Name: Madison Kohn
EDEL 350 Section: 2
Due Date: 10/16/14
Teach Date: 10/24/14
Practicum Teacher: Mrs.Gluff
Grade Level: 2nd
Lesson Topic: Productive Resources
Subject: Economics
Email: Mnkohn@bsu.edu
Whole Group: 30 minutes
Phone: 419-203-8866
INTASC PRINCIPLE #1- Understands Content:
The professional educator understands the central concepts, tolls of inquiry, and structures of the
discipline(s) he or she teaches and can create learning experiences that make these aspects of
subject matter meaningful for students.
IN State Standard(s) and State Indicator(s):
Standard 4- Economics
Students describe how people in a community use productive resources, create a variety of
businesses and industries, specialize in different types of jobs, and depend on each other to
supply goods and services
2.4.1 Define the three types of productive resources (human resources, natural resources
and capital resources
Human resources (labor) describe the human work effort, both physical and mental,
expended in production
Natural resources (often called land resources) refer to resources such as coal, water,
trees, and land itself
Capital resources are the man-made physical resources (such as buildings, tools,
machines, and equipment) used
in production
Learning Objective(s): Students will categorize resources into three types- human, capital and
natural.
Materials/Media:
o Book:
Paulsen, G. (1995).The tortilla factory.
o Markers,Crayons,Pencils
o Youtube video- https://www.youtube.com/watch?v=0PgP0dXAGAE
o Productive Resource Sort
 Flap Book
 Peanut Butter Jelly-Bread template
Motivation: The teacher will begin with verbally asking if they have ever thought about where
the objects in the room come from? How about the shoes you’re wearing, who made them, how
did they get to the store?
Goal For the Learner: “ Boys and girls today we are going to learn about productive resources
and by the end of this lesson you are going to be able to define three different kinds of resources
found in your everyday life.”
Procedure:
New Information
o The teacher will introduce the topic by reading a portion of the book Tortilla
Factory. The book will be projected so that the entire class can view the story.
During this reading the teacher will interact with the students asking them
questions and allowing for choral conversation.
Possible Questions to ask during reading:
What do you think they are making?
What resource is needed in order for the corn to grow? (Water.)
Have you ever used any of these resources?
o The teacher will write three terms on the board:
 Natural Resources- refer to resources such as coal, water, trees, and land
itself
 Explain that natural resources are often considered land and gifts
of nature. They are made without humans and used by producers to
make things.
 What are some examples of natural resources? ( land,water,trees,
oil and sunlight)
 What are some natural resources used in making milk? (cows,
land)
 What are some natural resources used at the school or by you
everyday? (land, sunlight, water)

Capital Resources- Capital resources are the man-made physical resources
(such as buildings, tools, machines, and equipment) used in production.

Explain that capital resources are the tools, equipment, and
buildings used to make other goods and services. Every good used
over and over again to make other goods and services is called a
capital resource.
Discuss the following:
• What are some examples of capital resources? (factories, computers,
robots, hammers, desks, and chairs.)
• What are some capital resources used in baking a cake? (Mixer,
spoon, bowl,
baking pan, oven, cooling racks.)
• What are some capital resources used at school? (school building,
desk, chairs, rulers, textbooks, and computers.)

Human Resource- Human resources (labor) describe the human work
effort, both physical and mental, expended in production


Explain that human resources are the quantity and quality of
human effort directed toward producing goods and services. All of
the people who produce the goods and services we consume are
called human resources.
Discuss: What are some examples of human resources? (Doctors,
barbers, sales clerks, and teachers.) What human resources are
used at school? (Teachers, custodians, secretaries, and principals.)
o Teacher will show youtube video:
https://www.youtube.com/watch?v=0PgP0dXAGAE after the video teacher will
revisit the three terms on the board and define them asking the students to apply
what they learned in the video to the definitions.
o The teacher will then revisit the book Tortilla Factory and create a T chart on the
board for all the students to see it will have three columns labeledNatural,Capital,Human. Each student will have a post it note where they will
write something from the book that they remember and decide which of the three
columns it would go under- Natural, Capital or Human. The teacher will dismiss
students to the board by seating pods, and allow students to place their sticky note
under the chosen category.

Teacher will choose random items placed on the board and discuss with
the class to see it they agree with the placement of the item. “Do we think
that this belongs here, why or why not?”
Check for Understanding
o The teacher will observe the students during the guided practice checking for
understanding while circulating the room. The teacher will ask students what
kinds of resources are in the classroom, at their homes and around them. Where
would some of the items you have discovered be placed on the board under which
column- Natural, capital or human?
o Questions, Cues Advance Organizers
Modeling:
Next we are going to do an activity where we get to test our knowledge, we are going to
work together and play a game with productive resources. The teacher will show students
who their group members are and model that they will stay in their pod seating for the
activity. “Each group is going to get a bag of resource cards, both pictures and words
which you will place under the correct column on the resource mat I am holding.” The
teacher will then use a card and ask students if they know where this card should go and
why? “I will glue the card just like this underneath the correct column”.
Guided Practice:
o
During this activity you will work as a group. The teacher will pair students up
by seating pods groups will have 5-6 students in each. Within the group each
student will be assigned a role 1) glue person 2) clean up (2 students) 3) scribe 4)
checker 5) speaker/question asker. Once the students are in groups, they will be
given the Productive resources sort cards. Each group will receive a mixture of
productive resources both pictures and words. The students will work together to
place the cards underneath their resource map, which has three columns-natural,
human and capital. Students will use glue to paste their cards under the resource
that they think is appropriate. Each group will be given a key to check their
answers with once finished. The learners that are excelling will be given a blank
card to create their own resource and place it in the correct column on the
resource map. Students who are having difficulty will be encouraged to look at
the handout, which defines each column on the resource map. Cooperative
Learning
Practice Application:
o
Next you will create an image for each of the three productive resources.
Students will be given a flap book. Students will be expected to label all three
flaps – Human, Capital and Natural. Students will then draw an image that is
appropriate for each productive resource.
Non-Linguistic Representations
Accommodations: For the high ability students they will be allowed to go one step
further with write a sentence using their chosen resource.
Students who are having difficulty will be pictures to choose from to glue onto their flap
book instead of creating their own image.
Modeling:

I was working on my own flap book and I choose to do a firefighter for my human
resource, a tractor for my capital resource and the ocean for a natural resource. Each of
you will draw and color if you choose a resource for each of the webs as I did.
Closure: The teacher will ask the students if they can tell me something that they learned
today about resources that they didn’t know before we began the lesson.
Closing Questions:
What are some natural resources used in producing the vegetables we eat?
Think about the capital resources used to make a cake?
What do we call the human resources that bake bread?
“Now that we have learned about resources you will know can classify the objects around
you in everyday life”
Evaluation of Student Learning:
o The teacher will observe the students while constructing their flap book to detect if the
students have mastered the objective of the lesson. After the students completed the
graphic organizer, the teacher will collect them and assess them individually using a
rubric. The teacher will complete the rubric for each student and give the information the
classroom teacher after assessing.
Rubric:
Name:
Given the flap book,
students are able to
illustrate an image
appropriate for each
resource-Natural,
Human and Capital.
Room for
improvement
All three of the
necessary
components of the
definition card were
missing.
Emerging
Mastery
Two of the necessary
components of the
definition card were
missing.
All three
components of the
definition card were
correctly completed.
Extension Activity: Provide students with a peanut butter and jelly sandwich cut out. Students
will decorate their sandwich and then label a capital, human and natural resource they would use
to make this sandwich if they were making one for a customer. Students will then share their
sandwiches with other students.
Annotated Bibliography:
Informational:
o Website- www.edconlink.com Productive resources Retrieved from:
http://www.econedlink.org/interactives/index.php?iid=191
o This website was able to define the productive resources for the teacher, and also
provided ways to apply the concepts to students. It allowed for both teacher and
student resources on the subject.
Landry, R. (1996). Understanding economics 3:productive resources.
o This book is located on amazon and allowed for me to understand the
economics before creating my lesson plan.
Instructional
o Website- kindseconposters.com The tortilla factory (2005). Retrieved from:
http://www.kidseconposters.com/literature-connection/productive-resources/thetortilla-factory/
o This website was a great source for activities to implement the usage of the
children’s book and apply the knowledge of all three productive resources into
real life application.
o Textbook- Bauer, K.Drew,R. (1992). Alternatives to worksheets: Motivational
reading and writing activities across the curriculum. Creative Teaching Press, Inc.
o Mrs.Varner provided this instructional book. This book inspired my lesson
extension activity by providing a way to assess students other than providing a
test or a worksheet. I used this resource to create the idea for the graphic
organizer and illustration option for students to be assessed.
Other ResourcesTeachers Pay Teachers
http://www.econedlink.org/lessons/index.php?lid=457&type=educator