Lesson 3: Producers and Consumers

Names: Rachel Polikaitis and Kathleen Fuller

Big Idea: The Factors that make up
Michigans Market Economy
Thread/Crossover: ELA, Economy
I. Objectives
What is the main focus of this lesson?
To introduce the concepts of what it means to be a producer and a consumer in a
market economy. Having students understand their role as a consumer and how they
can influence the market economy this way.
How does this lesson tie in to your units Big Idea?
Our big idea is, what role do the factors that make up market economy play in the
context of Michigans economy? In this lesson, we are introducing the factors that
make up a market economy, such as producers and consumers.
What are your objectives for this lesson? (As many as needed.) Indicate
connections to applicable national or state standards. Include any themes
or major concepts from the thread (themes of geography, Core Principles of
Economics, etc)
Standards
4-E1.0.2: Describe some characteristics of a market economy
4-E1.0.7: Describe the exchange of goods and services and the role of money
4-G4.0.3: Describe some of the movements of resources, goods, people, jobs, and
information to, from, or within the United States, and explain the reasons for the
movements
CCSS.ELA-LITERACY.L.4.4.A Use context (e.g., definitions, examples, or restatements in
text) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others'
ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.4.1.D
Review the key ideas expressed and explain their own ideas and understanding in
light of the discussion.
Objectives:
Students will be able to act out scenarios given in a group.
Students will be able to accurately state who is the consumer and who is the producer
in the skits.
Students will use their fine motor skills to create their consumers and producers page
in their market economy booklet.
Students will be able to write 5 goods and services that they consume in their
booklet.
Students will be able to use pictures or words to illustrate a producer, as well as
things produced in your community, state or country.

II. Before you start

Prerequisite
knowledge and skills.

Know the definition of the terms, consumers and producers.

Know what market economy is and the history of Michigans
market economy.

Assessment
(formative and
summative)

Formal: Students complete the I am a Consumer fold-in to

include in their economy booklet, by writing 5 goods and
services that they consume.
Formal: Students will create and write on the Producer
Pyramid fold-in to include in their economy booklet.
Answering the questions, How am I a producer? In my
community? In my state? In my country?

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of
Representation

Multiple Means of
Expression (Action)

Multiple Means of
Engagement

Options for Perception

Options for
action/interaction

Options for recruiting

interest

Options for
Language/Symbols

Options for Expression

.

Options for Sustaining

Effort & Persistence

Options for Comprehension

Options for Executive

Function

Options for Self Regulation

Materials-what
materials (books,
handouts, etc) do you
need for this lesson
and do you have
them?

Consumers and Producers worksheet

I Am a Consumer Accordion Fold-it worksheet
Producer Pyramid Fold-it worksheet
My economy lapbook
Glue
Stapler
Scissors

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe
it.

Students will be sitting at their desks.

III. The Plan

Tim Part
e
s

The description of (script for) the lesson, wherein you

describe teacher activities and student activities
(indicate in parenthesis where you are addressing
standards and themes)

Motivatio
n
(Opening/
Introduct
ion/
Engagem
ent)

Introduce the concept of consumers and producers to the class

by showing Arthurs Pet Business video.
https://www.youtube.com/watch?v=bBBDwofWKug (Part 1)
https://www.youtube.com/watch?v=w-5j-IYuaMk (Part 2)

Develop
ment

Go over the vocab words consumer and producer. Give

them the consumers and producers worksheet.
Ask the, to answer these questions based on what they know
about consumers and producers:
Who is a consumer and what do they do? How are we
consumers?
Who is a producer and what do they do? How are we
producers?
-Role play Pick a few students to come up in front of the
class. Give them a scenario and have the class guess who is
the consumer and who is the producer in the given situation.
Scenario: A person has a pet store and they are selling puppies.
The other person comes into the store and wants to buy a
puppy.
Give them another scenario that relates to Michigans economy
and have a few students act it out. (Logging or automobile
industry example).
Then have students work in their table groups to make up their
own real life examples of consumers and producers. Have them
perform the skit in front of the class/

Closure

Hand out the I Am a Consumer Accordion worksheet.

Have each student write 5 goods and services that they
consume on each rectangle.
Give students the following instructions on how to create it:
Cut out the base for the fold and glue on the lapbook. Cut the

accordion folds out along the outside lines. Then fold in

alternating directions (over, under, over, etc.) along each inside
line. Attach the folds to the consumer base using the square
flap at the bottom of the folds. Make sure the cover is on top.
Hand out the Producer Pyramid worksheet.
Have students use pictures or words to illustrate a producer, as
well as things produced in your community, state and country.
Give students the following instructions on how to create it:
Cut out the fold-it around the outside lines. Fold each outside
flap inward on the lines. Glue the middle square to your
lapbook.

Explain how this lesson supports your Big Idea. What is the takeaway?