direct instruction social studies lesson
Grade Level/Subject: 3rd Social Studies Topic: Economics
Rationale:
It is important for students to learn about the economy and the economic resources. Students must realize that the economy is dependent on its resources to keep going. It is essential for students to be aware of natural, human, and capital resources are that help people meet their needs. This basic introduction to economic resources will lay the foundation for further learning. It is vital that students gain a firm foundation in order to gain a deeper understanding in continuing lessons that build onto these basic concepts. The study of economics will relate to a student’s real life and the whole around them.
Essential Standard:
3.E.1.2 Explain how locations of regions and natural resources influence economic development (industries developed around natural resources, rivers and coastal towns).
Behavioral Objective:
After discussing the three economic resources, natural, human, and capital, students will summarize the main points of the discussing by creating a foldable. Students will make a foldable that is already labeled into three sections “natural resources, human resources, and capital resources” Students will draw a picture of each of the three resources on the outer portion and then write the simple definition for each of the three resources on the inside portion and provide an example for each. To be successful, students must include accurate responses to each of the 6 components.
Prerequisite Knowledge & Skills:
Students are aware that for example when they go to a restaurant, a chef cooks their food, the restaurant is in a building, and the food comes from somewhere else besides just the restaurant. Students have basic concepts of how the world works but do not yet know how economics intertwine together and are dependent upon one another.
Materials/Resources:
Foldable (21)
Resources game (1 copy)
Focus/Review:
Show a picture and ask students to indentify the goods in the picture and speculate about what is required to produce each one of them. Students should identify soil, water, and farm machinery. Students may also suggest that workers were needed to harvest, pack, transport, and stock the goods.
Objective (as stated for students):
Today we are going to be learning about economic resources and how they help people meet their needs. After our discussion, you will be able to name the three economic resources, draw a picture, define them, and provide an example. Being aware of economic resources will help you understand how the world works and will help you in future lessons to build onto.
Teacher Input:
Today we are going to be learning about economic resources. We will learn about different types of economic resources and how they help people meet their needs. Teacher displays an anchor chart. An economic resource is something, such as a good or a service that helps people meet their needs. There are three types of resources, natural resources, human resources, and capital resources. These three resources help people meet their needs. We are going to play a game in a minute so I need you to listen very closely to what I am going to say. There are three resources, natural, human, and capital. All of these help people meet their needs. Let’s learn about the three resources. First I have natural resources. These resources come from the earth such as water, oil, sunlight, coal, trees, soil, wood, and even animals! Next I have human resources, the workers who produce the goods and services. Our cafeteria workers here at the school serve us food, construction workers produce houses, firefighters put out fires. Can anyone else think of a human resource that produce a good or service? (Chef, teacher, dentist, doctor, policeman, garbage man) What would happen if we did not have human resources? Would the goods still be produced or would there still be services provided to us? What would happen if we did not have cafeteria ladies? Or bus drivers?. Next I have capital resources, these resources include everything that helps meet a business’s needs such as the money to start the businesses, the machines used, and the building or factory the business is in. For example, I know a bulldozer is needed for a construction company, a sewing machine for a seamstress, a tractor for a farmer, a fire department for firemen. Can anyone think of anymore capital resources?
Guided Practice:
Now it is finally time to play our game! I am going to need everyone’s cooperation for this. I am going to pass out pieces of paper that have a picture on them. Each person will get one piece of paper. I want you to look at the picture closely on your piece of paper and decide if it is a natural resource, capital resource, or human resource. Once you think you know which type of resource it is I want you to write it on the back of the piece of paper. I will come around and check. Once I check everyone’s paper we are going to place the pieces of paper under the correct columns on the board. Teacher will check student’s paper’s to ensure they have the correct resource labeled.
Independent Practice:
Students will create a foldable separated into three sections already labeled Natural Resources, Human Resources, and Capital Resources. Students will draw an example of each resource on the outer portion, and write the definition on the inside portion.
Closure:
What are the three resources we studied?
Give me an example of a capital resource. (Tractor, drill, wheel barrel)
Give me an example of a human resource. (Teacher, chef, coach, bus driver, worker)
Give me an example of a natural resource. (Plants, water, soil, horse)
Do we need all of them in order for our economy to function properly? Yes they are all dependent upon one another.
Evaluation:
Students will be evaluated on the independent practice foldable. Students must complete the six components of the foldable in order to be successful.
The six components are represented in the two pictures below, pictures of natural, human, and capital resources will be evaluated on each individual student's foldable. Definitions:
Natural resource: come from the earth
Human resource: workers who provide the good and services
Capital resource: everything that helps meet a business's needs.
Plans for Individual Differences:
ESL: Students will use the resource definitions (human, capital, natural) to formulate questions about the lesson’s vocabulary. For example, Are the workers who produce goods and services capital or human resources?
Reference(s):
Harcourt North Carolina Social Studies Unit 5
Outside of foldable.
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Inside of foldable.
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Guided Practice Key
(Each student got one square)
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Anchor Chart
| cooperating_teacher_lp_feedback.jpg |
| ss_lp_reflection-imb.docx |
