web viewit is important that students learn the basic concepts of our economy because they are the...

Kindergarten Market Economy Unit/Vocabulary Lesson Plans 1

Kindergarten Market Economy Vocabulary Lesson PlansJenna KirbySST 309-02

Winter 2013

Kindergarten Market Economy SST 309 Kirby 02


Table of ContentsOverview/Rational/Introduction..........................................................................................Page 3KUDs and I Can Statements.................................................................................................Page 4Assessment Ideas.................................................................................................................Page 7Sequence of Instruction.......................................................................................................Page 8

Resource AttachmentsResource A: Vocabulary Instruction...................................................................................Page 16Resource B: Pictures for Vocabulary Instruction................................................................Page 19Citation Page......................................................................................................................5



Overview/Rationale/Introduction

Overview: This unit will introduce young students to the basic concepts of our Economy in the United States. It focuses on concepts of our Economy such as goods, services, and natural resources. Kindergarteners will understand that goods are physical objects that can be held or purchased and can be made from natural resources, where services are services are things that are preformed or done by people for other people, and natural resources are objects produced by the Earth and are sometimes used by people for the manufacturing or selling of goods.

Rationale: It is important that students learn the basic concepts of our Economy because they are the concepts needed to understand our market economy we use here in the United States. The market economy is something that the students will encounter everyday as they obtain and use goods and services, so it is important that they can correctly use terminology and understand the basics of what is happening in their everyday life. Although their young age, students can still understand parts of our market economy and see the logistics of how it functions.

Introduction: This unit about the basic concepts of our Economy will allow the students to be involved in a variety of activities to help them understand the concepts of goods and services, and let them dive into the way our Economy functions. The students will participate in whole group and small group discussions and activities such as, reading trade books that show students real-life situations where they can see goods and services in action, watch videos depicting how goods are made, games, sorting activities and other learning chances geared towards a Kindergarten age level. To ensure students understand the differences between goods and services, they will demonstrate what they have learned through an individual sorting activity, where they will sort out pictures of goods and services in two piles.



KUDs: The Road Map

GLCE and Verb K-E1.0.1: Describe economic wants they have experienced.

Know Understand Do Vocabulary I Can StatementEconomy is the buying and selling of goods and services around the world. Want is something people desire to have, but don’t need in order to survive (ex. Toys, books, movies, games, electronics, etc.). Needs are things that people need to survive (ex. Food, water, shelter, warmth, etc.). Experiences are things that you have done or participated in before, so you are familiar with it (ex. Playing a sport, getting ice cream, eating out for dinner, having a sibling, seeing snow, swimming in the ocean, etc.). Economic wants are things that are desired that are related to trade and our government, often helping our economy in some way (wanting gas prices to be lowered, wanting to go to the movies, wanting to a new toy, etc.).

The students will understand what economic wants are, and what some might be that they have experienced.

Students will draw 3 pictures of 3 different economic wants they have experienced, and will explain one of their 3 to the class.

EconomyWantNeedExperienceEconomic Want

I can tell about a want that I have had that involved buying or trading.



GLCE and Verb K-E1.0.2: Distinguish between goods and services.

Know Understand Do Vocabulary I Can StatementGoods are physical objects that are made by someone, using natural resources (ex. Sneakers, hats, clothes, paper, pencils, etc.) Services are something preformed or done by people for other people (ex. Haircuts, trash removal, car wash, lawn care, babysitting, doctor’s visits, etc.) Natural Resources are objects which are produced by the Earth and used by people for other things like the manufacturing of goods (ex. Cotton, oil, wood, wool, etc.). The students will know that goods are made from natural resources, and that a service is a task preformed by people, for other people.

The students will understand the differences between goods and services.

Students will be given 10 to 15 physical objects and/or pictures, and must categorize them as either a good or a service.

GoodsServicesNatural Resources

I can pick out a good from a service.

GLCE and Verb K-E1.0.3: Recognize situations in which people trade.

Know Understand Do Vocabulary I Can StatementTrade is a process in which people exchange goods and services for something else (ex. Trading cards with a friend, a report card of all A’s for 5 free movie rentals at Family Video, exchanging

The students will understand the general process of trade, and a variety of times when trading might occur.

Students will be given 5 pictures and will also be read 5 sentences. In each picture and sentence, trade is either occurring or is not occurring, and the

TradeSituationMoneyGoodsServices

I can see times when people trade.



your old notebook with your teacher for a new notebook, etc.). A situation occurs at some place and something is happening where you might need to make a decision (ex. Choosing between going to a friend’s house or going to a movie with your parents, forgetting your lunch at home and deciding between calling your mom/dad to bring it or buying lunch, etc.). Money is a standard that is often used to purchase goods or services (ex. Buying a haircut, buying groceries, buying clothes, buying gas, etc.). Goods are physical objects that are made by someone, using natural resources. Services are something preformed or done by someone for someone else. Trade is used all around the world by people, so they can get goods and services. Money is often used in the trading process, but it doesn’t have to be used in order to make a trade.

student must tell whether it is a situation where trade is occurring or not.



Assessment Ideas

K-E1.0.1: a. How will you know they’ve learned it?▫ After the lesson are all concluded, students will draw 3 pictures of 3 different economic wants they have personally experienced. Each

student will then pick 1 of their 3 pictures to show and explain to the class what the picture is and tell the class why it is an economic want, to show they can describe an economic want they have personally experienced.

b. How will you grade it?▫ I will observe and listen to the child as they present their picture to the class, and I will keep a list of each student and their economic want

they experienced/depicted, to help me determine if the picture they draw is a good representation of an economic want. If the student draws a good representation of an economic want then have experienced, and they can explain why it is an economic want, they will be considered as having ‘Mastered’ the material.

K-E1.0.2:a. How will you know they’ve learned it?▫ After the lessons are all concluded, students will be given 10 to 15 objects and pictures and must separate them into the two categories

’Goods’ and ‘Services’, determining which objects and which pictures are goods and are services. By sorting the objects and pictures correctly, the students will show their clear understanding of distinguishing between the two concepts.

b. How will you grade it?▫ I will observe the students as they sort the objects and pictures into the two categories keeping a checklist of the items to determine which

ones they get correct. This will help me to see which students understand the differences between goods and services and which do not. The students who identify 80%-100% of the objects and pictures correctly will be considered to have ‘Mastered’ the material.

K-E1.0.3:a. How will you know they’ve learned it?▫ After the lessons are all concluded, students will receive a paper with 10 pairs of boxes with ‘Yes’ and ‘No’ written next to each box, and will

be shown 5 pictures where trade is either occurring or not, and they will also be read 5 sentences where trade is either occurring or not. The students must determine, on their own, in which situations they think trade is occurring, by checking the ‘Yes’ box, and which situations they think trade is not occurring, by checking the ‘No’ box, showing they can recognize situations in which people are trading.

b. How will you Grade it?▫ I will observe the students as the work and collect the paper with their ‘Yes’ and ‘No’ answers from them. This will help me to determine

which students understand and which do not. The students that correctly identify 80%-100% of the situations correctly will be considered as having ‘Mastered’ the material.



Sequence of Instruction (Including Vocabulary)

Lessons: How will you take them where they need to go? (Step-by-Step plan)

Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

KE1.0.2: Distinguish between goods and services.

Pre-test/Anticipatory set: The teacher will bring in a variety of goods that they know the students have seen (e.g. shoes, food, clothes, soap, etc.) to relate the new vocabulary to things they already know and encounter every day. Also bring in, if possible, some of the natural resources that the goods brought in are made from (e.g. leather, hemp, plastic, rubber, cotton, raw food products, etc.), so the students can also tie in natural resources that the good are produced from.

Lessons: How will you take them where they need to go?Direct Instruction:The teacher will begin the lesson by introducing the script and pictures in attachments A and B, using Marzano’s Six Steps to Building Academic Vocabulary. The teacher will bring in physical objects to help the students to connect to the vocabulary words to things they see in their everyday life.

KE1.0.1: Describe economic wants they have experienced.

Instructional strategies/Social constructs: How will they work?The students will participate in a whole group discussion as about the three new vocabulary words and concepts the teacher is introducing to the students, using pictures/items in attachments A and B. Once the words and concepts are introduced the teacher will write the words on the board. Then the students will reflect on each word in response to the questions: 1.) How can I explain this in my own words? 2.) What is an example of this? And 3.) Is there anything that I still don’t get? The students will be given a minute to think about these on their own, and will then turn to their neighbor and talk about what they were thinking. They will then individually draw a picture of an example of each vocabulary word. They will then watch a video about how some different kinds of goods, they know, are made from natural resources. We will then have a group discussion on what resources were used during the video to make the good.

Resources needed: What materials and resources will they need?▫ Variety of Goods and Natural Resources for

Anticipatory Set▫ White board/Markers▫ 8 ½ x 11 Inch Construction Paper (enough for

whole class, and a little extra)▫ Markers, Crayons, Colored pencils▫ Pictures of Goods, Services, and Natural Resources

in attachments A and B▫ How It’s Made: Play dough

http://www.youtube.com/watch?v=V39wPBGhsXk▫ How it’s Made: Oreos

http://www.youtube.com/watch?v=Z5N7t7uFi1s▫ Internet Access ▫ Large sheets of construction paper for the tree


http://www.youtube.com/watch?v=Z5N7t7uFi1s

http://www.youtube.com/watch?v=V39wPBGhsXk


Pre-test/Anticipatory set: The teacher will bring in a variety of physical examples of wants (e.g. video games, toys, etc.) and needs (e.g. water, food, clothing, etc.). The teacher will first explain that needs are items we cannot survive without, and then explain that wants are items we desire, but don’t need to survive.

Lessons:Direct Instruction:Then have the students do a Think-Pair-Share, where they think about a need they have and a want they have and why their need isn’t a want, and their want isn’t a need. Then they will pair with someone sitting by them, and share their need and want, and why their need isn’t a want and their want isn’t a need. Then bring the class back to order and have a couple students share some of the ideas that they came up with.

KE1.0.1 and KE1.0.2Pre-test/Anticipatory set: The teacher create a large tree out of construction paper to hang on the wall. The teacher will pose the question “What products can you think of that are made from trees?” The teacher will tell the students to then close their eyes for a minute and brainstorm to themselves. Then she will have them get up silently, and walk around the room and find things that are made from trees or wood. When the students come back together, the teacher



will start a discussion with the question “What things did you find around the room that are made from trees?” The teacher will record some of the answers from the students on the board, and come up with a list of different items they come up with (e.g. pencils, paper, desks, wooden block, etc.).

Lesson:Direct Instruction:The teacher will explain that items we get from natural resources, like trees, are some form of a good, need, or a want, and that today we are going to talk about goods, needs, and wants in the form of natural resources from trees. The teacher will then continue with the ideas the students gave about trees, and will go through the list, and ask whether the item is a good, want, or need, and then write it on the branches of the trees, and maybe even draw pictures to help with remembering.

KE.1.0.3: Recognize situations in which people trade.

Pre-test/Anticipatory set: The teacher will ask the students to think about the question “How do we get goods and services, so that we can satisfy our wants and needs?”. The teacher will allow the students a few moments to think. The teacher will get some responses from the students and record some of their answers. Once the discussion slows down, the teacher will introduce the idea of trade as a way we get goods and



services to satisfy our needs and wants, and that it occurs when people swap an item for an item, or swap an item for money.

Lesson:Direct Instruction:The teacher will ask the students to think of some trades they made recently. The teacher may want to give the students some ideas to spark their memory, like on the playground, at lunch, with a friend, with a sibling, at the store, etc. Once the students have had time to think, the teacher will start creating a list of things students came up with, the students must tell who the trade was with, and what they traded. Once the students have given plenty of ideas, the teacher will make a chart of trades with two columns: one for “item for item” trades and another for “item for money” trades. The teacher would then go through the list of trades the students came up with, and have the students decipher which kind of trade they think it might be. They will make the decision by voting with their eyes closed. They will close their eyes and the teacher will tell them to raise their hand if they think it’s the first kind of trade, and then raise their hand if it’s the other kind of trade. Then they will open their eyes and the teacher will reveal which was higher. Then will ask a student who voted for each trade, explain why they thought it was that kind of trade, to convince the class that they are right. Reinforcement (lesson 1): ▫ The students will finish their discussion ▫ Berenstain, S. and Berenstain J. (1987) Berenstain



The teacher will show videos of how goods are produced using natural resources. The teacher will also use trade books to depict how people use goods for necessities in everyday life, like food, clothing, and shelter, and also depicting people providing services for others.

Reinforcement (lesson 2):The teacher will read If You Give a Pig a Pancake to the students.

Reinforcement (lesson 3): The teacher will read What Happens in a Toy Factory to the students.

Reinforcement (lesson 4):The teacher will introduce the idea of “good Trades” and “bad Trades”, explaining a “good trade” is fair for both parties, and a “bad trade” is unfair for one of the parties. Then the teacher will read the book Was it a Good Trade.

on the How It’s Made videos, and then the teacher will read 3 trade books to the students about goods and services. While the teacher reads the books, she will ask questions of the students, like “Where do you see goods on this page?” “Where do you see services on this page?” etc.

Bears on The Job.▫ Numeroff, L. J. (1985) If You Give a Mouse a

Cookie.▫ Adil, J. R. (2006) Goods and Services▫ Numeroff, L. (1998). If You Give a Pig a Pancake.

N.p.: HarperCollins.▫ De Regniers, Beatrice. Schenk. Was It a Good

Trade? New York: HarperCollins Publishers, 2002.▫ Pohl, Kathleen. What Happens at a Toy Factory?

(Where People Work Series). New York: Weekly Reader Early Learning Library, 2006.

Guided Practice (lesson 2):Once the teacher has read the book to the students, they will make a concept map on the board, and in the middle will be the book title, and there will be 2 concepts coming off the book, the first one needs, and the other one wants. The concepts coming off the needs and wants will be made up by the students. The teacher will ask the students, “What are some of the item wanted in the book?” and “What are some things pig needed in the book?” Make sure that the

▫ The teacher will have some type of activity planned that will guide the students in thinking about the concepts. Here the teacher might present something they did to understand a topic better, acting as a model for the students thinking. The teacher will ask the students questions that will engage them in thinking and processing a topic or concept they must understand.

▫ Whiteboard▫ Whiteboard Markers



students support their idea by backing up with how they know it is a need or want. Continue to make a list until they can’t think of any more.

Guided Practice (lesson 3):The teacher will pose the question “What items in the story did you notice that were produced from trees?”, and “Were there any other products that were produced from natural resources other than trees?”. The students will then do a Think-Pair-Share. They will take a few moments to think about the two questions the teacher asked, and some possible answers they have. Then they will pair with someone close to them, and share what they were thinking about. There will then be a classroom discussion, and the teacher will record on the board things that the students talked about.

Guided Practice (lesson 4):While the teacher reads the book, they will point of when the man in the book is making a trade. The teacher will then on the board write what the man is trading, and will ask the students “Why is he trading?” and “Was the trade he made a good trade or a bad trade?”. The teacher will continue to record this information with the students’ help, while the book is being read.

Independent Practice (lesson 2):The teacher will have the students make their own concept map, using pictures rather than words. They will make a concept map

▫ Students will work independently on some type of practice to better understand the concepts from the lesson. The student will better their own

▫ Construction paper▫ Markers/crayons/colored pencils



about themselves that had 3 pictures of needs they have, and 3 pictures of wants they have. When they are finished, each student will share at least one of each of their needs and wants they drew, and share why it is a need not a want and a want not a need.

Independent Practice (lesson 3):Have student come up with another natural resource, and at least 5 items, goods, wants, or needs that is produced from that natural resource. The students will draw a picture of each item, surrounding the natural resource they have come from, and specify whether each item is a good, a want, or a need. Independent Practice (lesson 4):The teacher will go back to the chart they made earlier in the hour with the recent trades the students had made. The teacher will number each trade, and the students must go through and right whether or not they think it is a good trade, or a bad trade. If they think it is a bad trade they will put a sad face next to the number, and if they think it is a good trade they will put a happy face next to the number.

individual understanding of , of these concepts by the practice through the activity.

Reflection on Lesson 1:The teacher will review how they felt the lesson went, how it could have been better, and how they might need to revise future lessons if the students need more or less practice with something to make sure they understand the concepts of goods, services,

▫ Students will have a review of what the concepts from the GLCEs in Market Economy, and their understanding of each of the vocabulary words. They will receive further instruction and elaboration as needed.

▫ The teacher may need to provide additional pictures/examples, books, or other resources for the students that still need help in their understanding of the vocabulary words.



and natural resources.

Reflection on Lesson 2:The teacher will review how they felt the lesson went, how it could have been better, and how they might need to revise future lessons if the students need more or less practice with something to make sure they understand the concepts of goods, services, and natural resources.

Reflection on Lesson 3:The teacher will review how they felt the lesson went, how it could have been better, and how they might need to revise future lessons if the students need more or less practice with something to make sure they understand the concepts of the lesson.

Reflection on Lesson 4:The teacher will review how they felt the lesson went, how it could have been better, and how they might need to revise future lessons if the students need more or less practice with something to make sure they understand the concepts trading, good trades, and bad trades.



Resource Attachments Resource A: Script for Vocabulary Development

Natural Resources:(Step One)The teacher will bring in a variety of natural resources such as water, oil, cotton, leather, etc. They will grab one of the items and bring it to the students’ attentions. The teacher asks the students “Do you know what this is?” and then will ask “Does anyone know where this comes from?” The students will hopefully be able to tell the teacher what the item is (say cotton), and that the item is grown or comes from the earth. If the students are unable to answer this, the teacher can begin to give hints or explain what the item is and where it comes from, so they know. Then, the teacher will bring up another item (something that is a good, but not a natural resource, like a shoe). They will then ask if anyone knows how shoes are made or what materials they are made from. If the students don’t answer, the teacher can start to break apart the parts of the object (shoe: leather, cloth, rubber, metal, etc.), and explain to the students that the shoe is made up from materials, and all the materials that it is made up of are called “Natural Resources”. The teacher will then have the students repeat the word aloud as a class a few times to see how to pronounce it. The teacher will then write the word out on the board, while the students repeat each letter in the word as it is written on the board, and when the word is all spelled, everyone will say it together one more time as the teacher runs her marker under each word. Then the teacher will turn to the class and ask again, so what are natural resources, and have them turn to their neighbor and discuss what it is. Once they have discussed the teacher will call on one person to tell the class one last time what natural resources are. (Step Two)The teacher will then ask the students when they go home tonight their parents might want to ask them what they learned today, and you will want to tell them about natural resources, so you explain it to them in your own words. Take a moment to think with your eyes closed, how you would explain to your parents what natural resources are. Give the students about a minute to think and then bring them back together. Collect a few ideas from the students and jot notes on the white board. (Step Three)Have students go back to their seats and pass out some drawing materials. Have the students draw and color a picture of a natural resource that they could show their parents as an example while they explain to them what a natural resource is.

Goods:(Step One)The teacher will set up a scenario and explain it to the students. Pretend your family is going to the grocery store to go grocery shopping. What items might your family buy when you they go to the grocery store? (give students time to think for a minute) Ask the students what they thought of, and list some of the items the students say. Have a discussion with the students about what some of these items have in common, maybe try to organize them into categories based on similarities. Then the teacher will talk about what we can call these items. So, what we are going to call all of these items are “Goods” they are things we might go to the store and buy, so it’s a physical object we can touch with our hands. The teacher will then have the students repeat the word aloud as a class a few times to see how to pronounce it. The teacher will then write the word out on the board, while the students repeat each letter in the word as it is written on the board, and when the word is all spelled, everyone will say it together one more time as



the teacher runs her marker under each word. The teacher will then ask the students to think again about how they would explain what a good is to someone who might not know what it is.(Step Two)The teacher will then ask the students when they go home tonight their parents might want to ask them what they learned today, and you will want to tell them about goods, so you explain it to them in your own words. Take a moment to think with your eyes closed, how you would explain to your parents what goods are. Give the students about a minute to think and then bring them back together. Collect a few ideas from the students and jot notes on the white board.(Step Three) Have students go back to their seats and pass out some drawing materials. Have the students draw and color a picture of 3 different goods they might find in their house, or just things they can think of that are goods, which they could show their parents as an example while they explain to them what goods are.

Services:(Step One)The teacher will start out by recapping over the lessons of what goods and natural resources are, by having the students explain what each is to a neighbor. Give the students a few moments to discuss this. Then the teacher will get the students’ attentions’ again, and will start talking about the grocery store scenario again, but this time focusing on the grocery bagger at the end of the checkout counter, who is bagging your family’s groceries. The teacher will use this example to explain the idea of a service. The teacher will ask the students if any of them knows what the bagger is doing for their family, other than bagging their groceries. The students might not answer in which case the teacher could say he is doing a service for your family, by bagging the groceries for you. The teacher would then ask if the students can think of any other ideas of examples of services. The teacher will record the students’ thoughts on the board as they speak. The teacher will then give a formal definition of a service to the students, and will tell them, a service is something that something that someone does for someone else. The teacher will then show various pictures of services, like getting your hair cut, going to the doctor, someone helping you with your homework, etc., to give them a better idea of some other services are. The teacher will then have the students repeat the word aloud as a class a few times to see how to pronounce it. The teacher will then write the word out on the board, while the students repeat each letter in the word as it is written on the board, and when the word is all spelled, everyone will say it together one more time as the teacher runs her marker under each word. The teacher will then ask the students to think again about how they would explain what a service is to someone who might not know what it is.(Step Two)So tonight, you go home and ask your parents if you can walk your neighbor’s dog. When they ask why, you can say I am going to do a service for her, she said she you pay me 5 dollars. When your parents ask you what a service is, you can respond by telling them what you learned today in class. Close your eyes and think about what you would say to your parents to explain to them what a service it. Give the students a minute to think by themselves, and then have them turn to their neighbor and tell them how they would explain it. (Step Three)Have students go back to their seats and pass out some drawing materials. Have the students draw and color a picture of a service they would like to do for someone else out of generosity.



(Step Four)The teacher will have a variety of pictures in the front of the room. The students will split into groups of 3 or 4, each group will be handed a pile of the pictures, and must together sort the pictures into categories of goods, services, and even a few natural resources. (Step Six)The teacher will put a long strip of tape along the floor in the classroom. The students will come up to the front of the class, and the teacher will show a picture of a good or a service. The one side of the tape with be “goods” and the other side of the tape will be “services”. The teacher will show a picture and the students will go to the side of the tape that they think the picture is depicting. After they make up their minds, the teacher will go over which one, good or service, that the picture is of. This will continue to for the students to practice determining between the two.

Attachment B: Pictures to Use Illustration of Goods, Services, and Natural Resource



f



Works Cited

Discovery Channel. (2012, December 1). How It's Made Playdo. In YouTube. Retrieved March 22, 2013, from http://www.youtube.com/watch?v=V39wPBGhsXk

Discovery Channel. (2012, November 8). How It's Made Oreo. In YouTube. Retrieved March 22, 2013, from http://www.youtube.com/watch?v=Z5N7t7uFi1s

MC3 Website for Kindergarten Social Studies. http://oaklandk12-public.rubiconatlas.org/Atlas/Browse/View/Map?SchoolID=8&CourseType=&strkeys=&YearID=2013&CurriculumMapID=52&


http://oaklandk12-public.rubiconatlas.org/Atlas/Browse/View/Map?SchoolID=8&CourseType=&strkeys=&YearID=2013&CurriculumMapID=52&

http://oaklandk12-public.rubiconatlas.org/Atlas/Browse/View/Map?SchoolID=8&CourseType=&strkeys=&YearID=2013&CurriculumMapID=52&





web viewit is important that students learn the basic concepts of our economy because they are the...

Documents