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Social StudiesActivity Worksheet

GRADE LEVEL: Second

Course Title: Neighborhood and Community

Strand: II. Geography

Topic: Regions, Patterns, and Processes

Grade Level Standard: 2-8 Describe regions, patterns, and processes.

Grade Level Benchmark: 1. Identify regions in their immediate environment and

describe their characteristics and boundaries. (II.4.EE.1)

Learning Activity(s)/Facts/Information

1. Create and label a map of:a. Classroomb. Wingc. Whole School

2. Color map of Michigan showing Great Lakes, Indiana, Wisconsin, and Ohio as borders (map attached)

3. The Regions in Which I Live (activity attached)

4. Five Times Five: Activities for Geography Five Themes (activities attached)

Resources

Blank Map of Michigan and surrounding states geography.about.com/ library/blank/blxusa.htm

New Vocabulary: Border, boundary, environment

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THE REGIONS IN WHICH I LIVE (SS020104)

ABSTRACTBeginning with the idea that a neighborhood is a region, the children investigate the concentric pattern of the regions in which they live. Following the reading of the book, My Place in Space, children compile a small book illustrating their neighborhood, local municipality (community), state, and country as a concentric pattern extending from the local community to the country or nation. SUBJECT AREA: Social Studies GRADE LEVEL AND COURSE TITLE: Second Grade/The Local Community UNIT OF STUDY: Defining a Local Community BENCHMARKDescribe regions they live in including neighborhood, municipality, state, and country(II.4.EE.1). KEY CONCEPTScommunityregion Instructional ResourcesEquipment/ManipulativeA set of four paper circles 3,5,7, and 9 inches in diameter for each childAn outline of the state map reproduced on the 7-inch circleA reproduction of the United States on the 9-inch circleMichigan mapUnited States map Student ResourceGuthrie, Woody. “This Land is Your Land.” New York: Ludlow Music Inc., 1956. Rand McNally. The Big Book Series. Chicago: Rand McNally, 2000. Smith, S.F. “America.” Music for Everyone No. 7 Gems of the Universe. New York: Remic Music Corporation, 1955. 24. Teacher ResourceHirst, Robin, and Sally Hirst. My Place in Space. New York: Orchard Books,1992. SEQUENCE OF ACTIVITIES1. Before beginning this lesson, review information from Lessons 1, 2, and 3 of Unit 1

with the students. Reinforce the concept that communities are places where people live and work because they have common interests. Have the children look again at the web organizer made in Lesson 2, to determine the various groups to which people

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belong in a common community. Ask the children, “What common interest brings people together to form these groups?” In Lesson 3 the children discovered boundaries and features of their neighborhoods. Ask them the question, “ What do you like about the neighborhood where you live?” Look for common interests in the responses, such as my friends live there, there is a nice playground, my grandmother lives nearby, etc.

2. Read the book My Place in Space out loud to the students. Ask the children,” Where

is your place in space?” Record their responses on the chalkboard. Responses may be similar to the book, but may range from the street on which they live to the planet Earth. Discuss the responses with the class and encourage the children to categorize them as near, farther and farthest away.

3. Explain to the children that the places where they live are called regions. The

neighborhood is a region made up of people’s homes, apartments, parks and the other things that people use near where they live. The community/town is a region made up of several neighborhoods. Refer to the regional map (county map) in the classroom and point out regions of urban, suburban and other land uses in the county.

4. Next, place a Michigan map on a classroom wall. Show the children that their local

community is located within the state. Explain to the children that the state is another region.

5. Place a map of the United States on a classroom wall. Point out where Michigan is

located on this map. Tell the children that the United States of America is another region in which they live.

6. Using My Place in Space as a model, have the children make a small book with a

page for each region. Use the set of four circles as the pages for the book. Have the children draw their own neighborhood on the 3-inch circle. Include an illustration depicting their local town or community on the 5-inch circle. Have the children color the small, outline map of Michigan with their local community labeled and starred on the 7-inch circle. The 9-inch circle has an outline map of the United States of America. Tell the children to locate and to color only Michigan on the 9-inch circle.

7. Direct the children to title their book. An example for the title could be Regions in

Which I Live. Tell the children to write a short text for each of the regions. The teacher may provide a sample text written on the board to help the students begin the narrative. Sample text may be as follows:I live in a neighborhood.My neighborhood is in the town of (your local community).My town is in the State of Michigan.Michigan is part of the country of the United States of America.

8. Direct the children to get out their Thinking/Writing journals. Have the children reflect on the concept of regions by writing in their Thinking/Writing Journal. Prompts for those children who need them might include:

a. Where is your place in space b. Describe the regions in which you live.

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9. Add the appropriate vocabulary words to the “community” word wall. neighborhoodregionMichiganstateUnited States of Americacountry

10. As a way of using another intelligence, as a class, sing or choral read, “This Land is Your Land” and/or “America”.

ASSESSMENTRead the Thinking/Writing Journals of the children to check for knowledge about the spatial relationships among the regions in which they live. Give the class the following activity as a formal assessment. Reproduce for each child.How are groups, such as family and school, alike?What is one thing that makes your neighborhood special?Name something that makes (your locale) a community.Name three regions you live in.The questions may be read to the children. Answers may be written, drawn, or verbal. APPLICATION BEYOND SCHOOLChildren may take their region books home to share with family members. Family members who have looked at the book should be asked to sign the back of the cover. Books are then returned to school to go into the class library where they are shared with other children in the school. CONNECTIONSArtsChildren draw pictures of their neighborhood and community. English Language ArtsChildren’s literature is used as a catalyst for discussion and as a model for the children to write their own books. The thinking/writing journals and the region books are opportunities for writing.

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FIVE TIMES FIVE: ACTIVITIES FOR TEACHING GEOGRAPHY'S FIVE THEMES

Looking for activities to teach the five themes of geography? We've got them for you -- 25 of them! Included: Activities for students at every level! How many of your students could identify the location of their home country on a world map? U.S. education officials were shocked when a nine-nation survey found that one in five young Americans (18- to 24-year-olds) could not locate the United States on an outline map of the world!

That study represents one of the turning points in geography education in the United States. Although most U.S. students still don't take a "geography" course in school -- as students in many other countries do -- increased emphasis on the development of geography skills is more widespread today than it was ten years ago. Organizations such as National Geographic and the National Council for the Social Studies have created materials to aid teachers in teaching geography skills. And about ten years ago, the Joint Committee on Geographic Education of the National Council for Geographic Education and the American Association of Geographers developed five specific themes to help focus teacher and student thinking when it comes to geography. Those five themes follow:

Location -- Where are things located? A location can be specific (for example, it can be stated as coordinates of longitude and latitude or as a distance from another place) or general (it's in the Northeast).

Place -- What makes a place different from other places? Differences might be defined in terms of climate, physical features, or the people who live there and their traditions.

Human-environment interaction -- What are the relationships among people and places? How have people changed the environment to better suit their needs?

Movement -- What are the patterns of movement of people, products, and information? A study of movement includes learning about major modes of transportation used by people, an area's major exports and imports, and ways in which people communicate (move ideas).

Regions -- How can Earth be divided into regions for study? Regions can be defined by a number of characteristics including area, language, political divisions, religions, and vegetation (for example, grassland, marshland, desert, rain forest).

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ACTIVITIES FOR TEACHING LOCATIONAt the start of the school year. At the start of the school year, invite students to create from memory an outline map of the world. (As an alternative, students might draw a map of the United States or of their state, if those will be the focus of the year's curriculum.) Collect the maps. At the end of the school year, repeat the activity. Then bring out the maps that the students created in the first days of school. How have their maps changed? Are their end-of-year maps a big improvement over those drawn at the start of the year?

Literature around the world. Invite students to identify on a world map the locations of some of their favorite books and book characters. Among the characters that might be included are Paddington Bear (Peru), Heidi (Switzerland), Ferdinand the Bull (Spain), Strega Nona (Italy), Red Riding Hood (Germany), Madeline (France), and Ping (China).

Design a country. Challenge students to dream up their own countries and to create maps of those countries. The maps should show natural (rivers, mountains) and human-made (highways, major cities) features. Students should name their countries, decide which products will provide the economic basis of their countries, etc.

Map puzzles. Collect state and regional maps from around the United States. Cut selected pieces from those maps. (The size of the "piece" might vary depending on the grade you teach. In the middle elementary grades, the pieces might be about 2 inches square.) Students can use place names, natural features (lakes, rivers), and other clues on the map pieces to try to figure out which state each map piece is from. Students might do this activity in small groups. Each group might have copies of the same five map pieces. Which group can un-puzzle the map pieces first?

Create an atlas. Assign each student the name of a state or a country. Provide the student with a large sheet of drawing paper. The student creates a map of the country showing major cities, natural features, and landmarks. A fact box on each map might provide standard information about country size, population, etc. Put together all the students' maps to create a class atlas.

ACTIVITIES FOR TEACHING PLACEABC book of your community. Invite students to create an ABC book to describe the place in which they live. The word used for each letter might describe a unique physical feature, the weather, or the people and their traditions. When completed, the book should tell a reader unfamiliar with your community what life is like there.

So many ways to say "Hello"! Challenge student to discover how many different ways they can say "hello." Provide one of the many translators available on the Internet so they can find out! Students will post the different ways on a world map. Each student might select a different word or phrase to create a "world word map." (You can find one translator on iTool's Language Tools Translator.)

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Get the dirt! Invite students to write to friends or relatives in other parts of the country (or the world). Students should ask each person to send to them a small sample of the soil that is common in their area. Students can compare the soil samples from around the country and the globe. What can they tell about a place from its soil? Create a postage stamp or a postcard. Assign each student the name of a country (or a state, if states are the focus of your curriculum). The student must research that country and design a postage stamp to be used by its citizens. The stamp might have on it a physical feature, person, or landmark that the country is noted for. Students present their stamps to the class, explaining why they chose to use the image they used. Older students might design postcards. On one side, they draw an image representative of a place. On the other side, they write a message that provides readers with several clues about the place. Post students' cards on a bulletin board. Number each card. Give students a week to read all the cards on their own and to jot down their best guesses as to the place. At the end of the week, students can turn over the cards to learn the correct answers. Who correctly guessed the most places?

Weather report. Assign each student the name of a city. (This might be a city in the United States if that is the focus of your curriculum. Or select cities from around the world.) On the first school day of each month, students collect information about the weather in that city. They can compare from month to month and plot high and low temperatures over the course of a year. Which city has the warmest year-round weather? the coolest? Which city has the widest range of temperatures? Which city has weather most like the weather in your city?

ACTIVITIES FOR TEACHING HUMAN-ENVIRONMENT INTERACTIONThe Lorax. Read aloud the book The Lorax (by Dr. Seuss), a wonderful example of human-environment interaction for all ages. Talk about the different characters in the book. How do students feel about each of them? Who does each character symbolize? How is each character affected by the Once-ler? Who is the Somebody?

Your town's growing population. Collect population statistics for your town as far back as they are available. Students can create graphs to show how the town's population has changed over the decades. How has population change affected the town?

Wants and needs. Invite students to make a list of the things they would want to have to have a good life. Which of those things do they really need? How many of those things they really need can be found in the natural environment? Which things must be made by people?

What if ... Pose these questions to students: What if the yard outside your house were never touched? What would it look like if you decided to let it "go natural" (if you didn't mow it, water it, plant shrubs, rake leaves)? Ask students to discuss and draw pictures to show how their yards would be different if they let them go natural.

A picture is worth ... Help students collect pictures of your town over the years. How is the town different in appearance today from the way it looked many years ago?

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ACTIVITIES FOR TEACHING MOVEMENTThe products we use. Where do the products we use originate? Invite students to collect labels from foods, clothing, toys, and other products they use. Where do those products come from? What percentage of those products is made in your state? your country? other continents? Are we dependent on products from all around the world? Talk about how products made outside your community might get there.

Commuter graph. Help students create a graph to show how far their parents travel to work each day. A different bar will represent people who commute less than 5 miles, 6 to 10 miles, 11 to 20 miles, 21 to 30 miles, and more than 30 miles. Provide a map for students to show the different places people travel.

Roots. Where did students' families come from? Ask students to find out about their families' roots. That information might be plotted on a class chart so students can see the roots they share with others in the class. In addition, let students tell what they know about when and why their ancestors came to the United States and how they got here.

Interview community elders. Much can be learned from the elders in a community. Students might interview older family members and neighbors about their memories of long ago. Students could ask questions about the transportation they used, the foods they ate, the clothes they wore, the schools they went to. How have things changed?

License plates from all around. Challenge students to keep track of the different license plates they see in the course of a week. (If possible, you might go to some place where students could observe a wide range of license plates.) What states do those plates represent? What might a license plate tell you about a state? For a follow-up writing activity, students might write letters to the Department of Motor Vehicles in each state. In their letters, they might ask for information about the state's license plates.

ACTIVITIES FOR TEACHING REGIONSMap your school region. Create a map that shows the areas in which students live. Invite each student to add a pin to the map to indicate the location of his or her home. What conclusions can students draw from the map? Do more students live in one "region" of the "school region" than in others? Why might that be so?

Time zones. While your students are sound asleep tonight, students in some other parts of the world are sitting at their school desks. Why is that? Talk with students about time zones. How do time zones affect students' lives? How do time zones affect them as they fly from place to place? What time is it right now in other parts of the world? (For this activity, you might use the Internet resource World Time Zone Map.)

Bingo. Invite students to create their own bingo cards. They should label each column on the bingo card with a region of the United States. (Use whichever region arrangement appears in your students' text or your local curriculum; if there are more than five regions, students select five regions to use on their cards.) Invite students to draw in each square in the column the outline of a different state in that region. The

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teacher will draw the name of a state from a bag full of paper slips labeled with each state's name. Who gets bingo first?

Regions in your community. Invite students to look at the neighborhoods in their community. Talk about why those neighborhoods developed where they did. Neighborhoods develop for many reasons. They might develop around factories (jobs) or a church, a hill or a lake. What can you learn about your community from its neighborhoods? Is there a part of your community that might be called the shopping region or the factory region or the farm region? What other regions might be part of your community?

Cultural regions too. Collect stamps from countries all around the world. You can learn about cultural regions from a country's stamps. What do some of the stamps tell you about that country's culture?

Article by Gary HopkinsEducation World® Editor in ChiefCopyright © 2001 Education World

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GRADE LEVEL: Second





Grade Level Benchmark: 2. Compare their community and region with others.

(II.4.EE.2)


1. Write to pen pals at another school. Share ideas about: school classroom home

2. Share classroom map and compare and contrast different classrooms.

3. Alike and Different (activity attached)

Resources

New Vocabulary: Compare, contrast, pen pals

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ALIKE AND DIFFERENT(SS020108)

ABSTRACTFollowing the sharing of several books that show how communities vary in size, population, and resources, children create a T-chart showing how communities are alike and different. In the lesson children are exposed to the terms “rural,” “suburban,” and “urban.” SUBJECT AREA: Social Studies GRADE LEVEL AND COURSE TITLE: Second Grade/The Local Community UNIT OF STUDY: Defining the Local Community BENCHMARKDescribe how communities are alike and different (II.4.EE.2). KEY CONCEPTScommunityruralsuburbanurban INSTRUCTIONAL RESOURCESEquipment/ManipulativeChart Paper/MarkersReproduced paper magnifying glasses for each childTransparency/Overhead ProjectorWhite/Chalk Board Teacher ResourceBurton, Virginia Lee. The Little House. Boston: Houghton Mifflin Company, 1942. Hill, Lee Sullivan. Farms Feed the World. Minneapolis: Carolrhoda Books, Inc., 1997. Kalman, Bobbie. I Live in a City. New York: Crabtree Publishers, 1986. Roop, Peter, and Connie Roop. A Suburb. Chicago: Heinemann Library, 1999. SEQUENCE OF ACTIVITIES1. Read aloud to the class, Farms Feed the World. Ask children to describe some of

the characteristics of life in the story. Record their responses on the chalkboard. Using the class list, point out to the children some of the characteristics of a rural community such as country, farms, few houses, animals, fields, etc.

2. Read aloud to the class, A Suburb. Make a second class list next to the one created in Step 1. This one should list the characteristics of the community in the story. Point out

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to the children that such things as many houses, yards, near a city, shopping mall, etc. are characteristics of a suburban community.

3. Read aloud to the class, I Live in a City. Make a third class list of the characteristics of an urban community which may include city, many people, tall buildings (skyscrapers), factories, etc.

4. In order to compare the characteristics of each type of community pose the following questions to the children. Create an Alike and Different T-chart similar to the example below as they respond. How are rural, suburban, and urban communities alike? How are rural, suburban, and urban communities different? Following are examples of what might be included in the T-chart:

Alike Different

People live, work, and play Number of peopleTeachers Number of housesSchools Open spaces-fields/farms or city blocksPolice officers Places to shop

Guide the children to understand how communities differ as the population increases.

5. At this point in the lesson, pose this question to the children. “Do you think our community is rural, suburban, or urban?” Direct the children to write or illustrate their responses in their Thinking/Writing Journals.

6. Read The Little House aloud to the class. Ask the children to become “community detectives” to discover, by listening and looking at the pictures, when the community changes from rural, to suburban, to urban. Prior to reading the book, reproduce a picture of a magnifying glass, about the size of a fourth of a sheet of paper. Cut them out and give one to each child to raise in the air when they notice a change.

7. Add these new words to the classroom word wall: rural, suburban, and urban. ASSESSMENTInformally observe the responses as the characteristics lists and the T-chart are being developed. The Thinking/Writing Journals may be used as a more formal assessment of their comprehension of the various communities. An additional formal assessment would be to individually conference with each child, using a set of photographs or illustrations from books. Ask them to verbally describe the similarities and differences between communities. APPLICATION BEYOND SCHOOLEncourage families to take a trip to visit a community different from their own. CONNECTIONSEnglish Language ArtsChildren can listen to literature to compare various communities. When children write in their Thinking/Writing Journals, they practice elements of the writer’s craft.

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GRADE LEVEL: Second





Grade Level Benchmark: 3. Describe changes in the region over time as well as

presently. (II.4.EE.3)


1. Show pictures of different modes of transportation. Discuss and put in chronological order from Then to

Now

2. Read A River Ran Wild and compare how the river was at the beginning of the story compared to the end.

Resources

Pictures of… feet walking car bike airplane

A River Ran Wild by Lynne Cherry ISBN: 0152163727

New Vocabulary: Chronological order, transportation

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GRADE LEVEL: Second



Topic: Global Issues and Events

Grade Level Standard: 2-9 Explain global issues and events.

Grade Level Benchmark: 1. Locate and describe major world events that are having

an impact on their community and explain why they are important to the community.

(II.5.EE.1)


1. Read the Wartville Wizard and discuss with the children the problem of trash and the possible solutions.

2. Invite a DNR representative to come and talk to students about the environmental problems and solutions in the community.

Resources

Wartville Wizard by Don Madden ISBN: 0689716672

New Vocabulary: Environmental, representative, litter

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GRADE LEVEL: Second


Strand: III. Government

Topic: Purposes of Government

Grade Level Standard: 2-10 Identify purposes of government.

Grade Level Benchmark: 1. Cite examples of government carrying out its legal

authority in their local community. (III.1.EE.1)


1. Have a police officer visit the classroom telling about his job and answering questions about the community.

2. Visit City Hall and talk to the mayor about her legal authority in the community.

Resources

New Vocabulary: Legal, authority, mayor, City Hall, community

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GRADE LEVEL: Second



Topic: Purposes of Government

Grade Level Standard: 2-10 Identify purposes of government.

Grade Level Benchmark: 2. Describe consequences of not having rules.

(III.1.EE.2)


1. Brainstorm classroom rules Discuss their importance Draw a picture showing what the classroom would be

like without one of the rules.

2. Discuss what happens when people don’t follow rules. Pick a law that they think is important (i.e. picking

flowers in the park) Write the rule on top and draw a picture of what might

happen if people did not obey it.

Resources

New Vocabulary: Law, obey

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GRADE LEVEL: Second



Topic: Ideals of American Democracy

Grade Level Standard: 2-11 Explain meaning and origin of ideas in American

Democracy.

Grade Level Benchmark: 1. Identify aspects of life at school and in the local

community that illustrate justice and freedom. (III.2.EE.1)


1. Discuss privileges that they have at home at school in the communityList their rights in order of importance to them.

2. Pick a right/privilege from the list and tell why it’s so important. Discuss how having these rights are examples of freedoms.

3. Research a person in the past that has fought for rights and give a speech about them.

4. Have a mock court event judging a school rule that seems unfair.

Resources

Only Passing Through: The Story of Sojourner Truth by Anne Rockwell ISBN: 1883332842

New Vocabulary: Freedom, justice

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GRADE LEVEL: Second



Topic: Democracy in Action

Grade Level Standard: 2-12 Describe democracy in action.

Grade Level Benchmark: 1. Explain how conflicts at school or in the community might

be resolved in ways that are consistent with Core Democratic Values. (III.3.EE.1)


1. Have students conduct a survey to determine conflicts in the school.

2. Pick the area with the most problems. Use the Core Democratic Values. Work in groups to find ways of resolving the problem. Illustrate at least one value for the Core Democratic Values.

3. Share their group resolution with the rest of their class.

4. Vote on the best resolution.

5. Decide if it would resolve the conflict and report their results to the principal.

Resources

Our Core Democratic Values Early Elementary Definitions

Michigan Department of Education

New Vocabulary: Values

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GRADE LEVEL: Second



Topic: American Government and Politics

Grade Level Standard: 2-13 Explain American government and politics.

Grade Level Benchmark: 1. Identify rules at school and in the local community and

consider consequences for breaking rules. (III.4.EE.1)


1. Students will pick a law in the community. Research what happens if the law is broken.

2. They will discuss why the consequences seem fair or unfair. When they find one that is unfair, they will determine a better consequence for that crime.

3. They will answer questions about their consequences from the rest of the class.

4. Have a local judge visit and discuss laws and consequences.

Resources

New Vocabulary:

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GRADE LEVEL: Second





Grade Level Benchmark: 2. Describe fair ways for groups to make decisions.

(III.4.EE.2)


1. Fairness for All (activity attached)

2. That’s Not Fair (activity attached)

Resources

New Vocabulary:

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FAIRNESS FOR ALL (SS020602)

ABSTRACTIn this lesson the children are introduced to a problem-solving model, which includes identifying the problem, choosing a solution, and solving the problem. They role-play fair and unfair ways to resolve issues with families, and at school. The children describe in writing an example of both a fair and an unfair way to resolve an issue, and explain their reasoning for each.

SUBJECT AREA: Social Studies

GRADE LEVEL AND COURSE TITLE: Second Grade/The Local Community

UNIT OF STUDY: Making Decisions About Our Community

BENCHMARKDescribe fair ways for groups to make decisions (III.4.EE.2).

KEY CONCEPTfairness

INSTRUCTIONAL RESOURCESOtherChart Paper/MarkersName sticks used in Unit 3, Lesson 1, AssessmentWriting Paper

SEQUENCE OF ACTIVITIES1. Prior to beginning this lesson, write the following problem solving model on a piece

of chart paper. Hang it in the classroom so it is available to the children throughout the unit.

o Identify the problem or issue o Think of possible solutions or strategies o Choose one solution or strategy o Apply it to solving the problem o Review whether the solution worked

2. Introduce the problem-solving model to the children by explaining each step. Have them identify problems they find at school. Use the name sticks (Unit 3, Lesson, Assessment), so each child is accountable for contributing to the discussion. Ask the children to help solve a problem using the model.

For example:o What is the problem? Four children have given the teacher a book to read to

the class for story time, but there is only time to read one book.

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o What are some possible solutions to solve the problem in a fair way? Elicit possible solutions from the children and write them on the board. Use the chart created in Lesson 1, Step 5 as a guide for fair ways to make decisions. Some of the children’s responses might include; the teacher chooses the book without asking the children, or the teacher tells the child of the day to choose the book.

o Choose one solution: The class consensus for choosing the book is to vote by raising their hands for their book of choice.

o Solve the problem: The class votes and chooses a book. o Review whether the solution worked: Was the problem solved fairly? Should

we think of a different solution?

3. Distribute a piece of writing paper to each child. Tell them they are going to role-play fair and unfair ways to resolve problems. Direct them to write one problem they have had at school or at home to be used in the role-playing activity.

Examples of problems:o It is hard to choose games when a lot of people want to play. o It is hard to choose a captain for a team. o When mom goes to the store she never buys the kind of ice cream I want.

Collect the papers and shuffle them like cards and turn them writing side down.

4. Divide the children into teams of two children per team. Direct each team to choose a problem paper as though choosing a playing card from a deck of cards. Allow enough time for the teams to plan and practice their presentations. Remind them to think about the problem solving model, (Steps 1 and 2), the chart of fair ways to make decisions, (Lesson 1, Step 5), and the definitions for fair and unfair that are posted in the classroom.

5. Have the children share their presentations of fair and unfair ways to make decisions for solving problems with the entire class. Ask each team to explain what made their recommendations fair or unfair.

6. Distribute writing paper to each child. Direct them to describe a fair and unfair way to solve the following problem and have them explain what made their decisions fair and unfair. Collect the papers when completed.

Possible problem:

How can the class choose a representative to the school’s student council?

Possible responses:

Voting would be a fair way to choose because everyone gets to vote in an equal way. An unfair way would be for the teacher to choose a child just because he or she reads better than everyone else.

ASSESSMENTInformally observe and assess each child’s use of the concepts of fair and unfair decision-making during the role-playing activity.

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Each child’s written description and explanation of fair and unfair ways to make decisions is a formal assessment of their understanding of the concept of fairness.APPLICATION BEYOND SCHOOLSuggest to the children they consider a fair way to share toys with friends or family members, or a fair way to choose a game to play after school with friends.

CONNECTIONSEnglish Language ArtsThe children use the elements of the writer’s craft when they write their school or home problems in Step 4, and their descriptions and explanations in Step 6.The children use the skills of speaking and listening for the role-playing presentations.

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THAT’S NOT FAIR! (SS020601)

ABSTRACTIn this lesson the children explore the concept of fairness when they experience an unfair situation in the classroom. As an example of an unfair situation, all brown-eyed children get to be first at everything for a morning or afternoon. The children discuss their feelings about the unfair situation and ways that groups of people can make fair decisions. From the discussion they create a list of fair ways for groups to make decisions.




BENCHMARKDescribe fair ways for groups to make decisions (III.4.EE.2).

KEY CONCEPTfairness

INSTRUCTIONAL RESOURCESOtherChalkboard/ChalkChart Paper/ MarkersOverhead Projector/TransparenciesThinking/Writing Journals

SEQUENCE OF ACTIVITIES1. Write the following instructions on chart paper, the chalkboard, or an overhead

transparency prior to the children’s arrival in the classroom.o All children with brown eyes are first for everything this morning (or

afternoon). For example they are first to get drinks, first in line for recess, first to check out books in the library, etc.)

Other discriminating characteristics that might be used for this lesson include:o All left handed children are first… o All children with glasses are first… o All blue-eyed children are first…

2. Tell the children as they arrive in the classroom that the posted instructions are the

rule for the morning (or afternoon), and proceed with the regular activities of the day.

3. At the end of the morning (or afternoon), direct the children to use their Thinking/Writing Journals to describe how they feel about “the rule.” Have them share their feelings with the entire class.

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Possible responses:o It wasn’t fair just because they have brown eyes and I don’t. o I felt great because I have brown eyes. o I felt more important because I have brown eyes. o I didn’t like being last all the time.o

4. Explain to the children that this unit focuses on the importance of fairness to everyone when decisions are made about our community. Explain that not everyone may be happy with a community decision, but it must be a fair decision and provide fair treatment for all the people involved.

5. Prior to beginning this step write the definitions for fair and unfair on chart paper or an overhead transparency.

Sample definitions:

Fair – honest, just, equal, treats everyone as important members of the community.

Unfair – dishonest, unjust, not equal, singles out a certain person or group in the community.

Ask the children to think about and discuss ways for groups to make decisions more fairly than using eye color or glasses. Make a list of their responses on chart paper or an overhead transparency. Post the list in a prominent place in the classroom.

Possible responses:o Take turns, so everyone has a chance to be first o Voting – one person, one vote, the most votes wins o Using rules and laws that are fair o Use the name sticks in the classroom, (Unit 3, Lesson 1, Assessment)

Save this list for use in Lesson 2 (Unit 6).

Students may ask, "Who decides if something is fair?" Indicate that in a community fairness is usually based on laws or rules that the community has decided are in the best interests of the community or the common good. An example is playing loud music and disturbing the neighbors. There are usually laws or ordinances that make it possible to play music, but not to unfairly impose loud sounds on other people. Fairness is first, the result of ethics and good manners; second it is the result of community standards that the majority agree are fair, and third, fairness issues can be supported under the laws of the community, the state, and the United States. Unfair practices can be determined at any of those levels of review.

6. Add a “Decision Making” section to the “Community” word wall or word bank in the classroom and include:

o Fairness

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7. Prepare a letter to send home to parents or guardians explaining that the focus of Unit 6 is, “Making Decisions About Our Community” and includes the focus questions:

o What is a public issue? o What are some public issues facing our local community? o How should public issues be resolved? o Who decides if the solution to a public issue is fair?

Inform them there will be homework assignments and family projects designed to enhance and extend the lessons in the unit.

ASSESSMENTThe Thinking/Writing Journals are an informal assessment of each child’s prior knowledge and understanding of the concept of fairness.

APPLICATION BEYOND SCHOOLSuggest to families that they have a discussion at home about fair ways to make some decisions involving everyone in the family. For example, they could set up a rotation system for taking turns to care for the family pet, or they could vote on a family outing for the weekend. Fairness, sharing, and responsibility should be included in making decisions.

CONNECTIONSEnglish Language ArtsThe children use the elements of the writer’s craft to respond in their Thinking/Writing Journals.

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GRADE LEVEL: Second





Grade Level Benchmark: 3. Describe ways that individuals influence each other.

(III.4.EE.3)


1. Brainstorm different people in their lives (i.e. parents, teachers, peers, siblings)

Describe ways that they influence the things students choose to do or not do.

2. Have students pick one person and write in their journals about why that person has an influence on them. Why is that person important in their lives?

3. Illustrate their Important People Pictures and make a book of the whole class’ important people.

Resources

New Vocabulary:

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GRADE LEVEL: Second



Topic: American Government and World Affairs

Grade Level Standard: 2-14 Understand the American government and world

affairs.

Grade Level Benchmark: 1. Distinguish between events in this country and events

abroad. (III.5.EE.1)


1. World Events (activity attached)

2. The teacher asks the students to volunteer all the places besides Michigan they know of within the United States and writes their responses on a large sheet of paper. The teacher asks whether life in Michigan is the same or different in these other places. The teacher then shows a video of life in a different part of the United States (using West Virginia as the example). The teacher lists various ways of comparison and asks for students’ ideas as well. Possible examples include food, language, holidays, clothing, dwelling, daily routine, government, family size and jobs.

The teacher creates two columns on a large sheet of paper. The first column is labeled “Things that could only happen in West Virginia” and the second is labeled “Things that could happen in West Virginia or Michigan.” The students volunteer responses and discussion follows about why certain things could only happen in West Virginia. Examples include working in the coal mining industry, living in mountainous regions and clothing (heavy winter clothing is needed in Michigan but not West Virginia). The teacher should emphasize how many things are similar between West Virginia and Michigan including language, holidays, government, dwelling, etc.

The teacher then asks the students whether life would be different in another country. Discussion follows about what may or may not be different in another country.

Resources

Chart Paper

Video of different places in US (check your local library, ISD, or RESA)

New Vocabulary:

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WORLD EVENTS(SS020710)

ABSTRACTIn this lesson children locate and describe a current or recent major world event. They explain how it affected the residents of their local community. They consider the causes, the consequences, and the geographic locations of major global issues and events. The lesson and the unit are completed as the children write their own story about communities near and far.



UNIT OF STUDY: Other Local Communities, Near and Far

BENCHMARKLocate and describe a major world event that has an impact on their local community, explain why they are important to the community, and how it affects Americans (II.5.EE.1, II.5.EE.2).

KEY CONCEPTScommunitycultural diversitygeography

INSTRUCTIONAL RESOURCESTeacher ResourceBrown, Margaret Wise. The Important Book. New York: Bantam Doubleday Publishing Group, Inc., 1949.“Spill off Newfoundland threatens birds, crab fishing.” CBC News. 18 Apr. 2002. 20 Sept. 2002 http://www.cbc.ca/stories/2002/04/17/Spill020417.

OtherChart Paper/MarkersMaps – globe, world, United States, specific countriesOverhead Projector/TransparenciesResource Materials – books, Encarta, encyclopedias, Internet web sitesThinking/Writing JournalsWorld News Sources – Internet, magazines, newspapers, televisionWriting Paper

SEQUENCE OF ACTIVITIES1. Choose a current or recent major world event that has affected the country and the

local community. Explain to the children that some world events are caused by nature and others by humans. Both kinds of events can affect our local communities.

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http://www.cbc.ca/stories/2002/04/17/Spill020417

Possible events that may be chosen for this lesson:o Terrorist attack on the World Trade Center in New York City, September 11,

2001 o Earthquake in Oaxaca, Mexico, September 30, 1999 o Oil spill in Newfoundland, Canada, April 18, 2002

2. The world event chosen for this lesson is the oil spill in Newfoundland, Canada and how it threatens Newfoundland birds. Read to the children about the world event from newspapers, magazines, and from Internet sources. Watch the television for news reports of the event. Write the facts of the event on a piece of chart paper or an overhead transparency. Facts:

o The oil spill took place on April 18, 2002. o A trawler sank 20 kilometers off of the Newfoundland, Canada eastern coast. o The trawler leaked oil into the water. o The oil in the water threatens birds and crab fishing.

3. Locate Canada and Newfoundland where the event occurred on a globe, world map, regional map, and a map of the specific country. Point out to the children the geographic relationship of the world event to the United States, Michigan, and the local community.

4. Have the children research the location of Newfoundland, Canada. Use books, encyclopedias, and Internet web sites to discover what is important about that specific place. For example, Japan makes many televisions, rice is grown in China, and fish are caught in the Atlantic Ocean.

5. Use the questions below to engage the children in a discussion about major world events and the impact they have on Americans in the local community. Use the name sticks (Unit 3, Lesson 1, Assessment), to ensure all of the children participate in the discussion.

o What do people all over the world need? Sample responses – food, clothing, shelter, and water.

o How do you think people all over the world want to feel? Sample responses – healthy, safe, and peaceful.

o Do we get any of our basic needs from the country or community where the event happened?

o How does it make us feel? o How might the oil spill in Newfoundland affect us as Americans in our local

community?

Possible responses depending on the event:o The terrorist attack on the World Trade Center makes us feel unsafe. o The earthquake in Oaxaca, Mexico keeps tourists from visiting the area so

people from Michigan won’t go there on vacations. Americans might send financial support to help the people living there. This might affect donations to local charities.

o An oil spill in the Atlantic Ocean near Newfoundland, Canada may affect the supply of crabs and fish to restaurants in the United States.

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6. Culminate the lesson and the unit by having the children write their own story about communities near and far. Read The Important Book aloud to the children. Tell the children they are going to use The Important Book as a pattern to describe communities near and far. The pattern begins with “The important thing about”… Three or four statements are made about communities. The final sentence is a repeat of the first sentence. Make an outline of the story for the children to use on a piece of chart paper or an overhead transparency. Distribute writing paper to each child. The children may write more than one “important thing” piece.

The important thing about communities is ________________________________ _____________________________________.

They ______________________________________________________________.

They ______________________________________________________________.

And they___________________________________________________________.

But the important thing about communities is_______________________________________________________________________________________________.

Have each child share his or her “important thing” piece of writing with the rest of the class. Compile the writings into a class book, “The Important Thing About Communities”. Place the books in the classroom or school library.

7. Have the children use their Thinking/Writing Journals to respond to the following question.

o Why is it important to know about other communities and the people who live there?

Have the children share their thoughts with the rest of the class.

Possible responses:o Knowing about other communities helps us know how important we are to

each other.o We can understand the behavior of people if we know more about them.

ASSESSMENTEach child’s response in his or her Thinking/Writing Journal is a formal assessment of their understanding of the interdependence of communities near and far.The Important Book pattern writing is a formal assessment of the children’s understanding of the importance of communities near and far.

APPLICATION BEYOND SCHOOLSuggest to the children that they watch television news broadcasts to see what events are happening around the world and how they affect people in their local community.

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CONNECTIONSEnglish Language ArtsThe children use the elements of the writer’s craft when creating pages for “The Important Book About Communities,” and when writing in their Thinking/Writing Journals.

Children’s literature is used to provide a pattern for writing.

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GRADE LEVEL: Second



Topic: American Government and World Affairs

Grade Level Standard: 2-14 Understand the American government and world

affairs.

Grade Level Benchmark: 2. Recognize that events in other countries can affect

Americans. (III.5.EE.2)


1. Gather current newspapers and spread them on the floor with the headlines being easy to read. Read each of the headlines and the article to or with the class. After each article mark on a World Map where the event took place. Ask the students if the event could affect America. For example, if an oil field catches on fire the impact it could have on America is an increase in gas prices. After doing several articles, discuss with the students the impact of events on them within the United States and outside the United States.

2. On Strike (activity attached)

Resources

Current newspapers

World map

Chart paper

Books on strikes

New Vocabulary:

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ON STRIKE

Instruct students to look at their clothing or toy labels and determine where their clothing is made. List all the places on a sheet of paper and discuss that many of our articles of clothing come from places other than America. Ask the children how these items are made. Explain to children that the people who make these products work in factories and give examples of some factories in the local community. Explain that sometimes when people work in factories (or schools, companies, universities, newspapers), the employees can become unsatisfied with working conditions or pay. If they voice their complaints to management and the management does not offer to help the workers solve the problem, then the workers can decide to go on a strike. They refuse to work until management agrees to meet some or all of their needs.

Read to students some passages from books about strikes and use one strike that the students are most interested in as an example. The baseball strike, because it has happened in recent history and because it is part of our popular culture, will appeal to students. After describing the strike, ask the students to list all the people who were affected by the strike. (Examples include players, managers, fans, concession workers, sports columnists and announcers.) Then, ask the students to describe how these people’s lives were affected by the strike. (The concession workers lost their jobs because there weren’t any games for them to work. They had to find new jobs.)

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GRADE LEVEL: Second


Strand: IV. Economics

Topic: Individual and Household Choices

Grade Level Standard: 2-15 Describe individual and household choices.

Grade Level Benchmark: 1. Identify ways families produce and consume goods and

services. (IV.1.EE.1)


1. Think of things that they need and use everyday to survive.

Have children pick one meal and list everything that they eat. Explain how food is a good that people consume and how some people don’t have enough.

2. Find some jobs that people do in the community to make our lives easier. Explain that these are services.

3. Have a student interview a person in the school or community that provides a service.

4. Share their findings with the class and tell why they chose that service provider.

5. Have them draw their service providers and decorate the room with them.

Resources

New Vocabulary:

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GRADE LEVEL: Second



Topic: Individual and Household Choices

Grade Level Standard: 2-15 Discuss individual and household choices.

Grade Level Benchmark: 2. List ways that individuals can conserve limited resources.

(IV.1.EE.2)


1. Discuss water and how important it is to our environment. Think of ways that water is being wasted in our homes.

2. Have students choose one way that they can help conserve water. Create a list of several ways of conserving water. In groups, students will use the ways to create a poem or song about conserving water. They will share their songs or poems with the class.

3. The class will pick their favorite and perform it to the rest of the school.

Resources

New Vocabulary:

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GRADE LEVEL: Second



Topic: Business Choices

Grade Level Standard: 2-16 Explain business choices.

Grade Level Benchmark: 1. Connect economic needs with businesses that meet

them. (IV.2.EE.1)


1. Determine together what economic needs are met in their community.

2. List the needs on scraps of paper. Have students draw needs from a hat. Have students investigate places in the community that could meet their needs and how much it would cost at different places to meet their needs (i.e. haircuts, car wash, sick pets).

3. Make a graph showing the different costs for services in their community.

Resources

New Vocabulary:

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GRADE LEVEL: Second



Topic: Business Choices

Grade Level Standard: 2-16 Identify business choices.

Grade Level Benchmark:2. Select a particular good or service and describe the types

of resources necessary to produce and distribute it. (IV.2.EE.2)


1. Students need to pick out their most favorite object.

2. Do research in library, on-line, in books, about favorite object. Investigation: Where it came from? How it was produced? What is it mostly made out of?

3. Make a poster of their object. Illustrate their findings of its production on their poster.

4. Share their posters with the class and decorate the room with posters of their favorite things.

Resources

Computers, books, magazines, etc.

New Vocabulary: Produce, distribute

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GRADE LEVEL: Second



Topic: Role of Government

Grade Level Standard: 2-17 Identify roles of government.

Grade Level Benchmark: 1. Describe a good or service provided by the local

government and the method of payment. (IV.3.EE.1)


1. Visit the local post office and take a tour to learn about how they work for us.

2. Have a police officer/fireman come in and talk about their jobs and how they are important to the community.

3. During the winter, have the road commission share about snow safety.

Resources

New Vocabulary:

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GRADE LEVEL: Second





Grade Level Benchmark: 2. Identify the goods and services their school provides and

the people who provide them. (IV.3.EE.2)


1. At the beginning of the year, take a tour of the school and get to know Who’s Who in Our School. Have each school employee talk about their job and how they can help your students.

2. Write Thank You notes to our school helpers and tell them why they’re special to you.

3. Deliver the cards to our school helpers.

Resources

New Vocabulary:

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GRADE LEVEL: Second





Grade Level Benchmark: 3. Identify an unmet local economic need and propose a

plan to meet it. (IV.3.EE.3)


1. Alligator Annie and the Scarcity Adventure (activity attached)

2. What is the Problem? (activity attached)

3. Taking Action (activity attached)

Resources

White drawing paper – one per student. Adventure Cards (attached)

Poster paper

Newspapers/web articles

Chart Paper/Markers

Materials for making cards

Overhead

Projector/TransparenciesThinking/Writing Journals

New Vocabulary: Resources, scarcity, choice, informed decision/position, public issue, supporting evidence

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ALLIGATOR ANNIE AND THE SCARCITY ADVENTURE

STUDENT OBJECTIVEUnderstand that resources are scarce and that we must choose how to use them and plan to meet the needs of people.

BACKGROUNDScarcity is the condition of not being able to have all the goods and services we want. It results from the imbalance between unlimited economic wants and relatively limited resources available to satisfy those wants. Scarcity requires people and societies to make choices about how to use available resources.

INTRODUCTIONExplain to students that there are not enough resources to produce everything we want. That is, when we use a resource to produce a good or service, we give up using it to produce some other good or service. Define scarcity as not being able to have all of the goods and services we want because we don’t have enough resources. Because there aren’t enough resources to produce everything we want, we have to decide how to use the resources. When someone is faced with two or more alternative (different) uses for a resource, he/she must make a choice. Explain that students will pretend to go on an adventure with Alligator Annie to help her solve some important problems. Each team will be responsible for helping Annie make choices.

ACTIVITIES1. Introduce yourself as Alligator Annie (Arnie), alias Ms. (Mr.)

_____________________ teacher in real life. Explain that Alligator Annie travels around the world to solve resource problems. In her adventures she needs a team of helpers. Ask for a volunteer team of three or four students to accompany you on the first adventure. Have the team join you at the front of the class.

2. Draw an Adventure Card from the envelope and read it to the class.3. Creative Thinking: Ask the group assisting you to identify what resource is scarce.

Ask the rest of the students to brainstorm alternative solutions to the problem.4. Critical Thinking: When several alternatives are suggested, instruct the problem-

solving team to discuss and evaluate the alternatives and to decide on the best solution. When the group reaches its decision, have the members explain why they chose the alternative.

5. Repeat steps two through four for each of the remaining group, selecting each card randomly.

6. Closure: Ask students why they had to make choices (because resources are scarce).

7. Evaluation: Give students drawing paper and ask them to illustrate the resource use that their group chose. Ask or assist them to write a few sentences or words about why they chose that alternative.

8. Extension: Brainstorm issues that are in the local community, select one and brainstorm alternatives for fulfilling that need or have the students write or illustrate their own “Personal Scarcity Cards” and use them in doing steps 2 – 4 again.

(Source: Master Curriculum Guide: Teaching Strategies K-2. National Council on Economic Education.)

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ADVENTURE CARDS

1. Your adventure with Alligator Annie has taken you on a sled ride to the North Pole! It is very cold. You didn’t make it as far as you had planned, and now you will have to spend the night out in the snow. You found only a few pieces of wood. Part of your group wants to use the wood to build a fire to keep warm and to cook something to eat. The other part of the group wants to use the wood to build a shelter to keep out the snow that will likely fall during the night.

Ask the class to help you think of possible ideas to solve the problem caused by a scarcity of wood. However, your group must make the final decision for Alligator Annie.

2. You are traveling on a subway train through a big city with Alligator Annie when you notice two people talking about a problem. They explain it to you and ask your team to make the decision for them. They have some land in the city where something can be built. One person tells you that the children who live in this town have no place to play. He wants to build a beautiful park with trees and flowers, and a playground where children can play on swings and slides. The other person wants to use the land to build some houses for homeless people.

Ask the class to help you think of the best way to use the scarce land. However, your group must make a decision for Alligator Annie.

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ADVENTURE CARDS

3. You have been traveling with Alligator Annie in a sailboat, and you have just arrived on a beautiful, sunny beach. There are lots of families there. The children are running and playing in the waves and picking up seashells. But the grownups look worried. A group of people seem to be talking and arguing about something. One group of people want to put a zoo on the beach for all of the people in the town to enjoy. But the other group says that the zoo will take up too much land, and there won’t be enough room left for the families who want to play on the beach.

Help the people decide what to do about this scarce beach land! The students in the class can help you think of ways to solve this problem, so that you and Alligator Annie will know what to do about the scarcity!

4. You and Alligator Annie have been riding in an airplane over the mountains, and you have just landed in a small town near a beautiful lake. Everything is so pretty there! But the people of the town are having a meeting in the town square. They are trying to decide how to use the lake. One group wants to leave the lake as it is for fishing, sailing, and quiet picnics for families. The other group wants to use the lake for water skiing and motor boating. Both groups love to play at the lake. The ones who want to fish believe that the skiers and motor boats will be noisy and scare away the fish. The other group believes that active sports like skiing and motor boating will cause the people to become healthier and more physically fit.

Ask the class to help you think of ways to solve this scarcity problem. There is only one lake, but two ways to use it. Your team can help Alligator Annie find a way to keep the people happy.

ADVENTURE CARDS123

5. You are traveling with Alligator Annie and you have just arrived in the rain forest in Brazil, where the thick jungle is full of animals, trees, and flowers. As you are traveling in a canoe up the river in the peaceful jungle, you begin to hear the sounds of machines. In the distance you see bulldozers and saws cutting down the trees! You also see a group of people who look very upset because they love the rain forest and the animals. They want it to stay just the way it is. Another group wants to clear away the jungle, sell the trees and use the land for farming. They believe that with the new farms, the poor people of that country will have enough food to eat.

The students in your class can help you think of ideas about what to do about the scarce land. Your group will help Alligator Annie decide what is best. Happy decision making!

6. You are flying in a helicopter over a big city with Alligator Annie when you see someone waving to you down below. You land your helicopter nearby and you find out that this person is the president of the United States, and she needs your help. The country has a lot of extra wheat stored up and must decide what to do with it. Some people want to make it into bread to sell to families in America. Some others want to send it to a country where there are many poor and starving people. The president doesn’t know what to do, and she asks you to help make the decision.

You and Alligator Annie have a big decision to make. The class can help you think about what to do with the scarce wheat, but your group must decide on the best way to solve the problem.

WHAT IS THE PROBLEM?124

ABSTRACTIn this lesson the children discuss the meaning of a public issue. They use resources such as local newspapers and government leaders to explore current issues of public concern in their community. As a class, they vote to decide on one issue to study in depth. The public issue is stated as a question and the children then pose other questions that are pertinent to the issue being studied.




BENCHMARKPose a question about a public issue in the local community (VI.1.EE.1, V.2.EE.1).

KEY CONCEPTpublic issue

INSTRUCTIONAL RESOURCESTeacher ResourceExperts, Give Kids ABC’s of health. 1995-2002. The Oakland Press. 12 Aug. 2002 http://www.theoaklandpress.com.Feds to Protect Dream Cruise. 09 August 2001. The Detroit News. 12 Aug. 2002 file:///<http///www.detroitnews.com/.

OtherArrange for government leaders to visit the classroomChart Paper/MarkersLocal newspapersOverhead Projector/TransparenciesThinking/Writing JournalWriting Paper

SEQUENCE OF ACTIVITIES1. Prior to beginning this lesson, write the definitions for public and issue on a piece of

chart paper or an overhead transparency.

Sample definitions:

Public: Of importance for the people in the community.

Issue: A matter of concern because people have different opinions about what to do.

Do not post these definitions in the classroom at this point in the lesson.

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http://www.theoaklandpress.com/

2. Ask the children to use their Thinking/Writing Journals to answer the question, “What is a public issue?” Have each child share one thought about the meaning of a public issue.Possible responses:

1. The number of books that are in the public library 2. School buildings that need repair 3. Litter in the street 4. Something people are concerned about

Post the definitions (Step 1), and explain each word to the children. Tell them that a public issue is something that can affect all the people in the community, but people have different opinions about the issue.

3. Explain to the children that they are going to look for public issues that are a concern to the people in the community. Assign the following overnight homework project to the children.Send them home with a form such as:

1. Talk with the members of your family about public issues in the community that are of concern to them. Write down at least one issue agreed upon in the home and bring it back to school.

Follow up the next day at school. As the children report on their homework, record the issues that concerned their family members on chart paper.

Possible issues:2. Potholes in the roads 3. Lack of parking spaces by the stores 4. Street lights that are broken or burned out

4. Read selected articles from the local newspapers to the children for more ideas about public issues concerning community residents. Consult local newspaper web sites such as those listed in the Teacher Resources section for public issues, as well as the editorial pages of the newspaper. Add these ideas to the list created in Step 3.

Possible issues from the newspaper:1. More guard rails are needed at railroad crossings 2. The local pond is polluted with oil 3. Dogs are running loose in subdivisions

5. Invite local government leaders such as the mayor or a member of the city council to speak to the children about public issues in the community. After the presentations discuss the issues with the class and add them to the list started in Step 3.

Possible issues presented by the speakers:1. The community needs a new park, but where to put it is an issue. 2. The public library is too small for the number of people using it, should they

add on or build a new library? 3. Citizens are concerned about the number of homeless people in their

community. 4. Some people in the community are concerned about the number of pets

owned by local residents.

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6. Discuss with the children the list of public issues concerning their community. Tell them to think about one issue they would like to study. Ask the children to vote by raising their hands or using a paper ballot to choose the issue of their choice. The issue with the most votes is the one they will learn more about. Remind the children that voting is a fair way to make a decision.

7. Explain to the children that the issue should be stated in the form of a question because it gives people an opportunity to express their viewpoint about the issue.

For example:1. Should the community provide more parking spaces by the stores? 2. Should more guardrails be built at railroad crossings? 3. Should the community limit the number of pets a family can own?

8. The children have chosen the public issue they want to study specific to their community, but the following public issue is going to be the model for subsequent lessons in this unit.

1. Should the community limit the number of pets a family can own?

9. Ask the children to think of other questions they might have about their issue. Distribute writing paper to each child. Have them write at least one more question pertaining to their issue.Possible questions for the model issue include:

o Why would the community want to limit the number of pets a family can own? o Are there too many pets in our community? o Are the pets in our community causing a problem?

10. Break the students up into groups of three to four. Ask them to draw the steps that they would take to solve this problem based on what they know on a poster. Have them present their plans (you might also have them write a letter to a governmental official describing their solution). Make sure you explain that their poster and presentation must include: the problem is clearly identified, plan includes the steps needed to complete it, the individuals involved in the process are described, and the plan makes sense.

ASSESSMENTAssess the students presentations using the following merits: problem is clearly identified, plan includes the steps needed to complete it, the individuals involved in the process are described, and the plan makes sense.

APPLICATION BEYOND SCHOOLHave the children and their families read the local newspaper or watch television news broadcasts to discover other public issues in their community. The children could report these issues at school.

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TAKING ACTION

ABSTRACTIn this lesson the children plan and implement a project designed to help others in their community. At the conclusion of the project, the children judge themselves as responsible citizens and they consider how their actions affected others in the community.




BENCHMARKParticipate in projects designed to help others in their local community (VII.1.EE.2).

KEY CONCEPTSinformed decision/positionpublic issuesupporting evidence

INSTRUCTIONAL RESOURCESTeacher ResourceArrange with people outside the classroom to help with the project implementation.For example:

School Principal Parents Community Officials Director of the local nursing home or hospital

OtherChart Paper/MarkersMaterials for making cardsOverhead Projector/TransparenciesThinking/Writing Journals

SEQUENCE OF ACTIVITIES1. Prior to beginning this lesson, have the students select a topic or need in the

community. Write the project the children choose on a piece of chart paper or an overhead transparency. They may have voted to help others in the community with a project related to the public issue they have studied or they may have chosen a different topic such as making cards to send to residents in a local nursing home. Post the project in a prominent place in the classroom.

2. Guide the children to think about the project using questions that focus on the details of planning a project. Write their responses on a piece of chart paper or an overhead transparency.

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For example:

Model project for this lesson: Make cards to send to residents in our local nursing home.

o What kinds of cards should we make?Holiday? Birthday? Get well? Hello?

o How often should we send the cards?One time? Once a month? Two times a year?

o How could we deliver the cards?Mail? In person? Teacher? Parent?

Have the children vote on the specifics of the project.

3. Make arrangements with the appropriate personnel that will enable the children to put their plan into action. Consult with the school principal, write a letter explaining the project to parents and arrange for assistance if needed. For this lesson the children have decided to send cards every month to residents of a local nursing home. Contact the director of the nursing home to gain his or her permission and assistance.

4. Implement the plan. The children make the cards and deliver them.

5. Have the children use their Thinking/Writing Journals to judge themselves as responsible citizens. Use the following questions to guide their thinking.

o How did helping others make you feel? o How did your actions affect the people you helped? o What made you a good citizen during the project?

Ask the children to share their thoughts with the class.

ASSESSMENTImplementation of a project designed to help others in the community is a formal assessment of the children’s ability to apply and extend their learning beyond the classroom.

Each child’s response in his or her Thinking/Writing Journal is a formal assessment of how they judge themselves as responsible citizens.

APPLICATION BEYOND SCHOOLSuggest to the children and their families that they do a project to help others in the community. For example they could visit a neighbor who is sick, rake leaves for an elderly neighbor, or plan a neighborhood clean up.

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GRADE LEVEL: Second



Topic: Economic Systems

Grade Level Standard: 2-18 Describe economic systems.

Grade Level Benchmark: 1. Identify examples of markets they experience in their

daily lives. (IV.4.EE.1)


1. Market Day (activity attached)

2. To Market, To Market (activity attached)

3. What is Competition (activity attached)

Resources

New Vocabulary: Goods, services, producers, consumers, markets

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MARKET DAY! (SS020403)

ABSTRACT In this lesson the children identify examples of markets they experience in their daily lives. They brainstorm a list of markets they are familiar with, and read the book On Market Street. Finally, the children create desktop markets for a classroom flea market. SUBJECT AREA: Social Studies GRADE LEVEL AND COURSE TITLE: Second Grade/The Local Community UNIT OF STUDY: Our Local Economy BENCHMARK Identify examples of markets they experience in their daily lives (IV.4.EE.1). KEY CONCEPTS consumer goods producer services INSTRUCTIONAL RESOURCES Teacher Resource Lobel, Arnold. On Market Street. Nova Scotia, Canada: Mulberry Books, 1989. OtherChart Paper/MarkersDrawing Paper, 9x12 inchesFlea Market items to sellMoney to buy items and for making changeName Sticks, Unit 3, Lesson 1Overhead Projector/TransparenciesThinking/Writing Journals SEQUENCE OF ACTIVITIES

1. Prior to the beginning of the lesson, prepare a large chart or an overhead transparency with the definition for "market" at the top.

Sample definition: Market - any place where people come together to buy and sell goods and services.

2. Brainstorm with the children the different kinds of markets in which they participate. List the markets on the large chart or overhead transparency. Examples of markets include supermarket, farmer's market, fish market, flea market, etc.

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3. Read aloud the book On Market Street, to the whole class. After reading, discuss the kinds of shops that were on Market Street and the goods and services that were bought and sold.

4. Explain to the children they are each going to create a desktop flea market or garage sale. Prior to the sale give the following instructions to the children and send home a copy to the parents.

1. The date for the sale is ________________. 2. On that day the children are to bring any items they wish to sell that will fit on

their desktop. 3. The children must price the items at home, with nothing priced over $.25. 4. The children may bring money on the day of the sale to buy items from other

children, or to make change. The amount is not to exceed $3.00 in coins.

5. On the day of the sale have the children make signs to name their shops and advertise their wares. Prior to the appointed time of the sale the children set up their shop for the flea market on their desks.

6. Provide the children with the following instructions for the actual sale. a. Have them browse the markets of the other children to see what is available. b. Divide the class in half. Tell one half they are to be consumers for the first

time period, while the other half of the class will be the sellers. (To choose, use the name sticks from Unit 3, Lesson 1, or use the first half of the alphabet, or use one side of the classroom.)

c. Give the first group of consumers fifteen minutes to shop at the markets where there is a seller present.

d. Have the consumers and sellers change places. The second group of consumers has fifteen minutes to shop at the markets.

e. During the final part of the sale have everyone buy and sell at the same time. The children are in close enough proximity to their desks that they can watch their market and shop at other markets at the same time. Direct the children that markdowns could occur at this time. Tell them that a markdown is when the price of the item is lowered and can also be known as a sale price. Provide time for the children to decide which items to markdown.

2. When the flea market is over, discuss the following questions with the class to extend the experience.

o What items were not in demand? o What items were in demand? o Did the consumers seem to buy the less expensive or more expensive items? o What would happen if a shopkeeper had things for sale that nobody wanted?

2. Have the children use their Thinking/Writing Journals to summarize the activity by responding to the following:

o List three markets you know about. o Why are markets important?

Have the children share their responses with the rest of the class.

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3. Add "market" to the word wall or word bank. ASSESSMENT The Thinking/Writing Journals may be used as a formal assessment of each child's knowledge of markets and how they work. APPLICATION BEYOND SCHOOL Ask families to keep a record of the different markets or stores they use in a week's time. Have the children bring the records to school. When the records are returned make a list of markets/stores in the local community on the board or an overhead transparency to reinforce the concept of markets and the local economy. CONNECTIONS Arts The children use their art skills to design colorful, informational signs and advertisements for their market. English Language Arts The children use listening skills when literature is read to them that expands their understanding of the concept of markets. The children use the writer's craft to summarize their learning in the Thinking/Writing Journals. Mathematics The children use math skills when they use money to buy items as consumers, make change as producers, and add up totals for purchases and profits.

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TO MARKET, TO MARKET

OBJECTIVE Understand that markets are places where people buy and sell goods and services.

BACKGROUNDA market exists whenever buyers and sellers exchange goods and services. A market does not need to have a single physical location. A market exists so long as there are some arrangements that enable people to buy and sell.

CONCEPTSGoods, services, producers, consumers, markets

PREPAREMarket Game Board Crayons or colored markersOne used, double, flat, solid color One foam rubber die or a spinner bed sheet (or large posterboard) numbered one to sixPermanent or fabric markers in Box of poker chips or package of assorted colors and black play money15 sheets of drawing paper; Five envelopes three of each in five pastel colors

1. Using black permanent marker, sketch an enlarged Activity 22 onto the bed sheet, or as an alternative, draw the game board on a large piece of posterboard.

2. Cut the sheets of drawing paper into fourths and separate, by color, into five stacks.

3. Put five poker chips or play dollars into each of five envelopes.

INTRODUCTIONWrite the word market on the chalkboard. Have several volunteers tell what the word means to them. Through the discussion, develop the concept of market as any place where goods and services are bought and sold. Ask students to name some markets as you list them on the board.

ACTIVITIES1. Cooperative Learning: Tell students that they will become producers who will

make a market game. Explain that for their work, they will earn play money which they will spend in the game.

2. Cooperative Learning: Divide the class into five groups, and have each group choose a different market. Ask them to list goods or services that might be bought and sold in their market. Instruct them to sketch, on a piece of scratch paper, a picture of this market.

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3. Have each group chose an artist to reproduce the market drawing on one of the circles on the game board (sheet) using the colored permanent markers. Ask another student to draw a house on the home circle.

4. While the markets are being drawn on the sheet, give each group a stack of drawing paper on which to make game cards. Ask students to draw, color and label, on each sheet of paper, one good or service which might be exchanged in their market (for example, toys for a toy store, haircut for a barber shop). Have groups make 10 to 12 cards for their markets.

5. When the game board and cards are completed, place the cards face up on the corresponding market, and give each group an envelope of play money as payment for their work.

6. Discuss the role of producers and consumers in markets. Ask students who are the producers and consumers in each of the markets on the game board. Have students sit near their markets around the game board.

7. Explain the following rules for the game:a. Each group selects one member to be the “shopkeeper” who will keep this

job through the entire game. The shopkeeper sits on the edge of the sheet near the group’s market.

b. Each group chooses another member to be the first “shopper” who will move around the game board.

c. The student who is the shopper holds the money envelope.d. Beginning at “home,” the first shopper in each group, in turn, throws the

die and moves that number of spaces in any direction.e. After each group has taken a turn, the next shopper in each group, in turn,

throws the die, and takes the place of the last shopper, moving around the game board. Play continues with students taking turns being the shopper.

f. When a shopper lands on a market with an exact throw of the die, he or she buys one item at this market by paying one chip or dollar to the shopkeeper.

g. Shoppers may move in any direction they choose but only one direction per turn. When a shopper misses a market, a succeeding shopper may choose to go on to another or try to return to the missed market.

h. The object of the game is for each team to buy one item from each market and return home.

i. The winner is the first team to reach home with a product from each market.

CLOSURE/EVALUATIONBeginning with the winners, ask the teams to show their market basket of goods and services to the rest of the class, telling from which market the goods were purchased.

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MARKET GAME BOARD

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HOME

WHAT IS COMPETITION?

KEY ECONOMIC CONCEPTS Competition Consumers Decision making Markets

DESCRIPTIONStudents will understand what businesses are, that a marketplace exists whenever buyers and sellers exchange goods and services, and that there is competition in the market place if you have more than one seller of the same item or similar items.

LESSON OBJECTIVESStudents will:

Explain that businesses make money by selling items or providing a service to a consumer.

Explain that a market exists when buyers and sellers interact. Explain that competition exists in the marketplace if there are multiple sellers of

same item or similar items. Identify business competitors in their community.

INTRODUCTIONWhat is Competition?Ask your students if they have ever run a race, entered an art contest, or played in a soccer game. Explain to them that races, art contests, and soccer games are all competitions. A competition is when people try their best to do something better than other people so they can win. Today your students will learn about a different kind of competition. More specifically, they will learn about business competition.

RESOURCES Interactive Activity

Smallville Yellow Pages! "http://www.youngbiz.com"

YoungBiz.com is the teen’s online guide to business, careers, investing, and entrepreneurship, offering in-depth content with a young edge written for and by teens. In the article "Got Competition?" teen business owners discuss competition.

PROCESSWhat Is A Business?A business tries to make money by selling goods or providing a service. Below is a list of a few possible businesses in your community. Ask your students if they can think of more?

grocery stores clothing store jewelry store discount store drugstore car repair shop

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http://www.youngbiz.com/

http://www.econedlink.org/lessons/em509/popupActivity.html

hair cutting salon doctor's office dentist's office accountant's office dry cleaners bank movie theater

The MarketplaceTalk with your students about the market economy that exists in the United States. Buying and selling creates the marketplace. Businesses are sellers. They sell goods and services to make money. People who pay for goods and services are called buyers. Buyers and sellers come together in the marketplace.

Competition in the MarketplaceDo your students know a store that sells candy? Do they know a second, different, store that sells candy? Explain to your students that those two stores are competitors. They are competing for your money. Both stores want you to buy their candy. When two or more businesses sell the same goods or service, they are competing for the same market. When businesses compete, they try to find ways to get you to choose them. Buyers get to choose where to spend their money. This is competition in the marketplace. Competition in Your CommunityHelp your students to notice that there are competing businesses all around us.

Burger, Burger! Burger King© and McDonalds© are two hamburger restaurants. Both sell soda, french fries, and hamburgers. Both want you to eat at their restaurant. Both want you to spend your money at their restaurant.

Because they sell similar items, they are called competitors.

Target©, K-Mart©, and Wal-Mart © All three businesses sell clothing, food, and toys. All three offer low prices.

Because they sell similar items, they are called competitors. Ask your students if they can think of different examples of competitors in their community.

Burgers and Shoes! Burger King© sells soda, french fries, and hamburgers. ShoeTown sells shoes, boots, and sneakers. Both businesses want your money.

Burger King© only competes in the burger market with other burger sellers, trying to attract burger buyers. ShoeTown competes in the shoe market with other shoe stores, wanting shoe buyers to come to shop. So Burger King© and ShoeTown are not competitors: They do not compete in the market for the same customers.

Interactive Activity: Let's Find the Competitors!Show your students that many businesses are listed in the yellow pages of the phone book. These businesses want people to shop at their stores. Some of the businesses have

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competition. Tell the students that they will look at the yellow pages for Smallville in order to identify competing businesses. Click here to look at the Smallville Yellow Pages!

CONCLUSIONLet's Think! As a class, discuss the following questions:

What are businesses? What is the marketplace? Do Sears, Pizza Hut, and Joe's Car Repair shop compete in the same markets? If not, who does compete in those markets? Name competitors in your community. How do you know they are competitors? What are some ways competitors try to get your business?

Thank you for learning about competition in the marketplace. Some students may want to learn what teen business owners say about competition; direct them to YoungBiz.com.

NOTE: This is somewhat difficult for young students to find based on the way the YoungBiz site is constructed. You will need to find the article, "Got Competition?" The easiest way to locate it is to go the home page (linked above). Once there, use the YoungBiz search engine and type in "got competition". This will take you to a list of articles with those words in it. The piece you are looking for is titled, "Got Competition?"

ASSESSMENT ACTIVITYHave students print out their answers to the Smallville Yellow Pages interactive activity for review.

EXTENSION ACTIVITYTeachers can follow up this lesson with the EconEdLink lesson titled Competition: Pizza!

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http://www.econedlink.org/lessons/index.cfm?lesson=EM383

http://www.youngbiz.com/

http://www.econedlink.org/lessons/em509/popupActivity.html


GRADE LEVEL: Second





Grade Level Benchmark: 2. Distinguish between producers and consumers in a

market economy. (IV.4.EE.2)


1. What Is Your Job? (activity attached)

2. We are Consumers (activity attached)

Resources

New Vocabulary:

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WHAT IS YOUR JOB?(SS020404)

ABSTRACT In this lesson the children identify how people make a living in their community, and the goods and services they produce. The children design and conduct a survey to gather information from family members, close neighbors, and friends, that identifies their job and the goods and services they produce. SUBJECT AREA: Social Studies GRADE LEVEL AND COURSE TITLE: Second Grade/The Local Community UNIT OF STUDY: Our Local Economy BENCHMARK Identify how people make a living in their local community and the goods and services they produce (IV.4.EE.2). KEY CONCEPTS business consumer goods producer services INSTRUCTIONAL RESOURCES OtherArrange for a visit from school workers for Step 4Chart Paper/MarkersOverhead Projector/TransparenciesSurvey Forms, one for each child SEQUENCE OF ACTIVITIES

1. Begin the lesson by asking the children what kinds of jobs their parents have. Expand the discussion by asking them what goods and services their parents produce at their work. Explain to the children that in this lesson they are going to gather information through a survey about how people in their community make a living and what goods and services they produce.

2. Brainstorm survey questions with the children. Direct them to think about who they should survey. Have the children think about what they want to know about how people make a living in the community. Write the children's responses on an overhead transparency or chart paper. Possible people to interview may include family members, neighbors, friends, and school workers. Possible survey questions include:

o What is your job? o What is your business? Define business as a store or other establishment

that sells, makes, or provides goods or services. 141

o What goods do you produce? o What services do you produce?

3. Design a survey form by selecting from the responses in Step 2. Reproduce the survey form for each child.

Sample Survey Form

Who What is your job?

What is your business?

Goods you produce

Services you produce

4. Distribute the survey forms to each child. Invite the school principal, custodian, or another teacher to visit the classroom. As a class, have the children practice interviewing and writing information on their survey forms.

5. Send the surveys home with the children along with a letter of explanation to their parents. Inform the parents that the children are going to use the completed surveys to make a table in Lesson 5. Ask for the survey to be filled out by family, neighbors or friends. Tell the children they have five days to complete the survey. Collect the surveys as they are returned to school.

Sample letter:

Dear Parents, Neighbors, and Friends,

The children are studying how people in their community make a living. They are gathering information about what jobs people have and what goods and services they produce. Please help them by filling out the accompanying survey and returning it to the child. The children will use the information from the completed surveys to make an economic table reflecting the jobs, and the goods and services produced in our community.

Thank you for your assistance.

6. Add the words "job" and "business" to the word wall or word bank. ASSESSMENT The children's discussion about their parents' jobs may be used as an informal assessment about how people make a living in the community. As a more formal assessment, the children could share the information from their surveys with the class.

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APPLICATION BEYOND SCHOOL Have the children extend their surveys by asking family members, neighbors, and friends how their jobs or businesses help the community. The responses are then discussed with the rest of the class. CONNECTIONS English Language Arts The children use speaking, listening, and writing skills while conducting the surveys.

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WE ARE CONSUMERS AND PRODUCERSMUST USE WEBSITE FOR THIS ACTIVITYhttp://www.econedlink.org/lessons/index.cfm?lesson=EM457&page=teacher

KEY ECONOMIC CONCEPTS Consumers Goods Producers Services

DESCRIPTIONStudents are consumers and producers. So are their families. In this lesson students learn how they and family members fulfill these roles at home and in their community. They begin by exploring the goods and services that people use and they identify those that require the payment of money. To help show they can be producers, students sequence the steps in washing dishes. They discuss the fact that family members are often not paid for the work they do at home and as volunteers, taking account of the possibility that the benefits may outweigh the lack of pay. This lesson works well as a follow-up to Simple Simon Meets a Producer. http://www.econedlink.org/lessons/index.cfm?lesson=EM464

LESSON OBJECTIVESStudents will:

Recognize the ways in which they and their families function as consumers and producers.

Identify goods and services that they must pay for. Comprehend the importance of the work done by people at home and in the

community.

INTRODUCTIONAsk the students: Have you ever heard someone say he or she wears many hats? The hats represent the different roles or jobs that people have. People have many roles. At home one could be a husband or wife, parent, aunt or uncle, etc. The same person could also be a neighbor, instructor, and so on.Ask students:

What hats do you wear at home? (Child, big brother or sister, grandchild, etc.) What roles do you have at school and in our community? (Student, neighbor, scout,

choir member, etc.)

Introduce the two main concepts: Did you know there are two more hats you wear? You are a consumer and a producer. A consumer is a person who buys and uses goods and services. A producer is a person who makes goods or provides services. (If you have not introduced these concepts previously, you will have to explain them.)

Tell the students that in this lesson they will learn more about how they and others are consumers and producers.

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http://www.econedlink.org/lessons/index.cfm?lesson=EM457&page=teacher

RESOURCES"Kids Care Clubs" http://www.kidscare.org/index.jsp"USA Points of Light Campaign" http://www.usa.pointsoflight.org/kids.jsp

PROCESSACTIVITY 1:Have students complete the Interactive activity http://www.econedlink.org/lessons/em457/popupActivity.htm or see attached copies to learn more about consumers. For students with limited reading skills, audio clips of the text are provided. If you prefer, you can project these activities via an LCD projector or TV monitor and read the text to the students.

Text and possible answers to the questions in the interactive activity listed above:People who use goods and services are called consumers. You are a consumer. The people in your family are also consumers. What are the consumers in the picture doing? (Eating pizza)What goods and services do you use? (Food items, articles of clothing, books, school supplies, movies, bus rides, etc.)

People must pay money to buy some goods and services. At the end of this activity you will pick the goods and services that people must buy. What other goods and services do you buy with money?

ACTIVITY 2:Have students complete the Interactive activity http://www.econedlink.org/lessons/em457/popupActivity2.htm or see attached copies to learn more about producers. For students with limited reading skills, audio clips of the text are provided. If you prefer, you can project these activities via an LCD projector or TV monitor and read the text to the students.

Text and possible answers to the questions in the interactive activity listed above:People who make goods and provide services are called producers. You are a producer. The people in your family are also producers. What good or service are the producers in this picture providing for their family? (Moving boxes)What goods and services do you provide your family? (Wash dishes, weed garden, sweep sidewalk, make bed, feed pet, do homework, etc.)What goods and services do other members of your family provide in your home? (Shopping, cooking, washing clothes, transporting children, fixing things that are broken, decorating, etc.)

Some people volunteer to provide goods and services for their community. What are the producers in this picture doing to help their community? (Washing cars)What other goods and services can families produce to help their community? (Help at a local hospital or homeless shelter, teach religious classes, coach a basketball team, run errands for an elderly neighbor, etc.)

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http://www.econedlink.org/lessons/em457/popupActivity2.htm

http://www.econedlink.org/lessons/em457/popupActivity2.htm

http://www.econedlink.org/lessons/em457/popupActivity.htm

http://www.usa.pointsoflight.org/kids.jsp

http://www.kidscare.org/index.jsp

ACTIVITY 3:Have students complete the printable activity I Can Wash Dishes (see attached copy) and discuss the following questions with them. THINK ABOUT IT

Some children get paid for doing chores at home. Do you have any chores that you get paid to do?

Do your family members get paid for doing this work? (In most case no, but other children might receive an allowance or other pay for specific chores.)

What other goods and services do you and your parents consume? (Cars, furniture, shoes, toys, etc.)Who pays for the goods and services that you and your family use? [Students and their parents pay for the goods and services used. Students who have an understanding of public goods and services may also point out that the government collects taxes to pay for some goods and services used.]

The work that families do is very important. Why do you think this is so?Possible responses:

Some jobs such as meals and cleaning are essential to the operation of a home. If a family member didn't do the work for free, the family might have to pay someone

else to do it. These jobs are a way to learn how to do something new. It feels good to accomplish something and help the family.

Use Your Producer HandsHave your students or their families, do something to help their community. These sites will give you some ideas about they might do.

Kids Care Clubshttp://www.kidscare.org/index.jspUSA Points of Light Campaignhttp://www.usa.pointsoflight.org/kids.js

CONCLUSIONSummarize the main points of the lesson:

When we wear our consumer hats, we buy and use goods and services. To get some of these goods and services, we must give money to producers in the marketplace.

We also wear producers’ hats. We provide goods and services to our families. Likewise, the other members of our families are also producers. Family members depend on each other for goods and services.

Ask the class to discuss the work that families do. Is the work done at home important or not? What do they think would happen if people in the family chose not to do the work? Ask the students to identify what goods and services they and their families provide for the community.

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http://www.usa.pointsoflight.org/kids.jsp

http://www.kidscare.org/index.jsp

http://www.econedlink.org/lessons/EM457/docs/em457_I_Can_Wash_Dishes.swf

ASSESSMENT ACTIVITYUsing the We are Consumers and Producers worksheet (see attached) have students draw pictures of three goods and/or services they like to consume AND three goods and/or services they like to produce. Instruct those who can print to make lists rather than draw. Teacher assessment of student responses during the follow-up discussions will also be used to evaluate student learning.

EXTENSION ACTIVITY1. Ask each student to secretly write down the name of a good or service he or she uses.

Then take turns having the other members of the class ask questions to determine what the listed goods and services are. For example: Is it a good or service? Who else uses your (good, service)? Do you have to pay for it? Is it bigger than your desk? Can you (hear, taste, smell) it? Is it a (durable, non durable) good? Is it something we would find at (school, home)?

2. Create a bulletin board labeled “We are Producers.” Have students cut out or draw pictures of jobs they could do for their family and/or community.

3. Have students create gift coupons (see attached) for services they will provide to members of their families.


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http://www.econedlink.org/lessons/EM457/docs/em457_producer_coupon.swf

http://www.econedlink.org/lessons/EM457/docs/em457_we_are_consumers.swf


GRADE LEVEL: Second





Grade Level Benchmark: 3. Describe how the choices they make impact business

decisions. (IV.4.EE.3)


1. Eyes on Community Economics (activity attached)

2. What Do People Need? (activity attached)

Resources

New Vocabulary:

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EYES ON COMMUNITY ECONOMICS(SS020407)

ABSTRACT In this lesson the children gather economic information from observations of the local community through school field trips to local businesses and by observing the businesses their families use. The information is analyzed in the classroom to evaluate how the community meets the economic needs and wants of the children and their families. SUBJECT AREA: Social Studies GRADE LEVEL AND COURSE TITLE: Second Grade/The Local Community UNIT OF STUDY: Our Local Economy BENCHMARK Locate and organize information about the economy of their local community using people, simple maps, tables and other resources (V.1.EE.1, V.1.EE.2). KEY CONCEPTS business consumer goods producer services INSTRUCTIONAL RESOURCES Teacher Resource Gruber, Barbara, and Sue Gruber. "All Around My Community." Theme Book Series, Communities, Grade 3. Palos Verdes Estates, CA: Frank Schaffer Publications, Inc., 1991. 21. OtherCamera, digital, photographs, or videoChart Paper/MarkersDrawing Paper, 12x18 inches, one for each business posterDrawing Paper, 9x12 inches, one for each childDrawing Paper, 6x36 inches, one for each childField trip sites for businesses that produce goods and servicesObservation worksheet, reproduced for each familyOverhead Projector/TransparenciesStringThinking/Writing Journals SEQUENCE OF ACTIVITIES

1. Explain to the children that the economy of the community depends on people earning and spending money in the community. Tell them they are going to observe where people make their money and how money is used in their local community.

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2. Arrange the following field trips to businesses in the local community. o Visit a business in the community where the children are able to observe

where goods are made, e.g. a farm or a factory. o Visit a business where the children are able to observe where goods are

distributed, e.g. a grocery story or a car dealer. o Visit a hospital or a library in order to observe a business that provides

services to the community.

Explain to the children they are to use their eyes and ears at the field trip sites to learn how people in the community earn and spend money. Record the experiences with a camera for photographs, videotapes, or digital pictures for use later in the lesson. After each trip create a class poster. Put pictures of the business at the top and underneath the pictures write a list of observations as the children recall what they saw and heard about how goods and services are produced, distributed, and consumed in their community.

3. Review the field trip pictures and observation lists with the class. Explain to the children that people can be both producers and consumers of goods and services. Distribute drawing paper to each child. Direct them to draw at least two pictures showing a person as a producer and a consumer. For example, one picture depicts a person producing furniture, while another picture depicts the same person at a shoe store buying shoes with the money earned from making furniture. Have the children share their pictures with the rest of the class and bind them into a book for the class library.

4. As a homework assignment, ask the children to observe the businesses their families use during a five-day period. Define business as a store or other establishment that sells, makes, or provides goods or services to consumers. Create a worksheet for them to record their observations of the businesses their families visit. Have the children return the worksheets to school at the end of the time period.

Sample Worksheet

Food Clothing Shelter Water

Health Care Transportation Recreation Other

5. Analyze the information gathered from the family observation worksheets with the questions listed below. Record the children's responses on chart paper or an overhead transparency.

o What kinds of businesses did your family use the most? o Did your family spend more money for needs or wants?

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o Did the businesses in our community meet your family's needs or did you go to other communities to spend your money?

o Are there places to work, live, and play in our community?

6. Use the Thinking/Writing Journals to have the children respond to the question, "Based on your observations, how does our community meet our economic needs and wants?" Have the children share responses with other members of the class.

ASSESSMENT The Thinking/Writing Journals are a formal assessment of the children's understanding of local economy based on their observations. The pictures the children drew of producers and consumers in Step 3 are a formal assessment of knowledge that people can be producers and consumers and where those processes take place. APPLICATION BEYOND SCHOOL Send the children home with a 6x36 inch strip of drawing paper and instructions for creating a mural mobile. The children draw pictures of the local businesses in the community on the strip. Label it "All Around The Community" above the pictures, and write at least one sentence about the businesses on the bottom of the strip, underneath the pictures, for example, "We have many stores for people to buy things they need". At home or at school, bend the paper into a circle and tape the edges. Punch three holes at equal distances across the top of the strip. Thread equal length pieces of string through the holes. Tie the three strings together and attach to a single long string. Hang the murals in the classroom. CONNECTIONS Arts Children use artistic skills when drawing pictures of producers and consumers. English Language Arts The children use the elements of writer's craft when responding in their Thinking/Writing Journals.

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WHAT DO PEOPLE NEED?(SS020105)

ABSTRACTIn this lesson the children discuss the difference between needs and wants, and develop a list of basic needs that include food, water, shelter, and clothing. The children brainstorm ways people meet their basic needs and are guided toward the concept that a community is a place that enables people to meet either their basic needs or to satisfy their wants. SUBJECT AREA: Social Studies GRADE LEVEL AND COURSE TITLE: Second Grade/The Local Community UNIT OF STUDY: Defining the Local Community BENCHMARKIdentify basic human needs (II.2.EE.1). KEY CONCEPTSbasic needscommunitybusiness decisions INSTRUCTIONAL RESOURCESEquipment/ManipulativeChart paper/Markers Transparency/Overhead Projector White/Chalk Board Student ResourceThinking/Writing Journals SEQUENCE OF ACTIVITIES

1. Discuss with the children the differences between needs and wants. Emphasize to the children that a need is connected to survival and a want is usually something extra that one really does not need, but would enjoy having or find that it makes work, play, and other activities easier or more enjoyable. Create a model T-Chart with needs in one column and wants in another column on the chalkboard or on an overhead projector. Use the children’s examples of wants and needs from the discussion and indicate on the chart if they are wants or needs.

2. Have the children work in pairs to make one T- chart per pair, listing additional needs and wants.

3. Have the pairs of children share their lists with the class. As the children share, add the additional wants and needs to the model T- chart on the board or the projector,

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making sure that the basic needs of food, water, shelter, and clothing are included. Check for understanding as the children explain the reasoning for their categorization of needs and wants.

4. As a class, have the children brainstorm as many ways as possible that people are able to meet their basic needs. A large web, or category chart may be used to organize their responses. One major category could be food. In this category, a variety of ways that people get food to satisfy their need is included, such as growing it, buying it at the grocery store, or eating at a restaurant. An example of a category chart is shown below:

FOOD WATER CLOTHING SHELTERGrow it in gardens

Turn on the faucet

Garage sales Apartment

Grocery store

Grocery store

Kmart House

Etc. Etc. Etc. Etc.

Guide the children to understand that a community is a place that enables people to meet either their basic needs or to satisfy their wants. Point out that many of the things on the category chart are found in their local community.

5. Have the children write in their Thinking/Writing Journals to internalize the concept of needs and wants.Write these prompts on the board for those children who may need them.Draw a picture and write one sentence about something you need.Draw a picture and write one sentence about something you want.

6. For a homework assignment, have the children draw, with assistance from family members, pictures or make a list of how the community helps their family meet the four basic needs. Have them share the information with the rest of the class the following day.

ASSESSMENTUse the responses during the class discussions in Step 3 and Step 4 as an informal way of assessing understanding. The T- charts made in pairs and the Thinking/Writing Journals provide a more formal assessment of understanding. APPLICATION BEYOND SCHOOL“Important places to visit in our community” could be a family discussion topic. That information may be used to make a page for a community book. CONNECTIONSEnglish Language ArtsThe Thinking/Writing Journals are used as another opportunity to write. The children use their speaking and listening skills as they share their needs and wants T- chart lists.

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GRADE LEVEL: Second



Topic: Trade

Grade Level Standard: 2-19 Describe the roles of exchange of goods and services.

Grade Level Benchmark: 1. Recognize economic exchanges in which they

participate. (IV.5.EE.1)


1. Old MacDonald Had a Farm (activity attached)

2. Exchange (activity attached)

3. Barter (activity attached)

Resources

New Vocabulary: Goods, services, barter, exchange

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OLD MACDONALD HAD A FARM

LESSON DESCRIPTIONStudents sing the familiar tune, “Old MacDonald Had a Farm.” They identify goods on the farm and suggest services that Farmer MacDonald might have provided or wanted. Acting as farmers, they write two new verses for their farm. One verse identifies a good and the other identifies a service. They draw pictures of their goods and services and trade them for goods and services that other farmers in the class want to trade.

AGE LEVEL6-8 years old

CONCEPTS Barter Goods Services

CONTENT STANDARDSProductive resources are limited. Therefore, people cannot have all the goods and services they want: as a result, they must choose some things and give up others. Voluntary exchange occurs only when all participating parties expect to gain. This is true for trade among individuals or organizations within a nation, and among individuals or organizations in different nations.

BENCHMARKSGoods are objects that can satisfy people’s wants.Services are actions that can satisfy people’s wants.The oldest form of exchange is barter—the direct trading of goods and services between people.

OBJECTIVES Students will define goods, services and barter. Students will give examples of goods, services, and barter. Students will describe problems that occur in a barter system. Students will explain why people trade.

TIME REQUIREDOne to two class periods

MATERIALS Transparency of Visuals 1 and 2 One copy of Visual 2 for each student Two sheets of paper for each student Bulletin board letters for “Old MacDonald Went to Trade” – prepare bulletin board

prior to teaching the lesson Yarn One marker for each student Visual 1 pdf - 8kb

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http://www.ncee.net/ei/lessons/OldMac/lesson1/lesson1visual1.pdf

Visual 2 pdf - 9kb

PROCEDURE1. Seat students in a circle. Ask how many students know the song, “Old MacDonald

Had a Farm.” Most students will know many verses of the song. (To hear the tune, visit kididdles.com.) Tell students that today they will sing several verses of the song. Then each student will write two new verses.

2. Display Visual 1 and have the class sing the three verses of the song.

3. Explain that goods are objects that satisfy people’s wants, such as hotdogs, blankets, jackets, and shoes.

4. Ask students for examples of goods they or their families have. (Answers will vary but they might include games, skateboards, clothes, food, car, and house.) If students answer with an example of a service, write the name of the service on the board. Point out that this is not a good, but they will use this example later.

5. Have students give examples of goods that they use in the classroom. (Answers will vary but they might include desk, chair, books, playground equipment, and computer.)

6. Ask for some examples of wants that are satisfied by goods that they mentioned. (For example, food satisfies hunger; cars provide transportation; a house provides shelter; games and skateboards provide entertainment.)

7. Tell students that some wants can be satisfied by a service. Explain that a service is an activity that satisfies people’s wants. Services include such activities as milking cows, shearing sheep, washing dishes, ironing clothes, and weeding a garden.

8. Ask for examples of services (Answers will vary, but they might include taking out the trash, making the bed, cooking dinner, cleaning the house, washing the car, and teaching students.)

9. Ask for some examples of wants that are satisfied by the services (Possible answers include education from the teacher, neat and organized house from the cleaning, removal of trash, and a neat bed, and milk to drink from milking the cows.)

10. Point out any services that might have been listed on the board in step 4. Ask students why these are considered services. (They are activities, not objects, that satisfy a want.)

11. Have students look at Visual 1 again and discuss. A. Does Farmer MacDonald produce goods or services on his farm? (goods) B. What goods does he produce? (pigs, chickens, ducks) C. Name some other goods Farmer MacDonald might produce. (sheep, cows,

goats) D. Name some examples of goods that are not animals that he might produce.

(potatoes, wheat, corn, beans)

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http://www.kididdles.com/mouseum/o009.html

http://www.ncee.net/ei/lessons/OldMac/lesson1/lesson1visual2.pdf

E. Name some services that Farmer MacDonald performs on his farm. (planting seeds, milking the cow, collecting eggs, feeding the animals, picking potatoes, beans, and corn)

F. Explain that farmers also produce services for other farmers, such as harvesting wheat, baling hay, and shearing sheep. Ask for services other farmers might provide for Old MacDonald. (shoeing horses, taking care of sick animals, hauling goods to market)

12. Display Visual 2 and explain that students will write two new verses to the song. One verse should include a good that a farmer might produce. The other verse should include a service a farmer might provide.

13. Explain that each student will draw a picture of the good and the service included in his or her verses. Tell students to label each picture “good” or “service.”

14. Write two new verses, using the examples of a cow and picking apples, to model the activity. Draw a picture of a cow on one sheet of paper. Label the picture “good.” Draw a picture of a farmer picking apples on the other sheet and label it “service.”

15. Have the class sing the song with these new verses. Students will decide what noise or word to use for lines 3-6 of the song.

16. Give each student a copy of Visual 2, two sheets of paper and a marker. Tell them to write two new verses for the song, draw pictures of the goods and services, and label each picture “good” or “service.”

17. Have students share their verses. Tell the class to identify the goods and the services in the verses.

18. Explain that the good and service identified in each student farmer’s verses are the only goods and services that each student farmer has on his or her farm. Discuss the following. A. What other goods might you want on your farm? (honey, wool, milk, tractor,

wagon, barn) B. What other services might you want? (horses shod, hay cut, apples picked) C. Which farmers in the room produced other goods and services you want?

(Students should name another student that has a good or service they want and identify the specific good or service.)

19. Tell students that there are many ways to get the goods and services they want. One way is to barter. Explain that barter means trading goods and services for other goods and services without using money.

20. Ask for examples of when students have bartered. (traded baseball cards, traded food at lunch, traded toys or books) For each example, have students identify what the individual gave up and what he or she received.

21. Read the following aloud.

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Farmer Alice raised a pig. She wants some corn. Farmer Alan grew some corn and wants a pig. Farmer Alice trades her pig for Farmer Alan’s corn.

22. Explain that students will have an opportunity to barter using the pictures of the goods and services that they drew. They may exchange the good they produce or service they provide on their farm for something they want that another farmer produces or provides.

23. Model an exchange using the pictures of the cow and the farmer picking apples. Begin a trading period.

24. After most students have had time to trade, stop the trading period and discuss the following. A. What trades did you make? (Answers will vary.) B. Did you trade goods or services or both? Which was a good and which was a

service? (Answers will vary.) C. Did anyone have problems making a trade? Explain. (No one wanted what I had

to trade. My cow was worth more than the goods other students had to trade with me.)

D. Did anyone trade more than once? Explain. (I changed my mind. I traded for something I didn’t want and then traded that for something I did want.)

25. Explain that for trade to occur, each student must want what the other student has to trade. Finding someone who has something for which you are willing to trade and needing to make multiple trades to get what you want are problems that might occur with barter.

26. Put student pictures on the “Old MacDonald Went to Trade” bulletin board. Review which goods students produced and which services they provided. Have them identify the trades they made. Connect the trades with yarn.

27. Draw students’ attention to all the trades that were made. Have them explain how the trades benefited the farmers. (They were able to get many goods and services they didn’t have.) Point out that the farmers were better off by trading.

CLOSUREReview the main points of the lesson with the following.

1. What are goods? (Goods are objects that satisfy people’s wants.) Give some examples of goods. (Answers will vary.)

2. What are services? (activities that satisfy people’s wants) Give some examples of services. (Answers will vary.)

3. What is barter? (the direct exchange of goods and services; trade without money)

4. Why might people barter? (to get goods and services they want)

5. What are some problems with bartering? (finding someone who wants what you have to trade and who has what you want; sometimes multiple trades must be made to get what you want)

6. Give an example of bartering. (trading a yo-yo for a book; shearing sheep for eggs, cleaning your room for a month for a new game)

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7. How does trading benefit the individuals who are bartering? (Each is better off.)

ASSESSMENT1. Tell students to draw a picture of a bartering situation. Ask them to write at least a

three sentence paragraph that includes the following:o An explanation of what was traded o Identification of what was traded as a good or service o Explanation of why each individual was willing to trade

2. Have students write a short paragraph about how they might barter for goods and services during a school day.

EXTENSION1. Schedule a “Barter Day.” Have students bring a small, inexpensive item from home

to trade. Be sure to notify parents and students that any item traded will not be returned. Conduct a bartering session where students can trade their items. After the bartering session, have students write a journal entry explaining what they traded for and why and identifying any problems they had.

2. Have students create a book that follows the bartering adventure of a second grade

student through town. A sample entry might be that John had a video game. John traded his video game to Bob for Bob’s soccer ball. Have students illustrate the book and share it with a kindergarten class.

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Visual 1From Old MacDonald to Uncle Sam, National Council on Economic Education, New York, NY 5

Old MacDonald Had a FarmOld MacDonald had a farm. E I E I OAnd on this farm he had some pigs. E I E I OWith an oink, oink here,And an oink, oink there,Here an oink, there an oink,Everywhere an oink, oink,Old MacDonald had a farm. E I E I O

Old MacDonald had a farm. E I E I OAnd on this farm he had some chickens. E I E I OWith a cluck, cluck here,And a cluck, cluck there,Here a cluck, there a cluck,Everywhere a cluck, cluck,Old MacDonald had a farm. E I E I O

Old MacDonald had a farm. E I E I OAnd on this farm he had some ducks. E I E I OWith a quack, quack here,And a quack, quack there,Here a quack, there a quack,Everywhere a quack, quack,Old MacDonald had a farm. E I E I O

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Visual 2 From Old MacDonald to Uncle Sam, National Council on Economic Education, New York, NY

Old MacDonald – New Verses

Verse 1

Old Mac__________________ had a farm. E I E I O (Write your last name.)

And on this farm he had a _____________ E I E I O (Name a good.)

Verse 2

Old Mac__________________ had a farm. E I E I O (Write your last name.)

And on this farm he had a______________ E I E I O (Name a service.)

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EXCHANGE

CLARIFYING THE BENCHMARKIndividuals and societies organize economic systems to facilitate the exchange, production, distribution and consumption of goods and services. Some societies, like the United States, consume economic wants in large part through a market economy. A market exists whenever buyers and sellers exchange goods and services. In a market economy, major decisions about production and consumption are made on an individual or business level rather than by the government. China is an example of a country whose economic decisions are made largely by the government. Factors such as supply and demand and opportunity cost influence decisions made about production and cost within a market economy. Young children begin to understand how our society operates economically by learning to identify various markets and how they function.

AN EXAMPLE OF TEACHING TO THE BENCHMARKThe teacher describes a situation wherein she owned a television he/she no longer needed, and his/her friend owned a videocassette recorder he no longer needed. The teacher decided to trade the television for the videocassette recorder. The teacher explains to the students that that was called an exchange or a trade. The teacher asks the students if they’ve ever made a trade, or exchange, with a friend or sibling. The teacher asks the students if they would ever trade a piece of gum for a new computer. Discussion follows about how people generally want to make fair trades, where the value of the two items is relatively similar.

The teacher then asks the students how they consume goods and services. The students and teacher discuss how most items are consumed through purchase with money. The teacher explains that whenever a trade (with or without money) occurs, it’s called a market. The teacher could ask why we use the labels “super market” or “farmers’ market.”The teacher then asks the students to list markets they have experienced. Responses are not limited to stores; they could include trading baseball cards, allowance for chores, lemonade stands and garage sales. The teacher asks the students to identify what items are exchanged. For example money is exchanged for an ice cream cone; one valuable baseball card is traded for 5 less valuable cards.

REFERENCESGoodall, J.S. (1987). The story of a main street. New York: Margaret K. McElderry

Books.Lobel, A. & Lobel, A. (1989). On market street. New York: Mulberry Books.Saunders, P. & Gilliard, J. (Eds.). (1996). A framework for teaching basic economic

concepts. New York: National Council on Economic Education

ASSESSMENT TASKThe teacher tells about an elementary student named Jenny who has the following economic wants.

riding a roller coaster at the fair162

a new Sega© video game fixing the potholes on her street a hair cut another fish for her aquarium new bike paths on the parkway some Pokemon cards her friend Sam has

Jenny also has produced goods and services she wants to sell or trade. The list includes

cleaning her room and doing the dishes picking strawberries at her grandmother’s farm creating magnet picture frames Pokemon cards she doesn’t want

During individual assessment with the teacher, he/she then instructs the students to describe all the market situations in which Jenny can participate. (The teacher asks the students to identify what items are exchanged.) An appropriate response would be that Jenny used money to purchase a ticket to ride the roller coaster. The teacher also asks the students to describe why each situation is considered a market. The teacher asks if any of the situations are ones that she is unable to be a participant.

SCORING RUBRICBenchmark(IV.4.EE.1) Apprentice Basic Meets Exceeds

Identify examplesof markets theyexperience in dailylife.

Identifies oneexample of amarket experiencedin daily life.

Identifies twoexamples ofmarketsexperienced indaily life.

Identifies three or more examples ofmarkets experienced indaily life anddescribes why they are consideredmarkets.

Identifies three or more examples ofmarkets experiencedin daily life,describes why they are consideredmarkets and lists one or more situationsthat are notconsidered markets.

http://www.oakland.k12.mi.us/resources/climbproject/climb/IVEE.pdf

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BARTER

CLARIFYING THE BENCHMARKWhen people trade a good/service with someone else for another good/service or money, they are involved in an economic exchange. People on both sides of the exchange participate in exchanges because they expect to be better off after the exchange. Barter, the direct trading of goods and services between people is the simplest form of economic trade. Young children first begin to understand the concept of trade by exchanging toys with each other. They then learn about the use of money from real life shopping experiences with their families. It is important for students to learn that money is the preferred medium of exchange over barter because it eliminates the need for the “double coincidence of wants” (where the two people trading each have what the other person wants) and is more convenient.

AN EXAMPLE OF TEACHING TO THE BENCHMARKThe teacher reviews the lesson IV.4.EE.1 (Activity described prior to this one – entitled “Exchange”) where he/she traded his/her extra television for a friend, Bob’s, VCR. The teacher asks the students if there was money used in this exchange. Since there was no money involved, this type of exchange is called a barter. The teacher then asks the students to volunteer any examples of barter in which they’ve participated. He/she then tells another story about barter using symbols or photos.

In addition to having an extra television, I have an extra radio I don’t need. I would love to have a bicycle, since I don’t have one. I think I’ll go ask my friend Mr. Jones (or the name of another teacher/administrator in your school) if he has a bicycle he could trade me for my radio. I called Mr. Jones and suggested my idea. But he said, “Yes, I have a bicycle, but I’m sorry, but I don’t want your radio. I already have one. I would like a new CD player, though. I’ll trade my bicycle for a CD player.” I didn’t have a CD player, however, so I approached Mrs. Jackson and asked her if she had a CD player she could trade me for my radio. She said, “Yes, I have a CD player but I don’t need a radio. I want a volleyball net for my backyard. I’ll trade you my CD player for a volleyball net.”But I didn’t have a volleyball net either! So then I bumped into Mr. Hancock. I asked him if he had a volleyball net he wanted to trade. He said yes, I have a volleyball net I no longer want. In fact, what I need is a new radio.” Well, finally I had found someone with whom to trade my radio. I traded my radio for Mr. Hancock’s volleyball net. Then, I took the volleyball net over to Mrs. Jackson and traded the volleyball net for a CD player. Then I took the CD player to Mr. Jones and traded it for a new bicycle. I finally got what I originally wanted!”

The students then determine all the exchanges in which the teacher participated. The teacher lists each person involved in the story and asked whether or not each person was more well off after each trade. The students then review the problems the teacher faced in trying to get a bicycle. The teacher then asks the students another way he/she could have obtained a bicycle (using money). The teacher explains that generally people use money because it makes things easier and less time consuming.

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REFERENCESMoskin, M. D. (1981). Rosie’s birthday present. New York: Atheneum Publishers.Phipps, B. J., Hopkins, M. C., & Littrell, R. L. (1998). Master curriculum guide in

economics teaching strategies k-2. New York: National Council on Economic Education.

ASSESSMENT TASKThe teacher divides the students into small groups. The teacher assigns each student a good he/she wants and a good he/she no longer wants. Symbols should be used for these goods. Everyone in the group should have a good that someone else wants. (For example, student #1 has a kite and a pogostick no longer wanted and wants a basketball; student #2 has a basketball no longer wanted and wants a video game; student #3 has a video game no longer wanted and wants a book; and student #4 has a book no longer wanted and wants a kite). The teacher explains to the students that student #1 must begin trading in order to obtain the basketball he/she wants. After the exchanges take place, the teacher asks each student to explain the exchanges that took place and then asks each student to explain what happened with the pogostick. The teacher then asks, what if student #2 also wanted a kick scooter.

Scoring RubricBenchmark(IV.5.EE.1) Apprentice Basic Meets Exceeds

Recognizeeconomicexchanges in which they participate.

Cannot recognizeeconomicexchanges.

Recognizes two economicexchanges withteacher assistance.

Recognizes alleconomicexchanges withteacher assistance.

Recognizes alleconomic exchangesindependently and is able to identify which items couldnot be exchanged and why.


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GRADE LEVEL: Second



Topic: Trade

Grade Level Standard: 2-19 Describe the roles of exchange of goods and services.

Grade Level Benchmark: 2. Identify United States coin and currency denominations

and describe the role of cash in the exchange of goods and services. (IV.5.EE.2)


1. On the Money (activity attached)

2. Coin Rap and Game (activity attached)

3. A Rooster and a Bean Seed (activity attached)

Resources

New Vocabulary:

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ON THE MONEY

KEY ECONOMIC CONCEPTS Decision making Demand Economic systems Exchange Functions of money Money supply Supply

DESCRIPTION In this lesson, students explore what money is and how it differs around the world. They will compare U.S. currency with play money and with foreign currency. They will then use their knowledge to design their own money.

LESSON OBJECTIVES To explain why some things are real money and some things aren't. To recognize that different countries print different money. To design and create their own currency.

INTRODUCTIONIn this lesson, students will explore what money is and how it differs around the world. They will compare U.S. currency with play money and with money around the world. They will then use their knowledge to design their own money. Visit Bureau of Engraving and Printing http://www.moneyfactory.com/ for background information about U.S. money and to find the answers to questions that come up during the lesson.

PROCESS1. Visit the website Eliadis Archaeological Photography

(http://www.ikonpro.gr/clcoins.htm) and look at various pictures of coins from around the world. Ask students what they are looking at. How do they know it is money? Is it real money? Ask students to name a coin that we use today in our country.

2. Give each student a nickel, dime, penny, or quarter. Have students compare their coin with a coin on the website. How are they alike? [round, have pictures, made of metal] How are they different? [the words are different, the pictures are different] As a class, create a VENN DIAGRAM (see attached) showing the similarities and differences.

3. How do we know something is money? Is all money round? [show students a dollar bill if they answer yes] Is all money silver? Explain that students will be learning about money and will be able to explain what makes something money by the end of the lesson.

4. Visit the website Toy Money of American Children (http://www.geocities.com/Athens/Parthenon/7338/) Have students compare their coin with a coin found on this website. How are they alike? How are they different?

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http://www.econedlink.org/lessons/EM169/images/vennDiagram.GIF

http://www.ikonpro.gr/clcoins.htm

http://www.ikonpro.gr/clcoins.htm

http://www.moneyfactory.com/

Create a VENN DIAGRAM (see attached). Are the coins on the website money? Why or why not?

5. Hand a student some Monopoly or other play money and ask if they would sell you their lunch for it. Why not? Explain that the coins on the website they just saw are play money, not real money.

6. What makes the play money different from the real money they saw at the first website or the money they are holding in their hands? Brainstorm ideas. Explain that the difference is that real money is widely accepted as money. Everyone agrees to use it as money. Play money is not widely accepted as money, and most people wouldn't sell you something in exchange for it.

7. Visit the Geographical Directory Of World Paper Money (http://aes.iupui.edu/rwise/notedir/mappage.html), then click on the country whose currency you wish to see. Explain that different countries print different currency. To buy something in a country, you need too have that country's currency. Have each student explore the currency from at least three countries. Compare one example to an American ten dollar bill as seen at the web site U.S. Treasury Small Denominations http://www.bep.treas.gov/document.cfm/5/43/154. How is it different from American money? What do they like about it?

8. Take a closer look at the American ten dollar bill. Examine the different parts such as the portrait, signatures, legal tender wording, value, and decorations. Visit Bucky's Fair (http://www.moneyfactory.com/kids_site/bfair.html) and click on a tent to see security features built into the ten dollar bill.

9. Have each student create their own currency using paper and art supplies or a draw program on their computer. Encourage them to include some of the features they saw on the American ten dollar bill and on the currency they viewed from other countries. How will they make sure that no one can easily copy their currency?

CONCLUSION1. Ask students if they could use the money they designed to buy things in a grocery

store. Why not?

2. Ask students which currency that they have seen is their favorite. Why?

3. Ask students where they have seen play money, i.e. Games, fast food restaurant. Could they use this money to buy a toy? Why not?

4. Could you buy a toy in France with American Dollars? Why not?

ASSESSMENT ACTIVITIES1. Ask students to draw a picture, write or verbally explain what money is.

2. Ask them to explain the difference between real and play money by drawing a picture, writing, verbally explaining, or acting it out.

EXTENSION ACTIVITIES1. Let students play some of the games at Bucky's Fair.

2. Ask students to bring in any money they or their parents might have from another country for show and tell. Where did it come from? What features make it special?

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http://www.bep.treas.gov/kids/bfair.html

http://www.bep.treas.gov/kids/bfair.html

http://www.bep.treas.gov/document.cfm/5/43/154

http://www.bep.treas.gov/document.cfm/5/43/154

http://aes.iupui.edu/rwise/notedir/mappage.html

http://aes.iupui.edu/rwise/notedir/mappage.html

http://www.econedlink.org/lessons/EM169/images/vennDiagram.GIF

3. Have students carve into a potato, dip the potato in paint, and press it onto paper repeatedly to make prints. Explain that this is similar to the way paper money is printed. Why is this a better way to make money than drawing each bill by hand? (faster, cheaper, more uniform, harder to counterfeit) http://www.econedlink.org/lessons/index.cfm?lesson=EM169&page=teacher

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VENN DIAGRAM

U.S. COIN COIN FROM WEBSITE

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COIN RAP AND GAME

MATERIALS REQUIREDplastic money

Introduce the penny, nickel, dime and quarter. One each day for four days using a magnifying glass to identify the similarities and differences of each coin. Discuss teach coins similarities and differences and value.

Teach the following rap:

Pennies, nickels, dimes and quarters.Pennies, nickels, dimes and quarters.Well a penny is one and a nickel is five, A dime is worth ten and a quarter twenty-five.Pennies, nickels, dimes and quarters.Pennies, nickels, dimes and quarters. Pennies, nickels, dimes and quarters.Pennies, nickels, dimes and quarters.Five pennies make a nickel,Two nickels make a dime.Two dimes and a nickelmake a quarter and it's mine.Pennies, nickels, dimes and quarters.Pennies, nickels, dimes and quarters.

Make a game board for each student. The board is a 9 x 12 piece of construction paper - long ways. Draw a line across the paper about 2 inches down from the top. Next divide the paper into thirds or fourths (depending on which coins you want to reinforce their values). Using money stamps, stamp pennies in the right hand box at the top. Nickels to the left of the pennies, dimes to the left of the nickels. I only have a few with quarters and I use them for students who are developmentally ready for that part of the activity. Laminate if you like. They will keep for years if you do.

Divide students into groups of two. Give each student a game board and each pair of students a dice. For the first game, one student rolls the die and places that number of pennies on their game board in the pennies column. The second student does the same. When a student has five pennies, he or she may exchange it for a nickel and places it in the nickel column. Choose a stopping point before the game begins. Ex: When someone in your group gets 5 nickels the game is over. Clear your board and start over. You can do this for dimes and quarters also as your students are ready.It's fun and an easy way to observe each students understanding of a coins value. I like it to because it works at each ability level throughout the classroom.

http://www.teachers.net/lessons/posts/399.html

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http://www.teachers.net/lessons/posts/399.html

QuarterDime

NickelPenny

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A ROOSTER AND A BEAN SEED

LESSON DESCRIPTIONIn this lesson, students hear a folk tale and participate in a simulation that helps them recognize problems with barter and benefits of monetary exchange.

AGE LEVEL7-10 years old

CONCEPTS barter exchange (trade) money

CONTENT STANDARDSVoluntary exchange occurs only when all participating parties expect to gain. This is true for trade among individuals or organizations within a nation and among individuals or organizations in different nations.

Money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.

BENCHMARKSThe oldest form of exchange is barter - the direct trading of goods and services between people.

Money makes trading easier by replacing barter with transactions involving currency, coins, or checks.

OBJECTIVES Students will explain that people trade goods and services when they expect to be

better off. Students will define barter as the simplest form of exchange; that is, the direct

exchange of goods and services. Students will explain that money is useful because it can be used to buy goods and

services.

TIME REQUIREDOne to two class periods

MATERIALS copy of Activity 1 copy of Activity 2 for each group of eight, cards cut along solid and dashed lines transparency of Visual 1 small group prize (optional) copies of Activity 3 (cards cut apart) so that each student receives ONE GREEN

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http://www.ncee.net/ei/lessons/lesson1/lesson1activity3.pdf

http://www.ncee.net/ei/lessons/lesson1/lesson1visual1.pdf



PROCEDURE1. Read Activity 1, "A Rooster and a Bean Seed," aloud to the class. Discuss the

following. A. Why did the hen trade? [She had to trade to get the butter to grease the

rooster's throat.] B. Which trades did she make? As students answer, write the trades on the

board. [an egg to the blacksmith for a scythe, the scythe to the farmer for some grass, the grass to the cow for some milk, the milk to the farmer's wife for some butter]

C. Why wouldn't the farmer's wife trade butter for an egg? [She didn't want an egg.]

D. What did the farmer's wife want? [milk] E. Why wouldn't the cow trade milk for an egg? [She didn't want an egg.] F. What did the cow want? [fresh grass] G. Why wouldn't the farmer trade grass for an egg? [He didn't want an egg.] H. Why would the farmer trade grass for a scythe? [He wanted a scythe.]

2. Explain that the hen was using barter. Barter is the direct exchange of goods and services without the use of money. Point out that the characters in the story were willing to barter with the hen only when she was able to offer something that they wanted. When two people have what one another wants, there is a coincidence of wants. A coincidence of wants is necessary for trade to occur. The hen had an egg and wanted milk. The cow had milk, but she didn't want an egg. They did not have a coincidence of wants.

3. Have students give examples of barter exchanges that they have made and explain why they traded. (Other people were willing to trade what they had for what the student had and vice versa. So, they were better off after the trade.)

4. Explain that students will participate in a barter activity. Divide the class into groups of eight. Give each group a set of cards from Activity 2.

5. Have each student take two cards with the same number. Explain that one card identifies a good that the student has and the other card indicates the good that the student wants. The "have" card can be traded within the group for any other "have" card available. Students should keep the bottom part of the card to remind them of the item they want.

6. Allow students to trade until everyone in every group has obtained the wanted item. On the chalkboard, record the amount of time each group spent trading. Check each group's results to make sure that trades were made correctly. (books for pocketknife; pocketknife for blanket; blanket for flashlight; flashlight for wrist watch; wrist watch for doll; doll for bag; bag for book) Note: The symbol on the final "have" card should be the same as the symbol on the original "want" card.

7. Discuss the following. A. How many trades (transactions) took place before each person in the group

had what was wanted? [seven] B. Who began (initiated) the trades? [Only one person could complete the trades

- the person with the boots.]

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8. Point out that one person was involved in seven trades. Display Visual 1 and describe the successful trading process that occurred. Distribute a small prize to the group that was first to complete trading. (optional) Discuss the following.

A. What type of trade occurred in our activity? [barter]

B. What are the problems using barter?[A coincidence of wants is necessary for barter, so people may have to trade several times to get what they really want. Barter can take a lot of time.]

9. Tell students in each group to return the upper part of their cards to the person who originally had it. Visual 2 may be used as a guide to make sure that each person receives the appropriate card.

10. Explain that students will participate in another exchange activity. Distribute ONE GREEN to each student. Explain that the ONE GREEN represents money that can be used to exchange for goods and services. Each good has a price of ONE GREEN. Once again, in the trading period, the goal is to obtain the item they want. This time, they may use the ONE GREEN. Allow time for students to trade.

11. After the trading has been completed, record the time it took for all groups to trade. Check the trading cards to make sure that all trades occurred correctly. Give a small prize to the group that was first to complete trading. (optional) Discuss the following.

A. How many trades occurred in the barter round?[seven]

B. How many trades occurred in the round in which money was used? [eight]

C. Which round took less time for trade to be completed? [the round in which money was used]

D. Why did the groups spend more time in the barter round? [It was difficult to trade for what was wanted. Not everyone wanted what the trader had so the trader had to use a series of trades. There was a problem with coincidence of wants.]

E. What was the advantage of using money (GREENs) for trade? [There wasn't a need for a long chain of transactions. Each person could use money to purchase the desired good.]

CLOSUREReview the main points of the lesson.

1. Can a person have all things that are wanted without trading with other people?

[No one can produce all goods and services for his or her own consumption. That is why it is necessary to trade.]

2. "If people trade, one person gains and the other person loses from the trade." Why is this statement false?

[Voluntary trade benefits both people. If it didn't, they wouldn't trade.]

3. What is barter?

[the direct exchange of goods and services; trade without money]

4. Why did people move from barter to trade using money?175

[Barter requires a coincidence of wants. If a coincidence of wants doesn't exist, then many trades may be necessary. Making a lot of trades is time consuming. The use of money makes trade easier and faster.]

ASSESSMENT1. Have students write a short paragraph that describes how money serves as a better

form of exchange than barter.

2. Have students write a short paragraph describing a trade that they have made. They should explain how each person was better off after the trade.

EXTENSION1. Have students write a barter story about a boy who has a soccer ball and wants a

basketball. They must include at least three trades.

2. Have students interview an adult. They should ask if the adult has ever used barter and find out why he or she used barter. Discuss examples in class.

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Activity 1A Rooster and a Bean Seed

From Roosters to Robots, National Council on Economic Education, New York, NY

Once upon a time, there were a hen and a rooster. The rooster was always in a hurry. The hen was always telling him, “Friend, don’t be in such a hurry. Slow down!”

One day the rooster was pecking bean seeds. Because he was pecking so fast, one bean seed went down the wrong way and blocked his throat. The rooster could not breathe or speak, and he fell down on the ground as if he were dead.

The hen was frightened. She rushed to the farmer’s wife and said,“Please, give me some butter to grease rooster’s throat because he is choking on a bean seed! If you help me, I will bring you an egg.” The farmer’s wife replied, “I don’t need your egg. You’d better go and ask for some milk from the cow. Then I will make some butter for you.”

So, the hen hurried to the cow and begged, “Please, give me some milk quickly! Then the farmer’s wife will make some butter, and I will grease rooster’s throat. He is choking on a bean seed. If you help me, I will give you an egg in exchange.”

The cow shook her head and said, “I don’t need eggs. Go to the farmer and let him bring me some fresh grass.”

The hen ran to the farmer and said, “Dear sir, please give me some fresh grass for the cow! Then the cow will give some milk to your wife, and she will make some butter, and I will grease rooster’s throat because he is choking on a bean seed. I will bring you an egg as a reward.”

The farmer pointed his finger to the blacksmith’s house. “I don’t need an egg. Go to the blacksmith and bring me a scythe.” So, the hen rushed to the blacksmith and said, “Please, give me a scythe for the

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farmer! The farmer will bring some fresh grass for the cow. The cow will give milk to the farmer’s wife, and she will make some butter for me. I will grease the rooster’s throat because he is choking on a bean seed. I will bring you an egg in return.”

The blacksmith agreed. He gave a scythe for the farmer and received an egg in return. The farmer brought fresh grass to the cow. The cow gave milk for the farmer’s wife. The farmer’s wife used the milk to make butter. Finally, the hen got the butter and greased the rooster’s throat. The rooster swallowed the bean seed and joyfully shouted, “Cock-a-doodle-doo!”

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Activity 2Trading Cards

1

You have a pair of boots.

5

You have a wrist watch.

1

You want a book.

5

You want a flashlight.

2

You have a pocketknife.

6

You have a doll.

2

You want a pair of boots.

6

You want a wrist watch.

3

You have a bag.

7

You have a blanket.

3

You want a doll.

7

You want a pocketknife.

4

You have a book.

8

You have a flashlight.

4

You want a bag.

8

You want a blanket.

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A Rooster and a Bean Seed

Order of Trades

(1) a pair of boots for a pocketknife

(2) a pocketknife for a blanket

(3) a blanket for a flashlight

(4) a flashlight for a wrist watch

(5) a wrist watch for a doll

(6) a doll for a bag

(7) a bag for a book

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A Rooster and a Bean SeedGreen (money) Cards

ONE GREEN ONE GREEN

ONE GREEN ONE GREEN

ONE GREEN ONE GREEN

ONE GREEN ONE GREEN

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GRADE LEVEL: Second


Strand: V. Inquiry

Topic: Information Processing

Grade Level Standard: 2-20 Locate, acquire, and organize information.

Grade Level Benchmark: 1. Locate information using people, books, audio/video

recordings, photos, simple maps, graphs, and tables. (V.1.EE.1)


1. Wish You Were Here (activity attached)

2. Community Detectives (activity attached)

Resources

New Vocabulary:

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WISH YOU WERE HERE(SS020703)

ABSTRACTIn this lesson the children use a variety of resources to gather information about the nearby community chosen in Lesson 2, Step 1. Through Internet web sites, guest speakers, and maps they to learn about the human (cultural) and natural (physical) characteristics of the neighboring community. Using the information gathered about the neighboring community, the children create a picture post card that describes the human and natural characteristics of that community.




BENCHMARKLocate information about other communities using a variety of resources (V.1.EE.1).

KEY CONCEPTScommunityhuman characteristicnatural characteristic

INSTRUCTIONAL RESOURCESTeacher ResourceCity of Pontiac. 12 Aug. 2002. 31 Aug. 2002 http://www.pontiac.mi.us/.Guest Speakers from a nearby community. Some examples include:

Mayor, Supervisor, Manager Public Relations Official Parks and Recreation Supervisor Representative from the Chamber of Commerce Resident

Schadler, Cherie. Welcome to Bayou Town. Gretna, LA: Pelican Press, 1996.Village of Shepherd, Michigan. 14 Dec. 2001. 31 Aug. 2002 http://village.shepherd.tripod.com/.

OtherCards, 5x7 inches, one for each childChart Paper/MarkersCrayonsMaps of the nearby community that include human and natural characteristicsMarkersOverhead Projector/Transparencies

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http://village.shepherd.tripod.com/

http://www.pontiac.mi.us/

SEQUENCE OF ACTIVITIES1. Explain to the children they are going to be detectives and gather more information

about the neighboring community chosen in Lesson 2, Step 1. Make a list on a piece of chart paper or an overhead transparency of characteristics either human (cultural) or natural (physical), the children are to look for in their research. Space the characteristics to allow for details to be added to the list. Post the list in the classroom. Possible characteristics to look for include:

Human (cultural) Characteristics Natural (physical) Characteristics

History Natural featuresPopulation Natural resources

Ethnic GroupsFestivalsEconomy

2. Consult Internet web sites for the neighboring community to gain information such as

demographics, history, photos, and calendars of events, etc. Print the information for the children and read it aloud to them. Write the pertinent details in the appropriate column on the list created in Step 1.

3. Arrange for guest speakers from the neighboring community to visit the classroom. Ask the guests to be prepared to tell the children about the human and natural characteristics of their community. Possible speakers from the neighboring community might include:

o Mayor, Supervisor, Manager o Public Relations Official o Parks and Recreation Supervisor o Representative from the Chamber of Commerce o Resident

After each presentation recall with the children the responses of the speaker. Add the historical, economic, and geographic, etc. information to the appropriate column on the list created in Step 1.

4. Obtain specific maps of the area from local or county offices. The maps may provide information about the natural resources, schools, recreation, business, or residential areas for the nearby community. Allow time for the children to study the maps as individuals or in groups of two or three children each. After all the children have looked at all of the maps, ask them what they learned about the community that could be added to the list of human and natural characteristics created in Step 1. Possible responses include:

o Lakes are a great natural resource. o The nearby community has several oil wells. o A river runs through the center of town. o They have fifteen elementary schools.

5. Review with the children the list of human and natural characteristics from the information gathered from community web sites, guest speakers, and maps. Explain

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to the children they are going to create a picture post card of the nearby community. Provide a variety of post cards as models for the children to view before beginning the project. Distribute a 5x7 inch card to each child. Instruct them to draw a picture depicting something human or natural about the neighboring community. For example, they could depict the Maple Syrup Festival in Shepherd, Michigan, the lakes in Waterford, Michigan, or Comerica Ball Park in Detroit, Michigan.

6. Draw the outline of a large post card on a piece of chart paper or an overhead transparency as a model. Ask the children to turn their cards over to make the message side of the post card. Draw a line vertically in the center of the model card from one long side to the other. Direct the children to do the same on their cards. Instruct the children to write a message on the left side of the card to their parents, brother or sister, or grandparents about the community they have been studying.

Example:

Dear Mom and Dad,I wish you were here. The town of Pontiac has a lot of people. Many cars are made in the General Motors factories. It was named for an Indian Chief.Love,Name of Child

TO: Mom and Dad25 Story LanePicture Book, Michigan 48000

Have the children design a stamp for the post card and address it to their parents, siblings, or grandparents. Place the post cards in the classroom library for the children to read during their free reading time.

Read the story Welcome to Bayou Town aloud to the children. Ask them to describe the differences and the similarities between this community and the nearby community they have researched. Write their responses on a piece of chart paper or an overhead transparency. Post it in the classroom.

ASSESSMENTCreating a picture post card along with the message describing the nearby community may be used as a formal assessment of each child’s understanding of the human and natural characteristics of a nearby community.

Children could also compare the fictional community in the story, Step 7 with the nearby community they studied by listing three differences and three similarities.

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APPLICATION BEYOND SCHOOLHave the children ask their parents or grandparents about the community in which they grew up. Tell the children to ask their family members why they lived in a certain community. Then have the children think about the differences and similarities between their own community and that of their family members.

CONNECTIONSArtsThe children use artistic skills when drawing a picture of the human or natural characteristics of the nearby community on their post cards.

English Language ArtsThe children use the elements of the writer’s craft when writing their message about the neighboring community on their post cards.

Children’s literature is used to portray another local community.

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COMMUNITY DETECTIVES (SS020204)

ABSTRACT As "community detectives" the children locate information about their community using maps, photographs, and graphs. The children gather data from maps, photographs, and other instructional resources, and prepare the information as graphs to show the population, size of schools, and number of lakes in the region. Children interview community members and determine how people use resources in the community in their work. SUBJECT AREA: Social Studies GRADE LEVEL AND COURSE TITLE: Second Grade/The Local Community UNIT OF STUDY: The Geography of Our Community BENCHMARK Locate information about their local community using maps, photos, and other graphic aids (V.1.EE.1). KEY CONCEPTS human features map key map symbol natural features INSTRUCTIONAL RESOURCES Teacher Resource Freeman, Marcia. Where Do You Live? Skokie, IL: Rand McNally, 2000. OtherBinoculars - one pair (optional)Community membersCommunity photosDrawing paper for picture graphsGraphic aids, e.g. population chartsGraph paper for bar graphsLocal maps, e.g. aerial, bike path, parks, fire stationsMagnifying glasses - a class setMicroscope - one (optional)Telescope - one (optional)Thinking/Writing Journals

SEQUENCE OF ACTIVITIES1. Create a "detective" atmosphere in the classroom by placing observation tools, such

as magnifying glasses, binoculars, microscopes, or telescopes around the room. Explain to the class how each tool is used to detect information. The magnifying glass at the end of this lesson can be reproduced and used for decorating the

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classroom or for class activities. Tell the children they are community detectives and they are going to discover information about their community using maps, photographs, and other graphic aids. Use the resource book Where Do You Live? as a model for the types of things a detective investigates.

2. Post a map in the classroom, such as a school district map, so it is visible to all children. Tell them the title of the map and ask what they think they might learn from the map. Responses may include schools, bus routes, or neighborhoods in the school district. Do the same activity with several other types of maps, for example, an aerial map of the area, a bike path map, fire station locations, parks, etc. A Bird's-eye View provides excellent examples of how evidence appears from a geographic perspective.

3. To enable the children to examine the maps more closely place the maps in stations at different locations around the classroom so that groups of three or four children can rotate from one map to another. Give each child an actual or a make-believe paper magnifying glass and allow a few minutes at each map for exploration. Choose one member of each group to record their observations. At the ring of a bell or a flick of the lights, have the children rotate to the next map. Bring the whole class together and ask a second member of each group to report their findings. The same kind of activity may be done with photographs and other graphic aids obtained from the township and/or the county offices.

4. Have the children return to their small groups and apply their learning by making a picture graph using the maps and other information in the classroom. A picture graph allows children to view and analyze information. For example, drawing pictures or symbols of the schools in a community easily shows the total number of schools. Or, one row of a graph may be elementary schools, another row of the graph middle schools, and a third row of the graph may be high schools. If there is a college or university add that to the graph. Guide the children to make comparisons by asking questions such as, "What kind of school do we have more of in our community?" or "Why do we have fewer high schools than elementary schools?" They may graph and compare fire stations to police stations, parks to baseball diamonds, soccer fields, or swimming pools. Remind the children that their detective work with maps, photographs, and graphic aids leads them to ask questions and find answers. Upon completion of the picture graphs, ask the children to write at least two questions to go with their graphs. Have them share the graphs and questions with at least three other children in the class. Possible question starters may be:

o How many more….? o How many fewer…? o How many all together….?

Title: School in Our Community X = one school

Elementary Schools X X X X X X X X X X X X X X Middle Schools X X X High Schools X X

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Bar graphs are another way of viewing and comparing information. Looking at the population of elementary schools or the number of fast food restaurants may be better analyzed with a bar graph. Have the children work in small groups to create a bar graph. Example of a bar graph:

Title: Fast Food Restaurants in Our Community

Possible questions for children based upon the graph: "Why are there fewer Taco Bells than Burger Kings?" or "What do you think is the favorite fast food restaurant in our community and why?"

5. Invite community members into the classroom to show the children that people use these tools everyday. Guests may include a fire fighter, a recreation director, a city planner, or a school superintendent. Generate interview questions with the children keeping in mind the focus question, "How do maps, photographs, and graphic aids help you in your work?"

6. Have the children write or draw in their Thinking/Writing Journals using the following prompt: Describe at least three ways the traveling frogs from Lesson 1 could tell each other about their community.

ASSESSMENT Informally observe the children as they collect information from the resources. Listen to the children discuss and analyze data from the graphs. Review the Thinking/Writing Journals for understanding. APPLICATION BEYOND SCHOOL A family discussion of favorite restaurants in the community could lead to collecting data from each family member, creating a graph, and analyzing the information. CONNECTIONS English Language Arts Children can interview community members using the skills of concise writing, listening, and speaking. Mathematics Students use math skills when collecting, graphing, and analyzing data.

McDonald’s Burger King Taco Bell MMMMMMMMMMMM MMMMMMMMMMMM MMMMMMMMMMMM BBBBBBBBBBBBBBBBB MMMMMMMMMMMM BBBBBBBBBBBBBBBBB MMMMMMMMMMMM BBBBBBBBBBBBBBBB TTTTTTTTTTTTTTTTTT

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GRADE LEVEL: Second


Strand: V. Inquiry



Grade Level Benchmark: 2. Acquire information from observation of the local

environment. (V.1.EE.2)



2. Making an Observation (activity attached)

Resources

New Vocabulary:

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WHAT IS THE PROBLEM?(SS020603)











Sample definitions:



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2. Ask the children to use their Thinking/Writing Journals to answer the question, “What is a public issue?” Have each child share one thought about the meaning of a public issue.

Possible responses:o The number of books that are in the public library o School buildings that need repair o Litter in the street o Something people are concerned about


3. Explain to the children that they are going to look for public issues that are a concern to the people in the community. Assign the following overnight homework project to the children.

Send them home with a form such as:o Talk with the members of your family about public issues in the community

that are of concern to them. Write down at least one issue agreed upon in the home and bring it back to school.


Possible issues:o Potholes in the roads o Lack of parking spaces by the stores o Street lights that are broken or burned out


Possible issues from the newspaper:o More guard rails are needed at railroad crossings o The local pond is polluted with oil o Dogs are running loose in subdivisions

5. Invite local government leaders such as the mayor or a member of the city council to speak to the children about public issues in the community. After the presentations, discuss the issues with the class and add them to the list started in Step 3.

Possible issues presented by the speakers:192

o The community needs a new park, but where to put it is an issue. o The public library is too small for the number of people using it, should they

add on or build a new library? o Citizens are concerned about the number of homeless people in their

community. o Some people in the community are concerned about the number of pets

owned by local residents. o



For example:o Should the community provide more parking spaces by the stores? o Should more guardrails be built at railroad crossings? o Should the community limit the number of pets a family can own?


o Should the community limit the number of pets a family can own?

9. Ask the children to think of other questions they might have about their issue. Distribute writing paper to each child. Have them write at least one more question pertaining to their issue.

Possible questions for the model issue include:o Why would the community want to limit the number of pets a family can own? o Are there too many pets in our community? o Are the pets in our community causing a problem?

ASSESSMENTAsk the children to write at least one more question about the public issue to be studied. This is a formal assessment of each child’s understanding of a public issue and the ability to expand their thinking about the issue and suggest a resolution.


CONNECTIONSEnglish Language Arts

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The children use the elements of the writer’s craft when responding in their Thinking/Writing Journals and writing questions about the issue.

The children use listening skills when newspaper articles are read to them and when the government leaders are speaking to them.

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MAKING AN OBSERVATION

BENCHMARK CLARIFICATIONInquiry, an essential component of effective decision-making, is the process of investigating problems of significance. If citizens are to make sound decision in efforts to solve social problems, they must learn how to pursue data, think critically, and communicate their findings effectively. Young children can begin this process by observing others, and when possible, participate in these types of activities. For example, when families decide to buy a car they must gather data about different cars pose and answer a series of questions about their choices, and, having synthesized all the information, talk to one another about the best choice.

INSTRUCTIONAL EXAMPLEThe teacher tells the class that a problem on the playground has been reported to her/him. The third graders want to form a baseball team that would play during recess. They don’t want any second graders to play because they think that second graders cannot perform the skills necessary to play the game well. The teacher asks the children if they agree or disagree with the claim. (This could be done with any two grade levels.)

The teacher then asks the children how they could go about providing evidence for their position. The teacher and the class together construct some criteria they could observe to see if they were right or wrong. Do second and third graders catch the ball equally well? Do second and third graders throw the ball equally well? Do second and third graders hit the ball more often or further? The teacher and the class construct a simple data collection sheet that they use when observing a class. (The teacher needs to arrange this ahead of time.)

After making their observations, and recording their data, the children discuss their findings.

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GRADE LEVEL: Second


Strand: V. Inquiry



Grade Level Benchmark: 3. Organize information to make and interpret simple maps

of their local surroundings and simple graphs and tables of social data drawn from

their experience. (V.1.EE.3)


1. Complete Simple Tables activity using information from Wish You Were Here (activity attached)

2. All About Maps (activity attached)

3. Making Maps (activity attached)

Resources

New Vocabulary:

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SIMPLE TABLES(SS020704)

ABSTRACTIn this lesson the children organize the information gathered in Lesson 3 about a nearby community and the information they learned about their own community. As a class they create tables that include the human and natural characteristics of each of the two communities.




BENCHMARKOrganize information about various local communities by making simple tables (V.1.EE.3).

KEY CONCEPTScommunityhuman characteristicsnatural characteristics

INSTRUCTIONAL RESOURCESTeacher ResourceBragg, L.E. Seattle, City By the Sound. Eagan, MN: Partners West, 1997.

OtherChart Paper/MarkersTable Outlines – two per child

SEQUENCE OF ACTIVITIES1. Prior to beginning this lesson, make an outline the children will use to create the

tables of information about their local community and the nearby community. Reproduce enough copies for each child to have two outlines. Make two large outlines on chart paper for the whole class to view. Sample outline:

Community ______________

Geography History Economy Ethnic Groups Language Population Government Festivals

2. Distribute one outline to each child to create a table of their own community. Review with the children what they have learned throughout the year about the characteristics of their community. Write the features on the large outline as the

197

children contribute their ideas. Instruct the children to write the same features on their individual outlines. Here is a sample table with Waterford, Michigan as the children’s local community:

Waterford, Michigan

Geography History Economy Ethnic Groups

Language Population Government Festivals

Township, 36 square miles,34 Lakes,Oakland County,Michigan,U.S.A.

Settled in 1819,Saw mill, Farming,Summer cottages for Detroit people

General Motors,Oakland County,School District,Airport,Shopping Centers,Restaurants

White,African American,Hispanic

English 73,150 Supervisor Summer Fest,Memorial Day Parade

3. Distribute another outline to each child to create a table for the nearby community. Review with the children what they learned about the neighboring community in Lesson 2, Steps 2 and 4, and Lesson 3, Steps 2-4. Write the characteristics of the nearby community on the large outline as the children contribute their ideas. Instruct the children to write the same features on their individual outlines. Below is a sample table with Pontiac, Michigan as a nearby community of Waterford, Michigan:

Pontiac, Michigan

Geography History Economy Ethnic Groups

Language Population Government Festivals

City,20 square miles,Clinton River,Oakland County,Michigan,U.S.A.

Settled in 1818,Named for Chief PontiacWoolen and Grist Mills,Cars

General Motors,Oakland County,Silverdome,Shopping Centers,Restaurants

White,African American,Hispanic

English 71,166 Mayor Arts, Beats, and Eats,Martin Luther King Parade,MemorialDay Parade

4. Collect the tables from the children and save them for use in comparing the two communities in Lesson 5. Read the story Seattle, City By the Sound aloud to the children. Ask them to describe the differences and the similarities between their own community and the community in the story. Write their responses on a piece of chart paper and post it in the classroom. Guide the children to look for patterns in the differences and similarities between their local community, the nearby community, and the communities in the stories they have heard. Possible patterns:

o Different states o Same country – United States of America

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o Similar ethnic groups

5. Have the children use their Thinking/Writing Journals to respond to the following prompt:

o Describe at least two ways a table is helpful.

Ask each child to share at least one way a table is helpful with the rest of the class. Possible responses include:

o A table helps us organize information. o A table allows us to make comparisons. o A table helps us see our information clearly.

ASSESSMENTThe children’s responses in their Thinking/Writing Journals may be used as a formal assessment of their understanding of organizing and categorizing a variety of information in a table.

APPLICATION BEYOND SCHOOLSuggest to the children they could inform others about the toys they have at home by creating a table. Possible categories might include trucks, dolls, games, etc. They could share their tables with classmates at school.

CONNECTIONSEnglish Language ArtsThe children use the elements of the writer’s craft when responding in their Thinking/Writing Journals.

Children’s literature is used in this lesson to portray another community.

MathematicsThe children organize the data about two communities in tables.

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ALL ABOUT MAPS(SS020202)

ABSTRACTIn this lesson children learn to identify the basic elements and uses of maps through the hands-on exploration of different types of maps. While on a map scavenger hunt they discover the use of the compass rose, cardinal directions of north, south, east, and west, the map key, and map symbols. As an assessment task the children use a variety of maps, including examples from literature, to identify basic elements of maps and their uses. SUBJECT AREA: Social Studies GRADE LEVEL AND COURSE TITLE: Second Grade/The Local Community UNIT OF STUDY: The Geography of Our Community BENCHMARK Identify basic elements and uses of maps (V.1.EE.3). KEY CONCEPTS map key map symbol INSTRUCTIONAL RESOURCES Teacher Resource Leedy, Loreen. Mapping Penny's World. New York: Henry Holt and Company, Inc., 2000. OtherChalk/White BoardChart Paper/MarkersCollection of different kinds of maps for classroom activities, a map center or library (Available at MichiganGeographic Alliance. Mt. Pleasant, MI: Central Michigan University, 2001.)Direction signs for the classroom: North, South, East, and WestDrawing paperOverhead Projector/TransparencyState of Michigan Department of Transportation (Michigan Road Map) Provide one for each child or one for every two children. SEQUENCE OF ACTIVITIES

1. Prior to the beginning of the lesson, set up a map center in the classroom; include all sorts of maps and atlases. Brainstorm with the class about different kinds of maps and how maps are used. Possible kinds of maps may be world, state, city, weather, shopping mall, etc. Uses of maps may be location or finding places, predicting weather, planning vacations, etc.

2. As a preliminary step to the scavenger hunt, talk about the use of map symbols. Explain that a symbol on a map is a picture that stands for something that is on the

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earth's surface. Distribute a piece of drawing paper to each child and ask them to fold it in half twice so they have four boxes. In one box have them draw and color a symbol for rain, in the second box a tree, in the third box a car, and in the fourth box a lake. Remind the children that a symbol stands for an object on the earth's surface.

3. Distribute actual Michigan Department of Transportation highway maps to each child or every two children. Allow them 5-10 minutes to explore the maps on their own.

4. Next, introduce the scavenger hunt activity. For the map scavenger hunt the children need enough space on desks, tables, or the floor to spread out the maps. Have the children work individually or in pairs. Reproduce the instructions for the scavenger hunt and pass them out to the children. Read the directions aloud to the children. Ask the children to find several items on the map and point to each item as they find it. Some examples of items to find are as follows:

o The title of the map o The compass rose - a drawing that shows the letters N for north, S for south,

E for east, and W for west o Map symbols - little pictures which stand for real things on the map o Map key - it tells what the symbols stand for o The symbol for an airport (airplane), then locate an airport on the map o The circle with a star on the map key symbolizing the state capitol, then

locate the state capitol on the map

Continue the scavenger hunt for at least two rounds. Seeing the words or symbols on a transparency or chalkboard may help the children locate the items. Collect the maps.

5. Hang cardinal direction signs for north, south, east, and west on the appropriate walls of the classroom. Play the games "Simon Says" or "I Spy" to provide opportunities to use the directions.

Simon Says examples: Simon says, "Take two steps to the east." Simon says, "Point to the north with your left hand." Simon says, "Turn to the west and stand on one foot."

I Spy examples: The teacher or a child may be the leader to say, "I spy something yellow on the south side of the room." The children guess and the winner becomes the next leader.

6. Pass out the State of Michigan maps again, one for every two children. Instruct the children to look for things on the eastern half of the map, then the western, northern, and southern. Locate the community in which the children live and point to it on the map. Use a map that is visible to the whole class to guide the children to the correct area of their map.

7. Read a book such as Mapping Penny's World to give the children another opportunity to view different maps and ways to use them. As a follow up to the story,

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ask the children to draw a map of the classroom including the basic elements of title, compass rose, map key, and symbols.

8. Distribute a variety of maps, one to every two children. Ask them to work together to find the title, compass rose, map key, and symbols on their own. Have them put their fingers on the elements one at a time and informally observe their mastery of this knowledge. Follow up with a class sharing of the different kinds of maps.

9. Add the following words to the word wall: map, compass rose, key, symbol, north, south, east, and west.

ASSESSMENTChecking for understanding may be done informally as the children are observed working with the maps in Step 8 and during the discussions. Drawing a map of their own is a more formal way of assessing mastery of the basic elements of maps. A formal assessment should include the following:

The children identify basic elements of a map (title, compass rose, key, and symbols), in an individual conference with the teacher or a parent volunteer if available.

On a piece of writing paper, each child lists three uses of maps. Have each child draw a map of the classroom, give the map a title, compass rose,

key, and symbols for three things found in the classroom. Score the map for those elements and return them to the children to correct any elements they missed.

APPLICATION BEYOND SCHOOL With their families children may cut out maps from magazines or newspapers, or look at maps available at home, to hunt for basic elements and uses of maps. Children may draw a map of their room at home or of another room in the house, or their yard. CONNECTIONSEnglish Language Arts The use of children's literature in this lesson gives another perspective to maps and their purposes.

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MAKING MAPS(SS020207)

ABSTRACTUsing the poem "Making Maps" provides the catalyst for a review about maps. The children examine the book Mapping Penny's World from Lesson 2 (All About Maps) for examples of different kinds of maps. Following discussions, the children apply what they have learned to create a map of their local community showing natural and human features. SUBJECT AREA: Social Studies GRADE LEVEL AND COURSE TITLE: Second Grade/The Local Community UNIT OF STUDY: The Geography of Our Community BENCHMARK Organize information to make a simple map of their local community (V.1.EE.3). KEY CONCEPTS human features map key map symbol natural features INSTRUCTIONAL RESOURCES Teacher Resource Emans, Elaine V. "Making Maps." Poetry Place Anthology. Ed. Rosemary Alexander. New York: Instructor Books, 1983. 166. Leedy, Loreen. Mapping Penny's World. New York: Henry Holt and Company, Inc., 2000. OtherChalk/White BoardChart Paper/MarkersCopies of the poem "Making Maps" - one for each child and/or one for the classroomDrawing paper 12 by 18 inches for each childOverhead Projector/Transparency SEQUENCE OF ACTIVITIES

1. Begin the lesson with the poem "Making Maps" by Elaine V. Emans. Reproduce it on an overhead transparency so it is large enough to be visible to the entire class, and/or provide a copy for each child. Read it to the class or use it as a choral reading with small groups or the whole class.

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MAKING MAPS I love to make maps! I think it's great fun--- Making the boundaries, And then, one by one, Putting in railroads, And each river bend, And the tiny towns Where little roads end. I draw in mountains, And often a lake, And I've even had Long bridges to make! I like to do highways, And when they are drawn I dream that they take me Where I've never gone.

Explain that in this lesson the children are going to create their own maps of their community.

2. Reread the book Mapping Penny's World from Lesson 2 (All About Maps) to provide examples of different maps. Ask the children to recall the elements of a map, the title, map key and symbols as they view the pictures in the book.

3. Have the children practice making a map key with symbols of natural and human features in their community. Have them draw and label the symbols. Tell them to use both the natural features list and the human features list posted in the room. Model drawing a symbol by choosing one feature from the list, such as a river. Draw a symbol for a river and label it on chart paper or an overhead transparency. Choose another feature, for example an airport, then draw a symbol and label it as an airport. Have the children do a few symbols and label them for further practice.

4. Distribute drawing paper, 12 x 18 inches, to each child. Use a large piece of chart paper for demonstration to the entire class. Begin the map by drawing, and labeling features on the chart paper while the children follow on their paper. Establish the boundaries of the community. Draw in the main streets, the school, and the surrounding neighborhood, along with one important natural feature and one important human feature. If it is possible for the children to continue on their own allow them to do so, but if it seems some are having difficulty, continue working on mapping tasks as a class. Have the children suggest features for all to include on the maps. Have all the children add specific features to the map key at the same time. When the maps are completed, ask the children to share what is on their map with at least three others in the class.

5. Reread the poem "Making Maps" as a closure to the lesson.

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ASSESSMENTUse the children's maps of their local community showing natural and human features created in Step 4 as the performance task in the formal assessment of the children's mapping skills. The performance task demonstrates each child's ability to correctly map information that has been learned about their community.

APPLICATION BEYOND SCHOOL Ask family members to think of changes that have occurred in the community since they have lived there. Discuss how those changes might be shown on a map. Have the children bring the list of changes and suggestions for mapping them to the class where they are posted on a bulletin board. CONNECTIONSArts Children use their drawing skills creating maps. English Language Arts The use of the poem "Making Maps" provides another literary genre for children to experience.

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GRADE LEVEL: Second


Strand: V. Inquiry

Topic: Conducting Investigations

Grade Level Standard: 2-21 Conduct investigations.

Grade Level Benchmark: 1. Pose a question about life in their school or local

community. (V.2.EE.1)


1. We Want to Know (activity attached)


Resources

New Vocabulary:

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WE WANT TO KNOW

Instructional ExampleThe teacher selects various landmarks or buildings of significance in the school or local community. He/she shows photographs of these places to the students and asks them which of these places they would like to learn more about. As a class, the students select one landmark/building. The teacher then asks the students what they already know about this landmark/building. He/she writes down their responses and then asks them how they would go about learning more about it. The teacher may suggest they look at books, watch videos about the school/city, interview local historians or public officials, visit an historical society/museum, and visit the actual landmark/building.

As a class, the students pursue investigation in three or more ways. The teacher guides the students in their understanding of how to pursue information. He/she helps the students construct three questions they want to answer (examples include when was the landmark/building constructed, who constructed it and what was/is its purpose). The teacher and students gather information and the teacher asks the students to review the sources of information.

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WHAT IS THE PROBLEM?(SS020603)











Sample definitions:



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2. Ask the children to use their Thinking/Writing Journals to answer the question, “What is a public issue?” Have each child share one thought about the meaning of a public issue.

Possible responses:o The number of books that are in the public library o School buildings that need repair o Litter in the street o Something people are concerned about


3. Explain to the children that they are going to look for public issues that are a concern to the people in the community. Assign the following overnight homework project to the children.

Send them home with a form such as:o Talk with the members of your family about public issues in the community

that are of concern to them. Write down at least one issue agreed upon in the home and bring it back to school.


Possible issues:o Potholes in the roads o Lack of parking spaces by the stores o Street lights that are broken or burned out


Possible issues from the newspaper:o More guard rails are needed at railroad crossings o The local pond is polluted with oil o Dogs are running loose in subdivisions

5. Invite local government leaders such as the mayor or a member of the city council to speak to the children about public issues in the community. After the presentations discuss the issues with the class and add them to the list started in Step 3.

Possible issues presented by the speakers:209

o The community needs a new park, but where to put it is an issue. o The public library is too small for the number of people using it, should they

add on or build a new library? o Citizens are concerned about the number of homeless people in their

community. o Some people in the community are concerned about the number of pets

owned by local residents.



For example:o Should the community provide more parking spaces by the stores? o Should more guardrails be built at railroad crossings? o Should the community limit the number of pets a family can own?


o Should the community limit the number of pets a family can own?

9. Ask the children to think of other questions they might have about their issue. Distribute writing paper to each child. Have them write at least one more question pertaining to their issue.

Possible questions for the model issue include:o Why would the community want to limit the number of pets a family can own? o Are there too many pets in our community? o Are the pets in our community causing a problem?

ASSESSMENTAsk the children to write at least one more question about the public issue to be studied. This is a formal assessment of each child’s understanding of a public issue and the ability to expand their thinking about the issue and suggest a resolution.


CONNECTIONS

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English Language ArtsThe children use the elements of the writer’s craft when responding in their Thinking/Writing Journals and writing questions about the issue.

The children use listening skills when newspaper articles are read to them and when the government leaders are speaking to them.

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GRADE LEVEL: Second


Strand: V. Inquiry



Grade Level Benchmark: 2. Gather and analyze information in order to answer the

question posed. (V.2.EE.2)


*Please note that these two activities feed into one another. Alterations will need to occur in the Informed Decisions Activity if the Issue Detectives Activity is not used.

1. Issue Detectives (activity attached)

2. Informed Decisions (activity attached)

Resources

New Vocabulary: Informed decision/position, public issue

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ISSUE DETECTIVES(SS020604)

ABSTRACTIn this lesson the children gather and organize information about a local public issue. A variety of resources are used, including a classroom survey, local newspapers, Internet web sites, and guest speakers such as government officials, parents, and business owners. Charts and graphs are created to display the information the children collected.




BENCHMARKGather and analyze information about a local public issue (V.1.EE.3, V.2.EE.2).

KEY CONCEPTSinformed decision/positionpublic issue

INSTRUCTIONAL RESOURCESTeacher ResourceCity of Grand Rapids Home Page. 26 July 2002. City of Grand Rapids Michigan. 4 Aug. 2002 http://www.ci.grand-rapids.mi.us/.The Charter Township of Waterford, Michigan. 31 July 2002. Waterford Township Information Systems Department. 4 Aug. 2002 http://www.twp.waterford.mi.us/.

OtherArrange for speakers from the communityChart Paper/MarkersDrawing PaperGraph PaperLocal newspapersThinking/Writing JournalWriting Paper

SEQUENCE OF ACTIVITIES1. Prior to beginning this lesson write the public issue chosen by the class in Lesson 3,

Step 6, at the top of a large piece of chart paper. Write other questions pertaining to the issue, Lesson 3, Step 9, on the same paper.

For example:

Issue: Should the community limit the number of pets a family can own?

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http://www.twp.waterford.mi.us/

http://www.ci.grand-rapids.mi.us/

Questions:o Why would the community want to limit the number of pets a family can own? o Are there too many pets in our community? o Are the pets in our community causing a problem?

Post the chart paper so the children are able to view it throughout the lesson.

2. Review the public issue and the questions about the issue with the children. Ask them to think about other questions they might have about the public issue and add them to the list created in Step 1.

Some additional questions might include:o How many pets do families usually own? o What kinds of pets do you think are causing the issue? o Who thought this was a problem?

Explain to them that in order to understand the public issue they need to be informed about the issue. Tell them they are going to gather information about the public issue during this lesson. Have the children use these questions as a guide for collecting the data throughout the lesson.

3. Tell the children they are going to survey their classmates about the kinds of pets their families own. Instruct the children to make a survey form such as the following on writing paper. Then direct them to survey their classmates.

Name Pets Tom 2 dogs Marilyn 1 dog, 1 cat Susan None Kathy 1 rabbit Kelly 1 dog Elizabeth None Mike 2 white mice

4. Instruct the children to organize the data they have collected from their classmates about family pets into a graph, using writing paper, graph paper, or drawing paper. Graphing possibilities include:

o Picture graphExample:

Pets our families own Dogs Draw 12 dogs if there are 12 dogs in

the class Cats Draw cats

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o Symbol graphExample:

Pets our families ownX = one pet

Dogs XXXXXXXXXXXX Cats XXXXXXX

o Symbol graphExample:

Pets or no petsX = one family

Families with pets XXXXXXXXXXXXXXXXXXXXXXX Families with no pets XXXXXXXXXXXXX

Save the surveys and graphs for Lesson 5 when the children will analyze the public issue.

5. Invite guest speakers from the community to visit the classroom and answer questions about the issue. Have the children ask the questions from the chart, Steps 1 and 2. Record the visitor’s responses regarding the public issue on a large piece of chart paper in a format such as the following. Post the chart in the classroom and add to it when there is a new speaker.

Speaker Are pets causing a problem in our town?

Who thought this was a problem?

Are there too many pets in our town?

Possible speakers:o Mayor, Supervisor, or Manager o Veterinarian o Humane Society Director o Parent o Pet store owner

6. Read articles and letters to the editor from the local newspaper about the public issue to the children. Remind them to look and listen for facts and opinions. For example one newspaper article may give a factual account of animals getting into people’s garbage bags. In another letter to the editor, a citizen may feel it is neighborhood cats and dogs getting into the trash bags. Record facts and opinions about the issue on a piece of chart paper and post it in the classroom.

7. Check community web sites for information about the public issue. For example there may be a law that states residents cannot own a wild animal such as a lion or

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an elephant in their community. Record information pertinent to the public issue on a piece of chart paper and post it in the classroom.

8. Have the children use their Thinking/Writing Journals to respond to the following question:

Why is it important to gather information about a public issue?o Ask them to share their answers with the class.

Possible responses:o It is important to have knowledge of the issue. o It is important to know the specific facts about the issue. o It is helpful to hear different opinions about the issue.

ASSESSMENTThe Thinking/Writing Journals are a formal assessment of each child’s ability to gather of information about a public issue.

APPLICATION BEYOND SCHOOLAsk the children to gather information from their families about the public issue they are studying. Tell them to state the issue clearly and ask for facts and opinions from family members. The children could include this data in their analysis of information in Lesson 5.

CONNECTIONSEnglish Language ArtsThe children use the elements of the writer’s craft when they respond in their Thinking/Writing Journals.The children use listening skills during the presentations by members of the community and when newspaper articles are read to them.

MathematicsGraphing the data from the survey is a quantitative way to view the information.

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INFORMED DECISIONS(SS020605)

ABSTRACTIn this lesson the children analyze and interpret the information they gathered and organized in Lesson 4 about a public issue. They use the charts and graphs created in Lesson 4, Steps 4-7 to compare facts and opinions about the issue. The children then formulate their own opinions regarding the public issue based on the data they have collected.




BENCHMARKGather and analyze information about a local public issue (V.1.EE.3, V.2.EE.2).

KEY CONCEPTSinformed decision/positionpublic issue

INSTRUCTIONAL RESOURCESOtherChart Paper/MarkersCharts and graphs from Lesson 4, Steps 4 – 7Question chart from Lesson 4, Steps 1 and 2Writing Paper

SEQUENCE OF ACTIVITIES1. Explain to the children that knowing about an issue helps them make informed

decisions and it enables them to take a position regarding the issue. Tell them they are going to use the information they gathered in Lesson 4 to understand the public issue and to form their own opinion about that issue in their community.

2. Instruct the children to look at the graphs they made in Lesson 4, Step 4. Have the children use the items on the graphs to make comparisons. Record their observations on a piece of chart paper and post it in the classroom. Using the model issue “Should the community limit the number of pets a family can own?” The children could make the following comparisons:

o More families in our class have pets than do not have pets. o There are more dogs and cats than any other kind of pet. o No family has more than three pets.

Extend the children’s thinking from facts to opinions in a discussion guided by the following questions:

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o Based on the classroom survey of pets, do you see a reason to limit the number of pets a family can own?

o Why do you think there are more dogs than cats owned by families in our community?

o Do you think there are too many dogs and cats?

3. Review the responses from the guest speakers about the public issue, Lesson 4, Step 5. Compare the answers given by the guest speakers to the questions generated by the children in Lesson 4, Steps 1 and 2. Identify the different viewpoints they each represent. For instance, regarding the question of limiting the number of pets a family can own a pet storeowner would be against limiting the number of pets a family can own because he wants to sell pets. The humane society director may see puppies and kittens brought to the shelter because people do not want them, so she feels families should limit the number of pets they own.

4. Review with the children the facts and opinions from the local newspaper articles and letters to the editor, Lesson 4, Step 6. Guide the children’s thinking using the following discussion questions.

o Is there a pattern in the information we have been studying? For instance is it all pets people are concerned about, or just dogs and cats? Are people more concerned about too many kittens and puppies or animals getting into the trash bags?

o Do many opinions say the same thing? o Does everyone use the same facts in supporting their opinions?

5. Review the information gathered from community web sites, Lesson 4, Step 7. Use questions similar to these to guide the discussion.

o Are their existing laws or ordinances about the public issue? For example using the issue of limiting the number of pets a family can have, the community law may say that pit bull dogs, because they may be dangerous, are not allowed in the community.

o Have other surveys been done by community groups or residents? What are the results?

o What happens to people who break the law regarding the limitation of pets? Are they the ones causing the problem?

6. Distribute writing paper to each child. Instruct them to write their own opinion about the public issue based on the information they have gathered, organized, and analyzed. Tell the children to state the public issue clearly in the form of a question and respond including the question as part of the answer. For example: Should the community limit the number of pets a family can own?

Possible opinions:o I think the community should not limit the number of pets a family can own

because it does not seem like families own too many pets. o I feel the community should not limit the number of pets a family can own

because if the problem is too many kittens and puppies perhaps the problem can be solved in another way.

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o In my opinion the community should limit the number of pets a family can own because the residents are not being responsible if they let dogs and cats run around the neighborhoods causing problems for other residents.

Have the children share their opinions with at least two other children in the class. Collect the opinion statements after the sharing session.

ASSESSMENTThe children’s understanding of informed decisions is informally assessed during the discussions of the data they collected regarding the public issue they chose to study.Children’s understanding of how to make an informed decision and take a position about a public issue is formally assessed in their written opinion statements.

APPLICATION BEYOND SCHOOLSuggest to the children that they become informed about an issue at home. For example, should the family go to the zoo or an amusement park for an outing? If they gather and analyze information about the issue, the children and their families can make an informed decision about how to spend their time together.

CONNECTIONSEnglish Language ArtsThe children use the elements of the writer’s craft when they write their opinion statements for the public issue they chose to study.

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GRADE LEVEL: Second


Strand: V. Inquiry



Grade Level Benchmark: 3. Construct an answer to the question posed and support

their answer with evidence. (V.2.EE.3)


**Please note that both of the activities provided below are meant to coordinate with the activities presented in Grade Level Standard 2-20, Benchmark 2. However, they can also be used separately with some modifications.

1. Let’s Talk (activity attached)

2. In My Opinion (activity attached)

Resources

New Vocabulary: Fairness, informed decision/position, public issue, supporting evidence

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LET’S TALK!(SS020606)

ABSTRACTIn this lesson the children engage each other in conversations about an issue of public concern. During the discussion the children clarify the issue, apply democratic values, consider opposing views, and anticipate consequences. They work toward decisions that will resolve the issue fairly for the community.




BENCHMARKEngage each other in conversations about an issue of public concern in their community (VI.2.EE.1).Key Conceptsfairnessinformed decision/positionpublic issue

INSTRUCTIONAL RESOURCESOtherChart Paper/MarkersCharts and graphs from Lessons 4 and 5Thinking/Writing JournalTokens, e.g. buttons, straws, paper clips, bingo chips

SEQUENCE OF ACTIVITIES1. Explain to the children that in this lesson they are going to engage in conversations

with each other about the public issue in the community that the class chose to study in Lesson 3, Step 8. The model public issue is “Should the community limit the number of pets a family can own?” As a class, the children participate in a series of teacher led workshops to prepare them to engage in the conversations about the public issue.

2. Workshop # 1: Clarifying the Issue

The model issue states “Should the community limit the number of pets a family can own?” Based on the information gathered in Lesson 4 and analyzed in Lesson 5, ask the children to generate a list that identifies the problems associated with the issue. Write their responses on a piece of chart paper and post it in the classroom for all the children to view.

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Possible responses to the problems associated with the issue may include:o Members of the community have observed dogs and cats running loose in the

neighborhoods. o Dogs and cats are getting into trash bags at night. o Residents are abandoning puppies and kittens in fields, roadsides, and

animal shelters.

3. Workshop # 2: Applying Core Democratic Values

Prior to beginning this step choose one or two values appropriate to the issue the children chose to study. The Pursuit of Happiness and Common Good are appropriate for the issue of limiting pets in a family. Write the definitions for the values on chart paper and explain them to the children.

Sample definitions:

Pursuit of Happiness – It is the right of citizens in the American constitutional democracy to attempt to attain – “pursue” – happiness in their own way, so long as they do not infringe upon the rights of others.

Common Good – The public or common good requires that individual citizens have the commitment and motivation – that they accept their obligation – to promote the welfare of the community and to work together with other members for the greater benefit of all.

Relate the values to the issue using the following discussion questions.o Is it the right of families to have any number of pets they want? Why? o What happens if their pets bother other people? o Would limiting the number of pets be good for the whole community? Why?

4. Workshop # 3: Considering Opposing Views

Use a piece of chart paper to create lists of opposing views. For example, regarding the issue of limiting the number of pets a family can own, use a format such as the following. Review with the children the information from the guest speakers (Lesson 4, Step 5), as well as facts and opinions from the local newspaper (Lesson 4, Step 6, and Lesson 5, Step 4). Also consider the core democratic values (Lesson 6, Step 3).

Who is FOR the issue? Who is AGAINST the issue?Some residents are annoyed with cats and dogs running loose.

Some residents who love animals are happy with many pets.

Garbage collectors say cats and dogs spread trash in streets.

Pet storeowners want to sell many pets to families.

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5. Workshop # 4: Anticipating the Consequences Of Both Sides of the Issue

Ask the children to think about what might happen if the public issue did or did not go in effect. Record their responses on a piece of chart paper and post it in the classroom for the children to view. If limiting the number of pets a family can own went into effect, possible consequences might include:

o People might be more careful about letting their dogs and cats have babies. o People would be more careful about keeping their pets on a leash or in their

yard. o There could be a fine for having too many pets. o Some people might move away because they don’t like the rule.

Possible consequences if the issue does not go into effect might include:

More and more cats and dogs would be running loose in the community.Garbage collectors could refuse to pick up the trash in the streets that dogs and cats spread around.

6. Workshop # 5: Working Toward Decisions That Solve the Issue

Guide the children to work toward decisions that resolve the issue fairly for the community. Have them base their decisions on the information gathered in Lesson 4, analyzed in Lesson 5, and discussed in the workshops in Lesson 6, Steps 2-5. Record the children’s responses to the following questions on chart paper and post it in a prominent place in the classroom. For example for the model issue “Should the community limit the number of pets a family can own?” there may be several ways to resolve the issue for the happiness and good of the community.

o If families are going to have pets they must be responsible for what the pets do to others.

o Responsible families keep their pets on leashes or in their homes, or yards. o Responsible families have their cats and dogs neutered so there won’t be too

many puppies and kittens. o Families with too many puppies and kittens would pay a fine to the

community. o Families who do not keep their dogs on leashes or in the yard may have their

dog picked up by the animal control officer.

7. Survey the class to find out who is for or against the model public issue. If the count is not even ask some of the children to take an opposing view in order to have an even number for and against. Divide the children into groups of four, with two children for the issue, and two children against the issue in each group. Explain to the children they are going to talk about the issue in their group from the point of view of either being for or against the issue. Place each group of four children around the classroom, in the hallway, or a large room such as a library or gym, so they can easily speak and listen to each other. Remind the children to think about the core democratic values, consequences, and ways to resolve the issue as they speak from their point of view. Tell them each child is expected to contribute to the discussion. To monitor each child’s contribution to the discussion, give each child in the group a different set of tokens such as buttons, straws, paper clips, bingo chips,

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etc. Instruct each child to place one token in the middle of the table, desk or floor each time they speak.

8. When the discussion period is over ask the children to use their Thinking/Writing Journals to describe how they felt during the conversations about the issue. Have them share one thought from their journal with the rest of the class.

Possible responses:o I felt I was a good listener. o I felt I was a good speaker. o I felt I knew a lot about the issue. o I felt I had a great idea to resolve the issue.

ASSESSMENTAs the children are observed in the discussion groups, Step 8, their ability to participate in a conversation about an issue of public concern in their community is informally assessed.

APPLICATION BEYOND SCHOOLSuggest to the children that they have a discussion with their family about an issue of family concern. For example, the issue might be “Who should take the trash to the garbage can every day?” Tell them to think about the pursuit of happiness and the common good as they resolve the issue.

CONNECTIONSEnglish Language ArtsThe children use the elements of the writer’s craft when they respond in their Thinking/Writing Journals.

The children use listening and speaking skills as they engage each other in conversations about an issue of public concern.

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IN MY OPINION(SS020607)

ABSTRACTIn this lesson the children individually express a position on a local public issue and support it with reasons in a written statement. The children construct their position based on the data gathered and organized in Lesson 4, Steps 3-7, and analyzed in Lesson 5, Steps 2-5. They also consider the core democratic values, consequences of the issue and decisions for resolving the issue from Lesson 6, Steps 3, 5, and 6.




BENCHMARKConstruct a position on a public issue and support it with reasons (VII.3.EE.1, V.2.EE.3).


INSTRUCTIONAL RESOURCESTeacher ResourceKemper, Dave, Ruth Nathan, and Patrick Sebranek. “Persuasive Paragraph.” Write on Track A Handbook for Young Writers, Thinkers, and Learners. Wilmington, MA: Houghton Mifflin Company, 1996. 61.

OtherChart Paper/MarkersCore democratic values, consequences and decisions from Lesson 6, Steps 3,5, and 6Data from Lesson 4, Steps 3-7, analyzed in Lesson 5, Steps 2-5Opinion statements from Lesson 5, Step 6Overhead Projector/TransparencyWriting Paper

SEQUENCE OF ACTIVITIES1. Explain to the children that in this lesson they are going to expand the opinion

statement they wrote in Lesson 5, Step 6. Tell them this kind of writing is persuasive and write the following definition of a persuasive paragraph on a piece of chart paper or an overhead transparency.

Sample definition:

A persuasive paragraph tells your opinion about something. It also tries to get your reader to agree with you.

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Explain the parts of a persuasive paragraph to the children.

Topic sentence (states your opinion about the public issue)Reasons given (at least three reasons that support your opinion)Closing sentence (state your opinion again)

2. Prior to beginning this step, write a persuasive paragraph on a piece of chart paper or an overhead transparency for the children to use as a model. Read the paragraph to the children and point out the three parts of a persuasive paragraph. Sample paragraph using an issue different from the one the class chose to study. “Should the community build a new park or a shelter for the homeless?”

o Topic sentence: In my opinion the community should build a new shelter for the homeless.

o Reasons: It seems we already have three parks, but not even one homeless shelter. The number of homeless people is growing every year. I think our community would look nicer if homeless people were not sleeping in doorways or in parks.

o Closing sentence: I definitely feel it would be better for our community to build a new shelter for the homeless.

3. Distribute to each child his or her opinion statement from Lesson 5, Step 6, and a piece of writing paper. Tell the children to start with that statement and add at least three reasons for their opinion and a closing sentence. Remind them they want to persuade other people with their opinion. Tell them to think about the core democratic values (Lesson 6, Step 3), consequences of the issue (Lesson 6, Step 5), and decisions to resolve the issue (Lesson 6, Step 6).

4. Ask each child to share his or her completed persuasive paragraph with the entire class. Collect the paragraphs after the sharing session.

ASSESSMENTEach child’s persuasive paragraph is a formal assessment of their ability to construct a position on a public issue and support it with reasons.

APPLICATION BEYOND SCHOOLSuggest to the children that they present strong reasons for taking a position on an issue at home. For example they may want to stay up an hour later on Friday nights. If they have good supporting evidence for their position, such as no school on Saturday etc. their parents may consider the position.

CONNECTIONSEnglish Language ArtsThe children use the elements of the writer’s craft when they write their persuasive paragraphs.

The children use the skills of speaking and listening as they present their persuasive paragraphs to the class.

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GRADE LEVEL: Second


Strand: V. Inquiry



Grade Level Benchmark: 4. Report the results of their investigations. (V.2.EE.4)


1. Comparing Points of View on a Public Issue (activity attached)

(This activity brings closure to the concepts taught, activities completed, and discussions of the activities presented in Grade Level Standard 2-21 Benchmark #1 through Grade Level Standard 2-21 Benchmark #3).

2. Have the students investigate the prices of a specific toy. These prices can be gathered using the shopping flyers inserted into the Sunday newspapers. Have the students investigate which store the toy should be purchased at. Have the students look at:a. Price of toyb. Is the toy the same at both places or do you get discounts

on other products or additional accessories to go with the toy upon purchase?

c. Which store provides more to the community in service and in community service?

d. Have the students present where they would purchase the toy and why.

e. Students can present this information using a table (see attached).

Resources

See attached Toy Investigation Table

New Vocabulary: Informed decision/position, public issue, supporting evidence

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COMPARING POINTS OF VIEW ON A PUBLIC ISSUE(SS020608)

ABSTRACTIn this lesson the children listen to the story Old Henry and continue to explore the idea of opposing points of view about a public issue. The children compare their own point of view about a local community issue to that of another individual. They describe the differences between the two positions by writing a compare and contrast paragraph.




BENCHMARKCompare their own viewpoint about a local community issue to that of another individual (VI.1.EE.2).


INSTRUCTIONAL RESOURCESTeacher ResourceBlos, Joan. Old Henry. New York: William Morrow and Company Inc., 1987.

OtherChart Paper/MarkersCompare and Contrast Paragraph outline – reproduce at least two for each childOverhead Projector/TransparenciesPersuasive Paragraphs, Lesson 7, Step 3

SEQUENCE OF ACTIVITIES1. Read the story Old Henry aloud to the children. Use the following questions to guide

a discussion about the book. Record the children’s responses on a piece of chart paper and post it in the classroom.

o What is the public issue in the story? (The vacant house) o What was Henry’s point of view about the house? (Henry liked it just the way

it was.) o What point of view did Henry’s neighbors have about the house? (The

neighbors wanted Henry to fix up the house so it would look nice in the neighborhood.)

o Was Henry happy? Why? o Was Henry bothering the neighbors? How? o Were the neighbors happy or not? Why?

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o Did the neighbors try to work for the common good of the community? How? o Did Henry work for the common good of the community? How?

2. Prior to this step write the following compare and contrast paragraph template on a piece of chart paper or on an overhead transparency. Reproduce copies of the template on 8 by 11-inch paper to distribute to the children for use in this step and Step 5 of this lesson.

Compare and Contrast Paragraph_________________________ and ____________________________are alike and are different in several ways. First, they are alike because ____________________________________________________________________________________________________________but they are different because ________________________________________________________________________________________Secondly, one is __________________________________________while the other is __________________________________________Finally, they are alike because _______________________________________________________________________________________but different because ________________________________________________________________________________________________

3.Using the overhead transparency or the chart paper model of the template, explain the template to the children. Then have the children choose a partner to work with and distribute a copy of the template to each child. Tell the pairs they are going to compare Henry and his neighbors by writing descriptions of how they are alike and different on the template. Invite each pair of children to share their comparison paragraphs with the rest of the class. Complete the large chart or overhead transparency using some of the answers the children used in their paragraphs.

Sample of a completed template:

Henry and his neighbors are alike and are different in several ways.First, they are alike because they all live in houses but they are different because Henry’s house is rundown and the neighbors’ houses are nice.Second, one is not concerned about how the house looks while the other is concerned that Henry’s house does not look like the others in the neighborhood.Finally, they are alike because they miss each other but different because they are happy in different ways.

4. Explain to the children they are going to do the same kind of comparison with points of view they each have about the public issue of concern they chose to study in Lesson 3, Step 6, “Should the community limit the number of pets a family can own?” Distribute to each child his or her persuasive paragraph written in Lesson 7, Step 3, and another blank outline. Try to pair the children so they represent opposing viewpoints of the public issue. If that is not possible, the opinions may be the same but the supporting evidence should be different so comparisons can be made.

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5. Have each child read his/her position statement to the other child in the pair. Direct them to discuss their points of view regarding the public issue before writing the comparison paragraphs. When the children have established what is alike and different about their positions on the public issue, have them complete their outline.

6. Ask the pairs of children to share their descriptions with the entire class in the following manner.

o Each child reads his or her persuasive paragraph to the class. o Each child reads his or her compare and contrast paragraph to the class.

Have two or three pairs of children make their presentations and collect the documents from all of the children. At another time have a few more pairs of children make their presentations and distribute their paragraph papers at the time of sharing. Collect the documents again after each group has shared. Continue in this manner until all of the groups have presented their work.

Sample of a comparison paragraph using the public issue, “Should the community limit the number of pets a family can own?”

Sarah’s point of view and my point of view about the public issue are alike and different in several ways. First, they are alike because we both have pets. They are different because she has a rabbit and I have two dogs. Second, she is in favor of limiting the number of pets a family can own while I am against limiting the number of pets a family can own. Finally, they are alike because we both want people to be able to own pets. We are different because she thinks people have too many dogs that run around the neighborhood.

ASSESSMENTThe compare and contrast paragraphs written by the children after hearing and discussing the story Old Henry are an informal assessment of their understanding of the difference between two points of view relative to an issue.The compare and contrast paragraph written by each child about a local community issue is a formal assessment of their ability to compare their viewpoint to an opposing position.

APPLICATION BEYOND SCHOOLAsk the children to compare two points of view of an issue at home. For instance, there may be a dispute over the kinds of food to be packed in a school lunch. Parents and children could compare how their positions relative to family issues are alike and different and come to a resolution where everyone is happy.

CONNECTIONSEnglish Language ArtsThe children use the elements of the writer’s craft when they write their compare and contrast paragraphs.

Children’s literature is used in this lesson to compare different viewpoints.

The children use speaking skills when they present their comparison paragraphs to the rest of the class.

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The children use listening skills when the story is read aloud to them and when they listen to the comparison paragraphs of their classmates.

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TOY INVESTIGATION TABLE

Store #1 Store #2

Price of Toy

Is the toy the same at both places?

Stores service to the community

My opinion

I would purchase the toy at ____________________________ because________________________________________________________________________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

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GRADE LEVEL: Second


Strand: VI. Public Discourse and Decision Making

Topic: Identifying and Analyzing Issues

Grade Level Standard: 2-22 Identify and analyze issues.

Grade Level Benchmark: 1. Pose a question about matters of public concern that

they have encountered in school or in the local community. (VI.1.EE.1)


1. Gather local newspapers and post several of the headlines on the front board. Tell students these are public concerns. Read each headline and select one headline to pose questions on. Example: “Local Park Closed Due to Toxic Waste” Students may ask:

What is the toxic waste? How did it get there?

2. Give the students the following scenario: Our school has a problem with litter – the school does

not look attractive, students are tripping over it, animals are getting trapped in it. If it was your job to find a solution to this problem, what questions would you want to ask to gather information? For example: “Where is the trash coming from?”

Resources

Local newspapers

New Vocabulary: Public concern

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GRADE LEVEL: Second



Topic: Identifying and Analyzing Issues

Grade Level Standard: 2-22 Identify and analyze issues.

Grade Level Benchmark: 2. Compare their own viewpoint about the matter raised

with that of another individual (VI.1.EE.2)


1. Place 5 candy bars at the front of the classroom. Tell the students the names of the candy bars and have them pick out their favorite one. Ask them to write a few sentences about why they think their pick is the BEST – remind them to use descriptive language. Have the students share their thinking. Explain that each person has their own viewpoint. Using a T-chart, write the differing viewpoints. Ask the students which viewpoint is correct. Discuss that they both are correct but that people see things differently.

2. Using a scenario that has happened in class (i.e., someone cut in line or so-and-so has the soccer ball and always takes it during recess), have the students brainstorm possible solutions to the scenario (i.e., when cuts in line, 1) the person has to go to the end of the line, 2) the person loses his/her turn as line-leader the next time, 3) the person loses time at recess). Create a graph on the board such as the one attached along with appropriate labels.

Give each student a small colored sticker (garage sale stickers work great) and have them graph which solution they think would be best. (Once the graph is complete, you may want to bring in some math questions.) Once all the students have graphed their viewpoint, discuss that people see things differently and that that is called a viewpoint.

3. Using the texts that you are reading in English language arts, compare and contrast different viewpoints held by characters and the conflict that arises. When Sophie Gets Really Angry, Really, Really Angry is a great book to illustrate this.

Resources

See attached

When Sophie Gets Really, Really Mad by Molly Bang

New Vocabulary: View point

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T-CHART

Candy Bar #1 Candy Bar #2

6

5

4

3

2

1

Solution1

Solution2

Solution3

Solution4

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GRADE LEVEL: Second



Topic: Group Discussion

Grade Level Standard: 2-23 Engage in group discussions.

Grade Level Benchmark: 1. Engage each other in conversations about issues

pertaining to governing their school. (VI.2.EE.1)


1. Create interview questions around a school issue to ask the principal or other school employee. Possible school issues: bullying, noise at lunch recess, lack of playground equipment, not enough time in the computer lab, etc.

2. Select a classroom issue (noise when walking down the hall, people not working on their work, people blurting out) and brainstorm solutions. Discuss the pros and cons to each solution as well as the consequences of the solution.

Students select which solution to implement. Discuss how issues in the school, community, state, and world seek to find solutions and that those solutions often become rules/laws.

Resources

New Vocabulary:

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GRADE LEVEL: Second



Topic: Persuasive Writing

Grade Level Standard: 2-24 Compose persuasive writing statements.

Grade Level Benchmark: 1. Compose brief statements expressing a decision on an

issue in the school or local community. (VI.3.EE.1)


1. Gather local newspapers and select headlines that suggest a decision on an issue that has been made (i.e., “Neighbors only to water lawns on even days”) and post them on the board. Discuss the issue and present both sides. Have the students create a poster indicating their position on the statement. Their poster must include: 1) A statement on whether they agree with the decision or not, 2) 2 to 3 facts that support their position, and 3) an illustration that supports their position.

2. Provide the following scenario:During recess, students continue to get hurt on the playground during soccer games. The principal has made a decision that soccer can no longer be played at recess. She has ordered all of the soccer balls in the school to be returned to the office. If anyone is caught attempting to play soccer or bringing in a soccer ball from home, they will be suspended.

Have the students write a letter (using the appropriate letter format) to the principal expressing their opinion of her decision.

Resources

Local newspaper

Poster paper

Crayons

Pencils

New Vocabulary: Position, decision

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GRADE LEVEL: Second


Strand: VII. Citizen Involvement

Topic: Responsible Personal Conduct

Grade Level Standard: 2-25 Participate in responsible personal conduct.

Grade Level Benchmark: 1. Help to determine, interpret, and enforce school rules.

(VII.1.EE.1)


1. List the classroom rules on the board. Pair the students up and assign them one of the rules. Have one student in the pair draw a picture that illustrates what the rule is saying (a positive example) and have the other student draw a picture that illustrates a non-example. Share the pictures and discuss how the rules were interpreted differently based on the pictures. (i.e., “Be honest,” might be depicted by a student turning in some money he/she found on the floor or a student apologizing to another student because he/she told a lie.)

2. List out the rules of the school and discuss who is responsible for enforcing them. Remember to discuss the students’ role and responsibility in enforcing them.

Resources

New Vocabulary:

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GRADE LEVEL: Second


Strand: VII. Citizen Involvement

Topic: Responsible Personal Conduct

Grade Level Standard: 2-25 Participate in responsible personal conduct.

Grade Level Benchmark: 2. Participate in projects designed to help others in their

local community. (VII.1.EE.2)


1. Possible projects that a class could participate in: Can good drive Adopt A Highway/Pick-up Litter Write letters or make art projects to deliver to an area

nursing home Have a fund-raiser and donate the money to charity Create a community garden

2. Have students investigate ways that they can participate in the local community. Post these ways on a bulletin board and encourage students to participate in at least one of them.

Resources

New Vocabulary:

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