1. Author: Lynn Brubaker
2. Title: Economic
3. Grade Level and Michigan Curriculum Framework (MCF) and Technology Standards:
GLEC: 2-El.0.3 Describe how businesses in the local community meet economic wants of consumers.
Technology Standards (Grade K-2)
o PK-2.RI.2. use digital resources (e.g., dictionaries, encyclopedias, graphs, graphical organizers) to locate and interpret information relating to a specific curricular topic, with assistance from teachers, school library media specialists, parents, or student partners
o PK-2.CI.1. use a variety of digital tools (e.g., word processors, drawing tools, simulations, presentation software, graphical organizers) to learn, create, and convey original ideas or illustrate concepts
4. Rational
o The goal of this lesson to teach how a business’s meet the economic needs of the consumers.
o The students will be guided to making connections and draw conclusions about local businesses meeting the economic wants of consumers within the classroom and how it applies to the local community and world.
o Students will juxtapose businesses, products and use critical thinking, analysis and problem solving to make connects.
Higher Order of Thinking:
Students will use the following depth of knowledge from Blooms:
Level 4: Students will make connections between background knowledge, prior knowledge of consumers and producers and applying the concepts to businesses.
Level 3: Students will construct knowledge and draw conclusions regarding businesses, products and the local community.
Level 2: Students will make observations, and compare relationship of businesses, the product they provide and the consumer that use the products.
5. Prerequisite Skills/Prior Knowledge:
o Students were taught in first grade what producers and consumers of goods and services provide, ways their family consumes goods and services, how money simplifies trade, how people earn money, and why voluntarily trade.
o Students were taught in a previous lesson, what opportunity cost involved in a consumer decision.
o Students were given a T chat to research the terms using the computer dictionaries prior to this lesson for a homework assignment. The assignment required the students to go out into the community or research on the computer local businesses. The students wrote the name of the business on one side of the T chart and research what the business provided on the other side of the chart. The homework assignment will be the introduction for this lesson.
6. Anticipatory Set
o In the classroom I will have hanging in numerous places a multitude of hats, scarfs, gloves, pretend food and crayons, erasers and pencils along with a sign that states, “Mrs. Brubaker’s Market” and pictures of local businesses in the community.
o Gather the students together on the reading carpet for Social Studies and ask them to bring their Social Study folder with the homework questionnaire and T-Chart they had completed.
7. The Lesson Plan Goal and Objective and Purpose
o Students will be given a homework assignment to complete prior to this lesson. The homework purpose is for the students to juxtapose businesses, the product they provide and the consumer that use the products. The goal of this lesson is to teach students how businesses support the local community’s consumers.
8. Instructional Input
o In the classroom I will have hanging in numerous places a multitude of hats, scarfs, gloves, pretend food and crayons, erasers and pencils along with a sign that states, “Mrs. Brubaker’s Market” and pictures of local businesses in the community.
o Gather the students together on the reading carpet for Social Studies and ask them to bring their Social Study folder with the homework questionnaire and T-Chart they had completed.
o Read “Caps for Sale” by Esphyr Slobodkina
o Show You Tube Video: http://www.youtube.com/watch?v=y6He0FWoFj0
o Name of You Tube Video: Tim’s Place Albuquerque Service with a smile and Hugs.
o Ask students “What connection can you make between the story “Caps for Sale” the sign “Mrs. Brubaker’s Market” and the YouTube Video.
o Allow students time to discuss their ideas with a partner for approximately 3-5 minutes.
o Have students make predictions about the following vocabulary: Consumers, Producers, Product, Businesses, community, local community, economic, market, proprietor, business partnership, community, and society.
9. Modeling
o Come back together and create a graphic organizer on the Smartboard of the student’s predictions. I will model my answers on my T-Chat with the use of the Elmo for the class. I will choose a student to be my partner for this exercise. We will compare businesses and products from the T-Chart information and discuss who the consumer will be that purchase product for specific businesses.
10. Check for understanding
o Students will be able differentiate between what is a business and who are consumers.
o Make connections and draw conclusions about local businesses meeting the economic needs of consumers.
o Better understand the role of a local business meeting the economic needs of the consumer.
11.Guided Practice
o “How can opportunity cost apply to a business and consumer?”
i. Examples of opportunity cost are if a business offers coupons to a consumer the cost to the business is less. However, the business will have more consumers buying with coupons and other items that do not have coupons. Leading to a profit for the business because of the items bought without a coupon or not on sale.
ii. Application to the classroom: Chose two students and ask them to choose two items from around the room. These students will be the business owners, asks the student to create a price for their item. Choose one of the two students to offer a coupon and the other student not to have a coupon. Once the scenario is established offer the consumers of the classroom to choose which business they would like to purchase from and why?
iii. Discuss decisions as a class and create two more scenarios for clarification. Apply exercise to story “Caps for Sale” and community businesses with discussion.
11. Closure
o Gather students together and on an Exit slip have the students answer the following questions.
i. Differentiate between a consumer and a business?
ii. What type of business have you established? Why?
iii. What type of proprietorship will your business have?
12. Independent Practice
o During Language Arts and guided reading students will look at books, internet articles and other reading material regarding kid in business.
i. Book Suggestions:
a. “Kid in Business Around the World” By Anthony Delmedico
b. Weekly Reader Business Topic
c. Cap’s for Sale
d. And other books in the classroom library that reference business, sales and consumers.
e. Kids Business YouTube: http://www.youtube.com/watch?v=Bdp8LzA7xOM
http://www.youtube.com/watch?v=Hs73_uQ2Kvg
ii. During Writers Workshop students will use the I- pads or computer to research the following:
1. Who owns Microsoft?
2. Who owns Apple?
3. Who owns? “name a local store”
4. Are these owners proprietors, or do they have business partners?
5. Have students write the answers to these questions on a word document and print to add to their social studies journals.
6. In the students Writing Journal students will compare and contrast business proprietors and business partners.
13. Technology
o Technology 1 laptop, computer or I pad for each student.
o Skill development: research using search engines such as Google.
o Resources: Smart board, teacher’s computer and 1 computer/I pad or laptop per student.
o Technology skill teacher will teach students how to use search engines to research and how to use micro soft word to create a document.
o Websites used during the lesson will be a YouTube video: http://www.youtube.com/watch?v=y6He0FWoFj0
http://www.youtube.com/watch?v=Bdp8LzA7xOM
http://www.youtube.com/watch?v=Hs73_uQ2Kvg
14. Materials/Resource
o Book: “Caps for Sale” by Esphyr Slobodkina
o Anchor chart with question for the lesson written and covered “How do businesses in the local community meet economic wants of the consumer?”
o Social Studies Questionnaire Topic: Business and Consumers
o T Chart “Name of Local Business” “What Service or Product does business provide?”
o Computer, Computer paper for printing, I-pads, Elmo and Smartboard.
o New vocabulary for lesson: Consumers, Producers, Product, Businesses, community, local community, economic, market, proprietor, business partner, community, and society.
15. Time Frame: Two day at 30 minutes each day.
o Mini Society will be the unit plan with additional lesson.
16. Activities/Procedures
o We have been gradually establishing a mini society within our classroom. We have created the money for our community. We have established a government and laws for our community.
o Today you will design businesses for our community here are some decisions you need to make:
i. Will you be an independent proprietor or will you have a business partner or partners?
ii. What type of business will you establish? Why?
iii. What will you name your business?
iv. Will your business have a sign? What will it look like?
v. How will you make a profit?
vi. What is your opportunity cost of your business?
vii. What opportunity cost will you pass onto your consumer?
viii. What will your business hours be?
ix. Who will work the business? Owners or employees?
x. What products will you sell?
xi. Who are your target consumers?
xii. What are the economic wants of the consumers of our community?
17. Performance Assessment
o Formative Assessment: Student will evaluate, create and establish a business for the classroom community and complete successfully.
o Students will be asked to evaluate businesses in the local community and the classroom mini society and make a connection of how these businesses support the economic needs of the local consumers and classroom consumer.
o Summative Assessment: Student will complete all tasks within the lesson and make connections between community and classroom.
o Rubric see button below.
18. Follow-up/Extension Activity
o Students will have a community service day as an extension activity to gain a better understanding of trade of goods and services.
19. Reflection on your lesson plan
Through this lesson I hope to teach students that important of the needs of the consumers and how businesses support these needs.
20. Reference(s)
o RubriStar. (2013, June 8). Retrieved from http://rubistar.4teachers.org/index.php?screen=Home&module=User
o You Tube. (2013, February 13). Retrieved from Tim's Place Albuquerque: Service with a Smile: http://www.youtube.com/watch?v=y6He0FWoFj0
2. Title: Economic
3. Grade Level and Michigan Curriculum Framework (MCF) and Technology Standards:
GLEC: 2-El.0.3 Describe how businesses in the local community meet economic wants of consumers.
Technology Standards (Grade K-2)
o PK-2.RI.2. use digital resources (e.g., dictionaries, encyclopedias, graphs, graphical organizers) to locate and interpret information relating to a specific curricular topic, with assistance from teachers, school library media specialists, parents, or student partners
o PK-2.CI.1. use a variety of digital tools (e.g., word processors, drawing tools, simulations, presentation software, graphical organizers) to learn, create, and convey original ideas or illustrate concepts
4. Rational
o The goal of this lesson to teach how a business’s meet the economic needs of the consumers.
o The students will be guided to making connections and draw conclusions about local businesses meeting the economic wants of consumers within the classroom and how it applies to the local community and world.
o Students will juxtapose businesses, products and use critical thinking, analysis and problem solving to make connects.
Higher Order of Thinking:
Students will use the following depth of knowledge from Blooms:
Level 4: Students will make connections between background knowledge, prior knowledge of consumers and producers and applying the concepts to businesses.
Level 3: Students will construct knowledge and draw conclusions regarding businesses, products and the local community.
Level 2: Students will make observations, and compare relationship of businesses, the product they provide and the consumer that use the products.
5. Prerequisite Skills/Prior Knowledge:
o Students were taught in first grade what producers and consumers of goods and services provide, ways their family consumes goods and services, how money simplifies trade, how people earn money, and why voluntarily trade.
o Students were taught in a previous lesson, what opportunity cost involved in a consumer decision.
o Students were given a T chat to research the terms using the computer dictionaries prior to this lesson for a homework assignment. The assignment required the students to go out into the community or research on the computer local businesses. The students wrote the name of the business on one side of the T chart and research what the business provided on the other side of the chart. The homework assignment will be the introduction for this lesson.
6. Anticipatory Set
o In the classroom I will have hanging in numerous places a multitude of hats, scarfs, gloves, pretend food and crayons, erasers and pencils along with a sign that states, “Mrs. Brubaker’s Market” and pictures of local businesses in the community.
o Gather the students together on the reading carpet for Social Studies and ask them to bring their Social Study folder with the homework questionnaire and T-Chart they had completed.
7. The Lesson Plan Goal and Objective and Purpose
o Students will be given a homework assignment to complete prior to this lesson. The homework purpose is for the students to juxtapose businesses, the product they provide and the consumer that use the products. The goal of this lesson is to teach students how businesses support the local community’s consumers.
8. Instructional Input
o In the classroom I will have hanging in numerous places a multitude of hats, scarfs, gloves, pretend food and crayons, erasers and pencils along with a sign that states, “Mrs. Brubaker’s Market” and pictures of local businesses in the community.
o Gather the students together on the reading carpet for Social Studies and ask them to bring their Social Study folder with the homework questionnaire and T-Chart they had completed.
o Read “Caps for Sale” by Esphyr Slobodkina
o Show You Tube Video: http://www.youtube.com/watch?v=y6He0FWoFj0
o Name of You Tube Video: Tim’s Place Albuquerque Service with a smile and Hugs.
o Ask students “What connection can you make between the story “Caps for Sale” the sign “Mrs. Brubaker’s Market” and the YouTube Video.
o Allow students time to discuss their ideas with a partner for approximately 3-5 minutes.
o Have students make predictions about the following vocabulary: Consumers, Producers, Product, Businesses, community, local community, economic, market, proprietor, business partnership, community, and society.
9. Modeling
o Come back together and create a graphic organizer on the Smartboard of the student’s predictions. I will model my answers on my T-Chat with the use of the Elmo for the class. I will choose a student to be my partner for this exercise. We will compare businesses and products from the T-Chart information and discuss who the consumer will be that purchase product for specific businesses.
10. Check for understanding
o Students will be able differentiate between what is a business and who are consumers.
o Make connections and draw conclusions about local businesses meeting the economic needs of consumers.
o Better understand the role of a local business meeting the economic needs of the consumer.
11.Guided Practice
o “How can opportunity cost apply to a business and consumer?”
i. Examples of opportunity cost are if a business offers coupons to a consumer the cost to the business is less. However, the business will have more consumers buying with coupons and other items that do not have coupons. Leading to a profit for the business because of the items bought without a coupon or not on sale.
ii. Application to the classroom: Chose two students and ask them to choose two items from around the room. These students will be the business owners, asks the student to create a price for their item. Choose one of the two students to offer a coupon and the other student not to have a coupon. Once the scenario is established offer the consumers of the classroom to choose which business they would like to purchase from and why?
iii. Discuss decisions as a class and create two more scenarios for clarification. Apply exercise to story “Caps for Sale” and community businesses with discussion.
11. Closure
o Gather students together and on an Exit slip have the students answer the following questions.
i. Differentiate between a consumer and a business?
ii. What type of business have you established? Why?
iii. What type of proprietorship will your business have?
12. Independent Practice
o During Language Arts and guided reading students will look at books, internet articles and other reading material regarding kid in business.
i. Book Suggestions:
a. “Kid in Business Around the World” By Anthony Delmedico
b. Weekly Reader Business Topic
c. Cap’s for Sale
d. And other books in the classroom library that reference business, sales and consumers.
e. Kids Business YouTube: http://www.youtube.com/watch?v=Bdp8LzA7xOM
http://www.youtube.com/watch?v=Hs73_uQ2Kvg
ii. During Writers Workshop students will use the I- pads or computer to research the following:
1. Who owns Microsoft?
2. Who owns Apple?
3. Who owns? “name a local store”
4. Are these owners proprietors, or do they have business partners?
5. Have students write the answers to these questions on a word document and print to add to their social studies journals.
6. In the students Writing Journal students will compare and contrast business proprietors and business partners.
13. Technology
o Technology 1 laptop, computer or I pad for each student.
o Skill development: research using search engines such as Google.
o Resources: Smart board, teacher’s computer and 1 computer/I pad or laptop per student.
o Technology skill teacher will teach students how to use search engines to research and how to use micro soft word to create a document.
o Websites used during the lesson will be a YouTube video: http://www.youtube.com/watch?v=y6He0FWoFj0
http://www.youtube.com/watch?v=Bdp8LzA7xOM
http://www.youtube.com/watch?v=Hs73_uQ2Kvg
14. Materials/Resource
o Book: “Caps for Sale” by Esphyr Slobodkina
o Anchor chart with question for the lesson written and covered “How do businesses in the local community meet economic wants of the consumer?”
o Social Studies Questionnaire Topic: Business and Consumers
o T Chart “Name of Local Business” “What Service or Product does business provide?”
o Computer, Computer paper for printing, I-pads, Elmo and Smartboard.
o New vocabulary for lesson: Consumers, Producers, Product, Businesses, community, local community, economic, market, proprietor, business partner, community, and society.
15. Time Frame: Two day at 30 minutes each day.
o Mini Society will be the unit plan with additional lesson.
16. Activities/Procedures
o We have been gradually establishing a mini society within our classroom. We have created the money for our community. We have established a government and laws for our community.
o Today you will design businesses for our community here are some decisions you need to make:
i. Will you be an independent proprietor or will you have a business partner or partners?
ii. What type of business will you establish? Why?
iii. What will you name your business?
iv. Will your business have a sign? What will it look like?
v. How will you make a profit?
vi. What is your opportunity cost of your business?
vii. What opportunity cost will you pass onto your consumer?
viii. What will your business hours be?
ix. Who will work the business? Owners or employees?
x. What products will you sell?
xi. Who are your target consumers?
xii. What are the economic wants of the consumers of our community?
17. Performance Assessment
o Formative Assessment: Student will evaluate, create and establish a business for the classroom community and complete successfully.
o Students will be asked to evaluate businesses in the local community and the classroom mini society and make a connection of how these businesses support the economic needs of the local consumers and classroom consumer.
o Summative Assessment: Student will complete all tasks within the lesson and make connections between community and classroom.
o Rubric see button below.
18. Follow-up/Extension Activity
o Students will have a community service day as an extension activity to gain a better understanding of trade of goods and services.
19. Reflection on your lesson plan
Through this lesson I hope to teach students that important of the needs of the consumers and how businesses support these needs.
20. Reference(s)
o RubriStar. (2013, June 8). Retrieved from http://rubistar.4teachers.org/index.php?screen=Home&module=User
o You Tube. (2013, February 13). Retrieved from Tim's Place Albuquerque: Service with a Smile: http://www.youtube.com/watch?v=y6He0FWoFj0