Allie Wolf

EGP 335
Dr. Johnson
Unit Lesson Plan
1.0 Hersheys Chocolate Company, North East Region, Day 6, Allie Wolf, Grade 4
Duration: 45 minutes
Vocabulary:
o Manufacturer
o Producer
o Product
o Distributor
o Consumer
Skills:
o Using the Internet to locate answers to questions
o Creative writing
1.1 Integration of Learning Outcomes/Objectives
Students will define manufacturer, producer, product, distributor, attraction, and consumer.
Students will create an informational advertisement describing details about a Hersheys
product of their choosing.
1.2 Standards PA Civics, History, Economics, Geography, & NCSS Themes I-X with
Subthemes
6.2.4.A: Explain how a product moves from production to consumption.
6.2.3.A: Identify goods, services, consumers, and producers in the local community.
1.5.4.A: Write with a clear focus, identifying topic, task, and an audience.
NCSS.1.7: Production, Distribution, and Consumption
NCSS.1.7.bhelp learners analyze the role that supply and demand, prices, incentives,
and profits play in determining what is produced and distributed.
NCSS.1.7.eguide learner analysis of the role of specialization and exchange in
economic processes.
NCSS.1.7.iask learners to distinguish between the domestic and global economic
systems, and explain how the two interact.
1.3 Anticipatory Set
Before the lesson begins, the teacher will make a connection to the previous days lesson:
Yesterday, students, we learned about the climate in the Mid Atlantic states. Today, we are
going to look into the economy in the Mid Atlantic region.
Bags and bars of Hersheys Chocolate and Candy brands and products (Twizzlers,
Almond Joy, Reeses, Reeses Pieces, Kisses, Mounds, York Peppermint Patties, Bliss,
Lancaster Caramel, Kit Kat, Hersheys Chocolate, Jolly Rancher, etc.) will be displayed in
the front of the classroom on a table. Google Maps will be projected on the screen. Hershey,

Pennsylvania will be thumbtacked and clearly labeled. Already, the students attention should
be fully captivated.
The teacher will provide brief background information about Hershey, PA and the
Hersheys Chocolate Company using the website:
http://www.thehersheycompany.com/about-hershey/our-story/milton.aspx and projecting it
on the board for the entire class to see. (Read over sections The Man and His Legacy, A
successful entrepreneureventually, and But what about the chocolate?)
The teacher will then pose the following question to students: Are all of Hersheys
ingredients and products made in the factories in Hershey, PA? Students will Turn and Talk
to discuss the question. After the Turn and Talk, the teacher will asks students to share some
of their thoughts with the entire class. After sharing and discussing, the teacher will reveal
that the Scavenger Hunt will help them find the actual answer while learning more about how
businesses like Hersheys help and effect the economy.
1.4 Procedures
1. Before students are given any assignment, the teacher should review Scavenger Hunt
directions. The teacher should also discuss some features of advertisements (purpose,
what forms of advertisements there are, what they look like, etc.). This will help them
start to think about what their advertisements might look like while they are working on
the Scavenger Hunt.
2. Students will complete a brief Scavenger Hunt on Hersheys on the classroom computers
and laptops. The Scavenger Hunt contains questions about the company and economics.
(Worksheet attached.)
3. After students complete the Scavenger Hunt, they are to create an informational
advertisement. The guidelines will be provided in the form of a checklist (attached).
a. On the front will be an illustration of the product they choose (The list of products
will be displayed on several classroom iPads. Students may refer to this, if
needed, when choosing a product for their advertisement.)
b. The back, or an attached sheet of paper, will contain the information they provide
about the product. The information they gathered from the Scavenger Hunt should
help them with this part of the assignment. (Information should include: Where is
this product manufactured? What are some locations around the world where
customers can purchase this product? What are some local places this product can
be purchased? How much is this product? What are some of the products
ingredients? Where were those ingredients purchased? Etc.) Students may be
creative with their answers.
c. The teacher will have a model already created to show an example of what is
expected.
Materials are attached.
1.5 Differentiation
ELLs and Below Level Readers: ELLs and below level readers, who need extra support,
may be assigned a partner to work with on both assignments.

Gifted Students: To challenge gifted students, instead of creating an informational

advertisement for an existing product, they will be asked to make up their own product to
advertise (product must be approved by teacher).
1.6 Closure
The lesson will be closed with a review of vocabulary terms, a discussion of the
information learned from the Scavenger Hunt, and students sharing their advertisements.
Connection to tomorrows lesson: Everyone did an excellent job stretching their minds today to
create your advertisements. For tomorrow, prepare your minds to examine all different kinds of
mapswe will be looking at the geography of the New England States!
1.7 Formative/Summative Assessment of Students
Formative:
While students are working on their assignments, the teacher will circulate and check-in
with each student to see how they are progressing, provide extra assistance to those who need it,
and keep students on task.
Summative:
Objective: Students will define manufacturer, producer, product, distributor, attraction, and
consumer.
Assessment: Students level of understanding will be apparent through their answers in the
Scavenger Hunt, the use of the terms when creating their informational advertisement, and in
the closing review and discussion.
Objective: Students will create an informational advertisement describing details about a
Hersheys product of their choosing.
Assessment: Students advertisements will be collected and graded based on the checklist
that was given to each student to follow. The advertisements will be graded based on the
criteria met on the checklist.
1.8 Materials/Equipment
A. Student Materials/Reading Resources:
1. Scavenger Hunt Presentation
a. Vocabulary on presentation
b. Worksheet
2. Websites:
a. http://www.thehersheycompany.com/about-hershey/manufacturingnetwork.aspx
b. http://www.thehersheycompany.com/about-hershey/visit-hershey.aspx
c. http://www.thehersheycompany.com/hersheys-partners/supplierprograms/supplier-diversity/what-we-buy.aspx
d. http://www.hersheysstore.com/category/products
3. Informational Advertisements
a. Guidelines/Checklist

1.
2.
3.
4.
5.

b. iPads and laptops to reference Hersheys products

i. http://www.thehersheycompany.com/brands/alphabeticallisting.aspx#/Select
c. Magazines (for cut-outs)
d. Pencil
e. Markers
f. Crayons
g. Construction Paper
h. Printer paper
i. Glue
j. Scissors
B. Teacher Materials/Resources for Lesson Design:
Websites listed above and:
a. http://www.thehersheycompany.com/about-hershey/ourstory/milton.aspx
Vocabulary.com
a. Definitions for vocabulary
Google images
a. Images in Scavenger Hunt
PowerPoint
a. Scavenger Hunt
Word
a. Scavenger Hunt Worksheet
b. Guidelines/checklist for advertisement
C. Website Chart: Attached
D. Content Outline: Attached

1.9 Technology
Computers, laptops, iPads
2.0 Reflection
Originally, my plan was to implement a classroom economy. I tried working with the idea
and did plenty of research. When I felt I had enough knowledge to start writing the lesson
plan, I was immediately stuck. I had no idea where to startthere was so much to cover!
However, I found that it would be impossible to fit all the concepts of a classroom economy
effectively within a 45-minute class period. I was also trying to make an obvious connection
to the Mid Atlantic economy. For example, I was thinking of having some students take the
role of either a farmer, grocer, customer, and movie theater workers (for the entertainment
aspect of the economy and to compare needs and wants between food and luxuries). While
this was a good idea in theory, it just simply would not work in the time allotted; I would
probably need up to two months to a year for the activity to be effective.
Even though I knew this plan would not be appropriate for the assignment, I had a
difficult time coming up with another plan. I believe I was stuck on the thought that I had to
include something about all of the Mid Atlantic states into the lesson. Like the classroom
economy, I knew that including something about PA, NY, NJ, and DE all in one lesson would
need more than just 45 minutes.

At this point, after trying to get this idea to work and exhausting every avenue to try and
fit it into a 45-minute lesson, I knew I needed some assistance. That is when I contacted Dr.
Johnson. Dr. Johnson kindly offered up several ideas that I could work with. The suggestion
that I decided to pursue was about Hersheysthe chocolate and candy company. Once I
started looking at Hersheys websites, I knew this would be a more effective, more
appropriate topic for the 45-minute lesson and motivating for students.
While planning this lesson and after the lesson was complete, I felt good in the aspect
that I have had a lot of prior experience writing lesson plans. I knew how the plan should
look, that the objectives and assessments should match, and that it should be effective. I also
felt that the Scavenger Hunt and advertisement activities provided enough engagement that
students would stay engaged and on task 100% of the time.
My only concern for this lesson is the fact that I started over with a new idea two days
before it was due; I hope that has not affected the quality of the lesson.

Website Chart
Website

M.I.Minor
Influence
or S.I.Significa
nt
Influence
SI

If S.I.
include why
credible

http://www.thehersheycompany.com/abouthershey/visit-hershey.aspx

SI

http://www.thehersheycompany.com/hersheyspartners/supplier-programs/supplierdiversity/what-we-buy.aspx

SI

http://www.hersheysstore.com/category/products

SI

Companys
website; no
additional
advertiseme
nts
Companys
website; no
additional
advertiseme
nts
Companys
website; no
additional
advertiseme
nts

http://www.thehersheycompany.com/brands/alpha

MI

http://www.thehersheycompany.com/abouthershey/manufacturing-network.aspx

Companys
site; no
additional
advertiseme
nts

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betical-listing.aspx#/Select

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Content Outline
Hersheys Chocolate Company and the Economy
I.

II.

Milton S. Hershey
A. A Brief background
a. Grew up in central Pennsylvania.
b. No formal education and bankrupt by age 30.
c. Went on to be one of the Americas wealthiest people.
d. Hershey, PA is named after him.
B. His entrepreneurship
a. Teenage years: four-year apprenticeship for a candy maker in
Lancaster, PA.
b. After apprenticeship, went on to start his own candy business in
Philadelphia, PA. The business failed after six years.
c. Started another candy business in New York; it also failed.
d. Returned to Lancaster and became successful in making and selling
caramel candies. His product was selling all over the U.S. and Europe.
C. The chocolate
a. Became fascinated with chocolate making when he attended the 1893
Worlds Colombian Exposition in Chicago.
b. Purchased German machinery at the exposition and had it shipped to
Lancaster. There, he began making chocolate to coat the caramel
candies.
c. At the time, the Swiss kept the recipe for milk chocolate secret.
d. Hershey eventually found the right balance between milk, cocoa, and
sugar to make his own milk chocolate.
e. Chocolate was once a luxury only the wealthy could afford, until
Hershey began making and sellinghis now most famous candythe
Hersheys Chocolate bar.
Production, Distribution, and Consumption
A. Production
a. The process of something being made
b. Manufactured
Hersheys Manufacturing
b. Locations and products made there:
Hershey, PA
o Kisses, Milk Chocolate bar, and Milk Chocolate with
Almonds bars
West Hershey, PA
o Coming Soon!
Reeses Hershey, PA
o Reeses Peanut Butter Cups and Kit Kat bars

III.

Lancaster, PA
o Twizzlers
Hazelton, PA
o Kit Kat, Hersheys Extra Dark Chocolate bars, and Cadbury
bars
Stuarts Draft, VA
o Reeses Whipps, Take 5, Reeses Pieces, Mounds, and
Almond Joy
Robinson, IL
o Payday, Heath, Whoppers, and Milk Duds
Guadalajara, Mexico
o High-quality chocolate, confectionery, and beverages

B. Distribution
a. the activity of transporting and selling goods from producer (maker) to
consumer (buyer).
ii. Hersheys Distribution
a. Retail Store locations:
Times Square, New York
Chicago, Illinois
Niagara Falls, Ontario, Canada
Shanghai, China
Dubai, India
Singapore, Singapore
b. Community locations:
Grocery stores
Gas Stations (Wawa, Turkey Hill, Sonoco, etc.)
Vending Machines
Malls
c. Prices:
What effects prices of products:
1. Items Hershey has to buy to make their products (sugar, cocoa,
food grade chemicals, etc.) and for their employees (pay,
uniforms, healthcare, etc.
2. Transporting their products
3. Supply and demand
C. Consumption
a. Consumer: someone who buys, or uses up, something. An economy
could not keep functioning without consumers.
Advertising
A. Advertisingis a form of marketing communication used to persuade an
audience to take or continue some action
B. Hersheys products
a. List can be found:
http://www.thehersheycompany.com/brands/alphabetical-listing.aspx#/Select

Name__________________________________

Hersheys Chocolate Scavenger Hunt

Directions: To find the answers to the questions on the worksheet given to you,
click the picture on the slide. This will bring you to the website where you will
read to find the answer.
Once you have finished, let your teacher know and you will be given
directions and guidelines for the next activity. This next activity will be an
informational advertisement you create on a Hersheys product of your choice.
**Pay attention to the information and vocabulary throughout the presentation.
1. Where are Hersheys manufacturers located? What are some of the products
made at those manufacturers?

2. Where are some of Hersheys stores located? List them. How do you think
Hersheys gets their products to those locations? List other places in our
community where you can buy Hersheys Products.

3. What are some items that Hersheys buy to make their products and to support
their employees?

4. Look at the prices of some Hersheys products. What do you think are some
things a company has to consider when choosing a price for their product?
(Hint: Think about question 3.)

5. When was the last time you purchased/ate a Hersheys product? Where did you
buy it? Why did you buy it?

6. How has Hersheys company created jobs around the world?

Websites
Question 1: http://www.thehersheycompany.com/about-hershey/manufacturingnetwork.aspx
Question 2: http://www.thehersheycompany.com/about-hershey/visit-hershey.aspx
Question 3: http://www.thehersheycompany.com/hersheys-partners/supplierprograms/supplier-diversity/what-we-buy.aspx
Question 4: http://www.hersheysstore.com/category/products
Questions 5 & 6 are On Your Own questionsyou do not need to look at the
websites for these questionsjust use what you know and what you have learned
so far.

Vocabulary
Manufacturer: where products are made.
Product: an artifact that has been created by someone or some process;
merchandise.
Distribution: the activity of transporting and selling goods from producer
(maker) to consumer (buyer).
Consumer: someone who buys, or uses up, something. An economy could
not keep functioning without consumers.

Informational Advertisement Guidelines and Checklist

Directions:
Create an advertisement (like one youd see in a magazine) on one of
Hersheys products of your choosing. Use the iPads and laptops to look at the list
of Hersheys products. The website is already up. You just need to look through the
list and choose.
You will also need to include information about the product. Write this in
paragraph form (it should only be about one paragraph). The information you need
to include is listed below. You can be creative with this information. Write this on a
separate sheet of lined paper and staple it to your magazine ad.
Information to Include:
____What is the name of the product?
____What are the products ingredients?
____Where was the product manufactured?
____How do you get the product from the factory to the stores?
____Where can you buy this product?
____How much does the product cost?
Be creative when illustrating your advertisement! The materials you can use
include:
o
o
o
o
o

Magazines (for cut-outs)

Pencil
Markers
Crayons
Construction Paper

o Printer paper
o Glue
o Scissors

Have Fun!