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Title of Unit: Economics Everywhere

Title of Lesson: Jobs, Jobs, Jobs!

Submitted By: Kelli Pavalon & LaQuisha Johnson

A. Summary of the Lesson Plan: This social studies plan is designed for fourth grade students to recognize some of the reasons people work. Students will explore different jobs to understand how education, skills, and career choices affect income. This lesson also helps students become more familiar with other economic concepts like goods/services that certain jobs provide. B. Target Population: Grade Level: 4th grade Skill Level: Students of all mixed abilities/levels Grouping: Whole Group instruction, Cooperative Group work C. Materials: Paper Pencils Journals TeacherTube: Bill Cosby Economics Smart Board presentation D. Objectives: o NV State Social Studies Standards E9.4.4 Identify factors within an individuals control that can affect the likelihood of employment.

Student-Friendly Standards I can explain about the different jobs in the community, and the certain skills you need to do that job. I can explain the things people can do that will help them get a job.

E. Procedure: 1. Warm Up Activity: Ask students to take out their journals, then read and think about the following 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 may share their ideas and responses if they would like to. Tell students we will be learning about why people work in our economy, and attributes of different kinds of jobs and

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Economics Everywhere

Title of Lesson: Jobs, Jobs, Jobs!

Submitted By: Kelli Pavalon & LaQuisha Johnson

employment in our community and in the world. They will also be learning about the factors that play a role in helping someone get a job or begin a certain career path. 2. Show students the video clip at http://www.gamequarium.org/dir/SqoolTube_Videos/Social_Studies/Economics/ This is funny video clip from the Cosby Show, where Mr. Huxtable teaches his son an economics lesson. Ask students to think about what they want to be when they grow 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 todays economy and each jobs 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 the reasons 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 most interested in learning more about, and begin constructing a Venn diagram or double bubble map comparing and contrasting the skills and attributes of each job. (Students will use the job data sheets later on to create a budget for the job of their choice) 4. Closure: 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 and why. Assign social studies HW: Ask students to interview a relative or a family friend about their job, and the reasons they chose this career. Students will be given a worksheet with specific questions and room for responses so they may write directly on the WS when conducting the interview. F. Assessment: What will you use to measure student understanding? Making sure all students are actively engaged and listening/participating in discussion is 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 producing questions 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. G. Reflection: 1. 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?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Economics Everywhere

Title of Lesson: Jobs, Jobs, Jobs!

Submitted By: Kelli Pavalon & LaQuisha Johnson

Making sure students are comparing and contrasting skills and characteristics of different jobs in order for them to gain an understanding of the endless career opportunities and difference among jobs. 3. How will you follow up or extend this lesson? I would have students work with partners to create a budget with one income. Also, present them with the cost of living. 4. What will you do for students who dont grasp the concepts? I will help students with offering different kinds of learning experiences/activities, peer tutoring, and trying to pull struggling students into a small instructional learning group for some individualized instruction. 5. Which part of the lesson, if any, do you think might need to change? Hopefully I wont need to change much, but another learning activity like job role play would be beneficial to students. 6. When you were writing this lesson plan, what was the most difficult part? It was hard trying to find motivating and funny, yet kid friendly ways to talk about lifes jobs and money. .

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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