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Are you a producer or consumer?

Lesson Plan Item

General Information
Grade 3rd Grade Class Social Studies Length of Lesson 45 Minutes
Lesson Title Are you a producer or consumer?
Unit Title Producers and Consumers
Unit Compelling Question How can I be both a producer and a consumer?
Historical Context:

A person who produces something, either creating economic value or producing goods and services is called a "producer."

A person who uses a commodity or service is called a "consumer."  Most people are a combination of the two, both producing and consuming.   

~ Allyson Simpson, Simpson College

 

2018.021.059 This photograph shows the east side of Decatur Street in Kellerton, Iowa. The Kellteron State Bank, located on the street corner, sold out to the Mount Ayr State Bank in 1931. The Mount Ayr bank used this building as a branch office for the next few years. Today, the old bank building serves as an apartment building.

 

~ Matthew Miller, Teaching Iowa History Team
Lesson Supporting Question What are the differences between a producer and a consumer?
Lesson Overview

Students will learn the definitions of the terms producer and consumer and how these terms relate to their daily lives.

Students will deconstruct these terms (producer and consumer) and discuss how they both produce and consume every day.

They will talk about the services and goods that are provided to them by producers and how those goods and services are consumed. They will talk about how different people need or want different services and goods.

Primary Sources Used
Resources Needed
Standard
Lesson Target
  • Students will be able to identify the producers and consumers in their community and their functions.
Lesson Themes No themes are assigned for this lesson.
Lesson Procedure
 Step Procedure Time Differentiation plan / Additional Information
Bell Ringer 

Ask students to list items that they and their families like to buy.
Discuss items that they need to buy to meet their needs: food, shelter, etc.
Ask your students to name some services they or their parents pay for.
Review with students that goods are things people make or use to satisfy the wants and needs of others. 

5 Min  Have these definitions written on the board so students can refer back to them as needed.
Teacher 

Define consumers and producers as a whole group
Tell your students that people who use services and goods and called consumers. 
Then define producers as people who provide or make goods and services for consumers. 
Label one box "goods" and the other box "services" on the white board. 
Show them the picture of the bank. Ask them if they think this would be a "goods" or "service" and why?

Ask for students to give examples of goods and services people pay for.  (They will collaborate with the person sitting next to them)
9 Min  Try to call on everyone so you can see if they have an understanding or not of what goods and services are. 
Student  Students will collaborate with the person next to them to come up with examples of goods and services. 3 min   
Teacher 

Fill out boxes of goods and services as a class
Ask students to explain some of the chores they do around the house
Discuss how parents provide many services around the house without pay. 
Include the questions:   What services do your parents perform to help you?  Do they cook for you?  Do they clean the house?
Why is the work people do in a family important?  What are other goods and services your family consumes produced outside of the family?

9 Min 

 

Depending on how the class is understanding the material you can add or take out any questions. Make sure that the students have a good understanding of what goods and services are. 
Transition 

Have the students walk back to their desk to work on independent work.
Pass out construction paper

Explain directions
2 Min   
Student 

Have the students draw a line down the middle. Label one side producers and the other side consumer.
Have your students list and illustrate 4 types of producers in the producers column. 
Have students write the services or goods provided by the producer.
In the consumer column have your student list who would use or consumer the service or good listed.

15 Min 

Let them pick whatever producers and consumers they would like. Let them pick things that interest them and that they will relate too. 

Students that need extra help:  have them do three and really focus and have them do a good job on those three. 
Transition  Have students walk back to the carpet for the closing activity.  2 Min   
Closure 

Have students walk back to the carpet for the closure activity.

Ask for students to come up front and discuss what they wrote and drew. 

Create an imagined city as a class, ask your students to come up with a list of consumers and producers in the city. 
5 Min  Pick students who have different goods and services written down so your other students can get a broad perspective of who  consumers and producers are.
Assessment
Formative Assessment
(How will you use the formative assessments to monitor and inform instruction?)
  • Collecting the students independent work.
Summative Assessment
(How does the lesson connect to planned summative assessment(s)?)
  • After several lessons over producers and consumers whee they dig deeper into the material, they will then create a project reflection their knowledge of the unit.
Author Information
Author Payton Atwood Reviewer Dr. Chad Timm, Simpson College Created 08/15/2019 Last Edited 09/06/2019
Lesson Plan Development Notes: Social Studies Methods, Simpson College, Spring 2019

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