28.9 a. Have the students tell you the three examples of producers from the article. Write those under the definition of producers on the board. (construction worker, artist, banker) b. Brainstorm more producers, and write those on the board. Give clues for students to guess more producers if needed. 4. Have students look at the list of producers that they made. As a class, brainstorm the goods or services the producers provide. Write those next to the producer on the board. 5. Discuss that producers are very important. Without them, we wouldn’t have the goods and services we need. 6. Read the first sentence of the article, “Consumers.” Discuss that consumers are the people who buy goods and services from producers. 7. Read the remainder of the article, “Consumers.” Have the students stand if they have ever bought what is listed in the article. Ask: a. What other times have you been a consumer? (Answers may vary.) 8. Show the Poster Pal activity, “Match the Consumer and Producer.” As a class, work to match the consumer to the producer. Have the students share if they have ever been one of the consumers listed on this activity. 9. Extension activity: Play a listening game to practice identifying producers and consumers. a. Assign the students a partner. One partner is in charge of naming producers, and one is in charge of naming consumers. b. The partner in charge of naming producers will hold a small object to represent that they are making the goods or service. b. What goods have you bought? (Answers may vary.) c. What services have you bought? (Answers may vary.) c. You will call out a good or a service. The partner holding the object will tell their partner who the producer might be as they hand the object to their partner, who will tell who the consumer might be. d. Call up a student to model how this will work. Hold a small object and say, “The good is apples.” Then, hand the object to the student as you say, “The farmer grows apples and gives them to ….” Then, the student will say someone who might buy apples. (me, my mom, the store, etc.) e. Play this as a class if needed. Possible examples for the game include: i. milk (a dairy farmer; a grocery store or an individual) ii. a book (a printing company; an individual, school, or home) iii. bread (a wheat farmer; an individual, a store, or a parent) iv. clothing (a factory; an individual or a store) v. a toy (a company; a kid) 10. Recap the lesson and reinforce the main concepts. Discuss the importance of producers in helping us to meet our needs and wants. Article Assessment Question: 1. Who makes goods for people?
a. consumers b. firefighters c. producers d. teachers
Economics | Week 28
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