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Virginia Mares

Title of Lesson/Lesson Number

Needs/Wants (1)

Statement of Topics/

Interdisciplinary Concepts/Enduring Understandings, Skills, and Character Traits

Enduring Understanding: Individuals must make decisions based on their needs and wants.

Disciplinary Concepts: Economy

Skills:

· Students will be able to distinguish between needs and wants.

· Students will be able to justify why something is a need or a want.

Character Traits: Students will be responsible decision-makers.

Essential Questions

How do we decide if something is a need or a want?

Standards (CCGPS/GPS)

SS1E2 The student will explain that people have to make choices about goods and services because of scarcity.

SS Information and Processing Skills: Compare similarities and differences

Strategies for Differentiation

Challenge more advanced students to think about needs and wants beyond tangible items, such as food and shelter. To represent intangible needs, like love or respect, have students incorporate words that represent these needs into their collages in addition to images.

Differentiation for Featured Students

Allow students to work in pairs to create their collages. I often find one of my featured students daydreaming. I think working with a partner would help him stay on task. My other featured student often rushes through her work and has trouble cutting with scissors. A partner could help her with cutting as well as encourage her to take her time and do her best work.

Attention Getter/Hook

Bring in a box of objects, including items such as an apple, a t-shirt, a bottle of water, toys, books, etc. Call on students to sort the items into two groups any way they like. Discuss how students sorted the objects. Are there other ways to sort the objects?

Introduction

For the next two weeks, we are going to talk about producers and consumers. Before we do that, we first have to know what an economy is. Economy is just a big word that means the way a country uses its money to buy and sell goods and services. An economy is a lot like a family. People in a family have jobs and they have to make choices about what to buy. What are jobs that you do at home? What are some things your family buys at the store?

Body

Families have needs and wants. Needs are things we must have in order to live (food, water, air, clothing, and shelter). Wants are things that are not necessary to survival but which would be nice to have. Return to items in the box and have students sort them again into needs and wants. Discuss any items over which there is disagreement.

Play a smart board game in which students must decide what items they need to have on a deserted island.

Working independently or in pairs, have students make a collage of needs and wants. Provide magazines, scissors, glue, and construction paper. Have children cut pictures from magazines that are examples of wants and needs. Give each child a sheet of paper. Have them fold the paper in half; pasting pictures of needs on one half and pictures of wants on the other half.

As children work, move around the room and ask questions about their choices. Help them see the difference between wants and needs.

Closure

Have students share their collages with the class, identifying some of their needs and wants. Review how we define needs and wants.

Assessment

Students will be able to identify needs and wants. They will demonstrate this skill by creating a needs/wants collage.

Criteria Used to Evaluate Success

· Can students identify images as needs or wants?

· Can they provide justifications for their choices?

What Defines Success: Students will be able to provide at least three examples of needs and three examples of wants in their collages.

Materials

· Items for discovery box (an apple, water bottle, article of clothing, toys, dolls, books, etc.)

· Old magazines

· Paper

· Glue

· Scissors

Relevant Background Information

· Economy comes from the Greek word oikonomos, which means “one who manages a household

· In both economies and households, people have jobs and must make decisions on how to share resources

· A family faces many decisions, such as which members do which chores and what each member gets in return (Who does the laundry? Who gets the extra dessert?)

· Economics is the study of how society manages its scarce resources

· Needs are things that people must have

· Wants are things that people would like to have

Resources

Smart Board Games on Needs/Wants http://www.prometheanplanet.com/en-us/Resources/Item/31397/needs-and-wants#.UHdApBxW3Ag

Books

· Sam and the Lucky Money by Karen Chin

Connections to Technology/Arts

· The lesson has students using technology as they play a game on the smart board.

Description of Collaboration

I used the parent questionnaires completed at the beginning of the semester to influence items chosen for the “discovery box” used in the lesson hook. As I picked items for the box, I tried to pick “wants” that would peak students’ interests. For example, I know many of the students in my class enjoy playing with cars, dinosaurs, stuffed animals, etc. These are items that I included in the discovery box. In addition, we had parents send in old magazines and catalogs earlier in the semester to use for projects.

Logistical Adaptations (schedules, etc.)

This lesson will occur during the time typically reserved for Social Studies and Science (2:00-2:45). However, we might start the lesson a little earlier. Therefore, center time will be cut short.

Links to Theory

· Piaget- Students in the concrete operational stage of development are able to classify items into groups.


Goods/Services (2)

Statement of Topics/Interdisciplinary Concepts/Enduring Understandings, Skills, and Character Traits

Disciplinary Concepts: Goods/Services

Lower-order Skill

· Identify goods that people make and services that people provide for each other

Character Trait: Students will be responsible decision-makers.

Essential Questions

How do we distinguish between goods and services?

Why do we buy goods and services?


SS1E1 The student will identify goods that people make and services that people provide for each other.


Depending on ability, some students may only be able to identify a good or service from a set of choices. Other students should be able to come up with an example of each on their own. Assist students as necessary.


Both of my featured students enjoy drawing. Therefore, allowing students to draw examples of goods and services will appeal to their interests. However, as we move toward using more written communication, I also want to encourage students to include written labels with their pictures of goods and services.


Show students’ a copy of Norman Rockwell’s painting The Curiosity Shop. Have students describe what they see in the picture. What is the young girl doing? Is she buying something she needs or wants?

Introduction

Yesterday, we talked about needs and wants. We said that needs are things that we must have in order to live, like food and clothing. Wants are things that are not necessary to survival but which would be nice to have. How do we meet our needs? (Ex. If my shoes are too small, what will I do?) In order to meet our needs and wants, we buy goods and services.

Body

Services are activities that meet people’s needs and wants. When you go to the barbershop or the hair salon, what service are you receiving? Can you think of other services?

Goods are things that people buy or use to meet their needs and wants. When you go to the grocery store, what are some things that you buy? These items are examples of goods. Look back at The Curiosity Shop picture. Have students identify the goods and/or services in the painting.

As a class, have students complete a goods and services sorting game on the smart board.

Have students draw and label examples of goods and services.

Closure

Have students share/discuss their work. Use this time to clear up any remaining misconceptions and review how goods and services meet our needs.

Assessment

Students will be able to identify goods and services. They will demonstrate this skill by drawing pictures of goods and services.


· Can students identify examples of goods?

· Can students identify examples of services?

· Can students explain what need/want their good/service is meeting?

What Defines Success: Students draw an example of a good and a service. Students explain what need or want is met through the good or service (Determined through teacher questioning while students draw their pictures.).

Materials

· Copy of Norman Rockwell’s painting The Curiosity Shop

· Smart board goods/services sorting game http://www.prometheanplanet.com/en-us/Download.aspx?ContentId=137905

· White paper

· Crayons


· Goods are things that people buy or use to meet their needs and wants

· Services are activities that meet people’s needs and wants



· Goods and services satisfy people’s wants and needs

· An individual does not as a general rule produce for himself any significant portion of the goods and services that he wants and needs

· Most goods and services are brought forth via scarce resources in order to meet a demand

· Society must decide which goods and services to produce and in what quantities, how goods and services are to be produced, and who shall receive the goods and services that are allocated to consumers out of the total amount produced

Resources

Smart Board Game on Goods/Services

http://www.prometheanplanet.com/en-us/Download.aspx?ContentId=137905

Books

What Are Goods and Services by Carolyn Andrews

Web Links

http://www.brainpopjr.com/socialstudies/ economics/goodsandservices/grownups.weml


· Students will play a sorting game on the smart board


Collaborate with families by having students and their parents/guardians draw a picture or take a photograph of a store they often visit and write down what they buy there.



Also, the game should be fairly fast-paced to keep students engaged and to hold their attention.

Links to Theory

· Piaget- Connect to students’ prior knowledge (existing schemas). Then present new knowledge, which students assimilate into their existing schemas.


Goods and Geography (3)


Interdisciplinary Concept: Interdependence

Skills

· Lower Order Skill: Locate states on a map

· Disciplinary Skill: Identify goods produced in Georgia


Essential Questions

How can we find out about our state and what goods are produced in Georgia?

What are some ways we can make sure we have done our best work?



SS1G2 The student will identify and locate his/her city, county, state, nation, and continent on a simple map or a globe.

ELACC1RL1: Ask and answer questions about key details in a text.

ELACC1RL5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.


Since this is students’ first experience with a self-assessment. Model how to complete the self-assessment first. A few students may be able to read and complete the checklist on their own. For other students, read through each item on the checklist. Have students complete the self-assessment as the teacher reads each item.


Since making the poster is a multi-step project, provide featured students with a great deal of structure and short, direct instructions. Have the list of steps posted for students to see. In addition, use a visual instructional plan so that students do not have to be able to read every word on the list because they can use the images to help them know what comes next.


Let’s talk about where we live. Who knows what city we live in? State? Country? Look up these places on National Geographic maps online.

Introduction

Yesterday, we talked about goods and services. We said that goods are things that people buy or use to meet their needs and wants. Many goods are grown or made in Georgia.

Body

Today, we are going to look at some of the goods produced in Georgia. First, we are going to learn a little more about our state. Read the book Georgia: Rookie Read-About Geography. Discuss the goods produced in Georgia.

Have students create Georgia posters. Students will use blank outline maps of Georgia for their posters. Students will draw or attach examples of goods produced in Georgia (ex. feathers for poultry industry). Have students complete a self-assessment on their posters.

Closure

Have students share their posters. Review what goods are produced in Georgia, where Georgia is located on a map, and what the capital of Georgia is.

Assessment

Students will do a self-assessment checklist for their poster. Students will be able to identify three goods produced in Georgia. The teacher will assess students posters using the same criteria included in their pre-assessment.


Self-Assessment

1. Did I identify three goods that are produced in Georgia? (Yes or No)

2. Did I mark the capital of Georgia on my map? (Yes or No)

3. Did I put a title on my map?

4. Is my work neat? (Yes or No)

What Defines Success: Students complete three of the four tasks (*Students must identify three goods produced in Georgia).

Materials

· National Geographic Maps

· Georgia by Carmen Bredeson

· Copies of outline of Georgia

· Feathers

· Peanut shells

· Cotton balls

· Gold stars

· Glue


· Georgia is the leading kaolin clay-producing state in the U.S.

· Georgia is also a leader in the production of marble, barite, and bauxite.

· Georgia produces almost half of the peanuts produced in the U.S. each year.

· Georgia ranks third nationally in cotton production.

· Georgia’s top five vegetables onions, watermelon, tomatoes, sweet corn, and bell peppers.

· Although Georgia is called the Peach State, it actually ranks third in United States peach production behind California and South Carolina.

Resources

Interactive Maps

http://www.nationalgeographic.com/kids-world-atlas/maps.html

Books

Georgia by Carmen Bredeson

P is for Peach: A Georgia Alphabet by Carol Crane

Weblinks

www.agclassroom.org/kids/stats/georgia.pdf


· We will use the National Geographic website and their interactive map tool to explore Georgia maps online.


· Collaborate with librarian to find books on Georgia for lesson

· Talk with grade level coordinator about teaching lesson during reading groups


Rolling Reader comes on Wednesday afternoon. This lesson could be one of the three lessons that students rotate through during reading groups in the morning. In that case, a new, small group of students would take part in the lesson each day. The lesson would be taught over a period of three days.

Links to Theory

· Vygotsky- Scaffolding and the More Knowledgeable other

· With a new skill, like self-assessment, students are going to need more support at first. However, with assistance from a MKO, in this case the teacher, students will be able to complete the task. Over time, students will become more comfortable with the skill and need less support.


Producers/Consumers (4)



Topic: Producers and Consumers

Skills

· Lower Order Skill: Describe how people are both producers/ consumers

· Disciplinary Skill: Compare the roles of individuals in an economy to family roles in a household

· Disciplinary skill: Model the roles of producers and consumers in an economy

Character Trait: Students will be responsible decision-makers

Essential Questions

How do we describe the jobs of producers and consumers?

How are the jobs of producers and consumers similar to our jobs in our families?


SS1E3 The student will describe how people are both producers and consumers.


ELACC1RL5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.


Allow students who do not feel comfortable presenting alone in front of a group to act out a role with a partner. Also, allow students to choose their own roles to act out, as long as they are producers or consumers.


Both of my featured students are kinesthetic learners so I think the activity/assessment will appeal to their learning styles. In addition, I may need to provide these students with a few choices of roles to act out instead of having them think up their own.


Have you ever heard someone say they wear many hats? The hats represent the different jobs that people have. People have many jobs. At home a person could be a mom, a dad, or a grandmother, etc. The same person could also be a neighbor, a teacher, a friend etc.

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.)

Introduction

There are two more hats that you wear. You are a consumer and a producer. Today, we will learn more about what producers and consumers are and how those are two of your jobs.

Body

The other day we talked about goods and services. Have students recall what goods and services are and provide examples. Someone has to make those goods and provide those services. A producer is a person who makes goods or provides services. Discuss some examples. A consumer is a person who buys and uses goods and services. Discuss some examples.

Read Little Nino’s Pizzeria. Have students listen for examples of producers/consumers. After reading, discuss how the family produces pizza, provides a delivery service, and how

consumers loved the Nino’s pizza so business increased.

Finally, have students play Producers/Consumers charades. Students will act out roles. The rest of the class will guess the specific role being acted out and decide if the person is a producer or consumer.

Closure

Review the jobs of producers and consumers, and discuss how those roles are similar to jobs in a family.

Assessment

Students will play Producers/Consumers charades. The teacher will observe the game to see if students can identify producers/consumers.

What Defines Success: Students correctly identify 80% of the roles acted out.


· Can students model examples of producers/consumers?

· Can they identify producers/consumers in charades game?

Materials

· Little Nino's Pizzeria by Karen Barbour


· Consumers are people who buy goods and services

· Producers make goods and provide services

· People are both producers and consumers




· Business firms hire productive services. The payment they make for these services (wages, interest, rent, etc.) become the spendable income of the public

· In turn, the individuals and families that comprise the public spend their income on the goods ands services produced by businesses

· There is a continuous flow of money payments from consumers to producers

Resources

Books

Little Nino's Pizzeria by Karen Barbour

My Grandfather Works in a Bakery by Sarah Hughes

My Dad Works on a Farm by Sarah Hughes

My Mom is a Beekeeper by Sarah Hughes

Web Links

http://www.internet4classrooms.com/grade_ level _help/ economics_ consumers_and_producers_first_ 1st_grade _social_studies.htm


· Students will be engaged in the dramatic arts as they play producers/consumers charades


Collaborate with families by having students interview a family member to find out what services they provide their household or community. What services do students provide their family or school?

Send home letters to families inviting them to come in as a guest speaker to discuss their job/role as a producer and consumer.



Links to Theory

· Dewey- Students learn best through experience and by doing. A charades game that involves role-playing will likely prove to be a memorable experience for students.


Scarcity (5)


Enduring Understandings: Individuals must make decisions based on their needs and wants.

Interdisciplinary Concept: Scarcity

Skills:

Interdisciplinary: Critical Thinking

Lower Order Skill: Explain that people have to make choices about goods and services because of scarcity


Essential Questions

How does scarcity affect us?




ELACC1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.


For our class discussion on scarcity and the story Gettin’ Through Thursday, use Bloom’s taxonomy to design questions that appeal to a wide range of abilities and challenge all students.


One of my featured students sometimes has a hard time articulating her thoughts, although she is not reluctant to participate. A discussion will allow her to practice her listening/speaking skills. I can use probing questions to help clarify her thoughts. To appeal to my other featured students’ intrapersonal learning style, I want to give him time to reflect before he answers questions.


Tell students that you have a surprise. Then show students a bag of candy. Ask how many of the students would like a piece of candy. Pass out two pieces of candy to half of the class. Tell students that’s all the candy you have. How do the students who didn’t get candy feel? Why didn’t they get a piece? Is there any way that everyone can have a piece of candy? Have students brainstorm solutions.

Introduction

We have talked about how people have needs and wants. We said that people satisfy their needs and wants by buying goods and services. We all wanted a piece of candy, but there was not enough to go around. This is called scarcity.

Body

Scarcity is when people want lots of things, but there isn’t enough for everyone to have as much as they like.

Read Gettin’ Through Thursday by Melrose Cooper. After reading the story, engage the students in a class discussion on scarcity. Have students identify the problems of scarcity in the story and discuss how the family dealt with them (What items were scarce in Andre’s house? What did Andre’s mom teach the children to do?). Do wealthy families experience scarcity?

Have students identify experiences of scarcity? (Ex. not having a pencil or not enough time at recess.)

Closure

Review the meaning of scarcity, and build on the concept by helping students see that people must make choices because of scarcity as a preview for the next lesson.

Assessment

The teacher will observe students’ responses during the class discussion. Call on all students so that every one has an opportunity to share.


What Defines Success: Students can identify or provide examples of scarcity. In addition, students can explain how scarcity affects people.

Materials

· Bag of candy

· Gettin’ Through Thursday by Melrose Cooper




· People cannot have everything they want

· Scarcity means that society has limited resources and therefore cannot produce all the goods and services people wish to have

· As a result of scarcity, people face trade-offs

· Scarcity in economics recognizes the limitations of the physical world.

· These limitations give rise to economic problems

Resources

Books

Gettin’ Through Thursday by Melrose Cooper

If You Give a Pig a Pancake by Laura Numeroff

Reuben and the Quilt by Merle Good

Poem

“Toys for Me” by C.D. Crain





During the discussion, the teacher will be mindful of children’s cues regarding alertness and will wrap up the discussion when students start to lose interest.

Links to Theory

· Montessori- The teacher serves as a guide during the class discussion, but also does not interfere. In addition, the teacher uses observation as the primary form of assessment.


Choice (6)



Interdisciplinary Concept: Cause/Effect

Disciplinary Concept: Trade-offs

Skills

· Interdisciplinary Skill: Higher-order thinking (evaluation)

· Disciplinary Skill: Construct and interpret a variety of graphs


Essential Questions

Why do people have to make choices?



MCC1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.




During the whip around assessment, make sure to give ample time for students to think of an answer beforehand. In addition, ask struggling learners to share first so no one takes their same answer. More advanced learners are likely to have several answers ready to share.


Both of my featured students are visual learners. I will appeal to this learning style by having students create a pictograph to record data into a table. In addition, the question posed during the lesson hook appeals to their interests in games, and will therefore motivate them.


Pose the following question to students: If we have ten extra minutes at the end of the day, would you rather have extra time for centers or play a game as a class? As students make their choices, have them record their decisions on a pictograph made using the smart board. Discuss what is the most popular choice.

Introduction

Yesterday, we talked about scarcity, which means we cannot have everything that we want. Just a minute ago, I asked you a question about how you would like to spend your time, and I gave you a choice about how you could use your time. Today, we will be talking about choices.

Body

I told you that you would have ten minutes for an activity at the end day. Is ten minutes a lot of time? Time is scarce. Do we have time for both activities, centers and a game? We have to make a choice between the two. Scarcity forces us to make a choice.

We are going to read a story called The Doorbell Rang. As we read, listen for examples of scarcity and choices that people have to make. Read the story and discuss. How is it similar to the candy activity we did?

When you make a choice you have to give something up. Have students share one choice that they made recently and what they gave up instead.

Closure

Review that we have to make choices because our resources are scarce.

Assessment

I will use the whip around strategy to assess students’ knowledge of choices.


What Defines Success: Each student will be able to identify a choice that they made recently and what they gave up in turn.

Materials

· The Doorbell Rang by Pat Hutchins






· People have to make choices based on their needs and wants

· “There is no such thing as a free lunch.” Everything has its cost

· To get one thing that we like, we usually have to give up another thing that we like

· Because people face trade-offs, making decisions requires comparing the costs and benefits of alternative courses of action

· The opportunity cost of an item is what you give up to get that item

Resources

Books

The Doorbell Rang by Pat Hutchins

Erandi’s Braids by Tomie dePaola

Leah’s Pony by Elizabeth Friedrich

Posters on Scarcity/Choice

http://www.kidseconposters.com/index.php?src=search&search_id=search&search_this=choice

Economic Songs

http://www.kidseconposters.com/singalongs/oh-give-me-a-choice/


The class will use the smart board to create a pictograph to record student choices.


Collaborate with host teacher to create a pictograph on the smart board.


Make sure to leave ten minutes at the end of the day so that students can have extra time to either play a class game or have extra time at centers.

Links to Theory

· Rick Lavoie- It can take a learning disabled child twice as long to process a question. To encourage their participation, give ample time and opportunities to be successful.


Trade (7)




Skills

· Interdisciplinary Skills: Interpersonal skills

· Disciplinary Skills: Model the roles of producers and consumers

Essential Questions

Why do we trade?




For students that are unsure about how to engage in a trade with another student, the teacher can first directly coach them on how to initiate a trade (“Try saying, ‘Can I see what you have. Oh, I like your pencil. Do you want to trade’ ”). If students are successful, the teacher can withdraw support.


This lesson appeals to my featured students learning profiles by incorporating movement as well as art into the lesson. In addition, throughout the lesson, students will be actively participating. Therefore, I think it will engage these students, who are often easily distracted.


Show students Norman Rockwell’s “Milkman Meet Pieman.” What are the men doing? What are they eating/drinking? How did the milkman get a slice of pie? How did the pie man get the glass of milk? Did they both get what they wanted?

Introduction

We said that people cannot have everything they want so they have to make choices. Usually, to get one thing you have to be willing to give something else up. In our picture, the pie man had to give up a slice of pie in order to get a glass of milk. This is called trading.

Body

Today, you are going to get a chance to trade. Pass out a brown paper bag to each student. Each bag will have a few small treats inside (stickers, pencils, etc.). (*All students will get fairly similar items. They will differ in color, etc.) Tell students that the bags and everything in them are theirs to keeps. Give students a moment to see what is in their bags, but tell them to not show them to anyone else.

Would you like to know what is in everyone else’s bag? You may now show each other what is in the bags, but for now you must keep everything you have.

It is interesting to see what is in other people’s bags. In a minute, I am going to give you a chance to get up and trade. You can trade with anyone in the classroom, but only if that person wants to trade. Nobody has to trade.

Have students return to their seats. Pass out yes or no response cards. Ask students questions about trade and their experience trading.

Closure

Review how trade benefits everyone. Discuss how money simplifies trade and is most often used as the means of exchange.

Assessment

The teacher will assess students’ knowledge about trade through the use of response cards.


1. Do you like what you have better, now that you have traded?

2. Do we trade to get something we want?

3. Do we have to give something up when we trade?

4. Do both people get what they want when they trade?

5. When you go to the store and buy groceries, you trade money for groceries?

What Defines Success: Students correctly answer four out of the five questions.

Materials

· Norman Rockwell’s print “Milkman Meets Pieman”

· Brown paper bags

· Small goodies (pencils, stickers, etc.)

· Index cards for Yes/No response cards






· In order to get what you want, you must be willing to give up something else in return

· Money is paper bills and coins used to pay for goods and services

· The foundation of economic life is a vast network of exchanges or trade

· An individual does not as a general rule produce for himself any significant portion of the goods and services that he needs or wants. Therefore, he must trade

· Almost anything can be used for money provided it is generally acceptable to sellers in exchange

· The system of exchange is greatly simplified through the use of money

Resources

Books

· Pig and Crow by Kay Chorao

· Bea and Mr. Jones by Amy Schwartz

· Sweet Strawberries by Phyllis Reynolds Naylor


· The teacher will use Norman Rockwell’s print “Milkman Meets Pieman” to explore concepts about trade.




Links to Theory

· Montessori stressed the importance of giving students’ independence. The teacher will encourage this freedom by allowing students to make their own choices about trading.


Money (8)


Disciplinary Concepts: Money

Skills:

· Lower-Order Skills: Identify coins and their values

· Disciplinary Skills: Apply knowledge of counting strategies and the value of coins as well as addition and subtraction operations to calculate the correct change


Essential Questions

What are some ways that we can count coins?


MCC1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.


When students are practicing touch-counting coins, some of the students will be ready to work independently and move at a faster pace. For these students, I will let them work alone or with a partner at their own pace. Other students will need more support. For these students, I will provide more step-by-step instruction before gradually removing those supports.


Both of my featured students enjoy playing games. From my student interviews, I learned that one of my featured students’ favorite school activities is “cool math games.” I think the money game incorporated into the lesson will appeal to these students’ interests.


Have a “mystery” bag with one of each type of coin inside. Call on students to pull one item out of the bag and show the class. Have students name the coin and see if they can tell the value of it. Repeat with the remaining three coins.

Introduction

Yesterday, we talked about trading and how people exchange goods and services. When you go into a store to buy something, you give the cashier money in exchange for the item you want to buy. We use money to trade. Have students give examples of times that they have used money to buy something (ex. ice cream from school cafeteria).

Body

Since we often use money in our everyday lives, we need to be familiar with the coins and know how to count them. Today, we will practice counting coins.

First, we need to talk about how much each coin is worth. Discuss the value of each coin and then play the coin song/video.

Next, have students count a number of pennies. Then show students how we can skip count with nickels and dimes using touch points. Use smart board presentation to draw on the touch points on images of coins and then count by fives.

Pass out pictures of sets of coins to students. Have students practice drawing touch points and counting the coins. Remind students to start counting with the coin that is worth the most first. Remind students to stop before they switch from counting by fives to counting by ones.

Finally, have students play Peter Pig’s Money Counter on the smart board in which they sort coins, identify their value, and count groups of coins.

http://www.practicalmoneyskills.com/games/peterpigs/

Closure

Review the coins’ names and amounts with students as well as strategies for counting (skip counting/ touch points).

Assessment

The teacher will use a rubric to assess students’ ability to identify and count coins.


1. Students will be able to identify pennies, nickels, dimes, and quarters.

2. Students will be able to count the same type of coins (pennies, nickels, dimes).

3. Students will be able to count different types of coins (mix of pennies and nickels or mix of nickels and dimes).

· Students will be assessed on the following scale: Not Yet, Needs Practice, and Proficient.

What Defines Success: Students achieve a level of proficient in at least the first two areas.

Materials

· Brown paper bag

· Coins

· Peter Pig’s Money Counter

http://www.practicalmoneyskills.com/games/peterpigs/

· Money! Money! Money! Song

http://www.youtube.com/watch?v=W2I9AlYp2zk

· Pictures of sets of coins




· Value is assigned to paper bills and coins

· Savings is money that is set aside to be used later

· People save money so that they can spend it in the future

· People have to make decisions about how they spend their money

· Wealth is a stock—the value of property owned at any particular time.

· Income is a flow—measured by the rate at which money is being earned or received.

Resources

Web Links

Online Money Games

http://www.free-training-tutorial.com/money-games.html#petsupplies

Directions for Coin Exchange Game (Possible Center Activity)

http://www.kidscount1234.com/mathcentersandgames.html


· Students will play an interactive game on the smart board that deals with sorting coins and counting change.

· In addition, students will listen to a song about the coins and their values


· Collaborate with EIP teacher. This lesson will occur during a time that some students are typically taken out for interventions. Discuss having students stay in class for this lesson or completing similar activities during their intervention time.


· Later in the afternoon, during center time, pull students one-by-one to assess their knowledge about the value of coins and their ability to count sets of coins.

Links to Theory

· Montessori- Provide students with the freedom to work at their own pace


Saving/Spending (9)



Interdisciplinary Concepts: Cause/effect

Skills

· Lower-Order Skills: Describe the costs and benefits of personal spending and saving choices

· Disciplinary Skills: Make choices about saving and spending

· Interdisciplinary Skills: Higher-order skills (e.g., analysis and evaluation)

Essential Questions

What plan can you come up with for how to manage your money?


SS1E4 The student will describe the costs and benefits of personal spending and saving choices




During the Think-Pair-Share discussion, give students ample wait time to process questions and think individually before discussing with a partner.

For pairs, consider grouping a more advanced student with a less advanced student to stretch the level of conversation.


I think the lesson’s hook will address the learning needs of one of my featured students. She is often impulsive. However, saving involves delayed gratification. This lesson will give her the experience of making a choice and dealing with the consequences. The lesson will also address the learning needs of my other featured student. I think he is a student that needs more time to think about a question before giving a response. He will get that time in the Think-Pair-Share discussion.


Give each student a coin and allow each student to decide whether they would like to spend it now on a small item. Mention that if they save their coin until the end of the lesson they may be able to buy something better.

Introduction

Yesterday, we talked about money and how we trade or exchange money for goods and services. We also discussed how to count coins. When we’re dealing with money, we have to make choices. We’ll talk about those choices today.

Body

We use money to buy things that we need or want. However, money is scarce. We can’t have as much as we’d like. When we have money, we can either choose to spend it or save it. If we save our money, we set aside small amounts and over time we collect more money until we can buy goods that we need or want.

Today, we are going to read a story about a girl who decides to save her money. Read A Chair for My Mother by Vera B. Williams.

After reading, have students participate in a Think-Pair-Share discussion of the story. The teacher will listen in as pairs discuss their responses and note the responses they share with the class.

Questions:

· At the beginning of the story, why couldn’t the family buy a new chair?

· How were they able to buy a new chair at the end of the story?

· How did they get the money for the chair?

· What will they probably do with the empty jar?

Closure

At the end of the lesson, give a second coin to all those students who saved the first coin as interest. They should be allowed to buy two things. Point out why it is a good idea to save; you earn extra money, and you can afford things

that cost more money.

Assessment

The teacher will assess students’ understanding of saving using the Think-Pair-Share strategy.


What Defines Success: Pairs of students will be able to explain how to plan/save money as detailed in out story.

Materials

· A Chair for My Mother by Vera B. Williams

· Coins

· Candy




· Value is assigned to paper bills and coins

· Savings is money that is set aside to be used later

· People save money so that they can spend it in the future

· Incentive is something that induces a person to act

· Rational people think at the margin

· Marginal changes describe small incremental adjustments to an existing plan of action

Resources

Books

· A Chair for My Mother by Vera B. Williams

· The Berenstain Bears’ Trouble with Money by Stan and Jan Berenstain

· The Berenstain Bears’ Dollars and Sense by Stan and Jan Berenstain

· Alexander Who Used to Be Rich Last Sunday by Judith Viorst

Web Links

http://www.econedlink.org/lessons/index.php?lid=318&type=educator



Think about something you want or need. With your family, plan how you could earn and save the money to buy it.



Links to Theory

· Gardner/Multiple Intelligences- Appeal to intrapersonal and interpersonal learners through Think-Pair-Share


Bringing It Altogether: Class Economy (10)



Skills:

· Disciplinary Skill: Model the roles of producers and consumers

· Disciplinary Skill: Make choices about saving and spending

· Disciplinary Skill: Apply knowledge of counting strategies and the value of coins as well as addition and subtraction operations to calculate the correct change

Character Traits: Students will be responsible decision-makers

Essential Questions

How do we use what we know about producers and consumers, needs and wants, and saving and spending in our everyday lives?




SS1E3 The student will describe how people are both producers and consumers.

SS1E4 The student will describe the costs and benefits of personal spending and saving choices


At this point, some students will be ready to think about multiple facets of our unit at once. In our debriefing, challenge these students to make explicit connections between needs/wants, scarcity, and the choices they make. For other students, help them see the connection between their knowledge about producers and consumers and how they applied that knowledge in our learning experience.


This lesson will involve a fair amount of movement in the classroom. This will appeal to both of my featured students, who are kinesthetic learners.


Have students randomly draw cards from a jar. On each card will be written a classroom job (ex. class librarian-keepers, trash patrols. etc.).

Introduction

For the last two weeks, we have been talking about producers and consumers, needs and wants, and scarcity. Today, you will have the opportunity to be producers and consumers in our classroom.

Body

Earlier, you picked out a card with a classroom job on it. You are responsible for completing this task. Once you have completed your task, you will get paid a salary. A salary is money that you are paid for doing your job. Next, you will count the money you are paid. Finally, you can use that money to purchase items from our class store.

Have students complete their assigned jobs, count their money, and buy goods. Pass out student checklists so that students can monitor their progress through the experience.

Have students regroup on the mat to debrief the experience. Engage students in a class discussion. Probe students’ thinking with the following questions:

· How were you like a producer? Consumer?

· Explain the goods you bought/services you provided the class?

· What choices did you have to make at the store?

· Why couldn’t you buy everything you wanted?

Call on all students so that everyone has a chance to participate and share their thinking. Encourage students to ask their own questions, too.

Closure

Wrap up the discussion with a final question: How does what you have learned about producers and consumers help you make decisions?

Assessment

The teacher will assess students’ responses during the class discussion.


What Defines Success:

· Students can explain how they acted as producers and consumers.

· Students can recognize the instances of scarcity they encountered in the activity.

· Students can explain how the instances of scarcity affected them.

Materials

· Cards listing classroom jobs

· Pencils, erasers, crayons, stickers

· Student checklist

· Coins

· Price tags



· There are limited amounts of food, money, and other resources



· Consumers are people who buy goods and services

· Producers make goods and provide services

· People are both producers and consumers

· Most goods and services cost money

· Supply is the amount of goods available at a given time

· Demand is how many people want a particular good/service

· Buyers look at the price when determining how much to demand, and sellers look at the price when deciding how much to supply






· Money is paper bills and coins used to pay for goods People save money so that they can spend it in the future

· People have to make decisions about how they spend their money

Resources

Books

Do I Need It? Or Do I Want It? Making Budget Choices by Jennifer Larson

Who’s Buying? Who’s Selling? Understanding Consumers and Producers by Jennifer Larson



Collaborate with host teacher to use this lesson as an introduction to class money system.


Students will also be given a multiple-choice summative assessment (same as pre-assessment) to document their growth. Administer this assessment prior to this learning experience.

Links to Theory

· Montessori- Students need responsibility and a sense of ownership in the classroom.

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