ACTIVITY PLAN
1. Preplanning –
*Long-term objective: (state standard…broad) State Standard, what it is that you are
teaching about or reviewing
SS 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
*Prerequisite Skill: what info or skills do they need to be successful? Identify key
terms/vocabulary to be taught
Students need to know what productive resources are. They need to know
an example of each productive resource. They need to understand why
they need to know this and how important it is.
*Activity description: 1-2 sentences that summarize the activity, detailed, might sound
like the objective for the activity
Give each student a graphic organizer and them fill it out. They will need to
come up with their own definitions and examples of each productive resource.
*Activity rationale: description of how the activity will help students progress toward the
objective, telling why this activity is important or how this will move them to the
larger goal
Students will review what productive resources are. They will be able to tell
me why they are important. By the end of the activity, they should know what
the three types of productive resources are. Determining what resources they
are and why is important to know for their future.
*Critical Management Skills: How will you arrange room and handle logistics, what it is
that you need to make sure of?
Students will be in their own desks in groups or at a table. Sit in the middle of
them to make sure each student is getting the same amount of attention. If one
student is struggling more, sit closer to them. Make sure desks are clear at the
beginning of the activity so the students will not have any distractions.
*Materials: what is needed for the activity, materials they do not have with them
Students will need pencils. I will bring my computer the short video. I will
provide the graphic organizer and bring my own colored pencils so they do
not have to make a big mess with their own.
2. Activity Beginning
Set up
*Gain Attention: tell how you’ll ask for their attention and how they should respond,
explain and practice with them, different than previous lesson, not verbal
Explain to the students that when we snap a certain pattern, they should
repeat it back to us so we know they are ready and paying attention.
*Behavior Expectations: tell expected behaviors, (what does your teacher expect of
you and that is what I expect too), what will they do if they finish before
others
Tell the students that I expect them to stay seated in their chairs and ask
them not to shout out answers. If they have something to say or a
question, I expect them to raise their hand. Tell the students that I
expect them to take turns using the colored pencils.
Opening
*Motivate: (gain their attention…story, joke, song, poem, video…present a focus
question, humorous example, show graphic, graph or chart that will be used),
no rewards this time, like food or pencils
Start by asking “who remembers what productive resources are?” and
explain that we are going to do a quick review over them before we start
our activity. Play video on my computer. I am planning on using
(https://www.youtube.com/watch?v=0PgP0dXAGAE or
https://www.youtube.com/watch?v=Znu5gQr-NNQ) one of these
videos but I’m not sure which is more age appropriate. This video will
help get them excited and remember what they will be working on.
*Objective &purpose: (tell what they will be expected to know or do by the end and
the value/why it’s important, make it relevant), what we are doing and why
The students will be expected to understand what a productive resource
is. They will need to remember the three different types of productive
resources and define each in their own words. They will also come up
with their own examples of each productive resource and put them in
the right category. I will help them know why this is so important for
the future.
*Review prior lessons: (review prior knowledge), review the content
After the video, review with the students what they just watched. Talk
to the students about the specific examples that were in the video.
Review the definition of productive resources. Ask the students if there
are any questions. Let them know we are ready to start the activity.
3. Activity Middle- doing the activity
*Explain the activity directions:
-Step by step directions, list of procedures, list of rules for a game, sample of a
finished product, demonstration
1. After the video, ask the students if they have any initial
questions. It may be a little bit confusing and I want them to
completely understand the content before we start the activity.
2. Pass out the graphic organizers that I will have printed off.
Students will fold them. I will explain the directions to them.
3. They will need to put their own “definition” on the front of the
foldable. They will do this for each type of resource. When it
seems that they are all almost done, have students share what
they put.
4. Have students come up with their own examples of each
resource and put them on the inside of the foldable. Have them
color their own pictures of their examples.
5. To finish, students will go one by one and give their examples.
They will explain how each resource is helpful to the
environment and why they picked the ones they did.
-Set of questions to ask (summarizing, vocabulary, higher level thinking)
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How do you know this is a productive resource?
How do you know this is a human resource?
What makes this a natural resource?
Why is this a capital resource?
Do you think a resource could be more than one of the types?
Are these resources scarce?
-Selected Interventions or accommodations (is there a way to change the activity to
make it harder or easier for a certain student)
This activity is testing the students’ knowledge on the productive
resources. The students are working on their own then we are sharing
answers. If it is noticeable that a student is not putting anything down,
go around to their desk and ask them what I could do to help. I could
give them options to choose from instead of coming up with their own
examples. If it seems that a student is getting through it too fast and
they need some more work, I will have them help their classmates. It
would be helpful for them to explain it aloud.
-Critical management skills:
-how will you acknowledge appropriate behavior (praise, good job, I like how
you are doing that)
Praise will be given when good behavior is shown, I will try to
elimate only saying good job. I want to encourage the students by
saying “I like how you are doing that” or “Does everyone see how
“Bobby” is doing this? He’s doing a great job”. Students like to be
acknowledged, especially when you use their name.
-how will you monitor student behavior (I don’t appreciate what you are
doing, review expectations)
If bad behavior is shown, I will say things like “Is that what Mrs.
Walker and I expect out of you?” or “Is that the expectations that
were set at the beginning?”
-how will you manage transitions?
Transitions will be made by letting the students know when we
are moving onto the next step. I will not move on until each
student is ready. I will also make transitions by complimenting
what the students have done so far. “Okay, you have been doing a
great job! Now let’s try this…”
4. Activity Closing
*Group review of practice: (draw conclusions, describe a process used, show what they
created)
 What did we do today? What did we practice?
 Why are we learning about productive resources?
 Why is it important to know what types of productive resources there
are?
 When do you think you will use this?