Catharine Davis

Lesson Plan Human & Capital Resources For the SS Unit Plan Essential Question/s How are natural resources defined? Examples? How are human resources defined? Examples? How are capital resources defined? Examples? NCSS THEME Production, Distribution and Consumption VA Standards of learning Economics 2.7 The student will describe natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings) Reading 2.8 The student will read and demonstrate comprehension of fictional texts. a) Make and confirm predictions. c) Ask and answer questions about what is read. d) Locate information to answer questions. e) Describe characters, setting, and important events in fiction and poetry. i) Draw conclusions based on the text. Objectives SWBAT sort natural, human, capital and resources. SWBAT identify and label the different types of resources. Materials for Learning Activities The Little Red Hen, or The Little Red Hen (makes a pizza) Resource Cards Journals Markers Post it notes (~5 per student) Pencils Images of natural human and capital resources Exit Ticket Smart Board with pictures of resources Procedures for Learning Activities

Catharine Davis Introduction-- 5 min Students will gather on the carpet facing their KWL chart from the previous lesson on natural resources. Teacher will refresh student memory by asking a student to share what they learned last time about natural resources, while referring to the chart. o Does anyone remember the other types of resources there are? (Human & Capital) Teacher will ask for predictions of examples of human/capital resources. Preview the book The Little Red Hen and explain that as they read the story, they should keep a look out for different types of resources. Tell the students to write examples of human/capital resources on their sticky notes as we read. At the end of the reading, they will share and sort (Teacher will pause every few pages to allow students time to write.) Instructional strategies 25-30 min Read the story aloud, pausing every few pages. Questions to ask throughout o Predictions; Will the other animals help the hen? Will the Hen share? Will the animals help clean? Why? o Would you share? Would you help? Why? o What are some of the types of resources you see on this page? After reading, have students turn and talk to a buddy to share what resources they wrote on their sticky notes and what category they think it falls under. Draw a chart on the board with four sections (Human, natural, capital and intermediary/other.) Have students come up to the board and post their notes where they think their resources belong. Once all notes are up, read aloud what has been posted. o Ask for some volunteers to explain their thinking. o Do not move any of the student notes. o Pull up various images of resources, ask them what type of resource it is and ask them to explain why they think its a natural/human/capital resource. o Have students brainstorm in small groups to come up with a definition of each that stays true to the examples given. o Once the class has created a definition, ask the students if they want to move any of their original post it notes to fit the definition. Instruct students to return to their tables and take out their journals.

Summary ~10 min Have students add human and capital resources with the definition they created to their journals. Additionally, have them include some examples. Provide precut resource cards (for students who need assistance) to paste into their journals and have them try to label the images. Give students exit ticket (See attached)

Catharine Davis Assessment Students post it notes will show if students are able to identify types of resources. Providing students the opportunity to sort, explain their reasoning and then resort will show if they understand the differences between the resources. The exit ticket will demonstrate students ability to find and label examples of types of resources in an image. Differentiation Provide picture cut outs for students to sort in their journals instead of writing examples (Visual learners.) Provide a bonus on the exit ticket to see what the students can come up with. Provide a pre-circled and lined picture for students who require assistance to label the image on the exit ticket.