EunjiNam

Unit6:WorkinginCommunities
Chapter11:WorkersandConsumers(Day2)
Grade:3
BackgroundInformation
Inthislessonstudentswilllearnthetopicofworkersandconsumers.Theybeginby
exploringthedifferenttypesofworkersandconsumersintheirownhomeand
community.Tohelpshowtheycanbeworkersandconsumers,studentswillcreatetheir
ownpaperversionincludingcharacteristicoftheprofession.

ExpectedDuration:1hour
Concepts
o Dependency
o Entrepreneurship
o Work
o GoodsandServices
Vocabulary
o Product,Producer,Entrepreneur,Consumer,Independence,Wage,Income
Skills
o Activelistening
o Planning
o Identifying
o Analyzing

IntegrationofLearningOutcomes

Studentswillcomprehendtheimportanceofworkersandconsumersinthe
communitybywelcomingaguestspeakerintotheclassroom.
Studentswillcreatealistofpeoplewhoprovidetheircommunitywithgoodsand
services.
Studentswillidentifythemselvesasworkersandconsumersbychoosingajob
andcreatingapaperversionofthemselvesincludingcharacteristicsofthe
profession.
Studentswillbecomefamiliarwithworkersandconsumersbyillustratingand
creatingabusinesscardfortheirjobs.

Standards
PAStandards
Economics:

6.2.3.A:Identifygoods,services,consumers,andproducersinthelocal
community.
6.2.3.C:Identifytypesofadvertisingdesignedtoinfluencepersonalchoice.
6.2.3.G:Identifycharacteristicsofthelocaleconomy.
6.5.3.B:Identifydifferentoccupations.
Geography:
7.3.3.A:Identifythehumancharacteristicsofplacesandregionsusingthe
followingcriteria:Population,Culture,Settlement,Economicactivities
NCSS
Standard7:Production,Distribution,andConsumption
NCSS.1.7.d. Giveexamplesofthevariousinstitutionsthatmakeupeconomic
systemssuchasfamilies, workers,banks,laborunions,governmentagencies,
smallbusinesses,andlargecorporations.
NCSS.1.7.eDescribehowwedependuponworkerswithspecializedjobsandthe
waysinwhichtheycontributetotheproductionsandexchangeofgoodsand
services.
NCSS1.7.i.Useeconomicconceptssuchassupply,demand,andpricetohelp
explaineventsinthecommunityandnation.
AnticipatorySet
Ontheseconddayofunit6,introducethelessontothechildren.Beginbysaying,Good
Morning/Afternoon,boysandgirls.Todaywewillbeginanewandexcitingtopicof
WorkersandConsumers!Pleasetaketwominutestobrainstormdifferent
professions/jobsyouknowaboutandstartwritingdownalist.Studentscanalsoturntoa
partneranddiscussittogetherifyouarestuck.
Procedures
1. Startthelessonbyintroducingaguestspeaker,Wewillhaveaguestspeaker
whowillcomeintoshareinformationabouttheirbusinessandwhattypesof
worktheydoinourcommunity!Whiletheguestspeakeristalking,Iwant
everyonetothinkofafewquestionstoasktheguestspeakerafterhe/sheisdone.
Now,letsgivearoundofapplausefor_________!

2. Theguestspeakercanbeavolunteerfromthelocalcommunity,suchasabaker,
florist,farmer,etc.Welcomingaguestspeakerintotheclassroomwillimpactthe
studentsinstartingandcomprehendingthelesson,sinceitallowsarealworkerin
thecommunitytosharehis/herexperiences.Havingaspeakercomingintothe
classroomenhancesthematerialthattheteacheriscovering.Welcominganew
personintotheclassroomwilltrulyexcitethechildrenandmakeitan
unforgettablelesson
3. Aftertheguestspeakerisfinished,beginthelessonbydiscussingthedifferent
typesofworkersinthecommunityandhowimportanttheyare.Goindepthby
askingiftheyknowanyone,suchasfriendsorrelativeswhoworkandwhatthey
do.Encouragethestudentstogivereasonswhypeoplehavejobs.
4. Gooverthekeyvocabularywordsandusereallifeexamples.Forinstance,an
entrepreneurisapersonwhostartsandrunsabusiness.Anexampleofa
successfulentrepreneurisSteveJobs,whoisbestknownasthecofounderof
Apple.Then,explainhowweareconsumerswhobuyhisproductsandsoon.
AnotherexamplewouldbeMadamC.J.Walker,whowasthefirstwomaninthe
UnitedStatestomakemillionsofdollarsonherownbysellinghairproducts.
5. Havethirdgradelevelbookssuchas,historyorautobiographiesof
workers/consumers/entrepreneurssetoutinfrontoftheclassroomforthestudents
togetabetterunderstandingandinformationaboutsuccessfulworkersandwhy
theyareimportant.Setthestudentsintogroupsandhaveeachgrouplookover
differentbooksandtaketurnspassingthemaround.
6. Afterallthestudentshavethechancetolookoverthebooksavailabletothem,
explaintothestudentsthattheywillcreatetheirownbusinessandbecome
entrepreneursorworkersoftheirown.
7. Explaintothestudentsthatsincetheyarelearningaboutdifferentplacesthat
providetheircommunitywithgoodsandservices,theywillchooseonejobthey
wouldliketohaveandcreateapaperversionofthemselves.Forinstance,they
canbecomeabaker,pharmacist,farmer,etc.
8. Finally,theywilldesigntheirownbusinesscardwithalltheirworkinformation.
9. Theteacherwillmodelanexampleofherownandexplaineachinformationstep
bystep.
a. Iwillbepassingaroundaplanningsheetsoeveryonecangetthe
opportunitytochooseaworker/consumer/entrepreneur.
b. Onthetopofthepage,studentswillwritedownyourname.Next,there
willbeachartlistedfromonethroughfive,wherestudentswillnamefive
differentpeopleinthecommunitythatprovidesgoods(somethingpeople
makeorgrow.)Anexamplewouldbeaflorist.
c. Therewillbeanothergraphwhichisalsolistedfromonethroughfive,
wherestudentswilljotdownpeopleinthecommunitythatprovide
services(ajobthatpeopledotohelpothers.)Thistime,haveastudent
volunteertogiveanexample.Forinstance,Cananyonegivemean
exampleofsomeoneinthecommunitythatprovidesservice?

d. Ifyoulookdownontheplanningsheet,therewillbeselfexplanatory
questions;however,ifyoustillneedassistance,askthreebeforeme,
whichmeansaskthreepeopleforhelp,butifyoustillneedhelpthenask
theteacher.
e. Afterthestudentsaredonefillingouttheplanningsheet,theteacherwill
displayalltheartsandcraftmaterialsandresources,suchasthetexts,out
forallthestudentstoshareanduse.Theteacherwillalreadyhangupa
premadeexampleofaworkerdisplayedontheboard.Thiswillallow
studentstogetabetterunderstandingofhowtheworkers/entrepreneurs
shouldlooklike;however,thestudentswillusetheircreativityand
imaginationtoaddwhatevertheywish.
f. Thedirectionsofwhattoputonthebusinesscard,whichwillbecreated
onanindexcardwillbeontheboard.
i. Name
ii. Companyname
iii. Contactinformation(fakeaddress/email/number)
iv. Onenewinformationlearnedaboutworkersandconsumers
v. Pictures,decorations,useimagination!
10. Afterexplaining,passouttheplanningworksheets.
11. Whenthestudentsaredonetheirplanningsheet,letthestudentsbeginworkingon
theirworkersandbusinesscard.
12. Wheneveryonehascompletedtheirassignment,theycansharetheirfinished
productwiththeirclassmates.
Differentiation

Forstudentswhoneedtobechallenged,theywillbeassignedtolist10different
peopleinthecommunitythatprovidegoodsandprovideservicesontheplanning
sheet.Theywillalsohavetowriteatleast35sentencesandbemoredescriptive
fortheiranswersontheplanningsheet.Forexample:
o Ajobthatfitsmebestisbecause
o Theyprovidea(goodorservice)tothecommunityby....Theyhelpthe
communityby
o Iwillworkatabusinesscalled___because
o Ichosethisnamebecause

Fordifferenttypesoflearners,ELLS,etc.whoneedmoresupport,givethema
handoutofpicturesofdifferenttypesofworkersandlabeltheirdefinitions.This
handoutwillbesetupasagraphicorganizerstylesincetheycanhelpstudents
simplifyandorganizeinformation.Theywillalsobeprovidedwithextratimeto
completetheactivity.

Closure

Theteacherwillgoaroundtheclassroomandaskthestudentsonethingtheylearnedon
theworkersandconsumerslesson.Tofinishoffthelesson,saytothestudents,Ihope
everyonehadafuntimebecomingaworker/consumerandmakingyourveryown
businesscards!Ialsohopethateveryonehaslearnedsomethingnewaboutworkersand
consumers.

Formative/SummativeAssessment
FormativeAssessment:
Theteacherwillcirculatetheclassroomandcheckuponeachofthestudentsto
seeiftheyareworkingontheassignment.
Theteacherwillaskthestudentstothinkofafewquestionstoasktheguest
speakerafterhe/sheisdone.
Theteacherwillaskthestudentstojotdownalistofworkers/consumersinthe
communityandsharewiththeclassroom.
Theteacherwillaskwhichworker/consumertheychoseandwhytheydecidedto
choosethistypeofprofessionandwhatitmeanstothem.
Theteacherwillaskthestudentstotellthemonethingtheylearnedaboutworkers
andconsumers.
SummativeAssessment:Theteacherwillcollecttheirbusinesscardsandworkerpaper
cutoutstoputintotheirunitportfolios.Therewillbearubrictoassessthestudents
businesscards.
Rubric:
3
BusinessCard
includesa
companyname.
BusinessCard
includescontact
information,
suchasan
address,email,
andphone
number.

BusinessCard
includesone
newinformation
learnedabout
workersand
consumers.
BusinessCard
includes
pictures,
decorations,and
imagination!
Total:

Materials/Equipment
Planningsheet
Indexcards(businesscards)
Constructionpaper
Magazines
Scissors
Glue
Pencils/ColoredPencils/Crayons/Markers
Picturesofdifferentworkers
o http://ww2.valdosta.edu/~ytdaniel/topic.html
Internetsites
o http://www2.lhric.org/pocantico/womenenc/walker2.htm
o http://ahtheatre.org/america/home/cjwalker
o http://www.kidsplayandcreate.com/madamcjwalkerfactsforkids1st
africanamericanfemalemillionaire/
o http://mrnussbaum.com/stevejobs/
o http://www.ducksters.com/biography/entrepreneurs/
o http://www.flashcardmachine.com/economicsthirdgrade.html
o https://www.youtube.com/watch?v=5dCe6kWYFvk

Books
o MadamC.J.Walker:InventorandMillionaire
ByPatMcKissackandFredrickMcKissak
o WhoWastheHairCareMillionaire?MadamC.J.Walker
ByMaryKayCarson
o WhoWasSteveJobs?

ByPamPollack

o CommunityHelpersfromAtoZ
ByBobbieKalman
o ADayintheLifeofaFirefighter
ByHeatherAdamson
o WhatDoesaConstructionWorkerdo?
ByPattiMarleneBoekhoff
o LetsMeetaDoctor
ByBridgetHeos
o WhoseToolsAreThese?
BySharonKatzCooper
o LetsMeetaLibrarian
ByGinaBellisario
Technology
Technologywasnotusedinthislessonplan;however,itcanstillbeimplementedby
havingthechildrenusetheInternettoresearchavarietyoffamousworkersor
entrepreneurs.Forinstance,theycouldlookupMadamC.J.WalkerandSteveJobsand
compareandcontrastthetwoandhowtheybecamesuccessful.Thechildrencanalsouse
theInternettolookuphowimportantandreliableworkersareinthestudentsveryown
community.Thestudentscanalsoresearchthedifferentsalariessuchaswage,income,
andgeographyofdifferentworkers(i.e.farmersandstockbrokers).
ReflectiononPlanning
ThislessonplanwasenjoyabletowriteandIhavelearnedalotthrougheachelementof
thelessonplan.Forexample,Ihavelearnedhowtoimplementdifferentresourcessuch
astechnology,books,realpeopleetc.Itistrulyamazinghowmuchinformationachild
cangetjustbyusingeverydayresources.Itisalsoagreatwaytoappealtostudents
differentlearningstyles.Itallowsalldifferentlearningstylestoachievethesameaccess
oflearningontheirlevelandpace.Moreimportantly,Ibelievethatthislessonwillbring
outthestudentscreativeside,relatetotheirreallifeexperience,andconnecttotheir
owncommunity.SomeconcernsIwouldhavewhileimplementingthislessonwouldbe
thetimeduetothelengthofthelesson.Idecidedtodoafun,artsandcraftassignment
sinceitisstillthebeginningoftheunit.Havingtheguestspeakercomeinandhavingthe
studentsusemostoftheirtimetoresearchwillneedtakeupmoreoftheclasstime.
However,Itrulywantedthestudentsusinghandsonactivitieswheretheycouldusetheir
imagination,andhavearealworkerfromtheircommunitytogetadeeperunderstanding.

ContentOutline
Lesson 1: Workers and Consumers

Lesson 1 Vocabulary
Producer: someone who makes a product or provides
a service
Entrepreneur: a person who starts and runs a
business
Consumer: a person who buys a product or a service
Have students think about products and services that
they and their families buy as consumers

Lesson 1: Beyond the Vocabulary

People Work Together

o People in their communities work to make things that they
need
o People depend on producers to make their goods
o Entrepreneurs start businesses to make and/or sell goods
and services
People Buy Things
o Producers try to create new things for consumers to buy,
giving consumers more products to choose from
Think of Apple cell phones or HP laptops always
coming out with more products in hopes of
consumers buying their brand that fits the
consumers wants
People Help Each Other
o Consumers and producers depend on one another to make
the buying/selling wheel complete
o Consumers trade money for goods or services
People Start Businesses
o Entrepreneurs start a business to provide goods/services to
other businesses or consumers
Oscar Weissenborn was an entrepreneur because he
began to make pencils and sold them (explain how
we use these goods everyday)
Use current entrepreneurs so the students
relate/understand better such as, Steve Jobs (Apple)
or Mark Zuckerberg (Facebook).
Workers depend on their jobs for money
o Workers need an income and they complete the work their
job needs in order to earn that income

Madame C.J. Walker

Madame C.J. Walker was one of the first women in
the United States to start her own business and be
successful
She sold hair products
Became a trusted community leader

Unit 6: Working in Communities

Chapter 11: Workers and Consumers

Planning Sheet
Student Name: ______________________________________
People in the community that provide goods (something people make
or grow.)
1
2
3
4
5
People in the community that provide services (a job that people do to
help others.)
1
2
3
4
5

A job that fits me best is

_____________________________________________________.
They provide a (good or service) to the community. They help the
community by ________________________________________________________
________________________________________________________.

I will work at a business called

_______________________________________________________.

(This can be a name you make up but should be the same name on your business
card.)

I chose this name because

________________________________________________________.

Lesson Plan Elements

Lesson Plan Details
Integration of Learning Outcomes/Objectives
Standards PA Civics, History, Economics, Geography. PA
Common Core (Language Arts and/or Math), NCSS
Anticipatory Set
Procedures
Differentiation
Closure
Formative/Summative Assessment of Students (P-12)
Materials/Equipment, Resources, Citation of Sources
Technology
Reflection on Planning
Submitted peer feedback and final on time
Content Outline

Point Value
Total /30
/2
/2
/2
/2
/4
/2
/2
/2
/4
/2
/3
/1
/2

Total