Title of Unit: Economics Title of Lesson: Consumers Submitted By: Suzanne Garlick
A. Summary of the Lesson Plan: The students will identify what a consumer is and where they make purchases. They will make a flipchart to show the difference between goods and services. B. Target Population: Grade Level: 2nd Grade Skill Level: All levels Grouping: o Whole groupreading book, discussion o Individual groupingmaking flipbook
C. Materials: Book If You Give a Mouse a Cookie by Laura Numeroff and illustrated by Felicia Bond. White board and markers I am a Consumer worksheet flip book Crayons and colored pencils Pencils D. Objectives: o NV State Social Studies Standards o E9.2.2 Identify consumers and where they make purchases.
Student-Friendly Standards I can identify consumers and where they make purchases.
E. Procedure: 1. Ask students if they have heard sentences like these: "If you finish your work, you may watch television" or "If you stop talking, you may go to recess." 2. Explain that the first part of each sentence tells something that might happen. It is called the "cause." The second part of the sentence tells what might happen because the first thing happened. It is called the "effect. 3. Ask students to identify the "cause" and "effect" of the sample sentences. Explain that because the work was finished, permission was given to watch television. Because the class stopped talking, permission was given to go to recess. 4. Ask students to predict how this sentence might end: "If you clean your room, you may..." Use student responses to reinforce the cause/effect relationship. 5. Introduce the book, If You Give a Mouse a Cookie, by reading the first line of the story, "If you give a mouse a cookie..." and ask students to predict what the effect might be.
Nevada State College
EDEL 453 - Spring 2013
Karen Powell- Instructor
page 1
Title of Unit: Economics Title of Lesson: Consumers Submitted By: Suzanne Garlick
6. Read: If You Give a Mouse a Cookie. 7. To help students recall the events of the story, ask a student to name what the mouse wanted first. 8. Ask the next student to name the first and second things the mouse wanted. 9. Ask the third student to name the first, second and third things the mouse wanted. Continue this process until the students have named all the things the mouse wanted. (cookie, milk, straw, napkin, mirror, scissors, broom, mop, bucket, little box, pillow, story, paper, crayons, pen, tape) 10. Discuss examples of cause/effect statements from the story. 11. Read the last page of the story, "he's going to want a cookie to go with it." Ask students to predict a possible effect of wanting a cookie. 12. Explain that the mouse had many wants. Some of the things the mouse wanted were goods. Goods are things the mouse could touch and use. For example, the mouse wanted a cookie. A cookie is a good. 13. Ask students to name other goods the mouse wanted. (milk, broom, scissors, straw, napkin, mop, bucket, box, pillow, paper, crayon, pen, tape) 14. Explain that not all the things the mouse wanted were goods, one thing was a service. A service is something someone does for you. The mouse wanted the boy to read a story. This was a service. 15. Discuss: a. What are some goods and services you would like to have? b. Do you have all the goods and services you would like? c. Where are places in our community that you can purchase goods and services? 16. Explain that people have unlimited wants for goods and services. This means that the list of things they want never ends. 17. We are going to make a flip book about being a consumer and the different goods and services available. 18. Pass out the I am a Consumer flip book. 19. Have the students write 5 different goods and 5 different services that are located in our community on the rectangles provided. 20. Assemble the flip chart: o
Nevada State College
Cut out the base for the accordion folded papers to sit on.
EDEL 453 - Spring 2013 Karen Powell- Instructor page 2
Title of Unit: Economics Title of Lesson: Consumers Submitted By: Suzanne Garlick
o o o o o
Cut the accordion fold papers along the dotted line. Then fold paper along lines in accordion style. Attach the accordion style fold to the base paper. Make sure the cover is on top. Students can color and decorate paperwork.
21. CLOSURE: Today, we learned what a consumer is and where they make purchases. We also learned the difference between goods and services. F. Assessment: What will you use to measure student understanding? The students will identify consumers and where they make purchases. Explain how you will know students understand the concepts from the lesson. I will know that the students understand the concept of consumers by assessing their flip books. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think reading the book to the students will help the student understand the wants and needs of consumers. I think this will be the easiest part of the lesson. 2. Which part will be most challenging for you to teach? The most challenging part of this lesson plan I feel will be having the students come up with their own lists of goods and services in our community. 3. How will you follow up or extend this lesson? I will follow this lesson up tomorrow by teaching a lesson about identifying different businesses in our community. 4. What will you do for students who dont grasp the concepts? If a student does not grasp this concept I will pull those students into the back of the room during the flip chart making and help them with making their lists of goods and services in our community. 5. Which part of the lesson, if any, do you think might need to change? I hope that I will not need to change any part of this lesson. 6. When you were writing this lesson plan, what was the most difficult part?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 3
Title of Unit: Economics Title of Lesson: Consumers Submitted By: Suzanne Garlick
It always takes me a while to come up with a fun and engaging way to present the lessons topic. I always search the internet for quite a while before I find something that can be adapted to the content area.
Lesson plan http://ecedweb.unomaha.edu/lessons/mouse.htm by Mary Suiter
Nevada State College
EDEL 453 - Spring 2013
Karen Powell- Instructor
page 4
