EDEL453 Spring2013 GregWINIEWICZ Unit 2 LESSON 1 Economics Day 7

7/30/2019 EDEL453 Spring2013 GregWINIEWICZ Unit 2 LESSON 1 Economics Day 7

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Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

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Unit Plan #3: The Upper South

Submitted By: Gregory Winiewicz

EDEL 453: Teaching Elementary School Social Science

Nevada State CollegeSpring 2013

Instructor: Karen Powell


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Title of Unit: Our Economy

Title of Lesson: The Upper South Submitted By: Greg Winiewicz


A. Summary of the Lesson Plan:

This is a 4th grade social studies lesson using Houghton Mifflin States Regions page 162-

165145.It introduces basic economic concepts and discusses how people use the

resources in the South.

B. Target Population:

Grade Level: 4th Grade Skill Level: Students at all learning levels Grouping: whole group reading & discussions, independent for activity and assessment

C. Materials:

D. Copy of the Studyguide/Homework pg 46(for all students-30) Reteach MinilessonGraphic

Organizer#13(30 copies) Houghton Mifflin 4th grade social studies book: States and

Regions

E. Paper and pencils

F. Objectives:

NV State Social Studies Standard

E10.4.4 Define productive resources. E9.4.3 Give reasons why producers choose to sell more of a good or service, i.e.,

when a price is high, and when they choose to sell less, and when its price is low

E10.4.4A Define productive resources and their impact on Nevada. E9.4.2 Give reasons why consumers choose to buy more of a good or service,

i.e., when prices are low, and when they choose to buy less, and when prices

are high.

E9.4.2A Identify reasons why consumers choose to buy more or less of a goodor service, based on prices or current economic situations.

E9.4.3A Give reasons why producers choose to sell more or less of a good orservice, i.e., based on prices or current economic situations.

Student-Friendly Standards E9.4.4 Write a definition for productive resources. E9.4.3 Give examples of when consumers pay more or less for a good. E10.4.4A Define productive resources and their impact on Nevada.


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E9.4.3A List reasons that a producer might sell more or less of a product.Reasons why producers choose to sell more or less of a good or service, i.e.,

based on prices or current economic situations.

G. Procedure:

Refer to notes on TE162, Discuss the map on page 163. Use the small chart on page 162as the read for main ideas and details. They can do this on large white construction

paper. Build on what the students know. Have them list ways to deliver a letter.

Introduce vocabulary, (transportation, hub, research, communication,) Ask questions listed in the margins of the TE as an ongoing check for understanding.

(TE163)) Describe the land in Arkansas. (TE163) Why is Memphis called Americans Distribution Center? (TE163) What crops and livestock are raised by farmers in the Upper South? (TE163) what does the map help you understand about transportation in the

Upper South?

(TE164) What kinds of outdoor activities do people South enjoy? (TE164) What are some of the advantages the Upper South offers to

industries?

(TE164) What is the Research Triangle Park in North Carolina?H. CLOSURE: Use (T146) Review /Assess to discuss closure. Students may also provide

questions during this time.

I. Assessment:

What will you use to measure student understanding?Students will write a one page summary of the lesson. Share with their group members

and then they can complete their final copies to turn in.

Explain how you will know students understand the concepts from the lesson?

Have students complete Lesson Review on page 165. Turn in for a grade.

J. Reflection:

1. Which part of the lesson do you think will be the easiest for you to teach?The easiest part of the lesson will be is to read and discuss the lesson and completing

the study guides.

2. Which part will be most challenging for you to teach?Teaching about conflicts with the Native Americans and slavery is a hard concept to

understand for most children.


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3. How will you follow up or extend this lesson?I would like to extend Lesson One The Ocoee River pages166-167.

4. What will you do for students who dont grasp the concepts?I will meet with a small group to give Extra Support. T110

5. Which part of the lesson, if any, do you think might need to change?I would add a little lesson on the early Englanders. Also, I would have students

complete graphic organizer on TE 111.

6. When you were writing this lesson plan, what was the most difficult part?The most difficult part of writing this Unit was the time spent to write it. It was a difficul

time for my family and the extra time given to me was appreciated.

EDEL453 Spring2013 GregWINIEWICZ Unit 2 LESSON 1 Economics Day 7

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