Author:
Jennifer Payne
Subject:
Social Studies
Material Type:
Activity/Lab, Lesson Plan
Level:
Upper Elementary
Tags:
  • Consumers
  • Goods
  • Producers
  • Services
  • october22
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    Utah Ghost Towns - Consumers vs. Producers

    Utah Ghost Towns - Consumers vs. Producers

    Overview

    This is a lesson plan created by Jennifer Payne. It is meant to enhance student learning, and supports 4th Grade Utah State Social Studies Standard 2 Objective 3.

    Overview

    This is a lesson plan created by Jennifer Payne. It is meant to enhance student learning, and supports 4th Grade Utah State Social Studies Standard 2 Objective 3.

    Summary

    Students will find and research a ghost town found in Utah, then select the necessary things that the town would need in order for it to function and grow again.  Students will prepare a presentation about their findings and share with the rest of the class.

    • Time Frame: 3-5 class periods of 45 minutes each.
    • Group Size: 2-4 students in each group.

    Background for Teachers

    The teacher needs to be familiar with the different ghost towns that are found around the state of Utah.  The teacher also needs to understand what goods and services are needed to help support a healthy community. Lastly, the teacher needs to be familiar with using various forms of presentation tools such as Adobe Spark, Google Slides, iMovie, etc.

    Student Prior Knowledge

    • Students need to understand what goods and services are: Goods are things such as food, cars, clothing, furniture, etc. Services are nontangible items that other people provide such as garbage collector, doctors, policemen, etc.
    • Students need to be familiar with using technology tools such as a Chromebook or iPad.  They also need to be familiar with using other digital tools such as Padlet, Adobe Spark, Google Slides, iMovie, etc.
    • Students need to be confident in accessing Google Classroom.
    • Students need to be familiar with navigating Google Slides.
    • Students need to be comfortable with navigating the Internet.
    • The students need to have prior knowledge of the importance of citing photos and information that is not their own work, along with how to properly cite the work. Students also need to be familiar with safe searches and finding pictures that are not copyrighted. Possible site students could use to create their citations: EasyBib

    Intended Learning Outcomes

    • Students can explain who producers and consumers are in a local community, and be able to recognize how each is important in order for the community to thrive.
    • Students can explain the difference between public goods and services vs. private goods and services found in a community.
    • Students will understand the necessary things a town needs in order for it to function and grow.
    • Students will be able to identify 10 different types of services that are necessary to have in every community.
    • Students can explain the difference between a want and need.
    • Students can use the 6 C's to produce a presentation that clearly demonstrates their knowledge.

     

    Materials Needed

    • iPads or Chromebooks for each student or group.
    • Paper and pencil for students to take notes with.
    • Student access to Google Classroom or Canvas.
    • Google Images of Ghost Towns
    • Utah Ghost Towns HyperDoc Presentation for each student or group.
    • Utah Ghost Towns Presentation Rubric
    • Index Cards
    • Projection Device
    • Student access to Google Tools, Adobe Spark, iMovie, or some other tool for their presentations

    Instructional Procedures

    1. Upload into Google Classroom a copy of the Ghost Towns of Utah Research with HyperDocs slides. Make sure each student gets a copy. HyperDoc Activity
    2. HOOK: To begin the lesson, show the students pictures taken from some of the ghost towns that are found in Utah.  As a whole group, have the students share their ideas about what they notice and what they wonder about with each picture. Google Images of Ghost Towns
    3. Tell the students that today they will be learning more about the ghost towns that are found in Utah. They will be collaborating with a team to create a presentation that focuses on one ghost town of their choosing.  Also, explain that there will be specific requirements for their presentation that will be given towards the end of the lesson.
    4. Strategically group students into groups of 2-4.  Make sure that there are different levels of learners in each group to meet the needs of every student.
    5. Give each group a Chromebook, and ask one of the students to access the HyperDoc Activity that was posted in Google Classroom.** Note**If each member of the group wants to access the assignment on their own, make sure that they progress through the slides and click on links together. (During this time, walk around to monitor students as they take notes and work together.)
    6. Once students have finished the HyperDoc Activity, project the Padlet that was included in the HyperDoc Activity.  Discuss the comments that the students made on the Padlet.  Ask students if they would like to add any new ideas to the Padlet, or if they have any new questions about ghost towns.
    7. After the class discussion from the Padlet, have students get back together with their teams to begin the process of building their presentations.  Review with the students the criteria for what they are to put into the presentation.  This is found on the last slide of the HyperDoc Activity.  Also, make sure that each student receives a copy of the presentation Rubric.
    8. Give students time to work together to create their presentations.  (This will take several days.) Monitor students as they work together to make sure that everyone is participating.
    9. When the presentations are ready, have each group share their presentation with the rest of the class.

    Strategies for Diverse Learners

    In this lesson, there are activities provided where ELL students and students with disabilities have the opportunity to receive reinforcement from their peers during group activities and Think-Pair-Shares.

    Assessment Plan

    Exit Ticket: Give each student an index card. Write the following question on the board:  On your own, using words and pictures, explain the difference between goods vs. services AND producers vs. consumers.