Economics Workers in a Community Cooperate to Provide Goods and Services to All Grade Level: Kindergarten Rationale: The students will have an enduring understanding that workers in a community cooperate to provide goods and services to all. This will be accomplished by answering the Essential Question: How do people earn money and choose how to spend it on goods or services? Objectives | Lesson One TSW understand that money is earned from work done and used to purchase items.TSW understand the concepts of having a financial goal and saving money to reach that goal by using a graph. |
| TSW identify the ways the characters in the book A Chair for My Mother satisfy their basic needs and wants by utilizing scarce resources. |
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| TSW make a choice about what to save for and tell a story using pictures about how they'll earn and save for that goal, and how they'll feel upon obtaining it. |
Lesson TwoTSW define and give examples of consumers and producers. TSW differentiate between goods and services.
TSW be able to identify a service a person does for someone else, as well as identify goods that people use. Lesson ThreeTSW be able to identify producers and consumers.TSW be able to participate in a dramatic play activity that illustrates the concepts of producers and consumers exchanging at market. Lesson FourTSW be able to respond critically to Beatrice’s Goat and understand what the money they earn will buy for a family.TSW create a poster advertising the benefits of Heifer International’s project they learn from video. Lesson FiveTSW understand the concept of work, as well as share this information in a class discussion. Frameworks Enduring Understanding: Workers in a community cooperate to provide goods and services to all.Essential Question: How do people earn money and choose how to spend it on goods or services? E.9.K.1 Recognize that money is used to purchase itemsE.7.K.1 Recognize that all people have economic wants and needsE.7.K.2 Discuss the concept of making choices related to wants and needsDAP.15.K.1 Analyze and interpret concrete and pictorial graphs (i.e. bar graphs, pictographs, Venn diagrams, T-chart) E.8.K.2 Discuss the roles of producers and consumersE.9.K.4 Recognize that people choose among a variety of goods and servicesE.9.K.3 Identify services people do for each otherE.9.K.2 Identify goods that people useOV.1.K.6 Participate in discussions about a variety of topics, including books and personal experiences E.9.K.6 Understand that markets exist in a communityOV.3.K.4 Review audio and video recordings of class presentationsR.10.K.8 Identify the topics of nonfiction selections read aloudIR.12.K.3 Use both print and non-print classroom resources for informationIR.12.K.4 Share information about a topicE.9.K.5 Recognize that people work to earn money to purchase items R.10.K.8 Identify the topics of nonfiction selections read aloudIR.12.K.3 Use both print and non-print classroom resources for informationIR.12.K.4 Share information about a topicE.9.K.5 Recognize that people work to earn money to purchase itemsNO.2.K.2 Use physical and pictorial models to demonstrate various meanings of addition and subtraction E.8.K.3 Discuss how people earn a living in the community and the places they workIR.12.K.4 Share information about a topic Subject Area/Topic: Language Arts, Social Studies, MathGrade Level: KindergartenLength of Lesson: 30-45 Minutes Arkansas Frameworks:E.9.K.1 Recognize that money is used to purchase itemsE.7.K.1 Recognize that all people have economic wants and needsE.7.K.2 Discuss the concept of making choices related to wants and needsDAP.15.K.1 Analyze and interpret concrete and pictorial graphs (i.e. bar graphs, pictographs, Venn diagrams, T-chart) ASU Frameworks:Curriculum: The Teacher Candidate plans and implements curriculumappropriate to the students, grade level, content, and course objectives.Subject Matter: The teacher candidate understands the central concepts, tools ofinquiry, and structures of the discipline(s) he or she teaches and can createlearning experiences that make these aspects of subject matter meaningfulfor students.Teaching Models: The teacher candidate implements a variety of teaching models. | Objectives: TSW understand that money is earned from work done and used to purchase items.TSW understand the concepts of having a financial goal and saving money to reach that goal by using a graph. | | TSW identify the ways the characters in the book A Chair for My Mother satisfy their basic needs and wants by utilizing scarce resources. | | | | TSW make a choice about what to save for and tell a story using pictures about how they'll earn and save for that goal, and how they'll feel upon obtaining it. |
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| Materials:A Chair for My Mother by Vera B. Williams |
| chart paper |
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| drawing paperWii controller |
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Set: TTW bring in a Wii controller and ask who can tell her what it is, and who likes to play the Wii. TTW then tell students about how she really wanted a Wii, but didn't have enough money to buy it and had to work to earn money and saved by putting some of the money aside. TTW describe what it was like to finally buy what she wanted. TTW ask students to describe their own experiences of wanting something and not having enough money to buy it. Ask whether they were able to save enough money, and how they did it. Procedure: TTW write the definitions for the words Goal, Save, and Savings on a sheet of chart paper and display for the class:Goal (noun): something you want to work hard to get for yourself or someone you care about.Save (verb): to keep money to use in the future rather than spend it now.Savings (noun): money that you have kept to use for a future goal instead of spending it right away.TTW relate each word to some of the experiences of the students. A "goal" might be to buy a special doll; to "save" is to hold aside money for the doll by not spending it on other things; and "savings" is the money saved to buy the doll. | TTW introduce the book A Chair for My Mother. TTW tell students that this is a story about a girl and her family who lost everything in a fire, and even though friends and family have helped them, there is one thing, or goal, they really want, but don't have enough money to buy. TTW ask students if they can infer/guess what it is. (Comprehension)TTW prompt students to predict how they think the family will save to buy the chair. (Synthesis) | | TTW then read the book aloud. After completing the story, TTW ask students to identify the family's goal (chair) and how they saved money to reach their goal (worked at the diner). |
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Guided Practice: | TTW introduce students to the Heifer Project and explain how they will be saving as a class to buy an animal for a family who does not have much of their own. The class will brainstorm ways they can save money in the class “Bank”, and TTW remind students that they may have to give up some smaller things along the way in order to save money for their big goal. |
| TTW ask students to brainstorm how they can get money to save for their goal. Class will discuss ideas, eventually class will decide to have a bake sale to earn money at school. Students will be asked to “work” outside school to contribute to the class bank. (Students should explain to class what they did to earn money.) TTW remind students how in the story, the mother and daughter earned their money by working at the diner. TTW ask students how they think the mother and daughter felt after finally buying the chair. TTW ask them how they will feel once they buy the animal they're saving up for. |
Independent Practice: | TTW give each student a sheet of paper and have them fold it into four boxes. TTW tell students that they will tell a story in pictures (and words, if possible) about saving money for their animal. TTW explain that in the first box they will draw a picture of their GOAL (with a caption underneath explaining what it is, if possible). In the second box, they are to illustrate and write how they will get money to buy animal. TTW remind students that in the book, the family saved money by putting it in a jar. TTW have students show how the class could keep their SAVINGS (jar, piggy bank, bank account, envelope, ect) Finally, in the last box, they should show in a picture and words how they will feel when they finally buy the animal they're saving for. |
| TTW post student drawing drawings on a bulletin board with the title "Saving for Our Goal." The teacher will also draw a line with the starting point and the class’s goal, updating it daily, as a class. |
Special Needs Modifications:Students will draw picture only if they cannot write. Partners will work together if needed, as well. Evaluation/Assessment: Students will be evaluated based on: | • | thoughtful and significant contribution to class discussions. |
| • | accurate answers to comprehension questions about the story A Chair for My Mother. |
| • | successfully completing the foldable. |
Closure: Today we decided we will help a needy family by making a GOAL to earn money and SAVE it. TTW ask students to remember what a goal is, as well as SAVINGS and SAVE. TTW explain how the graph starts at “0” and we will watch the line grow as our SAVINGS grows. References: www.learningtogive.orgTracy HartSubject Area/Topic: Language Arts, Social StudiesGrade Level: KindergartenLength of Lesson: 30 Minutes Arkansas Frameworks: E.8.K.2 Discuss the roles of producers and consumersE.9.K.4 Recognize that people choose among a variety of goods and servicesE.9.K.3 Identify services people do for each otherE.9.K.2 Identify goods that people useOV.1.K.6 Participate in discussions about a variety of topics, including books and personal experiences ASU Frameworks:Professionalism: The teacher candidate behaves in a professional, ethical, andlegal manner.Diversity: The teacher candidate utilizes a variety of teaching strategies todevelop a positive teaching-learning environment where all students areencouraged to achieve their highest potential.Curriculum: The Teacher Candidate plans and implements curriculumappropriate to the students, grade level, content, and course objectives. Objectives:
TSW define and give examples of consumers and producers.
TSW differentiate between goods and services.
TSW be able to identify a service a person does for someone else, as well as identify goods that people use. Materials: An illustrated 8x10” poster of the nursery rhyme “Simple Simon” Flex Cam/OverheadPaperMarkers/crayons Set: TTW read the nursery rhyme Simple Simon to the class and explain that it tells the story about a consumer and a producer. Procedure:TTW explain to class that:Consumers are people who buy and use goods and services. Producers are people who make goods and provide services TTW show the Simple Simon nursery rhyme on flex cam, projector screen or overhead, and read with/to the students. TTW prompt discussion by asking:
- Who is the producer in the rhyme? [The pie-man]
- What are the goods the pie-man is selling? [Pies, cakes, muffins, etc.]
- Who is the consumer in the rhyme? [Simon]
- What did Simon want to do? [Buy a pie.]
- How much would Simon have to pay for the pie? [A penny]
- Do you think Simon bought the pie? [No, he didn't have a penny.]
- What other goods and services do consumers buy from producers? [Toys, clothing, automobiles, houses, music, etc.]
- Name some producers and tell what they provide for consumers. [School librarians help teachers and students find books, cooks prepare meals for diners, nurses take care of sick people, etc.]
TTW ask students to think about our upcoming bake sale. Who will be the consumers? Who will be the producer? What are the goods we will be selling? Independent Practice:TTW have students fold paper in half and have students draw a PRODUCER and what GOODS he/she produces on each side of the paper. TTW then have the students write a sentence telling about the producer providing a good or service to a consumer. Students will then create posters to hang around school advertising their bake sale. Special Needs Modifications:Modifications will be made as needed. Visually impaired students will move closer to see allow better visibility. If students cannot write, they may draw picture without sentence explanation. Evaluation/Assessment: TTW assess students using their independent practice foldable. Closure: TTW tell class “Today we learned about consumers and producers. Who can remind me what we will be when we are SELLING our baked goods?” “What are the people buying from us called?” References: http://www.econedlink.orgTracy Hart Subject Area/Topic: Language Arts, Social StudiesGrade Level: KindergartenLength of Lesson: 30 Minutes Arkansas Frameworks: E.9.K.6 Understand that markets exist in a communityOV.3.K.4 Review audio and video recordings of class presentationsASU Frameworks:Teaching Models: The teacher candidate implements a variety of teachingmodels.Classroom Management: The teacher candidate utilizes appropriate classroommanagement strategies.Assessment: The teacher candidate utilizes a variety of assessment strategies tomonitor student learning and to determine adjustments in learningactivities. Objectives:TSW be able to identify producers and consumers.TSW be able to participate in a dramatic play activity that illustrates theconcepts of producers and consumers exchanging at market. Materials: “MUFFINS FOR SALE” Sign25 Mini Muffins (Teacher makes night before)Mixing bowls/spoonsChef hat/apron5 Grocery Bags Bread, Bread, Bread Set:TTW show students a huge, oversized muffin and ask “What is this?Where can you get it?” They will discuss- mom makes them, store, bakery, ect. Procedure:
TTW read book Bread, Bread, Bread to class discussing that everyone everywhere has a commonality- we are all consumers. TTW tell students that they are going to be acting out a scene the teacher will videotape in which people buy and sell muffins. TTW assign 5 students to be bakers/sellers and 5 students to be shoppers. TTW line the buyers up along back of room and place bakers behind table set up with sign, muffins, ect, and have students pretend to mix, ect. The Muffin Market Bakers pretend to be mixing ingredients in bowls. They should pantomime what is being said. Teacher: Watch the bakers mixing up the muffin batter. They have to add the blueberries, and stir. Then they add the milk and eggs. They have to get the muffin pan ready. Then they pour the batter in the pans and carefully place the pans in the oven. They watch them carefully so they don’t burn and take them out when they are baked just right. Bakers: Producers, producers, producers. Teacher: Just look at the muffin bakers. They are the producers. They are producingyummy muffins. Sometimes they might forget to watch the muffins and they burn. Or there isn’t enough rain to make a lot of blueberries, so there aren’t very many plump, juicy ones for muffins. When the bakers can’t bake enough muffins, muffins are scarce- there is ascarcity of muffins. Today the muffins were perfect and the bakers have a surplus of muffins- more than they can eat at their homes. They will sell the extras and earn some money.Look, here is the sign that says MUFFINS FOR SALE. (TTW will prop up the MUFFINS FOR SALE sign.)Here come the shoppers with their shopping bags. They want muffins for their families to eat! The shoppers are the consumers. Shoppers: Consumers, consumers, consumers. Teacher: The bakers all say, “Welcome to my store! Please buy muffins.” Bakers: Please buy my muffins. Shoppers: Consumers, consumers, consumers. Shoppers should pick up some muffins, pretend to pay the bakers and put the muffins into their shopping bags. Teacher: The market is when the producer sells his goods to the consumer. Now the shoppers have all the muffins they need for their families and the bakers have been paid for the muffins they made. The shoppers wave good-bye to the bakers and walk off with their bags of muffins. They say “See you next week!”Guided Practice: TTW ask students to discuss the exchange of goods and services in the marketplace. (What did the producer and consumer exchange?) TTW have the baker and a shopper stand in front of class and ask students to identify them as the consumer or the producer. Independent Practice: TTW give each student a piece of paper and have him or her fold in half. Students will then draw a picture of the consumer and the producer. Special Needs Modifications:Teacher will have students with ADHD sit nearby during the skit. Other modifications will be made as needed. Evaluation/Assessment:TTW use foldable as the assessment tool, as well as student participation during skit. Closure:TSW review the video recording of class presentations, identifying the consumer, the producer, and the market. References: http://www.econedlink.org/lessons/index.php?lesson=509&page=teacherTracy Hart Subject Area/Topic: Language Arts, Social Studies, MathGrade Level: KindergartenLength of Lesson: 30 minutes Arkansas Frameworks: R.10.K.8 Identify the topics of nonfiction selections read aloudIR.12.K.3 Use both print and non-print classroom resources for informationIR.12.K.4 Share information about a topicE.9.K.5 Recognize that people work to earn money to purchase itemsNO.2.K.2 Use physical and pictorial models to demonstrate various meanings of addition and subtraction ASU Frameworks: Teaching Models: The teacher candidate implements a variety of teaching models.Assessment: The teacher candidate utilizes a variety of assessment strategies tomonitor student learning and to determine adjustments in learning activities. Objectives: TSW be able to respond critically to Beatrice’s Goat and understand what the money they earn will buy for a family.TSW create a poster advertising the benefits of Heifer International’s project they learn from video. Materials: Beatrice’s Goat by Page McBrier The Promise video explaining how the Heifer Project International works 12” x 18” white drawing paper for every 2 students Crayons/ markers/other art mediaWorld MapSet:TTW share with class a framed picture of a girl like Beatrice, and a letter to reads to class describing her daily routine, and how sad she is because she cannot go to school. TTW explain that we will be reading a true story about a girl named Beatrice who not only didn’t get three nutritious meals every day, but also did not have money to go to school. Procedure:TTW read the story Beatrice’s Goat, stopping to find Uganda on the world map. TTW discuss with class how Heifer International gave Beatrice’s family the goat. Heifer International uses money that is donated TTW show the video, “The Promise.” After showing the video, TTW have the students reflect on how the children in the video were similar and how they were different from each other. Guided Practice: TTW discuss with class and write on board classes thoughts on how Heifer International benefits a family. Independent Practice:TTW divide class into groups of two or three students and give each group a sheet of 12” x 18” white drawing paper. The groups will create a poster for the Heifer International Project. The poster will be an “advertisement” showing the nutritional, economic and environmental benefits to the families. Special Needs Modifications: TTW have students in groups of differing abilities so that all children can work in cooperative groups. Additional support will be given by teacher as needed.Evaluation/Assessment:TTW assess whether students met objectives by participation in discussion and group activity. Closure: TTW have groups present their posters to the class and then display them in the classroom or hallway. References: www. HeiferEducation.orgTracy Hart Subject Area/Topic: Language Arts, Social StudiesGrade Level: KindergartenLength of Lesson: 1 Hour (Cumulating Unit Event) Arkansas Frameworks: E.8.K.3 Discuss how people earn a living in the community and the places they workIR.12.K.4 Share information about a topic ASU Frameworks:Curriculum: The Teacher Candidate plans and implements curriculumappropriate to the students, grade level, content, and course objectives.Subject Matter: The teacher candidate understands the central concepts, tools ofinquiry, and structures of the discipline(s) he or she teaches and can createlearning experiences that make these aspects of subject matter meaningfulfor students.Teaching Models: The teacher candidate implements a variety of teachingmodels. Objectives:TSW understand the concept of work, as well as share this information in a class discussion. Materials: WorkTable for Bake SaleSigns for Bake Sale Set: Class will already be excited, knowing we are about to hold our Bake Sale to Benefit a family through Heifer International. TTW read the book Work, to discuss how we are going to WORK at our bake sale, and our PAY comes when people buy our GOODS. After reviewing all of this, we will hold our class bake sale for the school. Procedure: TSW work at the bake sale, recognizing that hard work selling your GOODS pays off, and the profits will benefit a family less fortunate. Guided Practice: After the bake sale, the class will count the profits, and see what animal they can now buy for their family.Special Needs Modifications: The teacher will stay in close proximity to any student that needs monitored, and will assist each child as needed. Evaluation/Assessment: Each student will be assessed based on his or her participation in the bake sale. Closure: TTW print off the picture from the internet site of the animal we can now buy and we will discuss how that animal will be beneficial to help the family work. References: Tracy Hart Materials & Resources An illustrated 8x10” poster of the nursery rhyme “Simple Simon” Flex Cam/OverheadPaperMarkers/crayons “MUFFINS FOR SALE” Sign25 Mini Muffins (Teacher makes night before)Mixing bowls/spoonsChef hat/apron5 Grocery Bags Bread, Bread, Bread by Ann Morris Beatrice’s Goat by Page McBrier The Promise -video explaining how the Heifer Project International works 12” x 18” white drawing paper for every 2 students Crayons/ markers/other art mediaWorld MapWork by Ann MorrisTable for Bake SaleSigns for Bake Sale BibliographyMcbrier, P. (2004). Beatrice's Goat. New York: Aladdin.Morris, A. (1989). Bread Bread Bread. New York: Scholastic.Morris, A. (1998). Work. New York: Harper Collins.The Promise. Heifer Project International, Produced by Dick Young Productions, Ltd., 1995. 10 min. Videocassette. Williams, V. B. (1982). A Chair for My Mother. unknown: Morrow/Avon.