose two jobs from the list you are mostinterested in learning more about, and begin constructing a Venn diagram or doublebubble map comparing and contrasting the skills and attributes of each job. (Studentswill use the job data sheets later on to create a budget for the job of their choice)4.
Ask students to do a stand up, pair up, and share with someone not in their team. Tell your partner about a new careers/job/skill you enjoyed learning about andwhy. Assign social studies HW: Ask students to interview a relative or a family friendabout their job, and the reasons they chose this career. Students will be given aworksheet with specific questions and room for responses so they may write directly onthe WS when conducting the interview.
What will you use to measure student understanding?
Making sure all students are actively engaged and listening/participating in discussionis so important to assess student understanding.
Explain how you will know students understand the concepts from the lesson.
I will know students understand the concepts from the lesson if they are producingquestions and wonderings about jobs and the ways people contribute to economics.Also, we will do a closure activity so I can get an idea of what students learned.
Which part of the lesson do you think will be the easiest for you to teach?
Discussing money and allowances in the beginning of the lesson because I think students will be eager to share.2.
Which part will be most challenging for you to teach?

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