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  This lesson provided by:  
Author:April Hall
System: Dekalb County
School: Sylvania School

  General Lesson Information  
Lesson Plan ID: 12695

Title:

Producers and Consumers

Overview/Annotation:

This lesson will teach the difference between producers and consumers. It provides an interactive way for students to get involved and actually become producers and consumers.


 Associated Standards and Objectives 
Content Standard(s):
TC2 (K-2)
4. Identify safe use of technology systems and applications.
Examples: protecting personal information online, avoiding inappropriate sites, exiting inappropriate sites
 
TC2 (K-2)
7. Use digital tools to access and retrieve information.
Examples: online libraries, multimedia dictionaries, search engines, directories
  • Evaluating accuracy of digital content
  • Example: determining fact versus opinion
     
    SS2010 (K) Living and Working Together in Family and Community
    5. Differentiate between goods and services.
    Examples: goods—food, toys, clothing
    services—medical care, fire protection, law enforcement, library resources
     
    SS2010 (1) Living and Working Together in Family and Community and State
    10. Describe the role of money in everyday life.
  • Categorizing purchases families make as needs or wants
  • Explaining the concepts of saving and borrowing
  • Identifying differences between buyers and sellers
  • Classifying specialized jobs of workers with regard to the production of goods and services
  • Using vocabulary associated with the function of money, including barter, trade, spend, and save
  •  
    SS2010 (2) Living and Working Together in State and Nation
    7. Explain production and distribution processes.
    Example: tracing milk supply from dairy to consumer
  • Identifying examples of imported and exported goods
  • Describing the impact of consumer choices and decisions on supply and demand
  •  
    SS2010 (2) Living and Working Together in State and Nation
    8. Describe how scarcity affects supply and demand of natural resources and human-made products.
    Examples: cost of gasoline during oil shortages, price and expiration date of perishable foods
     

    Local/National Standards:

     

    Primary Learning Objective(s):

    Students will distinguish the difference between a producer and consumer by identifying pictures of producers and consumers. Students will demonstrate their understanding of producers and consumers by becoming producers and then consumers of cookies.

    Additional Learning Objective(s):

    Students will work cooperatively in groups. Students will listen and follow directions in a cooperative learning activity.


     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    Dictionary, The Little Red Hen by Lucinda McQueen, 4 bags of cookie dough mix, oil, water or other ingredients required for the particular brand of mix purchased, 4 large mixing bowls, plastic cups that premeasured wet ingredients will be poured into , cookie sheets, napkins, use of cafeteria oven

    Technology Resources Needed:

    Computer with word processing program and clip art, LCD projector and screen (optional)

    Background/Preparation:

    Students should already understand the importance of following directions. Teacher should make arrangements with cafeteria manager for use of an oven on the day of the activity.


      Procedures/Activities: 
     
    1.)Ask students to gather in a designated reading area or in a circle on the floor. Begin by introducing the morning's activity and learning objectives to students. Give an oral definition of a producer and a consumer. Ask students for examples of each to evaluate their understanding. Continue by introducing and reading The Little Red Hen--using a big book is suggested. Throughout the story, pause and ask students questions about the producers and consumers. Allow students to summarize the story after it is read. Follow their summaries with questions about the producers and consumers in the story.

    2.)Ask students to return to their tables. Explain to the students that they will now become producers by making chocolate chip cookies. Remind them of the producer definition before continuing. Have them wash their hands. Place one mixing bowl with dry cookie mix on each table along with the cup of wet ingredients. Designate a student at each table to pour the wet ingredients into the mixing bowl. Once all materials have been distributed ask students to pour the wet ingredients and take turns mixing with their hands. Set a timer for 2 minutes or for the specified time on bag. Tell students when they hear the buzzer they can stop mixing. Remind them that if they are too loud they will not hear the buzzer.

    3.)Once the buzzer sounds give each table a cookie sheet. Ask students to press cookie dough onto cookie sheet. One large cookie should be formed. Make sure students have evenly distributed the dough so that it cooks quickly and evenly. Send or take completed cookie sheets to the lunchroom for baking. While the cookies bake, show students pictures of producers and consumers interacting via computer word processor clip art. Ask students to identify producers and consumers in the pictures. They may also visit one of the websites provided to learn more about producers and consumers. Allow students to draw pictures of producers and consumers.
    (Producers)
    At this interactive website, students identify goods and services that they produce in their daily lives.

    4.)An interactive website activity.
    (EconEd Link: Producers Use Resources)

    5.)A drag and drop interactive website.
    (EconEd Link: Let's Make A Deal)
    A drag and drop interactive allowing students to sort illustrations of consumers and producers.

    6.)When cookies have baked and cooled allow students to enjoy their work. Explain that they are now acting as consumers. Remind students that working cooperatively is rewarding. Allow further discussion of producers and consumers as students recall the activities of the morning.


      Assessment  

    Assessment Strategies

    Students will identify producers and consumers in pictures found on the Internet. They will also draw pictures of producers and consumers.


    Acceleration:

    For advanced students the lesson can be expanded to include the topics of goods vs. services and an introduction to division by helping cut the cookie into parts.

    Intervention:

    As a general introduction or remediation to this lesson teacher may visit the school cafeteria with students, explaining that the cooks produce the food and the students consume it at lunchtime.

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior

    Be sure to check the student's IEP for specific accommodations.
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