During Nap Time Ms Lisa Prepares the Materials for an Art Activity

Video Summary: Kindergarten teacher Meylin Gonzalez brings economic concepts to life in the classroom by creating a hands-on assembly line in which her students make bread. Ms. Gonzalez begins past reading a volume entitled Pasta, Please to assist students empathize how pasta is made and where commercially prepared nutrient comes from. Then they discuss the production and marketing processes involved in making and selling staff of life. Students invent a fictitious company called Kinderbread, brand advertisements for their bread, and talk over how people make decisions well-nigh what they buy.

Working in groups, students class assembly lines and begin the process of making bread by manus. Each pupil has a chore to practice, such as calculation an ingredient or kneading the dough. The associates line construction not simply illustrates the different steps involved in making bread, merely besides underscores the importance of each stride in the production process. Meanwhile, Ms. Gonzalez starts a batch of dough in a bread-making automobile. While the dough rises, Ms. Gonzalez explains concepts similar supply and demand by get-go defining needs and wants and asking students to distinguish between them with examples from their ain lives. The lesson concludes with a snack of fresh-baked bread, during which students compare the efficiency of making bread by manus versus using a machine.

Course at a Glance

• Teacher: Meylin Gonzalez
• Form: Kindergarten
• School: Dickenson Simple School
• Location: Tampa, Florida

Themes and Standards Addressed in This Lesson

"Making Bread Together" highlights the following NCSS standards-based themes:

• Science, Technology, and Society
• Production, Distribution, and Consumption

Content Standards:

• Economics

Virtually the Class - Classroom Profile

"I wanted my students to develop a marvel and understanding of how things are fabricated, to know that things like bread don't but show up at the store. But I also wanted them to experience what it'south like for everyone to take a job, to work together, and to realize the value of each person's job."
— Meylin Gonzalez

Meylin Gonzalez teaches kindergarten at Dickenson Elementary School in Tampa, Florida. Situated in a cruise-ship port of fundamental Florida, near the beaches of Petrograd, Tampa is dwelling to a diverse population. Dickenson Elementary Schoolhouse is located in a suburban customs that supports a variety of pocket-size businesses and service industries. Approximately one-third of the students are Spanish bilingual.

Ms. Gonzalez started the year with a unit called All Nearly Me, then moved on to units on transportation, insects, Native Americans, holidays, the seasons and weather, Black History month, forest and jungle habitats, the farm, the solar system, and the ocean environment.

Year at a Glance

Making Staff of life Together fell within the unit of measurement The Subcontract and Its Products. Earlier the lesson, the course read Pasta, Please, a book that explores the process for making pasta. Next, the course invented a fictional staff of life company called Kinderbread, and replicated parts of the pasta product process to make bread. Ms. Gonzalez introduced basic concepts in business and economic science by discussing how buying decisions get fabricated, then had the class create advertisements for their production. Finally, students went to piece of work making staff of life, assembly-line fashion. Each student had a job to do, without which the bread could not be made. Simultaneously, Ms. Gonzalez mixed, kneaded, and baked dough in a bread machine, so that students could too compare production methods.

Every bit the lesson ended, the grade categorized different products according to whether they were "needs" or "wants." She reviewed the function of individual jobs in the production process, then invited different people to speak to the course about their jobs in the community. She segued into the side by side unit of measurement (on the solar system) past talking about the importance of the sun for life on earth.

About the Class - Lesson Background

Read this information to better sympathize the lesson shown in the video.

Content: Economics
Economic science is a social science that deals with the production, distribution, exchange, supply and demand, and consumption of appurtenances and services. Even young learners see examples of economic concepts in their daily lives: scarcity of time and resources, the difference between needs and wants, making decisions well-nigh what to buy, and spending money. However, immature children are too likely to take misconceptions about bones principles of economic science. For case, they may non encounter a connection between jobs, work, and income, or they may believe that the value of money is related to its size and color.

Immature students can build an economic science vocabulary as they sort out labels that depict different economic processes. As they learn most the diversity of jobs that exist in a healthy economy they as well begin to understand the importance of cooperation and interdependence, contest, some of the factors that get into making business decisions, and the relationship betwixt work and meeting 1'due south needs. Some of the ways young students tin can explore abstract economic principles are past doing hands-on activities like making bread or pasta and and so creating advertisements for the products they make.

Teaching Strategy: Learning by Doing
Young children larn best when they have directly, hands-on experiences and when they tin relate what they learn to what they already know. In this lesson, students explored bones principles of economic science by making a product (breadstuff) and writing advertisements for their product. So they created their own Needs and Wants chart and discussed how ownership decisions are made — something they may already have experienced.

In addition to didactics students most supply and demand, the assembly line activity reinforced the value of the individual's contribution to a given process, the importance of working together, and the satisfaction that comes from seeing a task through to completion. It also encouraged social interaction, student engagement, and collaboration in meaningful work. Every bit Ms. Gonzalez showed, learning by doing energizes students, sustains their interest, and exposes them to content from other bailiwick areas like math, fine art, reading, and writing.

Watching the Video

Notes

As you reverberate on these questions, write downwardly your responses or discuss them as a group.

Before Y'all Sentinel
Respond to the following questions:

• What are some economical principles or concepts that you teach (or could teach) in your curriculum?
• What concepts accept you taught using easily-on activities? What are the challenges and benefits of this pedagogy strategy?
• How do you assess students' understanding when using easily-on activities?

Spotter the Video
As you watch "Making Bread Together," take notes on Ms. Gonzalez's instructional strategies, especially how she breaks downwards abstract concepts. Write downwardly what you find interesting, surprising, or especially important about the teaching and learning in this lesson.

Reflecting on the Video
Review your notes, and so respond to the following questions:

• What struck y'all well-nigh the classroom climate, groundwork, preparation, strategies, and materials used in this lesson?
• How has Ms. Gonzalez prepared her students for the bread-making activity in the video?
• How does Ms. Gonzalez deal with any misconceptions her students have?
• How does Ms. Gonzalez utilise stories, part playing, and examples to illustrate economic concepts?
• How does Ms. Gonzalez assess students' understanding of the concepts presented in the lesson?
• Consider the ways in which this course is different from yours. What activities and concepts might you introduce in your own teaching?

Looking Closer
Allow's take a second look at Ms. Gonzalez's grade to focus on specific teaching strategies. Use the video images below to locate where to begin viewing.

Developing a Needs and Wants Nautical chart: Video Segment

Go to this segment in the video by matching the prototype (to the left) on your video screen. You'll detect this segment approximately 18 minutes into the video. Watch for most five minutes.

Ms. Gonzalez and her students talk over the difference betwixt needs and wants. They work together every bit a grade to develop a model of a Needs and Wants chart. As y'all spotter the students develop their own Needs and Wants chart, consider these questions:

• What is the purpose of this activeness?
• What aspects of student understanding tin can Ms. Gonzalez assess, using this projection?
• How is the creation of a Needs and Wants chart similar to the associates line action? How is information technology different?

---

Working on an Assembly Line: Video Segment

Become to this segment in the video by matching the image (to the left) on your video screen. You lot'll detect this segment approximately 5 minutes into the video. Lookout for well-nigh seven minutes.

Ms. Gonzalez highlights the importance of each job on an assembly line. Every bit you spotter the students brand bread, recall about this question:

• What is the purpose of this activity, and what aspects of the assembly line procedure will students better understand because of their participation?
• What larger economic and/or social questions might be raised as a result of students participating in this activity?

Connecting to Your Teaching

Notes

Equally you reflect on these questions, write down your responses or talk over them as a group.

Reflecting on Your Exercise

• What is an especially hard concept or set up of concepts that you lot want your students to learn? How would you lot prepare them to learn these concepts?
• Think of a hands-on action that you take used or are because using. What background information or accelerate grooming is needed to ensure that students larn? What major concepts are learned from doing the activity?
• How do you assess student understanding when using hands-on activities?

Taking It Back to Your Classroom

• Later on exploring a difficult concept or set of concepts, ask students to notice examples in magazines or newspapers. For example, if students are learning well-nigh various types of jobs, ask them to await for pictures of people doing those jobs. Visual representations of concepts tin can reinforce learning and can aid students link what they take learned to the earth beyond the classroom.
• Use a book (one example is A Chair for My Mother by Vera Williams) to explore how family members can piece of work together to meet needs and wants.
• Accept students on a bout of the schoolhouse cafeteria to look for economic principles in activity: for example, the diverseness of jobs involved in preparing a large-scale repast, the delivery of "raw materials" (ingredients) to the cafeteria, how various items are priced, and then on.
• Have a field trip to a nearby grocery store to requite students a "behind the scenes" view of where nutrient and household items come from.
• Think of an important concept or set of concepts that you teach that might be better understood using a hands-on experience. Design the experience and determine in accelerate how you volition appraise agreement. Help students retrieve near the criteria that will guide their work.

For related print materials and Spider web sites, see Resources.

Standards

NCSS Standards
Expectations of Excellence: Curriculum Standards for Social Studies defines what students should know and be able to exercise in social studies at each educational level. This lesson correlates to the following standards for uncomplicated school students:

Vii. Production, Distribution, and Consumption
Distinguish between needs and wants; identify examples of individual and public goods and services; describe how we depend upon workers with specialized jobs and the ways in which they contribute to the production and exchange of goods and services.

8. Science, Technology, and Gild
Identify and depict examples in which scientific discipline and technology accept changed the lives of people, such as in homemaking, childcare, work, transportation, and communication.

Content Standards:
Economics

Resources

Print Resource

For Students

Berger, Melvin. Pasta, Please! Littleton, MA: Newbridge Educational Publishing, 1994.

Numeroff, Laura Joffe. If Yous Give a Mouse a Cookie. New York: HarperCollins Juvenile Books, 1985.

Williams, Vera B. A Chair for My Mother. Upper Saddle River, N.J.: Scott Foresman, 1984.

For Teachers

Phipps, B., with M.C. Hopkins, and R.L. Littrell. Teaching Strategies K-2. Principal Curriculum Guides in Economic science. New York: National Council on Economic Education, 1993.

Spider web Sites
For Teachers

Dallas Federal Reserve Banking company
This site provides information virtually programs, online games, and other useful economics resources for students.

National Council on Economical Education program page
This NCEE source offers national standards, Internet-based lessons, economic news, and links for G-12 teachers and students.

National Quango for the Social Studies
The NCSS provides teachers with an information service that includes curriculum content and cess for ages iii through 8.

Social Studies Standards in Economics: Chiliad-ane
This site is a guide to economic lessons for kindergarten through get-go grade.

cremeanswasend.blogspot.com

Source: https://www.learner.org/series/social-studies-in-action-a-teaching-practices-library-k-12/making-bread-together/

Share this post