Producers and Consumers

Grade Level

1st Grade

Duration

30 minutes

Unit

Exploring Goods and Services (Lesson 2 of 10)

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Common Core State Standards Alignment

CCSS.ELA-LITERACY.RI.1.1

• Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.SL.1.1

• Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.W.1.2

• Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

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Learning Objectives / "I Can" Statements

• I can identify who producers and consumers are in different settings.
• I can explain what producers and consumers do using simple sentences.
• I can create pictures that show a producer and a consumer.

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Success Criteria

• I created 3 picture depictions of a consumer and 2 depictions of producers.
• I used sentence stems to write sentences about the roles of consumers and producers.
• I participated in group discussions to explain producers and consumers.

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Materials Needed

• Chart paper or whiteboard
• Markers
• Video about producers and consumers (age-appropriate and visual, approx. 4-5 minutes)
• Drawing paper and crayons/colored pencils
• Sentence stems handout (dyslexia-friendly font and spacing)
• Picture cards showing producers (e.g., farmer, baker) and consumers (e.g., shopper, child eating)
• Visual role description posters (simple text + pictures)

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Lesson Outline

1. Introduction & Hook (5 minutes)

• Begin with a brief interactive discussion: "Who buys things? Who makes things?" Emphasize roles of producers (those who make goods or provide services) and consumers (those who use or buy goods and services).
• Show picture cards of producers and consumers and ask students to identify each. Use visual descriptions aloud to support dyslexic learners.

2. Video Viewing (5 minutes)

• Show a short, engaging video that clearly explains producers and consumers with visuals and examples. Pause for comprehension checks.
• Ask quick questions like: "Who is a producer in the video?" "Who is a consumer?"

3. Whole Group Discussion & Definitions (7 minutes)

• Write definitions on chart paper using simple language with visuals:
  • Producer: A person who makes or sells things.
  • Consumer: A person who buys or uses things.
• Use “I can...” statements and discuss examples from the video and real life.
• Encourage students to share examples aloud (e.g., "I am a consumer when I eat lunch," or "Farmers are producers.")

4. Guided Drawing and Writing Activity (10 minutes)

• Hand out drawing paper and crayons.
• Prompt: "Draw 3 pictures showing consumers and 2 pictures showing producers."
• Provide sentence stems on handouts, such as:
  • "A producer is ______."
  • "A consumer is ______."
  • "I am a consumer when ______."
• Circulate to assist and encourage students to dictate sentences if needed.
• Use dyslexia-friendly reading options for sentence stems—big font, colored paper backgrounds, and spacing.

5. Sharing and Reflecting (3 minutes)

• Invite 3-4 students to share their drawings and sentences with the class.
• Reinforce understanding verbally and provide positive feedback.

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Differentiation Strategies

• Provide sentence stems and word banks for students who need writing support.
• Use paired or small-group discussions for students who benefit from peer support during discussions.
• Allow drawing-only options for non-writers or students with fine motor challenges, encouraging verbal explanation instead.
• Use clear, simple, dyslexia-friendly fonts and visuals throughout the lesson.

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Extension Activity (Optional/Homework)

• Encourage students to research a local business or service with their family and bring one example to share next class. They can draw a picture or write a simple sentence about the local producer or consumer they learned about.

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Assessment

• Formative: Teacher observes participation in discussions, listening comprehension during the video, and accuracy in sentence writing using stems.
• Product: Review students’ picture depictions and written sentences for evidence of understanding producers and consumers.

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Reflection Notes for Teacher

• Monitor engagement with visual materials and adjust pacing accordingly.
• Use encouraging language emphasizing "I can" self-statements to build confidence.
• Plan to revisit definitions in upcoming lessons with new examples to reinforce concepts.