What A Production!

1. What A Production! Standard 2.4.1 Kelsey Zehr Education 357

2. Standard 2.4.1– Define the three types of productive resources (human resources, natural resources, capital resources) and identify productive resources used to produce goods and services in the community. Activity: http://www.indianastandardsresources.org/files/soc/ss_2_4_1.pdf

3. Vocabulary Resource: A person, thing, or action needed for living or to improve the quality of life. Human Resource: Any human effort used in production. Capital Resource: Goods, such as tools, buildings or machines used in production. Natural Resource: Things in nature that are used in production. Community: Usually a small town or city, that is composed mostly of residents, but also includes some commercial businesses industrial facilities, and local businesses.

4. Background Information • The purpose of this lesson is for students to understand what natural, human and capital resources are and how the are used in the community. After this lesson, students will be able to: • Define the three types of productive resources: • human resources • natural resources • capital resources • Identify productive resources used to produce goods and services • in the community. • Look at a picture of an object and determine what kind of resource it is.

5. Preparing the Lesson • Things to do before the lesson: • Make copies of Pancake Productionworksheet from IDOE Website for each student. • Cut out pictures from Pancake Productionworksheet. • Have 2 pieces of blank paper available for each student. • Have a clean chalkboard ready to write on and plenty of chalk on hand. • Prepare a chart with 3 columns labeled Human Resources, Natural Resources and Capital Resources. • Have clear tape, pencils, scissors, and crayons readily available. • Retrieve the book Pancakes, Pancakes by Eric Carle from the library or other resource.

6. Pre-Activity Discussion • Tell students that they are going to learn about resources, • which are things used to produce goods and services. • Explain that resources can be split into three groups and read • aloud the three types of resources listed on the chalkboard. • Tell students that capital resources are goods, such as tools, • buildings, and machines, used in production. • Have students brainstorm about the meaning of human • and natural resources. • Discuss their ideas and clarify that human resources can be • any human effort used in production and that natural resources • are things in nature that are used in production.

7. Activity • Show students the book Pancakes, Pancakes by Eric Carle. • Explain that trees were one natural resource used to produce • the book, that the printing press that printed the book is an • example of a capital resource, and that the author of the book • is an example of a human resource. • Have students listen for natural, human and capital resources as you read the book to them. • Read Pancakes, Pancakes to the class.

8. Activity • Pass out a Pancake Productionworksheet to each student. • Have students discuss with each other which resource they think each picture represents. • Call on a student to select one picture, name what it is, and identify which resource it represents. • Tape the picture on the pre-made chart under the column labeled with the resource the student names. • Select another student to identify another picture, name it, and identify which resource it represents. Tape the picture on the board under the column the student names. • Repeat this until all pictures are identified and taped on the chart. • Say to students: “Human, natural, and capital resources are used • to produce things in our community. What are some of the goods • and services produced in our community?”

9. Activity • List the goods and services that students name on • the chalkboard. • Direct students to each select a good and a service from the list. • Give each student two pieces of paper and show them how • to fold their papers into three long, equal pieces. • Direct students to head their sections in the same way you • headed the chart in part B. • Instruct students to write their names and the good they selected • on one piece of paper and their names and the service they • selected on their other piece of paper. • Ask students to draw one example of a human, natural, and • capital resource for the good they selected and, similarly, one • example of each type of resource for the service they selected.

10. Resources • www.dictionary.com • http://www.indianastandardsresources.org/files/soc/ss_2_4_1.pdf • http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx • Carle, Eric. Pancakes, Pancakes . Aladdin, 1998. • http://www.siue.edu/SIPDC/Library/lesson%20plan/reading1.pdf • http://www.amazon.com/Pancakes-Eric-Carle/dp/0689822464