Lesson Plan #2: Collaboration

Grade: Third Grade

Social Studies Strand: Economics
Submitted By: Jana Cantos
Partner: Deavon Hinebauch

EDEL 453: Teaching Elementary School Social Science
Nevada State College Spring 2014
Instructor: Karen Powell

Lesson Plan #2 - Economics submitted by: Jana Cantos

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2
B. Summary of the Lesson Plan: This social studies lesson is designed for third grade students to
learn about the Yurok economy. This lesson uses the Houghton Mifflin Social Studies
textbook Communities (pp. 84-87) both pupil and teachers edition (TE).
C. Basic Information:
Grade Level: Third Grade
Time to Complete this Lesson: 50 minutes
Groupings: Whole group ( introduction), pairs (creating a bubble map), individual
(create money)
D. Materials:
Houghton Mifflin 3rd Grade Social Studies Book: Communities (p. 84-87 ): 1 for each
student
Vocabulary and Study Guide (Unit Resource p. 25) for each students, sample at the
bottom of page 85.
Sheet of paper for each group for bubble map
Writing utensil
E. Objectives:
o NV State Social Studies Standards
E10.3.1 Identify forms of money used by people across time and place.
o Student-Friendly Standards
I can identify forms of money used by people across time and place.
F. Vocabulary
Economy-the way people make, buy, sell, and use things.
Trade-to exchange things with someone else.
Barter-to trade one item for another.
G. Procedure:
1. Pre-reading (whole group)
Introduction discussion about money, how is it used, measured, etc. Why do we
need money?
Lesson Plan #2 - Economics submitted by: Jana Cantos

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3
Explain that students will be reading about the Yurok economy, using a study
guide to assist them as they read.
Introduce vocabulary terms to students.
Preview the images on the pages 84-87 and make predictions about what they
Yurok use as money
2. As a class, read pages 84-87, discussing answers to study guide while reading. Ask
students the Talk about it questions on page 84 after reading pages 84-85.
3. Teacher models how to create a bubble map, using a shared pen by having the
students come up to the SmartBoard and write some facts about the Yurok.
4. Organize students into pairs and ask them to create a bubble map that states Yurok
economy in the center. Students can add anything that relates to the Yurok
economy. Teacher will walk around and meet with each group asking questions
about the Yurok economy to gage understanding. Each pair will share one idea at the
end; teacher will create a bubble map on the board including each pairs response.
5. Students will individually create their own money. Students will draw a picture of their
money and explain how much it is worth and what materials are used to make their
money.
H. Assessment:
What will you use to measure student understanding?
Teacher will informally assess students through group discussions, participation, and
bubble maps.
Teacher will formally assess students based upon the study guide and money they
create. Ticket out the door will serve to guide review of the lesson.
Explain how you will know students understand the concepts from the lesson.
I will know that students understand and can identify forms of money used by people
across time and place by evaluating the bubble maps and study guide. The bubble
maps and creation of the money activity will show the students comprehension of the
Yurok economy.
Closure:
Students will answer number 4 under Lesson Review on p. 85 as ticket out the door on
post it note. They can also include any questions or clarifications they need answered
about the lesson (be sure to state).







Lesson Plan #2 - Economics submitted by: Jana Cantos

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4

I. Reflection:
1. Which part of the lesson do you think will be the easiest for you to teach?
The bubble map will be the easiest part of the lesson to teach. By modeling the
bubble map first, the students will be able to recreate their own bubble map with
ease.
2. Which part will be most challenging for you to teach?
Giving the created money a value will be the most challenging part to teach. This is
the part where we will be able to really gage the students understanding of the
content.
3. How will you follow up or extend this lesson?
We will follow up or extend this lesson by having the students create items to sell.
The students will then use the money they create and the items they make to barter
and sell with one another.
4. What can you do for students who dont grasp the concepts?
For students who dont grasp the concepts we can string 27 pieces of ziti on a
piece of yarn, then group students into small groups. Students can take turns
deciding which items they can buy based upon the number of strings they have.
(This activity can be found in the TE on the bottom of page 86 labeled Extra
Support.






5. Which part of the lesson, if any, do you think might need to change?
I dont think that there is any part of the lesson I would change. The lesson is direct
and utilizes great strategies to engage the students in active learning.
6. When you were writing this lesson plan, what was the most difficult part?
While writing the lesson plan the most difficult part was coming up with the
assessment.
7. Describe your experience collaborating on this lesson plan.
Lesson Plan #2 - Economics submitted by: Jana Cantos

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 5
This has been a great experience collaborating on this lesson plan. Deavon is a
pleasure to work with and has great communication.