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SEPTEMBER 21 25, 2015

Teacher: Grade: Date: Objective #

Proctor and 2nd Grade 04/26/17
Economics 2.7: The students will describe natural resources (water, soil, wood, and
coal), human resources (people at work), and capital resources (machines, tools, and

I Can statement(s): I can identify human, natural, and capital resources when I see them around me in the real world.

Type of lesson:
Whole group interactive writing lesson______ Whole group shared writing lesson_____

Whole group interactive read aloud lesson_______ Whole group shared reading lesson______

Cognitive Level:
Resources and Materials:
The students display a concrete operational level of thinking.
Copies of Pancakes, Pancakes graphic
Copies of Pancakes, Pancakes coloring
Resource cards
Book Pancakes, Pancakes
Assessment: Key vocabulary: Human resources (people at work). Natural resources
The assessment will be the coloring activity of the (resources from the earth, such as soil, water, and coal). Capital resources
resources and it will demonstrate whether they (machines, tools, and buildings)
understand the material or not. Academic vocabulary: N/A

Differentiation: For any student that is having difficulty understanding the lesson, the plan is to address them during the independent activity and
give them a little extra help.
SEPTEMBER 21 25, 2015

Anticipatory The teacher will (TTW): Begin by saying that we are going to be learning about human, natural, and capital
Set/Activate Prior resources. Start by saying that there are three different types of resources, then ask can anybody tell me what those
Knowledge three types of resources are?. Ask about each individual resource and what it means. Afterwards introduce the game
Communicate the we will be playing, four corners. Give them instructions on how it works and clearly identify each corner. Hand out
learning target to to each student a resource card. Then start game.
students. Activate prior The student will (TSW): The students will listen carefully to instructions regarding the four corners game. Once
knowledge or provide they are given their cards with the resource on it, they will use their prior knowledge to go to the corner that
background corresponds with their resource. Once they are all in their corners they will talk to the other students in that corner
information. and check each others answers. They will share with the teacher a couple examples from each corner and then they
Review/introduce any will quietly return to their seats.
skills, routines, and/or

Procedures/Direct TTW: Begin by telling the students to grab their slates and pencils and call them by table based on who is sitting
Instruction quietly and ready to go to the carpet. Once there hand out a graphic organizer worksheet to each student and instruct
Provide input, them to fill out their names at the top. Afterwards, introduce the book that we will be reading, Pancakes, Pancakes!
demonstrate/model, Tell them that we will be stopping throughout the book to identify human, natural, and capital resources and that they
check for should be listening along and writing down the resources that they hear along the way. Stop at checkpoint one and have
understanding. them write the resources that theyve heard so far. Then have them share with a shoulder partner. Then call on students
What teaching moves and have them give examples as I write them on the big notepad. Continue the process with each checkpoint.
will you make? TSW: The students will listen along to the book that is being read while writing on their worksheets the resources that
What questions will they have heard so far in the story. Students are expected to be active listeners and participate in the class discussion
you pose? What regarding the resources. The students should be thinking and sharing the information that they gather.
information do students
What vocabulary needs
to be taught?
How will the students
interact with the
content of the lesson?
SEPTEMBER 21 25, 2015

Guided Practice TTW: Stop at certain checkpoints in the story to talk about all the different resources that there are. Ask the
Students work on students to think, pair, share with their partners. This will allow the class to be able to learn from each other. Put
learning target, with student answers on notepad and have them write them down on their own papers.
teacher support and TSW: Write down on their graphic organizers the resources that they hear. They will participate in sharing the
feedback. answers that they wrote down and talked about with their partners. They can also ask the teacher any questions along
the way to get a better understanding of the material.

Independent TTW: Dismiss students to go back to their seats and instruct them to get out their crayons. Make sure that each
Practice student has a red, blue, and green crayon. Hand out to each student their resource coloring activity. Tell them to
Students independently color each box based on what the directions say. Do the first one together as an example. Then tell them to start
practice and apply the coloring. Walk around and answer any questions and make sure that they are understanding it.
skills/strategies TSW: They will listen to the instructions provided by the teacher. Get out the crayons that they need to complete the
introduced in whole assignment. Ask any questions if they have them. Work on the activity provided to them.
group instruction.

Closure TTW: End the lesson with a summary statement. Say today we learned about the three different kinds of resources,
Summarize knowledge which are human (people at work), natural ( soil, water, coal), and capital (tools, machines, buildings).
that relates back to the TSW: Complete their activity and pack up their materials in the expected manner. They will ask and answer any
Big Idea, Enduring questions about the lesson. When they leave they should have a better understanding of the different resources.
Understanding, and
Essential Questions.
Reflect on learning
target with students.
SEPTEMBER 21 25, 2015