Unit Plan: Economics Educated

Lesson Plan for Thursday

Grade: 3
rd
grade
Social Studies Strand: Economics
Submitted By: Nancy Vargas-Cisneros


EDEL 453: Teaching Elementary School Social Science
Nevada State College Spring 2014
Instructor: Karen Powell
Lesson Plan for Thursday Strand: Economics submitted by: Nancy Vargas-Cisneros

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2
B. Summary of the Lesson Plan:
This social studies lesson is for 3rd grade students to learn to about earning an income.
Understanding of that the amount of money received in exchange for work or goods are
an income. This lesson uses the Houghton Mifflin 3rd grade Social Studies teacher edition
textbook: Communities (p.266-269).
C. Basic Information:
Grade Level: 3
rd
grade
Time to Complete this Lesson: Approximately 50 minutes
Groupings: Whole group when discussing question, readings and Reading Skill Strategy
worksheet (Compare and Contrast) pg. 75. Independent practice: Critical thinking
Assignment on TE pg 268. Cause and Effect.

D. Materials:
Houghton Mifflin 3rd grade Social Studies Book:
Communities (p.266-269) - one for each student
Reading Skill Strategy worksheet (Compare and Contrast) pg. 75

Pencil
Paper (for answering Critical thinking question)
Lesson Plan for Thursday Strand: Economics submitted by: Nancy Vargas-Cisneros

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3
E. Objectives:
o NV State Social Studies Standards
E9.3.4 Demonstrate an understanding of income and give examples.

o Student-Friendly Standards
E9.3.4 I am able to give examples and show an understanding of the
amount of money received in exchange for work or goods.
F. Vocabulary
Income- the amount of money received in exchange for work or goods.
Budget- a plan for how to use money
Interest- money that banks pay you for leaving your money there.
G. Procedure:
1. Teacher goes over vocabulary words listed above.
2. Have students read underlined sentences in Using Money Section. Ask them what
they think the lesson will be about.
3. Next have students read chapter as a class pages 266-269. While filling out Reading
Skill: Compare and Contrast worksheet during reading.
4. Go over Compare and Contrast Worksheet as a class. Asking Questions on Teach
section in TE. Pg 267 : What is money? How do people pay for goods and services if
they do not use money? When does barter work best?
5. Continue class discussion with Talk about it Questions: Why do people make
budgets? How do banks help people?
6. Have students work on Critical thinking assignment independently
7. Closure
H. Assessment:
What will you use to measure student understanding?
Critical thinking Assignment on TE pg 268. Cause and Effect
Explain how you will know students understand the concepts from the lesson.
When students are able to explain the link between work in school and money actually
earned. Also, when students show an understanding of the amount of money received
in exchange for work or goods.
I. Closure:
Review tested objectives on TE. Pg 269 topics. Review examples of income with class.
Lesson Plan for Thursday Strand: Economics submitted by: Nancy Vargas-Cisneros

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4
J. Reflection:
1. Which part of the lesson do you think will be the easiest for you to teach?
I think the easiest part of the lesson to teach will be going over vocabulary words.
2. Which part will be most challenging for you to teach?
I think the most challenging part of the lesson is having students relate income to
work in school.
3. How will you follow up or extend this lesson?
As a follow up lesson I would teach the extend lesson on pg 270 TE : Max Malone
Makes A Million.
4. What can you do for students who dont grasp the concepts?
For students who are not grasping the concepts I would do the reteach mini lesson
on pg. 269 TE using a Venn diagram to reteach earning, spending and saving.
5. Which part of the lesson, if any, do you think might need to change?
I am content with my lesson plan. I would not change anything on it.
6. When you were writing this lesson plan, what was the most difficult part?
When writing this lesson plan the most difficult part was the procedure. I tend to
always have a hard time with the procedure because I am very indecisive to what I
should do first.