Edel453 Spring2013 Unit2 Kpavalon Economics4th Day1 | Understanding | Vocabulary

Title of Unit: Economics Everywhere Title of Lesson: Economics 101 Submitted By: Kelli Pavalon & La’Quisha Johnson

A. Summary of the Lesson Plan: This social studies plan is designed to review and teach fourth grade students the definition and components of economics. Students get to play an interactive vocabulary study game with economic terms and concepts so they can familiarize themselves with them. B. Target Population:  Grade Level: Fourth Grade  Skill Level: Students of all mixed abilities  Grouping: Whole Group C. Materials:  Paper/Pencil  Smart Board Presentation  Social Studies Journals  Mix Freeze game materials  Website link (25 ¼ sheets of paper) D. Objectives: o NV State Social Studies Standards  NV.1.0. Word Analysis: Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary.

o

Student-Friendly Standards  I can understand basic economics vocabulary words.

E. Procedure: 1. Begin Warm Up: Display and read aloud both the dictionary’s definition of economics & a student friendly version of the definition with pictorial representations/examples. Display this quote with pictures for students: “Economics is not just money. It’s businesses and how they work. It's lemonade stands and how many dollars they take in. It's toy collecting and baseball card collections. It's taxes and allowances. It's stocks and bonds. Economics is part of almost everything you could ever think about.” Then prompt students with the question, “How do you think YOU or your family plays a part in our economy?” Ask students to think about their prior experiences and/or knowledge about money/economics. Ask them to take 5-10 min to individually journal their thoughts. Have a short class discussion to hear some of student’s response and answer questions and inquiries. 2. Show students the short kid friendly video clips on economics. Link: http://www.freetech4teachers.com/2011/08/11-videos-for-economics-lessons.html

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 1

Title of Unit: Economics Everywhere Title of Lesson: Economics 101 Submitted By: Kelli Pavalon & La’Quisha Johnson

3. Learning Activity: Gain students attention and ask them to take out their social studies journals. Tell students to use Cornell note-taking format (students have already been taught this method) to organize the information. Tell students to make sure they leave enough space in case they need to add information later on. Each student is responsible for taking notes and recording important information/pictures in their social studies journals during instruction. Begin power point presentation. Go over each term with students, and discuss many examples and non-examples of concepts. Tell students that over the next week, we will be focusing on learning some of these economics concepts, so it is important they pay attention to be able to participate in the fun economics activities we have planned for the week. The power point will include both dictionary and student friendly definitions along with pictorial representations and real life examples of the following related vocabulary terms:  Economics, Incentive, Goods & Services, Trade, Supply & Demand, Scarcity, choice, labor, Productive Resources, opportunity cost, budget, wants, needs , producer, consumer, market, budget ***additional economic terms/principles/concepts will be explicitly introduced and taught through various learning activities later on in the unit after students have mastered the basics. **Some of this will be review for students**Remind the students who grasp the concept to “coach” other students in their team who might be having trouble understanding concepts. ***This intro economics lesson may take 2 days, if so, we would add an extra day(s) if necessary. *** Stop to ask questions and check for understanding to make sure students have a clear understanding of each term/concept. Brainstorm and provide real life more examples and pictures as a whole group, if needed. 4. Closure: Ask students to think about the new economic terms and concepts they learned today. Have students participate in a vocabulary review game (only include terms we had time to cover) called MIX freeze group using basic multiple choice and fill in the blank questions. Allow students about 10 min to play. Gain student attention ,assign social studies homework assignment. Ask students to go to this website link: http://www.socialstudiesforkids.com/subjects/economics.htm. Pass out little slip of paper with the website listed to each student. Ask students to go to this website and choose a link/topic to read about. Write about two cool new things you learned about economics from your selected reading. Write two things you would like to know more about. Inform students that tomorrow we will be learning about different jobs, and how individuals relate to economics. And then on Wednesday and Thursday, we will be focusing on some more concepts in economics more in depth. Assessment: a. What will you use to measure student understanding?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Economics Everywhere Title of Lesson: Economics 101 Submitted By: Kelli Pavalon & La’Quisha Johnson

Initially, I will use the vocab Mix freeze game at the end of the lesson to informally assess my students’ learning. Each one of the specific concepts/ economics vocab terms taught in this lesson will be taught in another more detailed lesson to build a deeper understanding.

b. Explain how you will know students understand the concepts from the lesson. I will know student understand the concepts in this lesson if they can participate in the learning activity, and I will also use journals and hw assignment to check understanding. 5. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The mix freeze game because students seem to love it, and I will have the opportunity to informally assess what they got from the lesson.

2. Which part will be most challenging for you to teach? I think introducing them to difficult concepts/ terms in economics may be challenging. Great pictures and examples will help.

3. How will you follow up or extend this lesson? Tomorrow we talk about jobs and careers/ income in today’s economy.

4. What will you do for students who don’t grasp the concepts? Pull students to the back for a more intimate learning setting. Provide extra examples and additional resources. Have students who understand “coach” their class mates you might be struggling with certain concepts.

5. Which part of the lesson, if any, do you think might need to change? I might have to extend this lesson over two days as an intro/ review of economics, because there may be too many words/ concepts to learn about. It might be too overwhelming for students.

6. When you were writing this lesson plan, what was the most difficult part? Finding a way to explicitly instruct and connect with students in a meaningful way especially about a more advanced topic like economics.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: Economics Everywhere Title of Lesson: Economics 101 Submitted By: Kelli Pavalon & La’Quisha Johnson

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

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