Name: Hannah Bruesehoff

Grade level: 1st grade

Date: 3/20/2018
Length of lesson: 40 minutes

​Title/theme/focus of lesson: Manufacturing, Transporting, and Marketing Goods

Common Core State Standards​:

1.6.2. Identify the specialized work that people do to manufacture, transport, and market goods and services
and the contributions of those who work in the home.

Essential lesson question(s):

What are the steps a product goes through before getting to the consumer?

Learning outcomes/objectives​:
The learner will be able to put the steps of manufacturing, transporting, and marketing goods in order.
The learner will be able to participate in a mini-play about the steps of a product getting to a consumer.

Vocabulary:​ factory, manufacturing, market

Assessment​: The students will be participating in a group presentation about the steps of production at the end
of the lesson. I will be able to check for understanding based on how the group presents the information.

Materials: List the lesson materials/supplies that both the teacher and learners will need.
“How do goods get to people?” booklet
Pencils
Colored pencils/crayons
Steps of how to manufacture different products
Posters with different kinds of products
Index cards (cut in half, one per student)
Glue

Room environment: Describe the seating arrangement or anything to be prewritten on the board.
Students will be seated at their desk and the board will be cleared off to prepare for a flow chart.

Accommodations & Modifications for all learners​:

·​ ​English Learners
● I will be reiterating key vocabulary throughout the lesson so students will have multiple exposures to
key terms.
·​ ​Special Needs (504, IEP)
● When we read the booklet as a class, I will model how to put the steps of manufacturing in order. This
will support students who are confused by the assignment and need it modelled.
● I will have a printed copy of the directions for students to reference if they cannot remember.
● Students are placed into heterogeneous groupings, so this will support my struggling readers.
·​ ​GATE and/or Multiple Intelligences as needed
● The students will be experiencing the material and having to teach the steps of manufacturing,
transporting, and marketing their specific product. This will give students the opportunity to embody
their knowledge through experience and by teaching the concept to the class.
Instructional Procedure: Include these elements in your teaching though the order may vary
depending on the lesson:

· Anticipatory Set/Orientation​: ​I will introduce key vocabulary to understand the steps of manufacturing,
transporting, and marketing a good.

· Teaching/Instructional Process (input and modeling):​ ​We will be reading the accompanying booklet. As
we read, students are going to be underlining the steps to manufacture, transport, and market the product.
Then, I will build a flow chart of the steps of how to make jam, the product outlined in the booklet. I will model
the directions for the project using the jam as an example and ask students to help me construct the example.

· Guided Practice and Monitoring​: ​ Students will work with their table groups to put the steps of
manufacturing certain products in order and will have 20 minutes to order the steps for manufacturing and glue
onto a poster. Students will then draw an image to accompany their step and glue their picture to the poster as
well. Students will then present their product to the class in the correct order. Each student will be assigned a
number and they will present on that specific step to the class.

· Monitoring/Check for understanding​: I will be able to check for understanding based on how the group
orders the steps of manufacturing, transporting, and marketing their specific product.

· Closure​: I will encourage students to consider products that they use in their everyday lives and how
they were likely manufactured in multiple steps.

Sources:​ Pearson Education Inc.