Economics

Let's Make Lemonade!!

8 Day Unit Plan
By: Ciara Madrid, Tanner Boley, Rachel Wallace,

Alex Barnes, Alexandra Aquino, Guadalupe Henriquez, Lawrence Froland

In this unit plan third graders will learn and experience the following: explore and
research the best countries to grow and purchase lemons, develop an opinion writing piece on
whether they would like to purchase locally or globally, learn about consumers and suppliers, use
multiplication and division to figure out serving sizes and expenses, raise money for a good
cause, and gain more knowledge about what it takes to make your own lemonade stand.

Days 1-2
UNLV Student: Tanner Boley PSMT Name:
Lesson Plan Title: Lemons Around the World Lesson Plan Topic: Social Studies
Date: 3/1/18 Estimated Time: 1 day
Grade Level: 3 School Site: UNLV
1. State Standard(s): G7.3.4-Use a map to display information about an economic product.
E9.3.2-Give examples of prices consumers have paid when buying goods and services.
E9.3.3-Give examples of prices set by businesses for selling goods and services.
W.3.7-Conduct short research projects that build knowledge about a topic.

2. Teaching Model(s):
-Cooperative learning
-Direct instruction
-Inquiry based learning

3. Objective(s): -SC identify specific locations on a map.

-SC explain why different prices may be paid for the same product.
-SC elaborate on their findings and come to a conclusion.

4. Materials and Technology Resources:

-Computers/Access to the Internet
-White board/Markers
-List of recommended websites for research
-Worksheet with questions
-YouTube Video https://youtu.be/cgp5_8ETbbw

5. Instructional Procedures:
a. Motivation/Engagement:
-Teacher will show the Lemonade Stand Economics Video to class.
-Teacher has Google Maps ready on computer, projected for students.
-Teacher discusses the basics of Google Maps and reviews expectations for when students use
it.
-Teacher explains that we will be learning about lemons and making lemon stands for the next
few days.
-Teacher asks students, “Did you know that fruit comes from different countries around the
world?” Allow students to discuss with their table where they think certain fruit comes from, and
where certain fruits are grown in different places.
-Teacher asks students where they think lemons would be grown and why. Allow time to
discuss.
-Teacher goes over the characteristics of the ideal conditions for growing lemons (warm climate,
sensitive to frost, Hardiness Zone from 9-11, temperate climate, and tolerate high
temperatures). Explain that Hardiness Zone is based on the coldest temperature the plant can
withstand.
-Write ideal characteristics on the board.
-Teacher compares two countries for the class based on these characteristics. Countries to
compare are Italy and Norway. Teacher uses “Lemons Around the World” worksheet to
compare.
-After comparing, teacher asks students which country would be better for growing
lemons. Allow time for discussion. Using the worksheet, students should be able to tell that
Italy would be better.
-If students do not understand, teacher can go over the ideal conditions again and do another
comparison.

b .Developmental Activities or Learning Experiences:

-Teacher tells students they will now be working in groups to compare three different locations
around the world for lemon growing conditions. Two locations are countries and one is a state
in the United States.
-Teacher tells students they will be conducting research in order to find out about the three
locations.
-Teacher emphasizes that for each group, only one of these locations will be the ideal.
-Teacher explains to students they will be responsible for explaining why the one location is
ideal, and why the other two are not (using evidence).
-Teacher explains that each group will get a paper with a list of suggested sources for research.
-Teacher chooses even groups of students, assigns them their countries, and allows them to
conduct research.
-Countries for groups (country with best conditions is underlined):
Group 1 = Argentina, Canada, New York (United States)
Group 2 = Spain, Michigan (United States), Ukraine
Group 3 = Chile, Minnesota (United States), Iceland
Group 4 = California (United States), Finland, Mongolia
-Teacher walks around and makes sure students know what to do, are on task, and are aware
of the ideal conditions.

c. Closure:
-Students have time to answer the provided questions.
-Teacher has each group assign a “speaker” that will go over their results to the class.
-Each group speaker presents their results to the class, explaining why the one location was the
most ideal in comparison to the others.
-After each group has presented, the teacher has a discussion with the class about question 3
on the “Lemons Around the World” worksheet. Prompt with questions such as, “Why would
someone pay more money for lemons grown in the best conditions?” “Do you think these
lemons would taste better?”

d. Extension:
-Teacher can hand out maps and have students identify/label the ideal locations on it.
-Students can identify the ideal locations from the other groups as well.
-This will be a continuing lesson for multiple days (thematic lesson plan).

6. Accommodations, Modifications and Differentiations for Diverse Learners:

-Group students selectively so they can build off of each other’s strengths and help each other.
-For students who finish early, they can find a new country that has ideal conditions for growing
lemons and describe this country’s climate conditions.
-Teacher has handouts that have the ideal conditions printed out on it. Also have a handout of
the example comparison the teacher did in front of the class as a visual example of what is
expected. This worksheet would be in English and Spanish (or other language as needed).
-Teacher provides sentence starters/stems to help students answer questions in complete,
correct sentences.
-Teacher may explicitly tell or pull up certain research websites or maps for students/groups
who have trouble accessing them.
-For a non-social student, I would encourage them to work with their group. If they really do not
want to, I would provide them with two countries/locations to research.

7. Assessment and Evaluation of Learning:

a. Formative: -Formative assessment will be the “Lemons Around the World” worksheet.
-Short group presentation will be a formative assessment as well.

b. Summative:
-Summative assessment at end of thematic lesson.

8. Homework Assignment: N/A

9. Reflection:
a. Strengths: I think this lesson would be a lot of fun to teach and truly feel it is something
students would enjoy doing. In my future classroom I want to use maps and geography often
and this ties directly into that. Students are typically interested in learning about the world and
new places. By giving students some freedom to use Google Maps and other research
sources, they can explore the world more in depth. By limiting the number of countries for each
group to three, the students will not feel overwhelmed.

b. Concerns: A concern I have would be the amount of time the lesson may take. I said one
hour on here, but I think the lesson as a whole may run longer than that. I wanted to make sure
the introduction/motivation aspect was thorough so students know exactly what to do and what
is expected of them. I would need to give them an appropriate amount of time to research all
three locations and answer the questions. By working in groups they can shorten that time
though. Finally, I want each group to have a final discussion and present their results to the
class. While this sounds nice and smooth, I know things can come up or not go quite as
planned. I just would not want to rush this lesson because I really do feel like it could be
effective in teaching students about geography, economics, and practicing researching/writing.

c. Insights: Researching for this lesson actually caused me to learn a good amount about
lemons! I was surprised to learn about some of the best locations for growing lemons (such as
Spain). I also found some useful resources for researching climates around the world. I think
these will come in handy for lessons in my future classroom. Although my lesson focuses a lot
on social studies, I feel that I was able to make it fairly interdisciplinary by including the
researching and writing aspects. Overall I am pretty happy with how this lesson turned out.
 Lemons Around the World

Average Hardiness Zone Climate

Temperature Rating Type

Country 1

Country 2

U.S.
State

Other Notes:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
1. Based on your group’s research, which country/state has the most ideal conditions
for growing lemons? Explain, using evidence, why you came to this conclusion.
Response:

2. Based on your group’s research, which country/state has the least ideal conditions
for growing lemons? Explain, using evidence, why you came to this conclusion.
Response:

3. Would pay more money for lemons from the country/state with the most ideal
conditions for growing them? Give reasons for why you would or would not pay more
for these lemons.
Response:
 Recommended Research Sources:
Map of the World:
https://maps.google.com/ (zoom out to view the whole world)

For climate information:

www.climate-zone.com
www.climate-charts.com

For temperature and weather information:

www.weather.com
www.ventusky.com
www.timeanddate.com

For Hardiness Zone Map:

www.plantsdb.gr (click on General Cultivation, then Hardiness Zone, then
Hardiness Zone World Map)
 Days 2-3
UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Ciara Madrid PSMT Name:

Lesson Plan Title: Money Opinion Piece Lesson Plan Topic: Writing

Date: 2/18/2018 Estimated Time: 65 minutes

Grade Level: 3rd School Site:

1. State Standard(s): W.3.1 Write opinion pieces on topics or texts, supporting a

point of view with reasons. SL.3.1d Explain own ideas and understanding in light
of a discussion.
2. Teaching Model(s): Direct Instruction and Cooperative learning
3. Objective(s): “I am able to write an opinion piece and provide reasons for my
opinion.”
4. Materials and Technology Resources: Pencils, 2 Pro and Cons butcher papers,
Graphic Organizer handout, and Final draft paper.
5. Instructional Procedures:
a. Motivation/Engagement: Teacher will go over vocabulary words with students;
Opinion piece, Transition words, Topic sentence, Conclusion, Pro, Con. 5 minutes.
b. Developmental Activities or Learning Experiences: Writing day one: Class will
recall information discussed from their Social Studies lesson from day one;
“lemons from around the world.” As a class we will explore the following
websites: http://www.tradeready.ca/2016/trade-takeaways/face-off-buy-local-vs-
buy-global/ https://www.buzzfeed.com/charityobuya/5-advantages-and-5-
disadvantages-of-buying-local-1gs5m?utm_term=.fvxNQynKm#.nwRKvYwGe
https://create.piktochart.com/output/5503407-local-vs-global-food-market-co
Next teacher will draw students’ attention to premade butcher pros and cons
butcher papers, at the front of the classroom. Teacher will ask students to come up
with pros and cons of buying locally. Ask probing questions; “How are they
grown? Where do they come from? Where are you purchasing them? Cost?”
etc. “Teacher will write students’ replies onto the premade butcher paper. Then
repeat the procedure for globally. Once both butcher papers are filled in, teacher
will give students’ their writing topic; “Would you rather buy your lemons locally
or globally? Why?” Students will need to write this as an opinion piece paper using
a topic sentence, transition words, 3 details to support their opinion, and a
conclusion. Students will do this on the provided graphic organizer paper. 55
minutes.
c. Closure: Students will write 3-4 complete sentences to an “absent” student,
explaining what they need to work on for their writing assignment. 5 minutes.
d. Extension & Contingency: Over the next few days’ students will finish filling
in the graphic organizer, have a classmate check for errors, then bring it to the
teacher to check for any missed errors. Once all revisions have been made students
may start their final drafts, which are due at the end of the week.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Table groups are of mixed DRA levels. High gifted students will need to
collaborate and create an advertisement promoting the purchase of lemons either
locally or globally. Teacher will pull ELL, Resource, and ADHD students in a
group to create their graphic organizers together. They will be provided with a
glossary of important terms they may refer back to. Non-social student is assigned
a buddy; buddy assist with social interaction and addition support should the
student need it.
7. Assessment and Evaluation of Learning:
a. Formative: Absent student sentences to assess that each child understood the
lesson and what was expected of them.
b. Summative: Final draft of their opinion piece paper due at the end of the week.
8. Homework: None
9. Reflection:
a. Strengths: I really like the graphic organizer outline I used for this lesson. I
think it makes every component of a paper clear and purposeful.
b. Concerns: I hope that the accommodations, modifications and differentiations
for diverse learners that I made are sufficient and will successfully connect any
learning barriers.
c. Insights: Timing and making sure that every minute is accounted for seems to
be one of the most important parts in planning lessons. I think that aspect will
always be a challenge for me throughout my career as a teacher.
 Day 4
3 Grade Lemons Unit Lesson Plan
rd

UNLV Student: Alex Barnes PSMT Name: tbd

Lesson Plan Title: Lemonade Business Lesson Plan Topic: Mathematics

Date: 3/11/18 Estimated Time: 45 min

Grade Level: 3rd School Site: UNLV

1. State Standard(s):
3.OA.B.6. Understand properties of multiplication and the relationship between multiplication
and division.
3.OA.D.8. Solve two-step word problems using four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimate strategies including rounding.
N.5. B.3. Students know the benefits of working with a team and sharing findings.

2. Teaching Model(s): Direct Instruction, Cooperative learning, Inquiry-based Learning.

3. Objective(s): SW solve multiplication and division problems related to a lemonade recipe.

SW convert a recipe to make a correct amount for the selected number of servings.
SW understand the concept of running a lemonade stand and the business aspect of it.

4. Materials and Technology Resources: Whiteboard, math workbook, pencil, (optional:

lemons, sugar, water), Worksheets, manipulative (lemons).

5. Instructional Procedures: Students should be familiar with multiplying using 2,3,4, and 5.
a. Motivational/Engagement: After learning all about Lemons in class, now it’s time to prepare
for creating our very own lemonade stand. The teacher will go to the website
Alexslemonade.org and show the class what the website is all about. (Alex’s Lemonade Stand
is a foundation that helps change the lives of children with cancer through funding impactful
research, raising awareness, supporting families, and empowering everyone to help cure
childhood cancer).
*The Teacher will start out by explaining to the class that we are going to start our own
lemonade stand and will raise money to help donate to ALSF. This is both a math project as it is
a public service lesson.
*A simple recipe for lemonade will be shown on the projector or document camera that students
will use as a reference to creating mass amounts.

Recipe: Old Fashioned Lemonade Recipe (Single Serving)

2 Tablespoons Sugar
1 Large Lemon
3-cups cold water
Ice
Lemon Slices (optional)

b. Developmental Activities or Learning Experiences: Using actual lemons, or pictures

(manipulative) of a lemon, show the students situations where we would need to solve a math
problem with a lemonade stand.
*Give out examples to students about math problems involving adding money together and
multiplying the recipe needed to create more lemonade.
*Money is also a topic with the cost of a cup of lemonade to the amount needed to make more
for the supply and demand. (10-15 min) (ex. One cup of lemonade costs $2. How much money
would be needed for 15 cups of lemonade?)
*Students will follow along with teacher and express this as 2x15=30. They should understand
that 2 dollars multiplied for 15 cups will equal 30 dollars total.
c. Closure: TW place students into groups of 3 and hand recipe cards with differing amounts,
serving sizes, and prices.
*Students must work out the correct conversion that is asked on the card and also figure what
the price would be per cup of lemonade.
*Recipes will be in single-digit terms that must be made smaller or larger. (Ex. If the lemonade
recipe is for 4 servings, how much of each ingredient must be used for 8 servings?). (15 min)
d. Extension: The next lesson will be for students to take what they have learned and multiply
the lemonade recipe to the correct amount needed to sell for the fundraiser. Kids must work as
a group to determine what is the necessary amount needed and how much they should multiply
the recipe by to get to the amount.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Highly Gifted: Worksheets are available that range in difficulty that students who are excelling
may work on.
Non-social: Student may work individually or with the teacher during the group activity.
ELL: Students with language learning problems can see images of recipe on board and will be
given recipe in native language if possible. Groups will be matched by learning styles as best as
possible.
ADHD: Student may work with teacher and help write equations on the board as well as hand
out worksheets and collect them.
IEP in Reading: Students with reading IEPs will be able to see the equations and problems on
the whiteboard and follow along that way. Students will be paired with other classmates that can
help them read the word problems and solve together.

7. Assessments and Evaluation of Learning:

a. Formative: Students will be placed in groups and work together to convert their lemonade
recipe. During so, the teacher will walk around the room and survey the students work and what
their solution was. Word problems will be addressed in class and students must show an
understanding of each step while applying it to their notebooks. The first 2 pages of the
worksheet will be done in class, one as a group and the other individually.
●TW walk around the room and visually assess the following:
*Is the student following the story problems correctly and converting recipe to the right amount?
*Does the student understand the concept of multiplying and dividing with a recipe?
*Can students apply what they learned and multiply the recipe for the correct amount of
students in class?
b. Summative: SW will complete a test that will be given out on Friday before the weekend.
Test will include multiple choice, story-problems and simple multiplication equations. Students
will be given a set of equations that they must solve (e.g. 3 x 8 = ____).

8. Homework Assignment: The 3 worksheet will be handed out to be completed at home.

rd

Students should be encouraged to receive help from parent or guardian because some may be
tricky and above learning level. This will challenge them as well as gauge how much the student
already understands. Next class must hand in worksheet with work shown.

9. Reflection: I feel as though this lesson may be overloaded and may need to be simplified. I
wanted to use a lot of different resources and soon realized that it was a lot of material. I
decided to shorten the lesson to converting recipes to the proper amount of servings needed.
Since this is a third grade lesson, I didn’t want to involve fractions or decimals too much. I have
them on the worksheets which should help challenge students and give those who are excelling
and opportunity to be more engaged. I thought it would be a cool idea to relate the lesson to a
group project of raising money to help fight children’s cancer. I think this would be a great
thematic lesson for an entire school and just switch up the math equations to suit the proper
education level.
____________________________________________________________________________

Lemonade Recipe
Makes 4 servings:
8 Tablespoons Sugar
4 Large Lemons
4-cups cold water
2-cups Ice
8 Lemon Slices (optional)

How much ingredients would you need for 8 servings of lemonade?

If each serving cost 2 dollars to make, how much would it cost for 12 servings?

Lemonade Recipe
Makes 3 Servings
4 Tablespoons Sugar
3 Large Lemons
3-cups cold water
2-cups Ice
4 Lemon Slices (optional)

How much of each ingredient is needed to make 9 servings of lemonade?

If each serving cost 4 dollars, how much would it cost for 6 servings?

____________________________________________________________________________

Lemonade Recipe
Makes 8 servings:
16 Tablespoons Sugar
8 Large Lemons
8-cups Cold Water
4-cups Ice
12 Lemon Slices (optional)

How much of each ingredient is needed to make 2 servings of Lemonade?

If each serving cost 3 dollars, how much would it cost for 8 servings?

____________________________________________________________________________

Limonada Receta
Hacer 4 porciónes:
8 Cucharadas azúcar
4 Limónes Grande
 6-tazas agua
3-tazas hielo
4 Limón rebanadas (opcional)

Cuánto de cada ingrediente se necesita para hacer 8 porciones de limonada?

Si cada porción es de 2 dolares, cuanto costaria para 4 porciones?

Days 5-8
UNLV Student: Name: Rachel Wallace Date: 2/16/2018
School Site: Grade/Subject: Third Lesson Topic: Supply and Est. Days for lesson:
Grade Demand 4 days
Subjects 1) Economics 2) 3)
addressed*
Standards 1) SS.3.26 2.) 3)
Addressed**

Lesson Plan Sources: https://www.education.com/lesson-plan/are-you-a-producer-or-a-consumer/

https://www.econedlink.org/teacher-lesson/457/We-are-Consumers-Producers

Standards/Benchmarks Addressed: a.

SL1.2 Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.

SS.1.4. With prompting and support, construct responses to compelling questions using
examples.

SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.

SS.1.6. With prompting and support, participate in a structured academic discussion using
reasoning.
SS.1.8. With prompting and support, use deliberative and democratic procedures to take action
about an issue in the community
SS.1.22 Compare the goods and services that people in the local community produce and those
that are produced in other communities.

CS Framework: D2.Eco.4.K-2. Describe the goods and services that people in the local
community produce and those that are produced in other communities

CCSS: Reading:
● RI.1.1 Ask and answer questions about key details in a text.
● RI.1.2 Identify the main topic and retell key details of a text.
● RI1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a
text.
● RI1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a
text.
● RI1.7 Use the illustrations and details in a text to describe its key ideas.

Writing:
● W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
● W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish
writing, including in collaboration with peers.
● W.1.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
Speaking:
● RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.
f. Science:
● (1-PS4-1),(1-PS4-3) Plan and conduct investigations collaboratively to produce data to serve
as the basis for evidence to answer a question.
● (1-LS1-2) Patterns in the natural world can be observed, used to describe phenomena, and used as
evidence.
g. NV Math: 1.1A Use addition and subtraction within 20 to solve word problems involving situations
of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions,
e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the
problem.
Construct viable arguments and critique the reasoning of others.
Model with mathematics
h. NV Fine Art: MA:Re8.1.1 With guidance, identify the meanings of a variety of media artworks

Teacher Modules:
Inquiry based learning
Cooperative learning
Directive instruction

o Lesson Goals: Objectives):

1. Lesson Goal 1: Identify consumer and producers in a community and their functions using
details in the text.
2. Lesson Goal 2: Comprehend the role of consumer and producers and their relation to supply
and demand using the details in the text.
3. Lesson Goal 3: Distinguish the relationship between supply and demand and be able to
illustrate in a graph.
4. Lesson Goal 4: Investigate factors that may affect the lemonade not selling.
5. Lesson Goal 5: Draw conclusions as to how the students may help their lemonade to continue
to sell.
6. Lesson Goal 6: Discuss and plan how they would make a successful lemonade stand.
7. Lesson Goal 7: Create a lemonade stand and assign different roles to each student in the
group.
8. Apply concepts by running their own store to sell items (expanding from lemonade stand)

Materials and Technology Resources:

Day 1:
● Tech
● Pictures
● Text/with illustration
● Realia of items
Plan/checklist for project
● List of groups
● Date to open consumer and producer market

* (Continue to explore other consumers and producers throughout the week and continue to plan own
way to present consumer and producer market)

o List important concepts/vocabulary:

● Goods
● Services
● Consumers
● Producers
● Supply
● Demand
● Goods and services in other regions
● Examples of how you would practice being a consumer and producer
● Effects of goods and services and bettering home-life and community

o Room-Set up and Decorations to reinforce learning. Room arranged to facilitate learning and
activities, Subject Themes or sub themes listed on the Bulletin Board, important concepts,
vocabulary (multilingual) on the classroom walls,
● One side of room is consumers-Pictures, labels (multilingual if needed)
● Other side is producers-pictures, labels (multilingual if needed)
● Three bulletin Boards: one for producers and one for consumers and one for how the students can
be producers and consumers at home and community
● Room decor like market place-other cultures built in as well

o Teacher Readiness: Lesson notes and resources in place.

Just Doing Day One:

A. STARTING THE LESSON: Instructional Procedures: Learning Tasks: (Music on in classroom

as students come in and get ready for instruction – turn off when ready to start the lesson? Student
activity while teacher completes attendance and other tasks).
● While I do attendance, students will get notebooks out and start to journal based on a word and
picture on the board. Ex: lemonade, give words they think about when they think of lemonade, ex: recipe,
chef etc. Students have to write a story based on the words the class chose.

Review previous days lesson: 1) Reinforce learning: Yesterday we learned about goods and services
we are a part of, so today we will build on what we know and learn about consumers and producers and
what is important about them.

Warm-up fun activity

1) Mystery Box: Take out each ingredient of lemonade. Take out a cup of lemonade- How many of you would
want this lemonade? Since we have talked about what ingredients are in lemonade, what would need to happen to
make sure you all have lemonade? We call your want for lemonade, a demand. By me making sure everyone would
receive lemonade is called supply. Using what we know about how to make a cup of lemonade, to supply all of you
with lemonade, would I just get ingredients for another cup? Since there is more of a demand, I need to supply more
which means I need more ingredients or goods.
2) Have you ever heard someone say he or she wears many hats? Do you know that you have two hats you
wear? -Consumer and producer. We call the person demanding the item the consumer and the supplier of the items,
the producer.

3) Ask students to name some items their families like to buy.

Partner Talk:

● Dance to a song about supply and demand. -movement

· Essential Question (s): Who is a producer and consumer?

• A. THE LESSON: Instructional Procedures: Learning Tasks:

1. Lesson Goal 1: Recall and list items and services that they and their families like to
buy.
o 2. Lesson Goal 2: Identify goods and services that they must pay for using details in the text.
o 3. Lesson Goal 3: Recognize the ways in which they and their families function as consumers
and producers using chart.
4. Lesson Goal 4: List and illustrate consumers and producers in an independent work chart.
5. Lesson Goal 5: Orally show their comparisons of producers and consumers based on the text.
 Intro to Lesson
From their journals: 1,2,3,4, Now it’s time to sit on the floor. Or ha ha-he-he-ha-ha ho- to my carpet square I
go.
1. Reading of Lemonade for Sale by Stuart J. Murphy
-Act inquiry questions: How did they first create their lemonade stand? -4
students come up- to help visualize, what was one assigned to do and then go to 2, 3, and 4. Give each the relia of
what job they do in the lemonade stand.
● How do you think the graph they made in the text help us see how many cups were sold?
● What do you notice in the illustrations when the sales were getting more and more?
● What do the bars tell us about the sales?
● Using text evidence, does more the same amount ingredients they used for the same 30 people? What is
happening that the kids in the story are making more lemonade? -Using vocab
● What is the pattern you see in their sales? Using text. What would some, even more or loads mean based on
the events in the text?
● When their sales were low, what was their tactic to have more consumers?

Group interactive activity 1: Goods and services. Consumers Game on video- What are goods we buy-drag them to
the money. -Check for initial understanding https://www.econedlink.org/interactives/EconEdLink-interactive-tool-
player.php?filename=em457_story1.swf&lid=457
3. Group interactive activity 2: Producers: Game on Video-How are we producers-drag the ones that are
producers-Check for initial understanding
4. https://www.econedlink.org/interactives/EconEdLink-interactive-tool-
player.php?filename=em457_story2.swf&lid=457
5.
Explicit Instruction/Teacher Modeling (15 minutes)

● Tell students that people who use services and goods are called consumers, and people typically pay
money to receive goods and services.

● Define producers as people who provide or make goods and services for consumers.

● Draw 2 boxes on the whiteboard or chart paper.

● Label one box Goods and the other Services.

● Ask student volunteers to give examples of consumers and producers people pay for, and put their answers
in the appropriate boxes. -Formative Assessment- Check for continuing understanding and give positive feedback

Guided Practice/Interactive Modeling (10 minutes)

In groups: allow for collaboration -Teacher say: Get into station groups-students know which
group they are in already-procedure already learned

This time will allow me to work one on one with 2 IEP Reading students as well as ELL.

I will also be available for any questions or further guidance.

● Station 1: will talk about the roles of producer- how they successfully produce goods. How do producers
help consumers: Teacher will check for understanding and guidance and if students are referring to vocabulary.
Come up with role play/skit to show to class.
● Station 2: Talk about roles of consumer- What would you look for in buying an item? What role does a
consumer play in helping the producer/ business? Make a pic collage cutting out pictures they would buy from a
learning magazine- give reasons why the group chose those items/relate to buying lemonade.

● Station 3: How would you create your lemonade stand? What roles will people play? How will you get
customers? How will keep track of supplies and sales? Make flip books with drawn pictures to describe a plan. Or
construct a play on how they would role play a lemonade stand using relia material- movement

Come back to group for re-cap.

● https://www.youtube.com/watch?v=zmPuXe8pKps -video with fun quiz on consumer and producer-I’ll add

pictures and I’ll recite if need to. Checks for understanding before moving to Independent work

Transition: 4,3,2,1 Back to the desk for now we’re done.

Independent Working Time (15 minutes)

● Hand out construction paper.

● Ask your students to draw a line down the middle and label one side Producer and one side Consumer.

● Direct your students to list and/or illustrate 4 types of producers in the Producer column.

● Ask students to write the services or goods provided by the producers.

● In the Consumer column, instruct your students to list who would use or consume the services or goods
listed across from them.

● Students will write a couple sentences on each and why they chose what they chose.

Teacher will model this activity for ELL and nonverbal student

This allows me to walk around to see if they are applying what they know. I can check to see
who has the idea and who needs more guided practice.

A. LESSON CLOSURE:

Review and Closing (10 minutes)

● Class meeting: Ask for volunteers to come up in front of the class to discuss what they wrote on group
work. They can use pictures or any supplement to help them present the information.

-Final formative assessment to see if the students have a full understanding

Extension: (can also include activities for exceptional students (all kids are exceptional) and Fun or for Gifted)
 Conduct research on what a market looks like in another country.

Game: Ask each student to secretly write down the name of a good or service he or she uses. Then take turns having
the other members of the class ask questions to determine what the listed goods and services are. For example:
○ Is it a good or service?

○ Who else uses your (good, service)?

○ Do you have to pay for it?

○ Is it bigger than your desk?

○ Can you (hear, taste, smell) it?

○ Is it a (durable, non-durable) good?

○ Is it something we would find at (school, home}?

1. Reflection on what a market place would look like on a global scale?

○
1. ELL
Create a bulletin board labeled We are Producers and Consumers. Have students cut out or draw pictures of jobs
they could do for their family and/or community.

By the end of the week:

Each day, groups will go over some plans of how they will make their own business with their own product raising
“funds” to a cause they feel strongly about. By the end of the week, students will present their business in our
market day.

o Assessment and Evaluation of Learning:

o Formative Assessment:
https://www.econedlink.org/lessons/docs_lessons/457_we_are_consumers1.p
df
● Listing goods and services
● Students give an example of consumers and producers
● Graphing relationships between supply and demand.
● Students will draw and list three ways of being a consumer and three
ways of being a producer.
● Student will write paragraph on why they chose those items in relation
to the meaning of the words.
● Group interactive activities
● Partner talk
Summative Assessment: Their presentation of consumer and producer project on week 2.

o Homework Assignment:
Have students create gift coupons for services they will provide to members of their families.
a. Strengths: This lesson allows for much models of learning. Throughout the lesson, students will be
learning through inquiry, teacher guidance, partners and groups allowing the students to understand the
concepts in the text. This lesson allows for much accommodations to ELL students as well as changes to
mode of instruction to best fit each students needs of learning.

b. Concerns: In this lesson, I would be concerned that I did not formulate the student’s activities
the way students would be constantly engaged or even be capable of doing rather. I think I need to add a
little more learning through movement to assist in keeping the students engaged and allow for more
collaborative interaction.

c. Insights: I just need to be confident in myself and in my abilities!

Day 9
 UNLV/Department of Teaching & Learning
Elementary Lesson Plan

UNLV Student: Alexandra Aquino PSMT Name:

Lesson Plan Title: Lemonade Economics Lesson Plan Topic: Social Studies

Date: March 1, 2018 Estimated Time: 2-3 days

Grade Level: 3rd grade School Site:

1. State Standard(s):
a. SS.3.24. Identify how people use natural resources, human resources, and physical capital to
produce goods and services to trade around the world.
b. W.3.4 With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose.
c. W.3.7 Conduct short research projects that build knowledge about a topic.
d. SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts
and relevant, descriptive details, speaking clearly at an understandable pace.
e. SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.

2. Teaching Models(s):
a. Cooperative Learning
b. Group Investigation

3. Objective(s):
a. Students will be able to…
i.Use their own words to define terms such as economics, goods, resources, services,
supply, demand, producer, consumer, and profit.
ii.Collect information about each word related to different ingredients in lemonade.
iii.Present the information collected to the rest of the class individually or in groups.

4. Materials and Technology Resources:

a. iPads/Computers + Internet
b. Account for Voki
c. Notebook + Pencil
d. Poster Paper + Coloring Utensils
e. Projector

5. Instructional Procedures:
a. Motivation/Engagement:
i.Connect to Prior Knowledge
1. Ask students to recall what the events in “Lemonade for Sale.”
ii.Build Background Knowledge
1. Connect the new vocabulary words to events in the book.
a. Goods = Lemonade
 b. Services = Lemonade Stand
c. Supply = Lemonade
d. Resources = Ingredients (Lemons, Sugar, Water, etc.)
e. Demand = More customers
f. Producer = Members of Elm Street Kids’ Club
g. Consumer = Lemonade Stand Customers
h. Profit = Money made from lemonade stand
2. Create a mind map related to lemonade on the board.
3. Ask students to come up with different supplies needed to create lemonade.
4. Keep the mind map up for students to reference later.
iii.Key Vocabulary
1. Economics, goods, services, supply, demand, producer, consumer, profit, income.
b. Developmental Activities/Learning Experiences:
.Vocabulary Groups + Research (Part 1)
1. Have students split up into pairs or give them the option to work on their own.
2. Assign each group a vocabulary word from the list.
3. Instruct them to look up the definition of the word and write out their own definition
in their notebooks.
4. Have each student pick one of the supplies from the mind map created earlier and
have them research how it relates to their vocabulary word.
5. Ex. Producer + Sugar = Where sugar is produced, if it is natural or manmade, how it
is produced, etc.
6. Meet and work with each student/group at least once to help them with creating their
own definitions and research.
i.Work on Poster/Voki (Part 2)
1. Provide each group with their own poster paper and coloring utensils.
2. Have students write out their definitions and research about lemonade ingredients on
the poster.
3. Ex. Definition of Resources + Fact about where Sugar is produced
4. Have the students decorate the poster and add visuals.
5. Demo how to log into Voki for the students, how to create a Voki, and how to
submit their Voki.
6. The Voki will include the students reading the information written on their poster.
7. Allow time for the students to work on both projects.
ii.Presentation (Part 3)
1. On presentation day, allow the students to choose their method of presentation.
. Voki + Poster
a. Poster
c. Closure:
.Post-Test
1. Have students take out a blank sheet of paper/a new page in their notebooks.
2. Ask them to write about a vocabulary word they did not do research on/present
about.
3. Collect to look at later.
d. Extension:
.Flip Book
1. Create a flipbook to refer to the different economics definitions presented by the
class. After all students present, hang their posters up around the classroom. Go
through each poster again and have the students write each definition they created in
a vocabulary flipbook. Have them include a small drawing of the topic of research.
 6. Accommodations, Modifications, and Differentiations for Diverse Learners:
a. Make sure to orally review instructions and make them as explicit as possible.
b. Pair the students with a classmate that can help them with reading and doing research.
c. Provide students with translations of difficult words in their L1 if necessary.
d. Provide students with support in writing with sentence stems if necessary.
e. Make sure instructions are given orally, written out, and visuals are utilized.
f. Assign them specific roles in their groups/task them with guiding a peer.
g. Assign them to conduct more research to find out more about the lemonade ingredient/supply
they chose.
h. Provide students with different roles in the research, creating, and presenting process.
i. Allow the student to present their information through Voki rather than to the class directly.

7. Assessment and Evaluation of Learning:

a. Formative
i.Student Presentations
1. Based on the students work for presentations, check to see if they met the objectives
of the lesson.
2. Research + Writing + Presentation
ii.Short Question/Answer
1. “Name one vocabulary word that you did not present. Define it in your own words
and state something you learned from the presentations.”

8. Homework Assignment:
a. No homework assignment for this lesson.

Guadalupe Henriquez
 Additional Resources
1. https://www.teacherspayteachers.com/Product/Lemonade-Stand-An-elementary-
economics-lesson-simulation-in-supply-and-demand-148015
2. https://www.pinterest.com/pin/87960998951456761/
3. https://www.education.com/lesson-plan/lets-make-lemonade-the-letter-l/
4. https://omsi.edu/exhibitions/moneyville/activities.php#lemonade
5. https://www.pinterest.co.uk/pin/96897829457006683/
6. https://www.teacherspayteachers.com/Product/Economics-Unit-1575462
7. https://www.teacherspayteachers.com/Product/The-Lemonade-War-Novel-Guide-
Math-Activities-1211213
8. https://www.teacherspayteachers.com/Product/Lemonade-Math-Centers-717320
9. https://www.teacherspayteachers.com/Product/Lemonade-Economics-Business-for-
Kiddos-268365
10. https://youtu.be/cgp5_8ETbbw
11. https://youtu.be/JG8PpJxpVvo
12. https://www.teacherspayteachers.com/Product/Lemonade-Stand-Economics-358222
13. https://www.scholastic.com/teachers/articles/teaching-content/books-teaching-
economic-concepts/
 Lawrence Froland

Additional Activities
1. https://www.teacherspayteachers.com/FreeDownload/Good-and-Services-
in-the-Community-worksheet-167383
2. https://www.teacherspayteachers.com/Product/Goods-and-Services-
Printable-223685
3. https://www.coolmath-games.com/0-lemonade-stand
4. https://www.thespruce.com/vlemonade-stand-math-2086842
5. https://www.superteacherworksheets.com/economics/goods-and-
services_WMZTR.pdf?up=1466611200
6. https://www.superteacherworksheets.com/economics/supply-and-
demand.pdf?up=1466611200
7. https://www.education.com/worksheet/article/what-are-goods-and-
services-2/
8. http://www.totally3rdgrade.com/Worksheets/Wor_Supply_Demand.pdf
9. https://www.teacherspayteachers.com/Product/Producers-and-Consumers-
Activity-972302
10.https://www.teacherspayteachers.com/Product/Basic-Economics-
Vocabulary-Mad-Lib-1757444
11.https://www.education.com/worksheet/article/tools-trade-1/
12.https://www.education.com/worksheet/article/tools-trade-1/
13.https://www.education.com/worksheet/article/goods-services-2/
14.https://www.havefunteaching.com/resource/math/garden-measuring-
activity/
15.https://www.havefunteaching.com/resource/third-grade/supply-demand-
worksheet/
16. https://www.education.com/worksheet/article/goods-services-1/
17.https://www.teacherspayteachers.com/Product/Consumers-and-Producers-
2832354