Production and Resources Project 1
Production and Resources Project
ISTC667: Instructional Development - Summer 2012
Maxine McCall
Towson University
Production and Resources Project 2
Abstract
The principal objective of this paper is to demonstrate the planning, designing
and implementation practices in creating instruction. This paper explores the problems
involved in designing and developing instruction using an old folk tale titled The Little
Red Hen and an end product as basic as a loaf of bread. Historically, this story is
applied in teaching children the virtues of the work ethic and personal initiative. In
addition to character education, this story makes a sensible life science connection.
However, this project also highlights an interesting kickoff to discussions of economics for
grades K-3. The Pebble-in-the-Pond Model (Merrill, 2002), instructional activities, goals
and objectives presented here within, effectively enhances the all encompassing K-3
grade social studies/economics lessons regarding productive resources of natural
resources, human resources, capital and entrepreneurship. In addition, this report
articulates a newfound understanding of the instructional design process. Finally, this
report summarizes findings on various components within the instructional design
process from the psychological interventions to the learner and needs analyses to the
evaluation; in regards to their basic function, advantages and disadvantages, how
they compare to each other, and future application.
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Section I: Overview
In the wake of financial crisis from which this nation is currently recovering, the
importance of economic and financial education is palpable. Americans are facing
major challenges because of the lack of economic and financial savvy. This is evident
by the growing record levels of credit-card and student-loan debt. In addition, too
many American workers are “unbanked” (Niederjohn, 2011). This is evident in the
overwhelming amount of payday-loan stores and check-cashing outlets. To add insult
to injury the trend of placing investment responsibilities in the hands of individuals is,
undoubtedly going to yield dismal results. Economic and financial literacy is beneficial
in numerous ways, and everyone needs to understand basic economics in order to
participate fully in this nation’s market economic system. Unfortunately, taking an
economics course or personal finance course is a graduation requirement in less than
half of this nation’s states. Fortunately, there is a national movement under way to
support effective instruction in economics and personal finance. In addition,
organizations outside of education have taken up the cause of strengthening
economic and personal finance education.
Just to put things in perspective, the state of the economy is the number one
issue amongst voters. Politics aside, people in all walks of life benefit from a practical
understanding of personal finance and even greater benefits arise from having some
understanding of supply and demand, costs, profits, and production. In short, the
“costs” of economic and financial illiteracy can be great (Niederjohn, 2011). Having
said that, what expert will mandate when it’s “too early” to begin economic and
financial illiteracy? It is for this reason that the classic story, The Little Red Hen, may be
used to provide a framework for illustrating and reviewing the concepts of productive
Production and Resources Project 4
resources and incentives. This book effectively allows learners to identify and review
productive resources (CELL) – capital, entrepreneurship, land and labor.
Learners are taught that productive resources are limited and will develop an
understanding that people cannot have all the goods and services they want. As a
result, they must chose some things and give up others. The instructor/LMS will lead
guided discussions about productive resources – that they are the natural resources
(land, are "gifts of nature"), human resources (the quantity and quality of human effort
directed toward producing goods and services) and capital goods available to make
goods and services. As declared in the text, “As an instructional designer, it is important
to think beyond what has worked for you personally and consider what will work best
for your target audience” (Brown and Green, p. 117). There is an abundance of
methodologies and strategies easily adaptable to any subject and serve to transform
students from passive learners into active classroom contributors, problem solving
collaborators, and critical thinkers. The text asserts, “Marzano, Pickering, and Pollock’s
(2004) categories of instructional strategies are proven through research to have a
strong effect on student achievement” (Green and Brown, p. 125). Therefore, children's
literature, guessing games, puzzles, and a cooking activity contribute to making this an
interactive lesson on productive resources. The students will explore numerous books on
natural resources and the intermediate goods produced from these resources. They will
play a guessing game by identifying several capital goods and the human resources
who use these goods while doing their job. Working in groups, students will assemble
three teacher-made productive resource puzzles and discuss the natural, human, and
capital resources represented on the puzzle pieces. Students will identify and chart the
productive resources necessary to bake a loaf of bread, and then (because of
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unfortunate time constraints) see one produced and watch a bakery making a pastry
in the classroom via the internet.
Front-end Analysis
Needs Analysis
The most effective needs analysis thoroughly investigates the issue, successfully
recognizes the target population and identifies the possible outcome/solution. The
person and/or group in charge of the needs analysis should be competent enough to
prioritize every step of the way and remain in constant communication with the target
population. Instructors and Library Media Specialists must think, “This is a means to an
end”. In this project, after reading the story, the instructional goal is for learners to sort
and categorize resources into land, labor, capital and entrepreneurship and be able to
identify what future incentives the dog, the cat and the mouse will have to help the
little hen in her work. In addition, there is an opportunity to explore bread making from
the ingredients, necessary equipment, etc. For this project, the needs analysis has been
modeled after Smith and Ragan (2004, Brown and Green, 2011, p. 49-50). These experts
declare their belief in bare bones, grass roots, common sense “clear investigation”. Of
their three models outlined, the one adopted for this project is the Problem-Finding,
Problem-Solving Model where the problem is identified and a solution is implemented.
The data collection, analysis and compilation stages are shortened as they advocate
going immediately to “what is” and “what should be”. Smith and Ragan (2004) goes
on to declare that instructors must (1) determine whether there really is a problem; (2)
determine the cause of the problem; (3) determine the solution; and (4) implement the
solution.
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To put it into context, this instructional design project also highlights an instructor’s
examination of the production process and their attempts at explaining how producers
make choices because of limited natural, human, and capital resources. More
specifically, it will address the steps in producing a loaf of bread and what natural,
human and capital resources are needed in that production process. The target
audience (Brown and Green, 2011, p. 72) would be grades K-3 according to the rigor of
supporting instructional activities implemented. Lessons presented here support the K-3
social studies (economics) curriculum. Learners will develop economic reasoning and
explore the processes needed to be effective citizens, consumers, and workers
participating in local communities, the nation, and the world. Interdisciplinary
connections with math, art and English are easily obtainable.
Component/Knowledge Analysis (Task Analysis)
In the spirit of “learner-centered environments” (Bransford, Brown, and Cocking,
2000), this project provides ample opportunities for whole group discussions to answer
essential questions, think/pair share sessions, information literacy (i.e., click and drag
Venn Diagrams on the computer) and multimedia interaction (as the class reviews an
audio visual version of the noted book, The Little Red Hen). There are ample integrated
curriculum books to assist in introducing vocabulary and concepts (resources, needs,
wants; goods and services). Furthermore, the opportunities for technology integration
are plentiful and accessible in the classroom or in the media center for both the
general educator and the library media specialist to serve as “the guide on the side”
with simulations, games and reciprocal instructional activities.
Learner Analysis
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The guidelines set forth in the Morrison, Ross, and Kemp learner analysis model
have been applied for this project. This model is extremely similar to the Smaldino,
Lowther and Russell (2008) model in that they both encourage a variety of instructional
and application/practice methods aimed to meet the learners’ distinctive needs. More
specifically, the “universal design for education which plans for instruction by planning
for active participation of culturally and physically diverse learners” (Brown and Green,
p.80) as outlined in the aforementioned model will certainly ensure the effectiveness of
instruction for this project. “While learning occurs in many different environments, it is
generally agreed that instruction requires that one first identify the goals of the
instruction” (Merrill, 2002, p. 39). Assessing prior knowledge, understanding the various
ways that each learner “processes” new information; more specifically, will they need
one on one versus whole group instruction? Will they need translated instructions or
visuals? Would they prefer a more hands-on approach or should one lecture?
Instructors could level their playing field by identifying the potential limitations and
planning for them ahead of time. To reiterate, the rigor and level of interaction for this
project is easily modifiable for special needs, standard and the gifted and talented
learners; grades K-3. “Providing learners with a structure that helps them interrelate the
required skills often makes their acquisition of the new set of skills more efficient and
facilitates their forming an appropriate mental model” (Merrill, in press, p. 13).
According to the Morrison, Ross, and Kemp (2007) learner analysis model, instructors
must take into consideration each learner’s distinctive needs including their skill, ability,
and readiness. Furthermore, with the Morrison, Ross and Kemp model, instructors must
consider the demographic uniqueness of each learner - beyond their age and sex.
Their ethnicity (culturally diversity, p.80) must be addressed. However, it should be
Production and Resources Project 8
noted, in the absence of a richly culturally diverse environment, instructors are implored
to take heed of the suggestion of this learner analysis model and detail the prerequisite
skills their learners will need in order to benefit from instruction. For this project, the
selected title, The Little Red Hen, can be found in various culturally diverse versions. It is
believed to be of Russian origin but has been transformed repeatedly as a nursery
rhyme and folk song. The most renowned folk song version is by American folk/blues
singer-songwriter and political activist, Malvina Reynolds. This classic story is also found
narrated in “Gullah” by Aunt Pearlie-Sue. Gullah is a language spoken by a group of
African-American descendants of enslaved Africans located on the Sea Islands of
South Carolina and Georgia (Prather, 2008). Aunt Pearlie-Sue is the creation of
storyteller, educator, singer, actress and historian, Anita Singleton-Prather, who also
happens to be native of the Sea Islands in Beaufort County, South Carolina. Library
Media Specialists appreciate these two particular versions as they make an excellent
technology literacy connection for an independent learner or as a pair-share activity.
Learning Environment
Instruction for this Pebble in the Pond Graphic Organizer will be most effective in
an elementary school library media center. An ideal learning environment would have
at least 20 computers - enough to accommodate 16 pairs of students for an average
class of approximately 32 students. Additionally, the LMS would hopefully have access
to a separate teacher computer, interactive whiteboard and projector.
This will also be a learner-centered environment, which focuses on the attitudes,
skills, knowledge, and beliefs that students bring to an instructional setting. In this
environment, the instructor uses information about how the learners relate to the
content as well as the learners’ preconceived ideas or misconceptions to create
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situations where the learners generate new conceptions of the content (Brown &
Green, 2011, p. 117).
Progression of Problems (PITP Model)
For the Pebble in the Pond model featured for this Production and Resources
Project, the Jonassen, Hannum and Tessmer (1998) (Brown and Green, 2011, p. 58-59)
task analysis model has been utilized because its approach and functions are more
comprehensive and flexible to address the varied and multiple needs of this target
audience. The JHT model obviously understands instruction is not one size fits all and
therefore, a cookie cutter approach to curriculum implementation will result in
confusion and failure for students. Jonassen, Hannum and Tessmer (1998) more closely
connect learning strategies to curriculum implementation and their model clearly
outlines crucial components including scaffolding, prioritizing, and chunking and skill
level appropriateness.
Again, although the focus of this project is the economics/social studies
connection, there are numerous other enrichment activities to create and build on.
The reading/literacy connection is obvious; however, using puppets and / or masks to
retell the story will allow for dramatic play would, in turn, appeal to kinesthetic / tactile
learners as well as enhance comprehension. Lower grade level students will
appreciate the puppets, masks and possible flannel board characters while higher
grade level/GT learners would favor creating their own version using clip art (Appendix
A) and PowerPoint, PhotoStory, VoiceThread or any comparable book creation
software or website. Learners can read, compare, and contrast different versions of the
Little Red Hen story (characters, artwork, text, etc.) and chart the findings using a graph
or Venn diagram. Should school health and curriculum guidelines and time allow, a
Production and Resources Project 10
cooking connection - making bread from scratch, following a recipe and sampling the
finished product - would appeal to all learners and overlap with math and science! For
a more concrete science connection, lower grade level students will welcome
exploring and examining real wheat (wheat grass, not just the seeds) while higher
grade level/GT students would benefit from more tangible math connections by
measuring (manipulating) the ingredients. Also, ordinal numbers can be introduced
and/or reinforced in reference to the sequence of events in the story (Sequence Cards,
Appendix A) to the steps of preparing the bread. Certainly computer/technology
connections are widespread and interspersed frequently, from the aforementioned
instructional activities to the various multimedia versions of the title story available via
the internet.
There are multiple “prescribed instructional activities” (Brown and Green, 2011, p.
116) that can be incorporated for all phases. For example with vocabulary, instructors
can “play” with vocabulary by introducing new vocabulary (via charades, etc.) and
conducting word studies (have students look for ways to sort the words, i.e., rhyming,
beginning / ending sounds, etc.).
To redirect the focus to this PITP, for the economics/social studies connection, the
concluding task outlined for this project will have students go to a bread recipe, read
the recipe and make a list of the ingredients. BreadWorldCanda.com; a subsidiary of
the ACH Food Companies, Inc. provides an excellent resource of tips, terms and
ingredients in the bread baking process. Please reference Appendix C for an excerpt
from the BreadWorldCanda.com website. In addition, the Library Media Specialist
could share the book, Loaves of Fun: A History of Bread (with Activities and Recipes
from Around the World) (Harbison, Elizabeth M./Harbison, John, Chicago, 1999); which is
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a collection of recipes for various kinds of breads (arranged in a timeline format that
charts the history of this staple food from the earliest civilization to the present day).
Other cross-curriculum literary resources whose subject matter is bread include: Tony's
Bread (dePaola, Tomie, 1996); Bread Comes to Life: A Garden of Wheat and a Loaf to
Eat (Levenson, George, 2008) and Bread, Bread, Bread (Around the World Series)
(Morris, Anne, 1993), just to name a few.
Hence, for Problem One, “Learners will recognize natural resources used to make
a loaf of bread.” The tasks are interdisciplinary and learner-centered. Lower grade
level students will identify the ingredients for making bread. The instructor/LMS, will
access background knowledge (KWL) and ask students what they know about wheat,
what is made with wheat and allow them time to tell a partner what they like to eat
that is made with wheat. Their responses will be recorded. (Higher grade level/GT
students could conduct this task independently.) Next, during whole-class discussion,
students will brainstorm theories about how wheat grows and how it is turned into
bread. (Higher grade level/GT students would be responsible for investigating this
independently or as a pair-share activity). Finally, students will brainstorm about the
process of making wheat into flour. (Higher grade level/GT students will perhaps
engage in a whole class discussion or this could serve as a journaling opportunity in
which they would be required to produce a brief constructed response).
For Problem Two “Learners will identify the natural, capital and human resources
used in the production of a loaf of bread.” Students will identify and review productive
resources (capital, entrepreneurship, land and labor). Students will hear (higher grade
level/GT students would be required to read independently) a retold version of the
classic story, “The Little Red Hen” used for illustrating and reviewing the concepts of
Production and Resources Project 12
productive resources. Vocabulary needs to be introduced and/or defined but the
main task involved with this phase will have students review the tools (capital resources)
used in producing a loaf of bread. Please reference Appendix D for an additional
excerpt from the BreadWorldCanda.com website.
In Problem Three, learners “will investigate examples of how limited resources
affect the decisions producers make.” The task associated with this phase allows
learners to take a virtual tour of various still existing, sometimes functional, grain and
flour mills in over 30 states all across the United States. For example, there’s the Yukon
Flour Mill & Grain Co. in Yukon, Oklahoma or the non-existent Washington Flour Mill
formerly located in Georgetown. For more information, please reference Appendix E.
As for Problem Four, the goal is for learners to “examine the production process in
producing a loaf of bread.” As mentioned earlier, school health and curriculum
guidelines and time may not allow learners to make an interactive cooking connection;
following a recipe and making bread from scratch. However, students can still
investigate the production process. As the class expands on the tasks from Problem 2,
the higher grade level/GT students will review the story by completing a Kidspiration
Venn Diagram (Appendix F) or a Drag and Drop Activity (Appendix G) to determine
what steps were involved with the production of the loaf of bread. Lower grade level
students will welcome the (hand-created) puppets for this sequence activity; although
a lower grade level group of gifted and talented learners will be able to participate in
the technology integrated activities listed above.
In the End Problem, the class will just expand on what we started in Problem 4. In
addition to the ever-present literary resources, students will watch a favored multimedia
video titled, “Making Easy Bread with Fin”. This YouTube video presents one of their
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peers as he demonstrates how to make simple homemade bread with only 4
ingredients. Note that students would have already reviewed ingredients, etc. in
phases one and two. Therefore, in this phase, they are able to concentrate solely on
Fin. In addition, the hope is that the students have been so engaged, they will be
inspired to create their own loaf of bread thus, solidifying the attempt at making this
lesson “purposeful and meaningful beyond the four walls of the classroom” (Dezmon,
2009). Obviously, The Little Red Hen has a baking theme but other social studies (and
interdisciplinary) connections involve community helpers. The baker, in this case, can
be explored through crafts projects, printable activities, etc. For lower grade level
students, as highlighted in Appendix H, one will find basic coloring pages, letter “B”
tracers, creating a bakers hat, etc. that will refine small motor and scissor cutting skills,
and reinforce shape knowledge. For higher grade level/GT students, instructor-
generated crosswords, or more effective, student-generated word searches to practice
vocabulary. They can also explore different career search engines to research and
compare and contrast job listings. For example, they can research pastry chef, hot-
bread baker, night baker, etc. on Monster.com, JobSpider.com or CareerBuilder.com.
Then they can research different responsibilities and skills required for these positions
(measures/mixes ingredients; prepares bread, rolls, muffins and biscuits; cuts, molds,
shapes, spreads, etc.) This could be an effective cooperative learning activity for
higher grade level/GT learners where they brainstorm, research and then conduct a
jigsaw or fishbowl discussion session to compare and share their findings. “Students
working together to accomplish a task is very popular and there is research to suggest
that cooperative learning is an effective and efficient instructional activity.” (Marzano,
Pickering & Pollock, 2004; Ellis, 2005) (Brown and Green, 2011, p. 130).
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Please reference Appendix K for the Pebble-in-the-Pond Graphic Organizer
related to this project.
Standards addressed
The standards used in this instructional design project as stipulated by the American
Association of School Librarians Standards for the 21st Century Learner, the International
Society for Technology in Education (ISTE)
NETS for Students, the Maryland State Department of Education School Library Media
State Curriculum Grade K-3; the Maryland Technology Consortium, Maryland Teacher
Technology Standards (MTTS), and the Maryland Common Core Curriculum Standards
for Social Studies are outlined in the following chart:
Source Standard Instructional Problem
Alignment
American
Association of
School
Librarians
Standards for
the 21st Century
Learner
Learners use skills, resources, & tools to:
1.1.6. Read, view and listen for
information presented in any
format (e.g., textual, visual, media,
digital) in order to make inferences
and gather meaning.
2.1.5. Collaborate with others to
exchange ideas, develop new
understandings, make decisions
and solve problems.
2.1.6. Use the writing process,
media and visual literacy, and
technology skills to create products
that express new understandings.
2.2.4. Demonstrate personal
productivity by completing
products to express learning.
3.3.4. Create products that apply to
authentic, real-world contexts.
PITP Problems: 1 - 5
PITP Problems: 1 -5
PITP Problems: 1, 3 -5
PITP Problems: 1 -5
PITP Problems: 1 – 5
International
Society for
Technology in
Education (ISTE)
NETS for
Students
6. Technology Operations and
Concepts Students demonstrate a
sound understanding of
technology concepts, systems,
and operations. Students:
a. Understand and use technology
Student use of technology is
integrated in PITP Problems 1 –
5
Production and Resources Project 15
systems.
Maryland State
Department of
Education
School Library
Media State
Curriculum
Grade 1
2.0 Locate and Evaluate Resources
and Sources
A.1.a. With guidance, explore and
identify human, print, online and
multimedia resources
3.0 Find, Generate, Record and
Organize Data/Information
C.1.f. with guidance, use
technology to record and
organizing data/information
PITP Problems 1 - 5
PITP Problems 1 - 5
PITP Problems 1 – 2; 4 – 5
PITP Problem: 4
Maryland
Technology
Consortium,
Maryland
Teacher
Technology
Standards
(MTTS)
I. Information Access, Evaluation,
Processing and Application –
Access, evaluate, process and
apply information efficiently and
effectively.
4. Apply information accurately in
order to solve a problem or answer
a question.
V. Integrating Technology into the
Curriculum and Instruction. Design,
implement and assess learning
experiences that incorporate use
of technology in a curriculum-
related instructional activity to
support understanding, inquiry,
problem solving, communication
and/or collaboration.
1. Assess students’
learning/instructional needs to
identify the appropriate learning
instruction.
2. Evaluate technology materials and
media to determine their most
appropriate instructional use.
5. Select and use appropriate
technology to support content-
specific student learning
outcomes.
6. Develop an appropriate
assessment for measuring student
outcomes through the use of
technology.
PITP Problems 1 - 5
PITP Problems 1 - 5
PITP Problems 1 - 5
PITP Problems 1 - 5
PITP Problems 1 - 5
PITP Problems 1 - 5
PITP Problems 1 - 5
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MD Common
Core
Curriculum:
Social Studies
4.0 CONTENT STANDARD: ECONOMICS
– Students will develop economic
reasoning to understand the
historical development and
current status of economic
principles, institutions, and
processes needed to be effective
citizens, consumers, and workers
participating in local communities,
the nation, and the world. (PreK-3 Standard) ECONOMICS -
Students will identify the economic
principles and processes that are
helpful to producers and
consumers when making good
decisions
A. Scarcity and Economic Decision-
making 1. Explain that people must make
choices because resources are
limited relative to unlimited wants
for goods and services 2. Examine the production process
a. Explain how producers make
choices because of limited
natural, human, and capital
resources
b. Give examples of when limited
resources affect the decisions
producers make
c. Describe steps in the production
process to produce a product d. Explain how specialized work
results in increased production 3. Examine how technology affects
the way people live, work, and
play b. Describe how changes in
technology have affected lives of
producers, such as robot-powered
assembly lines
PITP Problems 1 – 5
PITP Problems 1 – 5
PITP Problem 1
PITP Problem 4 PITP Problem 3
PITP Problem 3
PITP Problems 4 and 5
PITP Problems 2 – 5
PITP Problems 3 and 5 PITP Problems 3 and 5
Production and Resources Project 17
Section II: Detailed Lesson Plan
Lesson Overview
As mentioned earlier, historically, this story, The Little Red Hen, is applied in
teaching children the virtues of the work ethic and personal initiative. However, the
purpose of this lesson is to plant a seed of understanding in young learners about
economics and personal finance. It addresses the process of how bread is made and
the sequence of steps and the hard work and resources involved in getting from grain
to bread. In addition, it touches on community responsibility and ways to help and
contribute positively. In an effort to teach this social studies/economics lessons
regarding productive resources of natural resources, human resources, capital and
entrepreneurship, multiple instructional strategies are administered; whole class
discussions, pair-share and small group brainstorming, reading/oral language; writing
and the PITP problems 1 – 5 allow for interdisciplinary connections in social studies (of
course) but also science, math, art/music/drama, and physical education (movement).
Teachers can be as diverse as possible – from making a toilet paper roll chef, discussing
what countries or states grow the most wheat, researching breads in different cultures
to singing a song about a bakery shop to the tune of Pat-A-Cake (Down around the
corner at the bakery shop, there were 10 loaves a bread with butter on top…). The
technology integration is noteworthy but leaves plenty of opportunity for the Library
Media Specialist to incorporate literacy resources. Most tasks are student-centered and
opportunities for collaborative learning are significant. The instructional goal is for
students to acquire some level of economic and financial literacy and grow into
successful and productive adults capable of making informed and responsible
decisions.
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Lesson Outline
The tasks outlined in the entire PITP organizer for this project would cover a 4-5 day
visit to the library media center. Consequently, the following lesson outlined below
could span a 2-3 day visit to the library media center, depending on the speed and
cooperation of students. The objectives for these PITP Problem 1 and Problem 2
suggested lessons will require students to:
1. Define and draw two examples of natural resources and the intermediate goods
produced.
2. Identify human resources in their community.
3. Demonstrate an understanding of human resources and capital goods by stating
what human resource they want to be when they grow up and listing the capital
goods used in their job.
4. Identify the productive resources used to produce a loaf of bread.
5. Draw an example of each productive resource and describe how it is used to
produce a good or provide a service.
Topic Analysis
Once the selected story has been read, the suggested order of operation for a few
of the prescribed instructional activities (with accommodations and modifications,
accordingly) is as follows:
1. Production is carried out in a “sequence” or “steps.” What steps were involved with
the production of the loaf of bread? Review the story by completing the Drag and
Drop Activity.
2. Go to the suggested recipe(s); read and make a list of the ingredients.
3. Just for fun – have the higher grade level/GT students try the Oven Baked Bread
word find (or create one of their own as a pair-share activity).
4. The use of a recipe typically involves fractions and other measurements. Here is an
opportunity for me to apply a bit of math review. See Appendix I for a sample
“Knead Math?” doubling fractions enrichment activity for the higher grade level/GT
students.
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5. Show students the “Making Easy Bread with Fin” YouTube video to see how to make
a loaf of bread.
6. Prove to students that there are still some mills around, take a look at the pictures of
local mills in Harford County and Owings Mills and share a few from the other 30
states, including Washington, DC.
7. Visit the BreadWorldCanada.com website and have students investigate the natural
resources used AND procedures/process (sequential order) involved in producing a
loaf of bread.
8. Return to the BreadWorldCanada.com website and look for all of the capital
resources (tools) used in producing a loaf of bread. (Tangible objects could be
brought in to share).
9. Visit the King Arthur Flour Company, Inc. website to review all of the mouth-watering
bread recipes. Compare and contrast ingredients, steps, bake times, etc.
10. Remember to make literary connections frequently.
Materials and Media
The following materials are especially essential to Problem 1 and Problem 2 and the
suggested lesson(s) noted above. However, as stipulated in the “Learning
Environment” section, the library media center and its technological resources
(computers, Promethean Board, Elmo, overhead, etc.) are pertinent to the success of
the learning objectives for the remaining PITP Problems 3 through 5.
1. Materials: white drawing paper, pencils, crayons and the Internet
a. the basic ingredients necessary for baking bread (flour, yeast, water, salt, butter,
eggs, and honey)
b. a few basic tools necessary for making bread (mixing bowl, measuring cup,
wooden spoon, timer and a baking pan)
c. a few random supplies: cell phone, stethoscope, paintbrush, cooking pot, police
badge, fire truck, etc. (to represent capital goods that students can make a real-
life connection to)
2. The Little Red Hen by Paul Galdone (and 2 other versions of this classic story plus a
few other related literary resources such as Loaves of Fun : A History of Bread (with
Activities and Recipes from Around the World) (Harbison, Elizabeth M./Harbison,
John, Chicago, 1999), Tony's Bread (dePaola, Tomie, 1996); Bread Comes to Life: A
Garden of Wheat and a Loaf to Eat (Levenson, George, 2008) and Bread, Bread,
Bread (Around the World Series) (Morris, Anne, 1993).
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3. Access to the pre-selected text set which highlights productive resources: From
Shoot To Apple, by Stacy Taus-Bolstad; From the Earth, by William Anton; Tomatoes
to Ketchup, by Inez Snyder; From Plant to Blue Jeans, by Arthur John L'Honnedieu;
From Cocoa Bean to Chocolate, by Robin Nelson; From Oil to Gas, by Shannon
Zemlicka; From Clay to Bricks, by Stacy Taus-Bolstad; From Mud to House, by Bertram
Knight; From Grass to Milk, by Stacy Taus-Bolstad; From Sheep to Sweater, by Robin
Nelson; Wax to Crayons, by Inez Snyder; From Cotton to T-shirt, by Robin Nelson.
4. One of each worksheet labeled ''Natural Resources", “Human Resources” and
“Capital Goods” (Reference Appendix J).
Planned Guidance/Instructional Strategies
The Library Media Specialist (LMS) will:
1. Display the pre-selected text set on natural resources.
2. Share some grains of wheat, real wheat stalks (hopefully), and a few products
made from wheat with the students. Students will share ways they think the grains
of wheat eventually became bread, etc. The LMS will explain that it is a long
process to produce bread (takes a lot of time and hard work to get from grain to
bread).
3. Introduce the selection, “The Little Red Hen”; show the cover and talk about what
the hen, cat, duck, and dog are doing. Students will “take a picture walk” and
discuss what is happening in each of the pictures as the LMS introduces a few
terms such as “sprout”, “thresh”, “ground”, and “knead”. The LMS will stop the
picture walk right after the hen places the dough into the oven and ask students
to predict what they think will happen next. The LMS will then read the selection so
students can enjoy and see what happens when the bread comes out of the
oven.
4. Introduce the vocabulary terms: human resources, and capital goods. (Explain
that human resources are the quantity and quality of human effort directed
toward producing goods and services. Capital goods are goods produced and
used to make other goods and services.)
5. Lead students in a discussion of "What do you want to be when you grow up?"
Discuss some of the "tools" they would need to do their job.
6. Display the bag containing the capital goods and have a student come and pull
one capital good from the bag. The student will name the capital good and a
human resource that could use it in his/her job. The LMS will continue until all
goods have been shown.
7. Divide students into small groups and have them brainstorm additional community
helpers/careers and name the human resource and capital goods associated
Production and Resources Project 21
with each one. (Lower grade level students can continue in the “whole class”
format; the higher grade level/GT students should record their answers on paper.)
8. Have the groups share their findings with the rest of the class. (The higher grade
level/GT students should record their answers on paper.)
9. Distribute the “Human Resources” worksheet to each student for them to write
about the human resource they want to be when they grow up and the capital
goods they will use. In addition, each student should illustrate their writing. (Higher
grade level/GT students won’t need this instructor-generated worksheet).
10. Display the ingredients and tools for baking bread and have the students do a
gallery walk to view them.
11. Make two columns on the board (overhead, Elmo, etc.). The word “flour” would
be written in the first column. Students will brainstorm ideas about where they think
flour comes from? The word “wheat” would be written in the second column.
12. Again, make two columns on the board (overhead, Elmo, etc.). The word “butter”
would be written in the first column. Students will brainstorm ideas about where
they think butter comes from? The word “cows” would be written in the second
column.
13. Explain to students that wheat and cows are given a special economic name
“natural resources”. Further explanation will reveal that natural resources are "gifts
of nature"; they are present without human intervention. More specifically, that no
one made them.
14. Allow students to brainstorm and think of other natural resources and the goods
they produce. Their responses will be recorded on the board (overhead, Elmo,
etc.). (Higher grade level/GT students can record their own answers).
15. Review The Little Red Hen and discuss how the natural resource (wheat) is used to
produce goods in the story. Students will be granted time to explore the collection
of natural resource books. Students will share what they have discovered.
16. Refer back to the list of natural resources. Students will be divided into pairs. Each
pair will draw a representation of one natural resource and the intermediate
goods produced. They will share with the class. Their drawings will be displayed in
the room.
17. Distribute the worksheet "Natural Resources" to each student. Students will choose
two different natural resources and complete the following sentences for each:
“____ is a natural resource. It is used to produce and _____.” They will illustrate their
sentences. (Higher grade level/GT students won’t need this instructor-generated
worksheet)
Production and Resources Project 22
18. Higher grade level/GT students can handle one more task of defining and naming
at least two examples of natural resources and illustrate their writing in their
journals.
Assessment Activity
The following is a formative assessment appropriate at the conclusion of Problem 2
before progressing to Problem 3. The Library Media Specialist (LMS) will:
1. Review the productive resources: natural, human and capital human. Students
will orally give examples of each.
2. Display three large paper loaves of bread labeled “Natural Resources”, “Human
Resources”, and “Capital Goods”. It will be explained that the three loaves of
bread together are called “Productive Resources” and productive resources
include human resources, natural resources and capital goods.
3. Distribute three ½ sheets of paper to each student. They will draw and color an
example of each resource and add these to the correct resource “loaf”.
4. Grant students time to explain how each resource drawn is used in the production
of a good or service.
5. Display “loaves” in the classroom.
Rubric for Productive Resources Assessment Activity:
Alternate Assessment Activity
Production and Resources Project 23
The higher grade level/GT students will use pictures or words and create cards of
the ingredients, tools and individuals involved in making bread. (Preferably, they should
prepare at least 15-30 in total.) Students will sort these into productive resources -
human, natural, capital (or entrepreneurial). Then, each student will be required to
write down their answers for review by another student (peer review = collaborative
learning). Students may use their word search to help in identifying many of the terms
used in this lesson.
In addition, students can create and use matching sets of cards to play
concentration. For example, if they had a picture of a mixing bowl and the word
capital, they would have a match.
Conclusion
In the midst of this nation’s economic slowdown, there is no better time then the
present to focus on the economic and financial education of future generations. These
lessons and the corresponding instructional activities and goals are appropriate and
align with the Maryland Common Core Curriculum for Social Studies in an effort for
“students to develop economic reasoning and identify the economic principles and
processes that are helpful to producers and consumers when making good decisions”.
This is a mere “Pebble-in-the-Pond” in the mission to ensure that kids know and
understand how finance works to help them make responsible choices when they grow
up and become participants in the global economy.
Production and Resources Project 24
References
American Association of School Librarians (2007). Standards for the 21st-century learner.
Retrieved from
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/
learningstandards/AASL_Learning_Standards_2007.pdf
Beginner's Kitchen. (2011). Bread World Canada. Retrieved July 2, 2012, from
http://www.breadworldcanda.com
Brown, A. & Green, T.D. (2011). The essentials of instructional design. Upper Saddle
River, New Jersey: Merrill Prentice Hall.
Council for Economic Education. (2012). About CEE: Financial Literacy and Economic
Education. Retrieved July 2, 2012, from http://www.councilforeconed.org/
Elementary Bread Science from Newton's Apple. (1983-1998). The Holy Tradition of
Prosphora Baking. Retrieved July 2, 2012, from
http://www.prosphora.org/page13.html
Enchanted Learning: Stories and Fairy Tales. (2006-2010). The Little Red Hen. Retrieved
July 2, 2012, from http://www.enchantedlearning.com
Florida Department of Education: Program Standards & Professional Development.
(2005). The Little Red Hen Lesson Plan. Retrieved July 2, 2012, from
www.fldoe.org/earlylearning/pdf/TheLittleRedHenLessonPlan.pdf
Goodreads, Inc. (2012). Share Book Recommendations With Your Friends, Join Book
Clubs, Answer Trivia. Retrieved July 2, 2012, from http://goodreads.com
International Society for Technology in Education (2011). NETS for students. Retrieved
from http://www.iste.org/standards/nets-for-students.aspx
Production and Resources Project 25
Kehler, A. (2003, January 20). The Little Red Hen. Economics and Personal Finance
Resources for K-12. Retrieved July 2, 2012, from www.econedlink.org/
Maryland State Department of Education (2010). School library media state curriculum
9-12. Retrieved from http://mdk12.org/share/vsc/vsc_librarymedia_hs.pdf
Maryland State Department of Education (no date). MTTS Online: Maryland teacher
technology standards. Retrieved from http://www.mttsonline.org/
Merrill, M. D. (2002). A pebble-in-the- pond model for instructional design. Performance
improvement, 41(7), 39-44.
Moore, B. B. (1962). Arkansas Council on Economic Education. EconomicsArkansas.
Retrieved July 31, 2012, from http://www.economicsarkansas.org/
RubiStar Home . (2000-2008). RubiStar Home. Retrieved July 2, 2012, from
http://rubistar.4teachers.org/
Singleton-Prather, A. (2008). Gullah Net Overview. Welcome to Knowitall.org. Retrieved
July 2, 2012, from http://www.knowitall.org/gullahnet/main/index.html
The Monarch Award: Illinois' K-3 Children's Choice Award, 2010 Master List. (2010). Illinois
School Library Media Association. Retrieved July 2, 2012, from
http://www.islma.org
Production and Resources Project 26
Appendix A: Clipart for Reading/Literacy/Math Connections Instructional/
Enrichment Activities
4th, 5th, 6th…make the dough, put the dough in the oven share the warm and delicious bread
1st, 2nd, 3rd…plant the seeds, cut the wheat, grind the wheat into flour…
Production and Resources Project 27
Appendix B: Clipart for Reading/Literacy/Math Connections Instructional/
Enrichment Activities (Continued)
Bark
Little Red Hen
Meow
Squeak (not a character
in all versions)
Nosy Duck (referred to as a
goose in
some versions)
Oink
(a pig is present
in some versions)
Moo (a cow is a main
character in
some versions)
Production and Resources Project 28
Appendix C: Sample of other versions suitable for read-aloud and other
aforementioned overlapping Instructional/Enrichment Activities
Folk song version (by
American folk/blues
singer-songwriter and
political activist, Malvina
Reynolds)
Utilize this technology literacy connection with this
Gullah Tales by Aunt Pearlie-Sue read-along.
Paul Galdone’s
picture book version
– perfect for reading
aloud!
Another picture book
version; illustrated by
infamous artist and 2010
Caldecott Medal
winner, Jerry Pinkney.
Production and Resources Project 29
Appendix C: Recipes to Explore
(1) One of many literary resources that will provide recipes for bread and cross
curricular connections. In this case; math, language arts and physical education.
(Amazon.com)
(2) Reference: BreadWorldCanda.com for directions from Kneading to Baking and then
some ways to make your bread come out looking picture-perfect after it’s rested,
shaped and cooled.
(King Arthur Flour Company, Inc.)
(3) Reference: King Arthur Flour Company, Inc. for recipes for top quality sandwich
bread and crisp/crunchy baguettes to delicious banana bread and other quick
and easy loaves. This company, founded in Boston in 1790, is America’s oldest flour
company and more than 220 years later, they are still the nation’s premier baking
resource.
Production and Resources Project 30
Appendix D: BreadWorldCanda.com: Tips, Terms and Ingredients
Production and Resources Project 31
Appendix E: Technology integration opportunity accessible by General Educators
and Library Media Specialists.
The Washington Flour Mill (circa
1926) on K Street formerly Water
Street, in Georgetown, WDC.
Yukon, Oklahoma – presently
serves as a warehouse.
Real-life connection - this
old mill is located in Harford
County, Maryland!
You can’t get any closer than
this…this old mill is practically in
our backyard as it is located on
Reisterstown Road in Owings Mills!
(Control + Click on
picture to follow link to
access online search
by state)
Production and Resources Project 32
Appendix F: “Venn Diagram” for The Little Red Hen in “Kidspiration”
Production and Resources Project 33
Appendix G: Drag and Drop Activity: This drag and drop activity can be use to
assess students understanding of the Little Red Hen Story.
Production and Resources Project 34
Appendix H: Community Helper and Career theme educational activities.
Search forwards, backwards, up, down, and diagonally for words pertaining to bread,
ingredients, and directions in making bread.
Song: “We've Been Working On Production” (to the tune of: I've Been Working on the Railroad)
We've been working on production, All the
livelong day.
We've been working on production,
Just to make some goods this way.
We use natural resources, Such as land, and
oil, and trees.
We use capital resources,
Such as tools and factories.
Now we will work, Now we will work, When
we use our human resources. Now we will
work, Now we will work, When we use our
human resources.
OVEN
RACK
LOAVES
KNEAD
YEAST
DOUGH
FLOUR
WATER
MILK
MARGARINE
EGGS
PREHEAT
MAPLE SYRUP
BREAD
MILL
MILLER
HUMAN RESOURCES
CAPITAL RESOURCES
ENTREPRENEUR
NATURAL RESOURCES
Production and Resources Project 35
Appendix I: Doubling fractions enrichment activity for the higher grade level/GT
students.
Knead math?
Yummy! Peanut Butter Bread…sounds too good to be true! Sadly, this recipe only
makes two loaves. Help the Little Red Hen adjust this recipe to make four loaves. Figure
out how much would she need of each ingredient and write it on the space provided.
Production and Resources Project 36
Appendix J: Instructor-generated ''Natural Resources", “Human Resources” and
“Capital Goods” worksheets noted in the “Planned Guidance/Instructional Strategies”
section.
________________ is a
human resource.
I use these capital goods
when I am producing a good or
providing a service.
_______________________
_______________________
Natural Resources Natural resources are "gifts of nature."
They are used to produce goods and provide
services.
________________ is a
Natural Resource. It is used
to produce
_______________________
_______________________
Production and Resources Project 37
Appendix K: Production and Resources Pebble-in-the-Pond Graphic Organizer
Instructional Problem: What is production? What are resources?
Instructional Goal: Students will be able to identify the steps in producing a loaf of bread
and what natural, human and capital resources are needed in the production process.
Tasks – P1 Tasks – P2 Tasks – P3 Tasks – P4 Tasks – End P
Students will
identify the
ingredients for
making bread.
Access
Background
Knowledge
(KWL) with lower
grade level
students…what
they know about
wheat (what is
made with
wheat, what they
like to eat that is
made with
wheat, etc.);
what we want
learners to know
(how wheat
grows and how it
is turned into
Students will
identify and
review
productive
resources
(capital,
entrepreneurship,
land and labor)
(General
Educator:
introduce new
vocabulary)
Task:
Students will
hear/read a
retold version of
the classic story,
“The Little Red
Hen” used for
illustrating and
reviewing the
Students will
explore still
existing,
sometimes
functional, grain
and flour mills.
Task:
Students will take
a virtual tour of
various flour and
grain mills in the
United States.
For example, The
Yukon Flour Mill &
Grain Co. in
Yukon,
Oklahoma or the
non-existent
Washington Flour
Mill formerly
located in
Georgetown.
Students will
investigate the
production
process.
Task:
Students will
review the story
by completing a
(Kidspiration)
Drag and Drop
Activity OR Venn
Diagram to
determine what
steps were
involved with the
production of the
loaf of bread?
(Technology
Integration &/OR
pair-share
activity: General
Educator OR
LMS)
Students will watch a
YouTube video as
one of their peers
demonstrates how to
make simple
homemade bread
with only 4
ingredients.
Task:
Students will watch
“Making Easy Bread
with Fin” in order to
create their own loaf
of bread.
(Technology
Integration: General
Educator OR LMS)
Learners
will
recognize
natural
resources
used to
make a
loaf of
bread.
Learners will
identify the
natural,
capital and
human
resources
used in the
production
of a loaf of
bread.
Learners will
investigate
examples of
how limited
resources
affect the
decisions
producers
make.
Learners
will
examine
the
productio
n process
in
producin
g a loaf of
bread.
Learners will
explore the
ingredients
and apply
their skills to
produce
their own
loaf of
bread.
Progression of Problems
Guidance Provided
Learners: Grades: K-3
Production and Resources Project 38
bread)
(pair-share
activity)
Task:
Students will go
to a bread
recipe, read the
recipe and make
a list of the
ingredients.
(Technology
Integration:
General
Educator OR
LMS)
concepts of
productive
resources. They
will also review
the tools (capital
resources used in
producing a loaf
of bread).
(Read-Aloud &
Technology
Integration:
General
Educator OR
LMS)
(Technology
Integration:
General
Educator OR
LMS)