<p> LESSON PLAN NUMBER 3</p><p>Teacher Education Candidate Supervising Teacher UWG Supervisor</p><p>Anna Smith Mrs. Gilliland Mrs. Calhoun </p><p>School: Roopville Elementary Date of Implemented Lesson Plan: 2-22-12</p><p>Block No.: 2 Subject: Social Studies-Productive Resources Grade Level: 3rd Grade</p><p>Teaching Skills Focus for This Lesson: Instructional Clarity and Maintaining Positive Behavior</p><p>Stage 1 The Desired Results Standards SS3E1 The student will describe the four types of productive resources: a. Natural (land) b. Human (labor) c. Capital (capital goods) </p><p>Specific Learning Objective(s) Students should be able to describe each productive resource (natural, human, and capital), understand the difference between each resource, and name examples of each. </p><p>Stage 2 Assessment Evidence Assessment Instrument (Ex. Test, Poster, Presentation, Story web for the book, Tortilla Factory, and the business Picture, etc.) advertisement worksheet</p><p>Evaluation (Grading) Instrument (Ex. Point System, Rubric, Story Web (50 points): Checklist, etc.) ___Answered all questions correctly and listened carefully to the story.</p><p>Business Advertisement (50 points – 10 points each): ___ Drew the picture of their business ___ Created a name for their business ___ Named at least 3 natural resources used in their business ___ Named at least 3 human resources used in their business ___ Named at least 3 capital goods used in their business</p><p>Extra: Created a “Slogan” for their business</p><p>Stage 3 Learning Plans Materials The book, Tortilla Factory by Gary Paulsen, story web for book, “Create Your Own Business” worksheet </p><p>Sequence of Teacher Actions  Discuss definition of the 3 productive resources (natural, human, and capital) *Attention-Getter/Motivator  Hand out graphic organizer to each student *Tie to Previous Learning  Call students to the reading corner and read the book Tortilla Factory (Students should be following along and filling out *Significant Actions to Introduce graphic organizer about which productive resources are used in and Guide Lesson the book.)  When book is finished, name the resources spotted in the book and review graphic organizer  Ask students to return back to their seats and discuss the importance of each resource in a business  Inform students that they will be creating their own business and give directions on the assignment (Each business will have to include at least 3 natural, human, and capital resources, a picture, and a business name.) Sequence of Student Actions  Students’ are engaged during the lesson by listening to teacher *Explain How Students Are and discussing the 3 productive resources as they are being Engaged During Lesson reviewed * Explain How Students Discuss  Come to reading corner and fill out the story web while the or Present Results of What book, Tortilla Factory, is being read They Did During the Lesson  Name the resources heard in the book and discuss which label they will go under and why  As a class, teacher and students will discuss the importance of each resource in a business  Students’ will then create their own business, with a name, all 3 productive resources used, and a picture.  Students will have the opportunity to share their businesses with the rest of the class and explain why those chose the business and resources they did</p><p>Teacher’s Lesson Closure/Wrap- The students’ attention will be brought back to me while we, as a class, Up/Transition go over the different types of productive resources and the definition of each one once more. They will then turn their story webs and business advertisements in for a grade. Students will also be asked to complete a “ticket out the door” which will have the students identifying the correct productive resource as I hold up pictures in the front of the room. They will turn this in to me as they exit the room. </p><p>Adaptations for Exceptional Students with ADD or ADHD will be at a desk that has little to no Students (Anyone who requires distractions so they are able to concentrate better on their assigned modifications for their needs) work. They will also be constantly reminded to stay on task and be praised when doing so. A student with a temporary physical disability will be asked to do the best work he/she possibly can. If the student is unable to write and cannot possibly create his/her own business on paper, he/she will be evaluated while teacher is listening to what the business name would be and the productive resources that would be used. Related Activities/Extensions (What can students do who need Students who finish early will be asked to come up with a slogan for more than is in the lesson? Should their business. They will also be asked to color their drawing of their be related to lesson.) business. If the student completes this work, they will be asked to come up with 10 other resources and put them under the correct resource category. </p><p>Connections to Other Disciplines Writing Lesson Agenda</p><p>EQ: What are the 3 productive resources and what is the importance of each?</p><p>1. Read Tortilla Factory and discuss the connections with productive resources and story web 2. Discuss the definition of the productive resources and how they are used in our environment 3. Business Advertisement 4. Ticket Out the Door – Naming a resource to a picture Name: ______</p><p>Natural Resources</p><p>Capital Resources</p><p>Productive Resources </p><p>Human Resources </p>