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					  Lesson Plan Title: Bookmark Factory
  Topic: Economics
  Teacher Name: Sheri Kemp
  Teacher Grade: 3
  Teacher School: Heber Hunt
  Teacher District: Sedalia 200


Standards (Performance, Knowledge and NETS-S):
Performance Standards
Gather/Analyze/Apply Information and Ideas
     1.2 Conduct research to answer questions and evaluate information and ideas.
     1.4 Use technology tools and other resources to locate, select and organize
        information.
     1.8 Organize data, information, and ideas into useful forms for analysis or presentation.
Communicate Effectively Within and Beyond the Classroom
     2.1 Plan and make written, oral and visual presentations for a variety of purposes and
        audiences.
Make Decisions and Act as Responsible Members of Society
     4.2 Act as responsible citizens by working together to help others through service
        learning.
     4.6 Complete cooperative tasks.
Knowledge Standards
Social Studies
SS4A.a. Identify and explain public goods and services.
   b. Distinguish among natural, capital and human resources.
Communication Arts
     CA3 Read and evaluate nonfiction works and materials.
     CA4 Write formally and informally.
     CA6 Participate in formal and informal presentations and discussions of issues and
        ideas.
NETS-S
2. Communication and Collaboration
   b. Communicate information and ideas effectively to multiple audiences using a variety of
       media and formats.
4. Critical Thinking, Problem Solving, and Decision Making
   c. Collect and analyze data to identify solutions and/or make informed decisions.
6. Technology Operations and Concepts
   b. Select and use applications effectively and productively.

What concepts do you want students to understand after completing this lesson?

Students will understand basic economic concepts.
Students will understand the steps to producing a good by participating in a bookmark factory.
Students will learn that income is earned by providing a good or service that people want or
need.
Essential Question:
How do we decide how to spend our money?



Criteria for Success (How will you know students have gained the understanding of
the concepts?):
  eMINTS National Center
      Students will show an understanding of the terms; wants, needs goods, services,
       income, scarcity, producers, consumers, natural resources, capital resources, and
       human resources.
      Students will work in groups to create bookmarks in a bookmark factory.
      Students will sell the bookmarks to raise money for our service learning project.
      Students will list the goods, services, natural resources, capital resources, and human
       resources needed for the fundraiser.
      Students will design and produce a flier using Microsoft word with clip art, a poster using
       drawings or clip art with hand written or typed information , and a public service
       announcement advertising their fundraising idea that could be read over the school
       intercom.
      Students will work in groups to make and present their bookmark to the class.
      Students will set a fundraising dollar goal and decide how the money would be spent to
       help the service learning project.


Resources (What resources will you and your students use?):
www.brainpop.com
www.brainpopjr.com
www.teacher’sclubhouse.com
Microsoft Word
Smart Notebook- Scarcity
Management (How will students share technology resources? How will you break up
the lesson into segments-the number of hours or days?)
A system for using the computers in pairs is already in place in the classroom. Students are
assigned to be an “A” or a “B”. On “A” days the person assigned as an “A” is the “driver” of the
computer. The “B” person is the “navigator” and can also help by doing any of the writing
needed for the pair. The next day the roles are switched.
During twenty 30 minute social studies blocks, students will:
    use videos and Smart Notebook activities to learn basic economic terms
    work in teams of three to brainstorm ideas for a fundraiser for our service learning
      project (See the Explore section for more detailed information)
    evaluate themselves on how well they worked with the team and reflect on how well the
      team worked together using a Team Reflection Sheet to be turned in to the teacher
      each day
    use the Kidspiration program to organize the materials needed to make their project
    use a Project Planning Sheet to plan out the flier, poster, public service announcement
      and presentation
    use Microsoft Word to design a flier with clip art, a poster using drawings or clip art with
      hand written or typed information, a public service announcement that could be read
      over the school intercom and a presentation to be shared with the rest of the class
    conduct a cost benefit analysis with the help of the teacher
    present to the class the idea, poster, flier, and public service announcement


Learner Diversity (What diverse learner needs do you need to consider when
selecting resources, grouping students or planning the culminating project? Are
there any special considerations such as assistive technologies or second-language
learning to take into account?)



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  eMINTS National Center
      Puzzle pieces will be handed out to form cooperative groups in a way that looks random
       but is actually carefully planned to insure a variety of abilities in each group. In this way
       students will be able to support each other using their own strengths.
      Internet and print resources will be at a level that can be read by most members of
       each group. Members will be allowed to read with each other to help support struggling
       readers.
      Students will be able to collaborate with each other throughout the project to provide
       needed support.



Engage:
Capture the students’ attention, stimulate their thinking and help them access prior
knowledge.
   Day 1
       Discuss times when students have wanted something and times when they have
          needed something. Write student responses on chart paper using a t-chart with
          “Wants” on one side and “Needs” on the other side.
       Direct the students’ attention to the four signs that are hung around the room. Tell
          the class to pretend they have just been given enough money for their birthday to
          pick one of the four things that are written on signs around the room. Two signs list
          material items students would want (iPhone, video game), and two signs list ways to
          help the needs of others with the money (buy blankets and food to donate to the
          animal shelter, send the money to Ecolife Foundation to plant trees in the forest to
          help save the monarchs). Students must pick one sign, stand by it and be able to
          explain their decision.
       Have students volunteer their explanations of how they would spend their birthday
          money and discuss as a class the reasons they made that decision and if they are
          satisfying a want or a need with that choice.
       Ask the essential question: “How do we decide how to spend our money?” Write the
          question at the top of a new piece of chart paper.
       Introduce the concept of wants, needs, goods, services, producers and consumers
          with the Brain Pop Jr. video on wants and needs;
          http://www.brainpopjr.com/socialstudies/economics/needsandwants/
Explore:
Give students time to think, plan, investigate and organize collected information.
   Day 1 Continued
     Explain that we are going to start a unit on Economics. (Write the word “economics”
        under the essential question). Illicit from students any background knowledge they
        may have about the meaning of the word.
     Write and discuss the definition of economics on the chart. Economics: the study of how
        goods and services are made and used.
     Watch the Needs Wants power point as a class.
     Assign the Needs and Wants Quiz and the Needs and Wants worksheet to be completed
        with computer partners.
     Add the words, wants (things we would like to have) and needs (things we have to have
        to survive) to the chart along with definitions from the students based on what they
        have learned so far.
     Recap the lesson by reviewing the terms wants, needs and economics. Have students
        verbally give an example of each.


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  eMINTS National Center
Day 2
     Review the terms and the essential question from yesterday.
         Explain that today students will learn about goods, services, producers and
      consumers. Ask if any students already know what these terms mean to assess any
      prior knowledge.
     Show the Brain Pop Jr. video on goods and services;
       http://www.brainpopjr.com/socialstudies/economics/goodsandservices/
     Errands Cards Activity: Using one Errands Card, model for the class how to read the
       errands on the card. Using an Errands for Goods and Services worksheet that has been
       scanned into the smart board, work together as a class to identify the goods and
       services for each errand and complete the worksheet together as a sample. Using
       puzzle pieces, divide the class into cooperative groups. Those with pieces that fit
       together will meet in groups of four. Give each group one Errand Card and four
       Errands for Goods and Services worksheets. Groups look at the errand card, discuss,
       and write about the goods or services in each errand on their own Errands for Goods
       and Services sheet.
     Have students work with their partner at their computer to watch the Producers
       Consumers Shopping power point. After completing the power point partners are to
       work together on the Producer or Consumer? Quiz and How Do I Help the Community
       worksheet.
    
     Gather students together to share their Errands Cards and the goods and services they
       identified for each errand.
     Recap the lesson by reviewing the terms goods, services, producers and consumers and
       having the students verbally give examples of each and add to chart.
 Day 3
     Gather the class and ask the essential question again, “How do we decide to spend our
       money?” Have students share how they decide to spend their money. Ask students,
       “What are some ways that you get the money you spend?” After a few students have
       shared, ask, “Does anyone know another word for the money we earn?”
       Explain that the word income is another way to describe money we have earned.
     Show the Brain Pop Jr. video on Saving and Spending:
       http://www.brainpopjr.com/socialstudies/economics/savingandspending/
     Together, watch the Income power point. Then, hand out the Community Worker cards
       to computer partners and have them work together to sort the cards according to what
       the workers provide for the community (goods or services). Then, have partners make
       a t-chart with one side labeled goods and the other services on a piece of construction
       paper and place cards in the proper column. Optional: Instead of partners, have
       students divide the cards up so each student has one. Then designate a place in the
       room for all students who hold a card that provides a good to stand, then all who hold
       a card that provides a service to stand.
 Day 4
     Ask, “Have you ever wanted to buy something but you didn’t have enough money?”
       Explain that when you do not have enough of something you want that is called
       scarcity. Show Smart notebook on Scarcity. On the smart board complete the Scarcity
       Search worksheet together.
     Have students complete the worksheet titled, “But I Want It!” on their own.
     Gather class to watch the Resources power point. Next, have computer partners
       complete the “Resources- Natural, Human, or Capital?” activity by cutting out the
       pictures of the resources and pasting them into the proper column.
     Have students complete the “Name That Resource” sheet as a quick assessment to

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  eMINTS National Center
        check for understanding.




Explain:
Involve students in an analysis of their explorations. Use reflective activities to clarify and
modify their understanding.
 Day 5
    Students will complete an activity called “Production” in which they must show their
       understanding and put together everything they have learned so far to come up with a
       mock product to produce.
    For an extra activity or to meet the needs of more advanced students, the “Economics
       Tic-Tac-Toe” sheet can be used as a homework assignment, extra credit or to be worked
       on in class when other work is finished.
Elaborate:
Give students the opportunity to expand and solidify their understanding of the concept and/or
apply it to a real-world situation.
  Day 6
   Explain that students will now get to apply everything they have learned and make a
     product that they will sell to other students in the school to raise money for the service
     learning project we have been working on.
   Hand out “The Bookmark Factory, Unit Production” sheets. Students will work alone
     today to learn all the steps to producing a quality bookmark to sell. Allow the rest of the
     time today to be used for this activity.
Day 7-8
   Tell students that today is the day they will work together with their team to become a
     Bookmark Factory. Each person on the team will have a specific job to do in order to
     produce quality bookmarks to sell to other students in our school. The more bookmarks
     they can make in the time allowed, the more product they have to sell which will in turn
     bring in more income that can be used for our service learning project.
   Divide students into cooperative groups of four using the puzzle pieces again. This time
     have each piece labeled with one of the four jobs in the bookmark production process.
   Have teams meet and set goals for how many quality bookmarks they think they can
     produce together during the rest of the time today and during social studies time
     tomorrow.
   Devote the rest of the time that day and the next to the production of bookmarks.
Day 9-11
   Have students complete the “Factory Production Reflection Sheet” to see how they feel
     the production of the bookmarks went.
   Gather students and discuss that our next step is to let other students know that we
     have a product to sell that they may want. Ask, “How will we get other students to
     decide to spend their money on our product?” In order to advertise their products they
     will work in their groups and use Microsoft Word and clip art to produce a poster that
     will be hung in the hall, a flier that will be copied and sent home with all students, and a
     public service announcement that will be read over the intercom. Hand out the
     “Advertising Planning Sheet” that lists guidelines to completing each of these products
     and scoring guides for how they will be graded. Give groups time to begin planning, and
     allow the next several days for working.
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  eMINTS National Center
Day 12-20
   These days will be used for selling the bookmarks before school and during recess
     times. The last day will be spent reflecting on the sales, totaling up the amount made
     and making decisions as to how the money will be spent for the service learning project.
   In class, these days will be used to hand out and go over the Economics Study Guide
     and to play the Economics Categories game for review. Next, a test will be administered
     to assess learning of all concepts.

Evaluate:
Evaluate throughout the lesson. Present students with a scoring guide at the beginning.
Scoring tools developed by teachers (sometimes with student involvement) target what
students must know and do. Consistent use of scoring tools can improve learning.

         Informal evaluation will take place each day at the beginning of each lesson through
          questioning and at the end as the lesson is recapped.
         Worksheets will be collected and graded throughout the unit.
         Students will evaluate themselves with the Factory Production Evaluation Sheet (see
          Day 9-11 above)
         A Study guide will be handed out the week of the test and an Economics Categories
          jeopardy style game will be used to informally evaluate if students have mastered
          the material before the test and to reinforce concepts to prepare for the test (see
          Days 12-20).
         A test will be given after students have had several days of review with
           Score Guides for flier, poster, and psa

                   The eMINTS staff has adapted this form from materials available at this website:
                        http://www.mdk12.org/instruction/curriculum/science/5emodel.html.

                                              Revised October 16, 2008




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