Lesson Plan 4; Winona Economics

Laura Kraemer
LESSON PLAN #4

Theme: Logging the Past: Winona Economics: An extended view of logging economics and how it benefited Winona.

Grade: 3

Time: 45 minutes; however, if more time is needed, we will continue this activity tomorrow.

Materials/resources:
Home plans
Overhead transparency; basics of economics
Colored pencils

Goals: Students will formulate objectives, summarize and comprehend the Economic standards and how they benefitted the Winona area.

Objectives:
Students will formulate ideas of where needed supplies came from.
Students will gain a better understanding of economic standards and how they fit into daily life.

Procedures:
Introductory experiences (30 min.)
1. After students are settled, briefly review yesterday’s activities (5 min)
· Why Winona was chosen over St. Charles
· Major individuals in the lumber business
· What is a cord of wood?

2. Show students the terms that correlate with economics of production and productive resources. Place the following transparency on overhead machine.
(5 min.)

· Natural (gift from nature)
· Human
· Capital goods (a onetime investment that can be used over and over again)
· Economics is the study of how goods, services and resources are/should be distributed and used within human societies.

3. What do these terms mean? Students raise hands to answer. Clarify any terms that are unfamiliar. Write down examples of each. (20 min)
Natural; a gift from nature
· Trees
· Plants
· Animals
· Flowers
· Water

Human
· Human labor
· Brain power
· Time

Capital goods (a onetime investment that can be used over and over again)
· The saw blade
· Horses to transport the lumber
· Tools of the trade

b. Developmental experiences (17 min.)
1. Show students the house plan (4 min)
2. Have students gather needed supplies (2 min)
Colored pencils

3. As a class, go over the house plans (11 min)
Where would the lumber have come from? The nails, paint, paintbrush, etc.
Have students draw or sketch a house. Fill in the needed areas with colored pencil as directed.
Continue to answer questions as students work. Talk about the importance of each resource and how it fits into the economic scene of Winona.

c. Culminating experiences (5 min)
1. As a class, go over general ideas of economics
People choose
· People’s choices involve cost
· People respond to incentives
· People create economic systems that influence individual choices
· People gain when they trade voluntarily
· People’s choices have consequences that lie in the future.

Assessments:

Formal:
Completion of drawing