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Title of Unit: People at Work Title of Lesson: Work Submitted By: Julia Villanueva

A. Summary of the Lesson Plan: This social studies lesson is designed for 2nd grade students to learn about the work of producers and the role of consumers. This lesson uses the Houghton Mifflin 2nd Grade Social Studies textbook Neighborhoods (p. 166-169). B. Target Population: Grade Level: 2nd grade Skill Level: students at all learning levels Grouping: whole group for reading and discussions, C. Materials: Houghton Mifflin 2nd Grade Social Studies Book: Neighborhoods (p.166-169). Vocabulary and Study Guide (Unit Resources p. 50) for each student. Reading Skill: Draw Conclusions (Unit Resources p. 49) for each student. Paper, pencils, and crayons D. Objectives: o NV State Social Studies Standards o E9.2.2 Identify consumers and where they make purchases. E9.2.3 Identify producers in your neighborhood and community.

Student-Friendly Standards E9.2.2 I can identify consumers and where they make purchases. E9.2.3 I can identify producers in your neighborhood and community.

E. Procedure: 1. Refer to notes on TE 166 Get Set to Read. Explain the Study Guide students will complete as we read. Call students attention to the lesson title and the illustrations. Ask: What is this lesson about? Identify and discuss what producers and consumers do. Introduce vocabulary (producer, consumer, income).

2. As a class, read p. 166-169, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: People at Work Title of Lesson: Work Submitted By: Julia Villanueva

4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about economics: (TE 167) Why is a farmer a producer? (TE 167) If a farmer grows or produces apples, what do you call a person who buys and eats apples? (Review question p. 167) In what ways are you a consumer? (TE 168) What do people usually get or earn for the work they do? (Review question p.169) What work do people do to earn money?

5. CLOSURE: Discuss the three statements in the Review/Assess section of TE 169. F. Assessment: What will you use to measure student understanding? Draw a picture activity TE 169: Students will draw a picture that shows a job they might like to do someday. The picture must be drawn clearly with accurate details. Explain how you will know students understand the concepts from the lesson. Students must identify consumers and where they make purchases, and identify producers in your neighborhood and community. Having students draw a picture about what job they would like to do, will show if they grasp the concepts from this lesson. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part to teach will be completing the Reading Skill: Draw Conclusions worksheet, because students have done something similar to this in their reading groups. 2. Which part will be most challenging for you to teach? I dont think this lesson will be challenging, it is pretty straightforward and easy to follow. 3. How will you follow up or extend this lesson? As an extension to this lesson, I will use the Extend Lesson 2 (p. 170-171) about First Farmers. Students will learn about producers, consumers, and different ways to make money. They will learn about the first farmers who lived long ago in Mesopotamia.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: People at Work Title of Lesson: Work Submitted By: Julia Villanueva

4. What will you do for students who dont grasp the concepts? For students who dont grasp the concept, I will use the Reteach Mini Lesson described at the bottom of TE 169. We will work together to brainstorm and list producers and consumers on the chart. 5. Which part of the lesson, if any, do you think might need to change? I think the activity after the lesson could be changed. Maybe they could write a description to go along with their drawing. Or maybe as another extension to this lesson, have them dress up as what they want to be when they get older, and write a short description card about the job they want to do, and have them present it to the class. 6. When you were writing this lesson plan, what was the most difficult part? I didnt have any difficulties writing this lesson; it was pretty easy to follow.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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