Houser 1

Economics for 1st Grade

Lauren Houser Educ327

November 5, 2009

Houser 2

Table of Contents Introductory Sheet ………………………………………………………… pg 3 Standards ………………………………………………………… pg 5 Curriculum Map ………………………………………………………… pg 7 Letter to Parents ………………………………………………………… pg 8 Trade Books ………………………………………………………… pg 9 Bulletin Board ………………………………………………………… pg 11 Field Trip/Guest Speaker …………………………………………………….. pg 12 Technology and Literature …………………………………………………….pg 13 Pre-test/Post-test …………………………………………………………pg 14 Lesson Plans …………………………………………………………pg 20 References …………………………………………………………pg 53

Houser 3

Introductory Sheet

Grade Level and Typical Learner At the first grade level, students are active learners, “interested in games and rules” as they develop “concepts and problem-solving skills from these experiences” (NAEYC 9). Students at this age are “able to reason, to listen to others, and demonstrate considerable verbal ability” (NAEYC 9). Through interactions with their young peers, first graders form a “personal flexibility and creativity, an open-mindedness and tolerance of unfamiliar ideas” (Joyce 255) which aids them in beginning to understand the ideas and concepts presented in social studies lessons. However, first graders are not without their limitations. A first grader can only understand “what they read based on their ability to relate the written word to their own experience” (NAEYC 9). As such, students in first grade social studies should be provided with experiences in four main areas: history, government and civics, economics, and geography (Indiana 5). Students should be learning about comparing the past to the present, what it means to be a good citizen in a community, beginning map skills, and learning about goods and services as they relate to the concept of economics (Indiana 5). However, because first graders have limited attention spans, “hands-on activity and experimentation is more appropriate for this age group than fatiguing mechanical seatwork” (NAEYC 9) and should be employed by instructors who wish for their students to remain engaged during social studies lessons.

Rationale for Unit The world today is a global one that is increasingly driven by economic wants and needs. If students are to succeed as both human beings and citizens of a nation, they must develop an understanding of how an economy works. The foundation for such knowledge begins early in a student’s schooling, even as early as first grade. First graders need to understand not just concepts about money, how to make purchases, or sell items. First graders need to understand the role that their school, family, and community play as consumers and producers. Beginning to understand this concept is not only an Academic state standard, it is the basis for economics in the larger world, including the much referenced law of supply and demand. The National Council for Social Studies (NCSS) calls for curriculum that includes experiences in global connections, production, consumption, distribution, people, identify, technology, and society. The purpose of both the NCSS and Indiana State Standards is to provide instructors with guidelines for creating lessons that create global citizens. The study of economics, even at the first grade level, not only provides experiences to meet those standards, but provides experiences in becoming an informed global citizen as well.

Goals • Students will be able to differentiate between a good and a service. • Students will understand that an individual can be both a consumer and a producer. • Students will develop additional teamwork skills as a class or in small groups. • Students will learn about goods produced in their community. • Students will develop an interest in history, specifically about goods and services

of the past. • Students will understand the concept of trading or bartering. • Students will experience what it is like to trade or barter. • Students will develop an interest in reading books with a historical aspect. • Students will develop an awareness about their impact as consumers.

Houser 4

Learning Objectives • S.S. 1.4.1 - Following a class discussion on goods, students will identify at least 10 “goods”

with 90% accuracy. • S.S. 1.4.2 - Given the choice between a good and a service, the student will be able to

identify the service with 100% accuracy. • S.S. 1.4.2 - Given a list of 10 service occupations, the student will explain why at least 4 of

those jobs are services with 100% accuracy. • S.S. 1.4.3 – Given two jobs, the student will compare the jobs with at least 2 examples of

such similarities with 100% accuracy. • S.S. 1.4.3 – Given two jobs, the student will contrast the jobs with at least examples of such

differences with 100% accuracy. • S.S. 1.4.4 – Following a class activity, the student will identify at least one reason that a

person is a consumer and a producer with 100% accuracy. • S.S. 1.4.4 – Following a class activity, the student will identify at least one way they are a

producer and one way they are a consumer with 100% accuracy. • S.S. 1.4.5 – Following the reading of a book, students will identify at least one example of a

limited resource with 100% accuracy. • S.S. 1.4.5 – Following a class activity, the student will explain a choice people have to make

because of scarcity with 80% accuracy as determined by a rubric. • S.S. 1.4.6 – Following a class discussion, students will define trading with 100% accuracy. • S.S. 1.4.6 - Following a class activity, the student will describe trading in at least three

sentences with 80% accuracy as determined by a rubric.

• M. 1.1.10 – Given a set of information, the student will construct a graph to represent the information with at least 80% accuracy as determined by a rubric.

• M. 1.1.10 – Given a graph, the student will interpret the graph by answering at least 3 out of 4 questions correctly.

• S. 1.1.4 – Given a magnifying glass, students will make at least one observation with 100% accuracy.

• L.A. 1.3.1 – Following the reading of a book, students will retell the beginning using at least one detail from each with 100% accuracy.*

• L.A. 1.3.1 – Following the reading of a book, students will retell the middle using at least one detail from each with 100% accuracy.*

• L.A. 1.3.1 – Following the reading of a book, students will retell the end using at least one detail from each with 100% accuracy.*

• L.A. 1.5.1 - Following a class activity, the student will describe trading in at least three sentences with 80% accuracy as determined by a rubric

*not assessed formally during the unit

Houser 5

Standards Social Studies 1.4.1 Identify goods that people use.

Goods will be defined by the teacher and then a whole class activity and discussion will follow about different types of goods.

1.4.2 Identify services that people do for each other. Services will be defined by the teacher and then a whole class activity and discussion will follow about different types of goods. Teacher will lead a class activity where students demonstrate different services. The teacher will guide students as they demonstrate different services to facilitate an understanding of what a service is.

1.4.3 Compare and contrast different jobs people do to earn income. Teacher will model and give examples of comparisons before practicing with the students and then allowing them to work individually. After defining income, the teacher will facilitate a discussion with students about the differences and similarities between jobs.

1.4.4 Describe how people in the school and community are both producers and consumers.

The teacher will lead a discovery activity and guide students to understand that people can be both producers and consumers.

1.4.5 Explain that people have to make choices about goods and services because of scarcity.

After defining scarcity, the teacher will read stories, discuss the terms, give examples and have students give examples of scarcity, and talk with students about a variety of scarce resources today.

1.4.6 Explain that people exchange goods and services to get the things they want.

Students will be given the opportunity to practice exchanging and trading goods and services while the teacher defines trading, guides, and facilitates class discussions and reflections on the activities. Books will be used and discussed by the teacher to further teach the concept of trading.

Houser 6

Standards Continued Science 1.1.4 – Use tools to investigate the world and make observations

Teacher will discuss and model for students how to make observations with a magnifying class and then guide the class as the practice investigating and observing different types of money.

Mathematics 1.1.10 Represent, compare, and interpret data using pictures and picture graphs.

Teacher will model graphing skills for students and the class will complete a graphing exercise together with the teacher facilitating and guiding as needed.

English/Language Arts Language Arts: 1.3.1 Analysis of Grade-Level-Appropriate Literary Text: Identify and

describe the plot, setting, and character(s) in a story. Retell a story's beginning, middle, and ending

Teacher will guide the students in retelling the story and while discussing with students what the beginning, middle , and end were.

Language Arts: 1.5.1 Write brief narratives describing an experience. Teacher will model how to write a narrative. Students will then assist teacher in writing a narrative before independent practice.

Houser 7

Houser 8

Dear Parents,

We are about to begin a new unit in first grade: economics! This unit if very important because, not only are goods and services a part of the Indiana State standards, but it’s something that will affect them the rest of their lives. Your child already uses goods all the time and provides a variety of services without even knowing it! During this unit, the students will be creating their own goods and services, trading, bartering, reading books, creating graphs, cooking, drawing, listening to music, and going on a field trip. Isn’t first grade tiring?

In order to make this unit successful, however, we need your help. Each student is to ask one of his/her parents or guardians what they do for a living. The student is then to figure out, with his/her parent’s help, if this job provides a good or service for people. Please complete this short homework paper below with your child and send it back with him/her tomorrow. We may be needing some parent volunteers to come in and talk to the class or accompany us on our field trip, so if you are interested in assisting us, please check the box below. As always, if you have any questions or concerns, please do not hesitate to contact me.

Thank you for your help! Ms. Houser

---------------------------------------------------------------------------------------------- Student Name: _________________________ Parent Name: _________________________

1. What do you do for a living?

____________________________________________________

2. Does this job provide a good (an object) or a service (an activity that helps others or is for others)?

_____________________________________________________

____ Yes! I would like to help. You can call me at ___________________________.

It is best to call after_____________ or email at .

Houser 9

Tradebooks

Cheng, A. (2003). Anna the bookbinder. New York City, NY: Walker Books for Young Readers.

Anna is the narrator of the story as she details her family’s struggle to find customers who are going to cheaper glue binding operations rather than paying for the carefully hand-stitched operations her family runs. A special rush order is put into the family business but Anna’s mother goes into labor during the busy rush. Anna decides to do the work herself and both her father and mother are impressed with Anna’s skill and her determination to save the family business.

Cooper, M. (2000). Getting’ through thursday. New York City, NY: Lee and Low Books.

Andre is a third-grader who is very excited for his report card to come out because he knows he has made the honor roll and his mother promised him and his sibling a party to whoever makes the honor roll. However, his mother is a single parent whose paycheck comes each Friday and the report cards come out on Thursday. Andre makes the honor roll but he is extremely disappointed when he realizes that there will be no party. His mother manages to show her children how they can still enjoy themselves with limited resources.

dePaula, T. (1996). Strega nona meets her match. New York City, NY: Putnum Juvenile.

Strega Nona has met her match when Strega Amela sets up her own healing business in the town. Crowds gather to smell her sweets, drink her coffee, and gawk at the machinery and so Strega Nona has no customers. Big Anthony is hired as Strega Amelia’s assistant and he accidently sabotages her business and wins Strega Nona’s customers back.

Hall, D. (1983). Ox-cart man. New York City, NY: Penguin Group USA.

The story follows a farmer as he packs his family’s cart with things to sell in town. The man travels by ox-cart travels to the town of Portsmouth where he sells the items, including the ox who hauled the cart for various amounts of money. He then buys the items the family needs, such as sewing needles or knives, and heads back home. The book ends with the man and his family building up their items during the fall and winter seasons to sell again once the spring hits.

Stanley, S. (2002). Monkey for sale. New York City, NY: Farrar, Straus and Giroux.

In this story, two girls in the Democratic Republic of Congo see a captured monkey in the market place. The first girl, Luzolo, is given a five-franc coin to spend by her parents and thus begins her and Kiese’s adventure as they begin to trade. Their ultimate goal is to make enough trades to free the captive monkey from the village woman who discovered it. In the end, the girls succeed in trading with the woman and freeing the monkey into the jungle.

Houser 10

Silverstein, S (1964). The giving tree. New York City, NY: Harper and Row. The story begins with a young boy making friends with a tree. The tree acts as a provider, becoming a leafy playground to play under, shade provider on hot days, and apple bearer for a the hungry boy. As time goes on the tree provides more and more of herself for the boy, including lumber to build a boat. When the boy is old and sad he wanders by the stump and, with nothing else left to offer, the stump becomes a place to rest and “the tree was happy” once again.

Williams, V. (1984). A chair for my mother. New York City, NY: Greenwillow Books.

The story begins with a child, her mother, and grandmother walking home only to see their apartment has burned down and everything lost in the fire. The family begins to save their coins in a glass jar because when a single other coin cannot fit into the jar, the young girl knows its time to go out and buy a “beautiful, soft armchair to sit in” because the family only has hard kitchen chairs. Soon the jar does fill up and the coins are wrapped into paper rolls and exchanged for bills as the family goes out to the store to buy a chair. After much though and practice sittings, a chair is selected and the little girl and her mother snuggle deep into it and fall asleep together.

Williams, K. (2007). Four feet, two sandals. Grand Rapids, MI: Eerdmans Books for Young Readers.

Two girls, Lina and Feroza, move into refugee camp in Pakistan. They meet during a scramble for clothes that are thrown off the back of a truck as the refugees climb over each other and even fight for the few commodities left. It is then that each girl finds one half of a sandal from a pair and so they decide to take turns wearing the sandals and soon become best friends. Their friendship helps them get through the difficult times of living in a refugee camp where supplies are scare but people are plenty.

Yonezu, Y. (2008). A cup for everyone. New York City, NY: Miniedition.

The story is about a young penguin name Pucca who likes to spend time watching his father sculpt and paint cups. The cups are sold in the town but, unfortunately the business has slowed down. Pucca’s father packs up and goes to the next town while Pucca experiments with cups and creates a special parrot cup for Ms. Parrot. Soon, the entire town is ordering from Pucca and now there are enough new orders for Pucca’s father to return.

Ziefert,H. (1988). A new coat for anna. Hiram, GA: Dragonfly Publishing.

It is winter time, just after World War II ended, and Anna needs a new coat despite the family’s lack of money. Thus, begins Anna’s mother goal of trading and bartering with the neighbors in order to get the necessarily supplies to make a coat. Jewlery is traded for wool, berries are used to die the yarn, bartering is done to get the yarn woven and tailored. On Christmas day, after much work on everyone’s part, Anna receives her new coat and she takes the time to invite all those who made it possible to the home to enjoy a Christmas cake together.

Houser 11

Houser 12

Field Trip To conclude the unit on goods and services, the students will be taking a field trip to the local McDonald’s restaurant. McDonald’s will give one hour tours to school groups, scout groups, or other organizations upon requests. All one needs to do to set up such a field trip is contact the local store or site manager. Tours must take place during “off” hours and they generally last 30-45 minutes. Students have the opportunity to see how burgers, French fries, and other foods are made in a behind-the-scenes look. The tour can conclude, at the teacher’s discretion, with eating lunch in the restaurant at discounted price for the students and chaperones.

A fast-food restaurant like McDonald’s provides the opportunity for students to see how all of the concepts and ideas they have learned about regarding goods and services can come together in one place. McDonald’s produces mass quantities of food everyday for people and it will be evident to students that they are producers of goods. However, McDonald’s also provides the service of a quick and convenient meal and consumes many resources in order to run the restaurant, two ideas that might not be so apparent to students at first glance. There are many different types of jobs at McDonald’s, from front counter worker to custodian to manager, and each of those jobs can be broken down and analyzed as to whether they are producers of goods and/or services, consumers, or both. Following lunch at the location of the field trip, the teacher could provide students with a time to “trade” the small toys they received in the meal and discuss the trades that were made as a way to reaffirm the exchanging of goods. In addition, students groups would be provided with a disposable camera where they could take pictures of the goods, services, producers, consumers, and trades they see. Each group of 4 or 5 students would be provided with a camera and each student would have to opportunity to take 2 pictures before trading the camera to another group member. The teacher would develop these pictures and, at a later date, discuss what the students took pictures as a way to extend the goods and services unit into the coming weeks. Most, if not all, of the economics standards in first grade could be covered by a field trip to a local restaurant that is open for group tours.

Before the trip, a teacher would need to ensure that the goods and services standards had been covered thoroughly. Failure to do so would result in students not understanding the concepts covered on the field trip and the time spend on site would be futile. Following the field trip, the teacher would need to discuss with students all of the different parts of the field trip to be sure that students understand what they experienced. Students would need to be provided with time to share their general observations and reactions to the experience and then it would be up to the teacher to link what student’s have been learning about to their experiences. The students could pick two of jobs they saw at the McDonald’s and create a Venn diagram comparing and contrasting the jobs. Then the students could use their background knowledge regarding producers of goods or services to decide where the job best fits. The students could also discuss the ways that a McDonald’s restaurant is both a producer and a consumer. The students could discuss the idea of scarcity in a McDonald’s, such as running low on ice cream, and the different options and choices McDonald’s has when they are running low on a supply. Not all of the activities have to be discussion based. Students can write in their journals about the experience or about how McDonald’s is a producer and a consumer. Students could also design a poster that shows the goods and services a restaurant like McDonald’s supplies. The only standard that would be a stretch for teachers to

Houser 13

incorporate regards the idea of exchanging goods or services for a need or want. However, if students traded their toys at lunch, or were offered the opportunity, the teacher could discuss with the student what trades were made and why. All in all, a field trip to a local restaurant provides educators with the opportunity to sum up a unit on economics and the idea of goods and services. Technology Students will have the opportunity to use a variety of media throughout the unit. The main component of technology will come when the students complete the fine motor lesson on goods and services by using interactive websites and the Paint computer program. Students will be responsible for clicking through a series of interactive webpage, designing a series of pictures in the computer drawing program, and typing out the label to their newly created pictures. However, the classroom computers will have direct links to a variety of online resources including: www.michigan.gov/mda /0,1607,7-125-1570_2468_2471-80703--,00.html (life on a dairy farm) or the many interactive lessons on http://www.econedlink.org/lessons/index.php?zlesson=642&page =teacher. The computer stations are open to students during centers time and students who are the station complete specific activities and work pages regarding the center’s theme for the teacher to evaluate later. Students will also have the opportunity to listen to the books on tape in the classroom listening center. In addition, during the field trip students will have the opportunity to use disposable cameras to document the goods, services, producers, consumers, and other things they see in the restaurant. The pictures will then be used by students to compile a classroom book on goods and services. Literature Students will encounter literature almost daily in the unit lessons. Books are used to introduce concepts and ideas to students. Multiple books will also be available for students to browse and read at their leisure in the classroom library. During centers time, students will have specific activities to complete that relate to the literature available in the reading center. Students will also have to opportunity to do read classroom big books, such as the ox-cart man, during independent or buddy reading time. Besides reading classroom books, students will be making their own books. After reading Alexander Who Used to Be Rich Last Sunday by Judith Viorist, students will create their own version of the book following a class activity. Students will also compile their own class book about goods and services following a field trip to the McDonald’s restaurant. A variety of books, including realistic fiction and historical fiction, are included throughout the unit. Multicultural books regarding the idea of trading or bartering can also be found in the classroom literature center for students to peruse during independent reading time or centers.

Houser 14

Name: _______________________________

Goods and Services Pre-test

1. Select the picture of a good.

2. Select the picture of a service.

3. Select the picture of a producer.

4. Select the picture of a consumer.

5. Can a person be a producer and a consumer? YES NO

Houser 15

Name: _______________________________

Goods and Services Post-test 1. Circle three pictures of a good.

2. Circle two pictures of a service.

3. Write one way that a baker can be a producer. ___________________________________________ Write one way that a baker can be a consumer. ___________________________________________

4. What is one way that a fireman and a policeman are alike? ___________________________________________ ___________________________________________ What is one way that they are different? ___________________________________________ ___________________________________________

Houser 16

5. When there is not enough pizza for everyone who wants a slice to have one, that is called __________.

income scarcity trading economics

6. You want a candy bar . You only have a pencil and a sticker . Write a sentence about which item you will trade to Miss Houser. __________________________________________ __________________________________________ If you give Miss Houser the pencil or sticker, what will you get from Miss Houser? __________________________________________

Houser 17

Name: _______________________________

Goods and Services Pre-test Answer Key 1. Select the picture of a good.

2. Select the picture of a service.

3. Select the picture of a producer.

4. Select the picture of a consumer.

5. Can a person be a producer and a consumer? YES NO

Houser 18

Name: _______________________________

Goods and Services Post-test Answer Key

1. Circle three pictures of a good.

2. Circle two pictures of a service.

3. Write one way that a baker can be a producer. ex: A baker makes bread to sell._______________ Write one way that a baker can be a consumer. ex: A baker buys flour to make his bread.

4. What is one way that a fireman and a policeman are alike? ex: They both try to help people. ___________________________________________ What is one way that they are different? ex: One puts out fires and one person stops robbers.

Houser 19

5. When there is not enough pizza for everyone who wants a slice to have one, that is called ________.

income scarcity trading economics

6. You want a candy bar . You only have a pencil and a sticker . Write a sentence about which item you will offer to trade Miss Houser.

ex: I will trade my pencil. ___________________________________________

Does Miss Houser have to trade you the candy bar?

Yes No

If you give Miss Houser the pencil or sticker, what will Miss Houser give you? Ex: Miss Houser will give me the candy bar.

Houser 20

Lesson Plan by: Lauren Houser Unit Lesson #1 (art) – Kick Off Lesson: What is a Good? Origin: Adapted from the IDOE website Length: 30-40 minutes Age or Grade Intended: 1st grade Academic Standard(s): Social Studies 1.4.1 Identify goods that people use. Performance Objectives: Following a class discussion on goods, students will identify at least 10 “goods” with 90% accuracy.

Assessment: Students will create a collage of different pictures of goods. The teacher will collect the collages and assess to see whether the student selected 10 pictures of goods or not. Advanced Preparation by Teacher: - A large handful of salt-dough for each student to use along with two strips of paper - A box large labeled “The Wishing Well” - Various pictures of goods and services - Magazines with lots of pictures of goods for student to cut out (catalogs, etc) - Glue and scissors for each student - “GOODS” written on large strips of paper for each student - Access to a whiteboard or chart paper and appropriate marking device - An example of the collage “GOODS” made ahead of time (a half piece of

construction paper covered in pictures of goods with the word “GOOD” glued to the center of it)

Lesson Introduction/Motivation:

1. Ask the students what they want for Christmas or their birthdays. Allow students time to share their responses. Bloom’s: Knowledge Gardner’s: Interpersonal, Verbal-Linguistic

2. Pull out a play-dough and tell the students they are going to have a chance to create something out of the dough. Tell students that you are going to give them the dough and that they are to create something. Students are to create an item or object that they really want out of the play-dough.

3. Give each student a handful of play-dough and allow ample time (5-10 minutes) to create their wish item. Students are to write the name of their good on the strip of paper and their name on the other strip of paper. Give students a 2 minute warning to finish up their objects when appropriate. Gardner’s: Intrapersonal, Bodily-Kinesthetic, Visual-Spatial

Houser 21

Procedure: 1. After students have finished up their objects, call them into the large group area

and have them form a circle. Put the “wishing well” in the center of the circle. 2. Have the student’s one at a time share their creations and drop their strip of paper

with the item’s name in the box. After all students have shared, write the word “good” on the whiteboard. Explain to students that a good is something that somebody wants. It is an object that people can touch. Gardner’s: Interpersonal, Verbal-Linguistic

3. Have two different students redefine the term “good” for the class Bloom’s: Knowledge, Comprehension Gardner’s: Interpersonal, Verbal-Linguistic

4. Tell students that you are now going to show them pictures. If the picture is a good, you want the students to give a thumbs up. If the picture is not of a good however, you want the students to give a thumbs down.

5. Show students the different pictures and check to see that all students understand what is a good and what is not a good. Bloom’s: Knowledge, Comprehension, Application Gardner’s: Verbal-Linguistic, Bodily-Kinesthetic, Visual-Spatial

6. Tell students that when they return to their seats they will be cutting out pictures of goods just like the ones they were shown. Show students an example of the collage and tell them that they will be cutting out lots of pictures to glue on their half sheet of paper. Instruct students to glue 10 or more pictures on their paper. When they have glued all their goods down students will glue the word “GOODS” to the center of their paper.

7. Check to see that students understand the directions. Before students are dismissed, tell students that they will be letting their salt-dough creations dry overnight because they will be using them later in the week for another lesson. Have students set their salt-dough creations on a ledge, shelf, or desk with their name strip attached.

8. Pass out the magazines, scissors, and glue and allow students to work and walk around the room observing and assisting students as necessary. Gardner’s: Intrapersonal, Bodily-Kinesthetic, Visual-Spatial

Closing: 1. Show the students four more pictures (two goods – two not) and ask for thumbs

up or thumbs down if they are goods. Bloom’s: Knowledge, Comprehension Gardner’s: Interpersonal, Bodily-Kinesthetic

2. Ask students to answer the different questions: a. What is a good? b. Do items have to be fun to be goods? c. Is a smile a good? d. How do you know that? e. If someone buys groceries at the store, did they purchase goods?

Bloom’s: Knowledge, Comprehension, Analysis, Evaluation Gardner’s: Verbal-Linguistic

Houser 22

1. Tell students that they will be using the goods they created in an activity later in the week but that it is important for them to remember what a good is because they will need that information later.

Adaptations/Enrichment: ADHD: Have student assist in passing out materials. Instead of thumbs-up, thumbs-down allow all students to stand up/sit down. Enrichment: Student will write a sentence on the back of their “goods” paper about two goods they want for Christmas/Birthday/etc. Self-Reflection: 1. Did I leave enough time for explaining the Lesson Part? Did the activity feel rushed?

Should I have provided more or less time to complete the activity? 2. Do I need to reword my questions? (Were the definitions too hard? Do I need to ask

more questions?) 3. Did the students understand what I was asking them to do? 4. Was the activity too easy for the students? Was the activity too hard for the students? 5. Were my adaptations effective? 6. Should I have included a third symbol to use? 7. Did the students understand what I was asking them to do and pass the assessment

part? If they did not pass, why did they not pass (not paying attention, didn’t “get it”, other reasons)?

Houser 23

GOODS GOODS GOODS GOODS GOODS GOODS GOODS 

Houser 24

Unit Lesson # 2 (drama) Academic Standard(s): S.S - 1.4.2 Identify services that people do for each other. Performance Objectives: Given the choice between a good and a service, the student will be able to identify the service with 100% accuracy. Advanced Preparation by Teacher: Materials needed include slips of paper with different jobs/services written on them (enough for each person in class, 10-15 3x5 index cards with pictures of services, a class checklist, and pictures of goods and/or a few two or three person roles) and a large space for the class to gather in a circle. Lesson Plan:

- Gather the students together in a large circle. Discuss with students what they learned in yesterday about a good. Have students define goods and give examples of them. Then, introduce students to a new kind of job called a service. Define what a service is for students and discuss service jobs (i.e. fireman, teacher, etc).

- The teacher will allow each student to draw a job from the hat and the student will be able to act it out for the class (similar to charades). Students will have opportunities to guess and then once the guess is correct discuss as a class what service that job provides.

- Tell students that tomorrow they will learn more about services people do. Assessment: Students will be shown two index card pictures, one with a good and one with a service. The student will choose the job that is a service. Students who master the objective will be checked off on a list.

Houser 25

Unit Lesson # 3 (music) Academic Standard(s): S.S - 1.4.2 Identify services that people do for each other. S.S. - 1.4.3 Compare and contrast different jobs people do to earn income. Performance Objectives: Given a list of 10 service occupations, the student will explain why at least 4 of those jobs are services with 100% accuracy. Advanced Preparation by Teacher: A copy of the “Services Song” written on chart paper (found at http://www.econedlink.org/lessons/docs_lessons/279_anything1.pdf), copies of the song for each student, markers, and paper and pencils for each student. Lesson Plan: - The teacher will discuss with students what they learned about services the day before

and what kinds of jobs provide services. The teacher will then discuss with students why people work on jobs that provide services or goods leading to the discussion of working to earn an income to buys wants and needs.

- The teacher will then show the class the song on the chart paper and hand out copies to students. The class will practice reading the song with a partner. The class will then sing the song together two times.

- The teacher will have the students identify the jobs that provide services in the song. Students will highlight the jobs with their markers. The teacher will discuss each of the services with the students.

- The students will then put a checkmark next to four jobs of their choice. The students will go back to their seats and write one sentence for each of their check marked jobs about why those jobs are a “service job”.

- Tell students tomorrow they will learn about different jobs and why people have jobs. Assessment: The teacher will collect the students’ sentences about the jobs they picked. The teacher will read the students papers to see if students wrote a correct sentence about what service the jobs provide or why they are service jobs.

Houser 26

Lesson Plan by: Lauren Houser Unit Lesson # 4 (math) Lesson: Pictorial Graphing of Future Jobs Origin: Original, Self-Created Length: 35 minutes Age or Grade Intended: 1st Grade

Academic Standard(s): Social Studies 1.4.3 Compare and contrast different jobs people do to earn income. Math 1.1.10 Represent, compare, and interpret data using pictures and

picture graphs

Performance Objectives: Given a set of information, the student will construct a graph to represent the information with at least 80% accuracy as determined by a rubric.

Given a graph, the student will interpret the graph by answering at least 3 out of 4 questions correctly.

Assessment: The students will create a pictorial graph from a set of information. The students will also answer 4 questions about the graph. Mastery will be determined according to a rubric. Standard Social Studies 1.4.3 will not be formally assessed.

Advanced Preparation by Teacher: - Access to a blackboard/chalk or overhead/maker - Copies of the blank chart paper/questions for each student - A list of the jobs that the parents/guardians do (information obtained from parent

letter sent home at beginning of unit). Chart should look similar to: Outdoor Jobs Factory Jobs Health Jobs Office Jobs Other Mr. Skywalker (gardener)

Mrs. Piccolo (RV builder) Mr. Bush (car maker)

Mr. Bennet (dentist)

Mr. Obama (bank president)

Mrs. Eastman (teacher) Mr. Nickleson (dad)

- Pencils for each student

Introduction/Motivation: 1. Ask students what they remember about goods and services. Have a student(s)

define goods and services and give an example of each. Bloom’s: Knowledge

2. Write the following category titles on the board: a. Outdoor Jobs (Construction, Farmer, etc.) b. Helping Jobs (Nurse, Doctor, Dentist, Fireman, Policeman) c. Entertainment (Artist, Singer, Athlete, Racecar Driver, etc) d. Education Jobs (Teacher, Scientist, Coach) e. Others (anything that doesn’t fit in the above categories) f. Ask students what they would like to be when they grow up. Bloom’s: Knowledge

3. Have each student share their answers and write student responses on the board underneath the appropriate category. Write the total number of answers for each category at the top by the title.

Houser 27

4. Ask a couple of students why they wanted to be _________. Bloom’s: Comprehension

5. Tell students that today they are going to be learning about different jobs people do today to earn money so they can buy the things they need and how they are could write that information so people can understand it quickly.

Procedure:

1. Show students the chart of all the jobs their parents do. Read through the jobs with the students and discuss what each of those jobs does. Bloom’s: Knowledge, Comprehension Gardner’s: Interpersonal, Verbal-Linguistic

2. Ask students if they know what a graph is. Explain to students that a graph is a way of showing information so it is easier to understand. Tell students that looking at a graph can be quicker than reading lots of words and that adults read graphs in the newspapers, on TV, and in magazines and it helps them understand what somebody is trying to say or write about.

3. Bloom’s: Knowledge, Comprehension 4. Gardner’s: Interpersonal, Logical-Mathematical 5. Show the student’s the different titles or categories for the jobs. Explain to

students that they are going to be learning how to make graphs so they can read the information quicker. Tell students that today they are going to be learning how to make a picture graph.

6. Draw the following chart on the board or overhead:

Job People who work in the job Outdoor Jobs

Factory Jobs

Doctor, Dentist, Nurse, Scientist Jobs

Office Jobs

Other

7. Tell students that each of the jobs their parents do fits into one of these categories and it is going to be there task to put all of the jobs onto this chart.

8. Using the data, draw a smiley face on the left hand side of the first box (outdoor jobs). Tell students that the smiley face represents that at least one person has an outdoor job. Ask students how many parents from the list have outdoor jobs. Draw that many smiley faces (minus one for the smiley face already drawn) in the first row. Tell students that they now know how many moms and dads have outdoor jobs by looking at the number of smiley faces on the graph. Bloom’s: Knowledge, Comprehension, Application Gardner’s: Interpersonal, Logical-Mathematical, Verbal-Linguistic, Visual-Spatial

9. Repeat step 8 for the remaining 4 categories. Bloom’s: Knowledge, Comprehension, Application

Houser 28

Gardner’s: Interpersonal, Logical-Mathematical, Verbal-Linguistic, Visual-Spatial 10. Ask students which job category has the most people working in it. Show students

that they can tell which one has the most by looking for the most smiley faces. Ask students which job has the least amount of people working in it. Bloom’s: Knowledge, Comprehension, Application, Analysis Gardner’s: Interpersonal, Logical-Mathematical, Verbal-Linguistic, Visual-Spatial

11. Tell students it is going to be their task to make a graph for the different things they want to be when they grow up. Show students how their different jobs fall under categories like their moms and dads jobs did. Remind students that in these graphs, one face stands for one person who wants to work that job.

12. Hand out the graph pages to the students and allow them to work, clarifying any confusion along the way.

13. When students are done, ask them to answer the questions at the bottom of their graph paper.

14. Collect papers from students.

Closing: 1. Ask students which job category is the most popular choice for their classmates.

Bloom’s: Knowledge, Comprehension, Application 2. Ask students how they knew it was the most popular choice.

Bloom’s: Knowledge, Comprehension, Application 3. Ask students which job was the least popular choice.

Bloom’s: Knowledge, Comprehension, Application 4. Pick one of the student job choices and ask the students if the job was a good or

service. Ask the student to explain why. Repeat with another job. Bloom’s: Knowledge, Comprehension, Application

5. Tell students that they will be learning more about different jobs in another lesson too so it’s important to remember the information that they learned today.

Adaptations/Enrichment: LD: Student will be given extra time if needed. Student will be given a piece of paper that has the same information as written on the board for them to refer to when making their graph. Student will have an enlarged piece of paper to draw/write-on (underdeveloped fine motor skills). MiCD: Student will have pre-cut smiley faces to physically place on an enlarger piece of graph paper rather than drawing them individually. Student will be able to verbally respond to graph questions to determine mastery. Enrichment: Student will create a graph where one smiley face represents two people who work/want to work for that job instead of one. Student will create two math questions about the graph to share with the class. Self-Reflection: • Did I leave enough time for explaining the Lesson Part? Did the activity feel rushed? Should I have

provided more or less time to complete the activity? • Do I need to reword my questions? (Were the definitions too hard? Do I need to ask more questions?) • Did the students understand what I was asking them to do? • Was the activity too easy for the students? Was the activity too hard for the students? • Did the students understand what I was asking them to do and pass the assessment part? If they did not

pass, why did they not pass (not paying attention, didn’t “get it”, other reasons)?

Houser 29

Name: __________________________ Date: ___________________

What do you want to be? Directions: Using the information your teacher gave you; create a picture graph using smile faces. Then, answer the questions below.

JOBS Number of People Outdoor Jobs

Helping Jobs

Entertainment Jobs

Education Jobs

Others

1. Which job has the most workers?

____________________________________________

2. Which job has the least amount of workers? ____________________________________________

3. How many more people are in the helping jobs than in the outdoor jobs?

__________________________________________________________________

4. What is the difference between the number of entertainment jobs and outdoor jobs?

__________________________________________________________________

Poor 1

Not There Yet 2

On Target 3

Above & Beyond 4

Total

Graph Did not complete Completed less than half of graph

correctly

Completed all the categories on

graph, 3 of which are correctly done

Completed the entire graph

correctly

_____ Questions 0 or 1 Correct

Answer 2 Correct Answers 3 Correct

Answers 4 correct answers

_____

= 1 person

__/8

Houser 30

Lesson Plan by: Lauren Houser Unit Lesson #5(Social Studies) Lesson: Compare and Contrast Jobs Origin: Adapted from IDOE Length: 35-40 minutes Age or Grade Intended: 1st Grade Academic Standard(s): Social Studies 1.4.3 Compare and contrast different jobs people do to earn income. Performance Objectives: Given two jobs, the student will compare the jobs with at least 2 examples of such similarities with 100% accuracy. Given two jobs, the student will contrast the jobs with at least examples of such differences with 100% accuracy. Assessment: The teacher will look at the student work page to see that they compared the two jobs they choose with at least two example sentences. The teacher will also look at the student work page to see that they contrasted the two jobs they choose with at least two example sentences. Advanced Preparation by Teacher:

- Access to at least 4 sheets of chart paper - Chart markers - crayons for each student - copies of the activity sheet for each student - 4 parents/guest speakers, all of whom have different jobs

o Jobs that can be easily explained to first grade students in 4 minutes or less

Introduction/Motivation: 6. Call students to the gathering area. Ask students what they remember about goods

and services. Have a student(s) define goods and services and give an example of each. Remind students about what they learned previously about goods and services. Bloom’s: Knowledge

7. Tell students that today they are going to be listening to different parents talk about their jobs. Remind students about how they created a graph the day before about their parents’ jobs. Brainstorm with the students a list of questions that they have about working or jobs. (Ex: When do you work? Do you have to wear a uniform? Do you work with people or animals? Do you work outside all the time?) Write the students questions on chart paper in list form. Bloom’s: Knowledge, Comprehension Gardner’s: Verbal-Linguistic, Interpersonal

8. Tell the class that they are going to listen to four different people talk about their own jobs and they can use the question list when it is time to ask questions. Tell students

Houser 31

that they need to listen carefully to figure out how the jobs are different and how the jobs are the same so they can complete an activity later.

Procedure: 1. Discuss with students the meaning of the word income. Define income as what people

earn when they work to produce goods and services. 2. Ask students if any of them earn an allowance? Allow students to share what kinds of

chores they have to do (if any) to earn that allowance. Explain to students that an allowance is like an income because it allows people to earn money when they work so they can buy goods or services. Bloom’s: Knowledge, Comprehension, Application

3. Remind students that they are going to listen to four speakers today and all of those speakers work in different jobs. All of those jobs earn a different income so that the speakers can buy the goods, like bread or milk, and the services, like movie tickets, that they want or might need

a. *Do not allow students to ask about how much income – explain that, while the question isn’t meant to be mean, it is rude to ask people what kind of income they get.

4. Remind students what good listening behavior is (mouths closed, eyes on speaker, hands in lap…)

5. Introduce the first guest speaker to student. Allow the first guest speaker to talk for 3-4 minutes about their job and then allow students to ask questions for 2-3 minutes (remind them to use the questions from the list they created if they can’t think of anything to ask).

6. After the speaker is done, create a list with the students about what they learned about said person’s job. Bloom’s: Knowledge, Comprehension, Application Gardner’s: Interpersonal, Verbal-Linguistic, Logical-Mathematical

7. Repeat steps 4-6 with the students for the remaining 3 speakers. 8. After the speakers are done, call the student’s attention to their lists. Ask student if

they see any jobs that are alike. Ask the students why those jobs are alike. Ask the students if they see any jobs that are different and ask why those jobs are different. Bloom’s: Application, Analysis, Synthesis Gardner’s: Interpersonal, Verbal-Linguistic

9. Discuss with students if a teacher’s job if like any of the jobs they have on their lists. Have students explain why or why not a teacher’s job is like some of the jobs on the chart paper. Bloom’s: Analysis, Synthesis, Evaluation Gardner’s: Interpersonal, Verbal-Linguistic

10. Tell students that they are going to go back to their seats and complete an activity page. Show students the page and explain the directions to them.

a. First, they will draw a picture of TWO of the jobs they learned about today. One job/person in each box.

b. Second, the students will finish the sentence “The jobs I choose are alike because…” and “Another way they are alike is…”

c. Repeat the second step for the sentences about why the jobs are different. d. Tell students that they must have at least two reasons for each part if they are

going to get all of the points for their activity page.

Houser 32

11. Have a student(s) repeat the directions back to you. Send students back to their desk with their papers and allow them time to complete their activity page. Bloom’s: Application

Gardner’s: Visual-Spatial, Intrapersonal 12. Collect the finished papers.

Closing: 1. Ask a student to share one of the jobs he/she picked. Ask another student to share

another job he/she picked. Ask the class about one way those two jobs are similar. Ask the class about one way those two jobs are different. Bloom’s: Knowledge, Comprehension, Application Gardner’s: Interpersonal, Verbal-Linguistic, Logical-Mathematical

2. Remind students that people need to do different jobs to earn income and that one day, they too, will make a good or provide a service as a way to earn an income. Tell students that tomorrow the class will be learning more about the word income and different kinds of income around the world.

Adaptations/Enrichment: ADHD: Student will be allowed to work by the chart paper in order to reference the different types of work each job does. Student will be allowed more time if needed. Student will be in charge of passing out crayons to each group work table. MoMD: Student will dictate the differences and similarities to the teacher/aid e to write down. Enrichment: Have the student research the different types of speakers before the lesson (using their social studies textbook, approved teacher web pages, or books in the classroom) and introduce each guest speaker. Self-Reflection:

• Did I leave enough time for explaining the Lesson Part? Did the activity feel rushed? Should I have provided more or less time to complete the activity?

• Do I need to reword my questions? (Were the definitions too hard? Do I need to ask more questions?)

• Did the students understand what I was asking them to do? • Was the activity too easy for the students? Was the activity too hard for the students? • Did the students understand what I was asking them to do and pass the assessment part? If they

did not pass, why did they not pass (not paying attention, didn’t “get it”, other reasons)?

Houser 33

Name: ________________________________

Jobs People Do to Earn Income

Directions: Pick two jobs from your class lists. Draw and label the two jobs. Then, write two reasons why those jobs are alike. Finally, write two reasons why those jobs are different.

Job #1 _______________________________ Job #2_______________________________

1. These jobs I choose are alike because ___________________________________

___________________________________________________________________.

The jobs are also alike because __________________________________________

___________________________________________________________________.

2. These jobs I choose are different because ________________________________

___________________________________________________________________.

The jobs are also different because _______________________________________

___________________________________________________________________.

Houser 34

Unit Lesson # 6 (science) Academic Standards: S.S. 1.4.3 - Compare and contrast different jobs people do to earn income (not assessed). Science 1.1.4 - Use tools to investigate the world and make observations Performance Objectives: Given a magnifying glass, students will make at least one observation with 100% accuracy. Advanced Preparation by Teacher: examples of money coated in GermPowder, black light, magnifying glasses for each student, chart paper, crayons, paper, pencils Lesson Plan: - Remind students about what they learned about why people work. Talk with students

about income and define income. Talk with students about money and what money looks like in the United States. Show students U.S. money and have them pass it around. Talk about money in other countries and how people in those money still work jobs for income. Show students examples of foreign currency.

- Have students make observations about all the money using their eyes. Record on chart paper. Give students a magnifying glass and discuss how magnifying glasses help make closer observations. Let students examine all the examples closer and Record more observations on chart paper.

- Talk with students about how dirty money is, even in the United States, and how it has germs on it. Turn off the lights and turn black light on. Show students the money and how “dirty” their hands are”. Turn lights back on and discuss with students why it isn’t good to put money in mouths, etc.

- Tell students that tomorrow they are learn about jobs where people both buy and make things and that the students are going to learn about being producers and consumers.

Assessment: Have students write at least two sentences about what they observed using the magnifying glass and black light. Have students illustrate their observations with crayons.

Houser 35

Lesson Plan by: Lauren Houser Unit Lesson #7 (cooking) Lesson: Producers and Consumers? Origin: Adapted from IDOE Length: 55-60 minutes Age or Grade Intended: 1st Grade Academic Standard(s): Social Studies 1.4.4 Describe how people in the school and community are both

producers and consumers. Performance Objectives: Following a class activity, the student will be able to identify at least one reason that a person is a consumer and a producer with 100% accuracy. Assessment: After completing the cooking activity, the students will fill out a short activity page. The activity page asks the students to write one reason why they were a producer and one reason why they were a consumer. The teacher will assess whether the student was able to identify why they were both a producer and a consumer (i.e. they made the product, they bought the products). Advanced Preparation by Teacher:

- 11 plastic sandwich bags - 4 large spoons - 4 large mixing bowls - 4 [ ½ ] measuring cups - Napkins for each student - Baby wipes for cleanup - Pictures of producers/consumers - Activity sheet for each student - Signs with the words “producer” and “consumer” written on them - Snack Materials to be prepared ahead of time:

o 2 bags with 2 cups of CHEX cereal o 2 bags of MMs o 1 bag with 2 cups of pretzels o 1 bag with 2 cups of peanuts o 1 bag with 2 cups of candy corn o 1 box of Swedish Candy fish o 1 bag with 2 cups of dried fruit o 4 boxes of raisins o 2 bags with 2 cups of goldfish snack crackers

Houser 36

Introduction/Motivation: 1. Ask the students to define the terms “goods” and “services”. Remind students about

the many different jobs they learned about in previous lessons. Have students give some examples of jobs and whether those jobs produced a good or a service. Bloom’s: Knowledge

2. Ask the students to turn and share with a partner about a time they went shopping. Ask one or two students to share their experiences. Bloom’s: Knowledge Gardner’s: Interpersonal, Verbal-Linguistic

3. Ask the students to turn and share with a partner about a time they made something (like cooking, baking, making a craft, etc). Ask one or two students to share their experiences. Bloom’s: Knowledge Gardner’s: Interpersonal, Verbal-Linguistic

4. Tell students that today they are going to be learning about how people can be two things at once: a producer and a consumer.

Procedure: 1. Write the word “Consumer” on the board. Tell students that a consumer is someone

who buys something. Ask another student or two about a time they were a consumer and bought something. Bloom’s: Knowledge, Comprehension

2. Write the word “Producer” on the board. Tell students that a producer is someone who makes a good or service to sell to people. Ask another student or two about a time they were a producer and made something. Bloom’s: Knowledge, Comprehension

3. Have all of the students stand up and go to the large, cleared area of the room. Place the “consumer” sign on one wall and the “producer” sign on the other wall. Tell students that you are going to show them pictures of people doing different jobs and they are going to decide if they are producers or consumers by standing on either side of the wall.

4. Show the first sign and walk the students through the steps of choosing a side. Ask the students why the picture is a producer or a consumer and clarify any misunderstandings.

a. Remind the students that there is no pushing or running. Bloom’s: Knowledge, Comprehension, Application Gardner’s: Bodily-Kinesthetic, Visual-Spatial, Verbal-Linguistic, Interpersonal

5. Repeat step 4 with the remaining pictures. 6. Have the students sit down and show them the picture of the chef. Ask students if the

baker is a producer or a consumer. Allow students to clarify their answer. Bloom’s: Knowledge, Comprehension, Application

7. Ask the students if the baker ever has to buy anything. Guide the discussion with students so that they understand the baker must buy his flour, sugar, milk, and eggs to make his goodies. Ask students if he ever sells anything. Allow students to share about a time they went to a bakery. Ask the students if the baker can be both a producer and consumer. Bloom’s: Knowledge, Comprehension, Application, Analysis

Houser 37

8. Show students the picture of carpenter/builder. Ask the students if the person is a consumer or a producer? Allow students to justify their answers. Guide discussion again so students can understand how the carpenter is both a producer and a consumer. Bloom’s: Knowledge, Comprehension, Application, Analysis

9. Tell students that they are going to be like the baker. They are going to be both producers and consumers. Tell the students that they are going to be making different kinds of treats to “sell” to their classmates with fake class money. Different groups will be making different treats to sell.

10. Divide students up into four groups of four or five students each. Assign each person in the group a job (if in groups of five, make two students the baggers) and explain the jobs. Have some students tell you their job and explain what it is they are to do in their job:

a. The Material Collector – get the supplies from the teacher, will also help the money taker during the activity

b. The Mixer – pour the supplies in and mix the supplies up (Must wear gloves) c. The Bagger – put the snack into bags (must wear gloves) d. The Money Taker – get the fake money from the teacher to hand out to their

group members and collect the fake money from their classmates. 11. Check to see that they understand their roles. Assign each group to a work station,

table area and give the material collector the group’s recipe. 12. Let students work. Monitor groups and assist as needed.

Gardner’s: Bodily-Kinesthetic, Interpersonal 13. When students have assembled their snack, explain the rules for buying and selling

their snacks. a. Each snack costs one dollar and students are only allowed to buy one snack at

a time. b. Only one student from each group is allowed to walk around and buy one

snack from another group. Students will buy their snacks in this order: i. Material Collector

ii. Money Taker iii. Mixer iv. Bagger

c. When that one student has bought his or her snack, they are too return to their group and let the next group member walk around and buy one snack. Students may buy their own snack.

d. Repeat until all members of a group have bought a snack. Once all members of the group have bought a snack the students will be able to repeat the process (in reverse order with bagger going first and material collector going last) in order to buy one more snack.

e. No students may eat their snack until you say. 14. Allow the students to begin and assist/monitor/guide students as necessary.

Gardner’s: Bodily-Kinesthetic, Interpersonal 15. Instruct students to clean up their desks and materials. All group members must help. 16. Have students return to their desks and allow students to eat one of their snacks. The

other snack will be placed in their book bag for them to take home.

Houser 38

17. While students are eating their snack, explain the activity form and have them fill it out.

Closing:

1. Ask students what they did that made them a producer. Bloom’s: knowledge

2. Ask students what they did that made them a consumer. Bloom’s: knowledge

3. Remind students that it is possible to be both a consumer and a producer and that they will need to remember that for the reading story the next day.

Adaptations/Enrichment: ADHD: The student will be assigned the role of material getter. MoMD: The student will be partnered with another individual as the bagger. The student will be able to dictate to the teacher/aide how they were a producer and a consumer. Enrichment: The students will pick a career that they studied earlier in the week and write about how this person/career is both a consumer and a producer. Self-Reflection: • Did I leave enough time for explaining the Lesson Part? Did the activity feel rushed? Should I have

provided more or less time to complete the activity? • Do I need to reword my questions? (Were the definitions too hard? Do I need to ask more questions?) • Did the students understand what I was asking them to do? • Was the activity too easy for the students? Was the activity too hard for the students? • Did the students understand what I was asking them to do and pass the assessment part? If they did not

pass, why did they not pass (not paying attention, didn’t “get it”, other reasons)?

Recipe: Party Snack Mix In the big bowl,

1. Pour in the cereal. 2. Pour in the bag of MMs. 3. Pour in the pretzels. 4. Mix with the spoon.

Using the cup, put one scoop in each bag.

Houser 39

Recipe: Fall Snack Mix In the big bowl,

1. Pour in the peanuts 2. Pour in the bag of candy corn. 3. Pour in the raisins. 4. Mix with the spoon.

Using the cup, put one scoop in each bag.

Recipe: Under the Sea Mix In the big bowl,

1. Pour in the goldfish. 2. Pour in the candy fish. 3. Pour in the raisins. 4. Mix with the spoon.

Using the cup, put one scoop in each bag.

Recipe: Tasty Treat Mix (allergy free option) In the big bowl,

5. Pour in the dried fruit. 6. Pour in the cereal. 7. Pour in the raisins. 8. Mix with the spoon.

Using the cup, put one scoop in each bag.

Houser 40

Houser 41

Houser 42

Houser 43

PRODUCER

CONSUMER

Houser 44

Name: ________________________

Producer or Consumer?

Directions: Complete the sentences below. I was a producer because ___________________________________________

________________________________________________________________. But I was also a consumer because ___________________________________

________________________________________________________________. ------------------------------------------------------------------------------------------------------------ Name: ________________________

Producer or Consumer?

Directions: Complete the sentences below. I was a producer because ___________________________________________

________________________________________________________________. But I was also a consumer because ___________________________________

________________________________________________________________. ------------------------------------------------------------------------------------------------------------

Houser 45

Unit Lesson # 8 (fine motor) Academic Standards: S.S. 1.4.4 - Describe how people in the school and community are both producers and consumers. Performance Objectives: Following a class activity, the student will identify at least one way they are a producer and one way they are a consumer with 100% accuracy. Advanced Preparation by Teacher: computers with internet access, access to a printer, a teacher webpage (or a webpage with links to the two websites students need to access found at http://www.econedlink.org/lessons/index.php?lesson=457&page=teacher ). Access to “Paint” or other drawing program. Use an overhead projector with computer access to demonstrate all the steps. Lesson Plan: - Remind students about how people can be producers and consumers. Have students

give examples. Remind students of computer lab rules before going. - Demonstrate how to open the interactive web pages. Have students complete the two

interactive website activities/lessons. - Demonstrate how to use paint and how to label pictures using the text option. Have

students open up the “paint”. Instruct students to draw one way they are a producer and one way they are a consumer. Have students label their pictures. Have students print out their pictures and write their names on them.

- Tell students tomorrow they are going to learn about what happens when there are not enough goods or services in the community for everybody.

Assessment: Collect student pictures and check to see that students have identified one way they are a producer and one way they are a consumer with 100% accuracy.

             

Houser 46

Lesson Plan by: Lauren Houser Unit Lesson #9 (Reading) Lesson: Scarcity (Reading) Origin: Adapted from IDOE Length: 35-40 minutes Age or Grade Intended: 1st Grade Academic Standard(s): Social Studies: 1.4.5 Explain that people have to make choices about goods and services

because of scarcity. English: 1.3.1 Analysis of Grade-Level-Appropriate Literary Text: Identify and

describe the plot, setting, and character(s) in a story. Retell a story's beginning, middle, and ending

Performance Objectives: Following the reading of a book, students will identify at least one example of a limited resource with 100% accuracy. Following the reading of a book, students will retell the beginning using at least one detail from each with 100% accuracy. Following the reading of a book, students will retell the middle using at least one detail from each with 100% accuracy. Following the reading of a book, students will retell the end using at least one detail from each with 100% accuracy. Assessment: A checklist will be prepared for the teacher that contains all of the student names. Students will be asked to give an example of an item that was scarce. Students who participate in this class discussion will be checked off from the list. Students who cannot name an example of an item that was scarce will review the story with the teacher/aide while the other students are working. Students will also be assessed during the retelling of the story as they put the parts of their “big book” together. The teacher will assess the students informally by listening to them retell the story.

Advanced Preparation by Teacher: - A sticker (or other small item like an eraser, pencil, etc) - A copy of Alexander Who Used to Be Rich Last Sunday by Judith Viorist - Names of students on a slip of paper to draw from - Large piece of chart paper and marker - 5 pages of chart paper cut in half - A piece of chart paper cut in half and decorated by the teacher as the cover to

Alexander Who Used to Be Rich Last Sunday - Staples or string and a hole punch to bind the class book - Set of markers for each group - Sentence strips

Houser 47

Introduction/Motivation: 1. Call students back to the gathering area. 2. Ask a student to define what a good is. Ask a student to define what a service it. Ask

students to give examples of each. Remind students that they learned about goods and services in previous lessons. Bloom’s: Knowledge, Application

3. Hold up one sticker and ask if there are any students who would like a sticker. 4. Tell students that there is a problem. Tell students that there is only one sticker and

more than one person wants it. 5. Explain to students that today they are going to be learning about what happens when

more than one person wants a good and service.

Procedure: 1. Draw a student’s name from the slips of paper and allow the student to pick a sticker. 2. Explain to students when there are not enough goods or services for all the people

who want them that the problem is called scarcity. Discuss with students times that they might have encountered scarcity. (ex: chocolate milk in the lunchroom, a present from a store, a cookie at home, the rubber balls at recess). Bloom’s: Knowledge, Comprehension, Application Gardner’s: Interpersonal

3. Ask a student to define scarcity. Ask another student to give an example of scarcity. Bloom’s: Knowledge, Application

4. Explain that scarcity makes people think about their decisions when they get goods or services.

5. Tell students that drawing a name from a slip of paper is one way of deciding who will get the limited resources. Usually, though, people have to make decisions about what to spend their money on because sometimes a good or service is almost gone or it’s really expensive.

6. Discuss what might happen if someone spends too much money on one good or service. Will they have enough money to buy other goods or services? What should a person buy first, food or a video game? Should people save their money or is it ok to spend their money? When should people save their money? When should people spend their money? What should a person do if they really, really want to buy an item at the store but the store doesn’t have that item anymore? Bloom’s: Knowledge, Comprehension, Application, Analysis, Synthesis

7. Tell students that you are going to read them the story Alexander Who use to be Rich Last Sunday. Preview the story with the students while reminding students to pay attention to what is scare in the story and what choices will need to be made.

8. Read the story to students. Stop periodically to discuss the choices Alexander is making. Ask students what is happening to his money. Ask students what Alexander was getting with his money. Ask students if Alexander made good choices with his money. Have students defend their answers. Bloom’s: Knowledge, Application, Evaluation Gardner’s: Verbal-Linguistic, Visual-Spatial

9. When the story is finished, discuss with students what was scarce in the book. Have each student share one example from the book. Examples may be repeated (though not necessarily three or more times in a row). Keep a checklist of students who could identify a limited resource.

Houser 48

Bloom’s: Knowledge, Comprehension Gardner’s: Interpersonal, Verbal-Linguistic

10. Ask students what happened in the story and write it down on sentences strips. Make sure to have at least 10 sentence strips that contain the beginning, middle, and end of the story. Bloom’s: Knowledge, Comprehension Gardner’s: Interpersonal, Verbal-Linguistic

11. Show students the half piece of chart paper you made for the cover of the book. Tell students that they are going to be making their retelling the story of Alexander Who Used to be Rich Last Sunday as a class. Students will work with partners to illustrate their own part of the story.

12. Assign each student a partner and give them a sentence strip to glue to their half-piece of chart paper (If there are more than 10 sentence strips, give pairs of students related sentences strips). Have students spread out in the room or at the tables with their partner and glue the sentences to the bottom of their paper before they start drawing. After students have glued the sentences down they may illustrate the story.

13. Allow students time to work. When they are finished have the students bring the pages up to the front of the room in a pile. Gardner’s: Interpersonal, Visual-Spatial

14. When the entire class is finished, hand out different pages to each set of partners. Have the students arrange themselves in order of what happened in the book. Discuss what happened first, second, etc. as everyone checks the order together. Bloom’s: Knowledge, Comprehension Gardner’s: Interpersonal, Visual-Spatial, Verbal-Linguistic, Bodily-Kinesthetic

15. Staple, or punch three holes down the side and use ribbon/string to bind, the book pages together. Put the book in the classroom library “big book” section and tell students they will be allowed to read it during reading workshop if they choose.

Closing: 1. Ask a student to define scarcity.

Bloom’s: Knowledge 2. Have three more students give an example of something that is scarce or limited.

Bloom’s: Application 3. Tell students that tomorrow they are going to be learning about what people can do to

get the limited resources, or scarce items, they want.

Adaptations/Enrichment: LD: Student will be given prompts, such as looking at the pictures in the book, when giving examples of resources that were scarce. MoMD: Student will use chubby markers (due to poor fine motor skills). Student will be given prompts, such as looking at the pictures in the book, when giving examples of resources that were scarce. Student will be partnered with a high ability student to color the page. Enrichment: Student will calculate how much money Alexander had when he started on a sentence strip to glue into the book.

Houser 49

Self-Reflection: • Did students understand the term scarcity? • Did the activity feel rushed? Should I have provided more or less time to complete

the activity? • Do I need to reword my questions? Were the definitions too hard? Do I need to ask

more questions? • Did I pick a good book to demonstrate the word scarcity? • Did the students understand what I was asking them to do? • Was the activity too easy for the students? Was the activity too hard for the students? • Did the students really “master” the objective? • Were my adaptations effective? Was my enrichment challenging enough? • Did the students understand what I was asking them to do and pass the assessment

part? If they did not pass, why did they not pass (not paying attention, didn’t “get it”, other reasons)?

Houser 50

Unit Lesson # 10 (story telling) Academic Standard: S.S 1.4.6 Explain that people exchange goods and services to get the things they want Performance Objectives: Following a class discussion, students will be able to define trading with 100% accuracy. Advanced Preparation by Teacher: A basket of items so each person in class get one, chart paper, paper and pencils for students. Lesson Plan:

- Remind students about the activity they did the day before about trading. Read Monkey for Sale by Sanna Stanley and discuss the trades that were made in the book. Talk with students about why people trade and what kinds of trades are made today in the community. List the reasons on the chart paper.

- Put students in groups of 4 or 5. Have each person draw an item from the basket. Give groups 5 minutes or so to create a story about trading using the items they have. Have groups present their story to the class and discuss stories with class.

- Tell students tomorrow they are going to play a trading game outside tomorrow. Assessment: Have students define the word “trading” on a piece of paper, using at least one example in their definition. Students will also write at least one sentence about a time they traded for something they wanted.

    

Houser 51

Unit Lesson # 11 (Gross Motor) Academic Standard(s): S.S 1.4.5 - Explain that people have to make choices about goods and services because of scarcity S.S. 1.4.6 - Explain that people exchange goods and services to get the things they want (not assessing at this time). Performance Objectives: Following a class activity, the student will explain a choice people have to make because of scarcity with 80% accuracy as determined by a rubric. Advanced Preparation by Teacher: The school playground reserved for the activity, 10-15 small erasers, 25-30 stickers, 10-15 pencils, a cards that say “stack your chair” and “snack from teacher”, signs that label the good or service provided at each station (and taped on that area of the playground, a bucket or tub that has the good or service stored in it at the appropriate area of the playground, a whistle, Ziploc bags for each student labeled with their name. paper and pencils for each student. Lesson Plan: - Talk with students about what they learned previously about scarcity and trading. - Before going outside, explain the rules and procedures to students:

o No pushing or fighting (those who do will be removed from the game) o No playing on the equipment, students must be doing an activity o Students must wait in line, no cutting each other o Students must complete the whole station activity to get a good or service o When the teacher blows the whistle, stop immediately and listen for directions o Each station is worth one good or service to be stored in the student’s baggie.

Going across the monkey bars = 1 stack your chair for the day card Running across the soccer field and back = 1 snack from the teacher card Going up the ladder, across the bridge and down the slide = 1 mini eraser Going through the hopscotch course = 1 sticker Jumping rope for 30 seconds = 1 pencil

- Take students outside. Point out, again, where each activity is and explain it. Ask for questions. Then give students 10 minutes to complete whichever activities they want (as many times as they want).

- When time is up, blow the whistle. Talk with students about the goods and services they received and if any items were scarce. Remind students about what they learned about trading. Give students 5 minutes to trade any of their items with each other. Talk with students about the trades they made and why.

- Take students inside and have the students write one sentence about an activity they did for a good/service and a sentence about a good/service they traded for (or would have wanted to trade for).

- Tell students that tomorrow they will have their last lesson about goods and services and they will be using their clay objects they made about the first lesson. Tomorrow’s lesson will be more about trading.

Assessment: Students will write about an activity they did the good or service they got at the end of it. Then, the student will write about a good or service that they wanted but could not get. The student will write about why they could not get that particular good or service. Scoring Guide Student used at least

three sentences.

_____/3

Student wrote about an activity they did.

____/2

Student wrote about a good or service they

got for an activity. ______/2

Student wrote about a good or service s/he

wanted but couldn’t get. ___/2

Student wrote about why s/he couldn’t get the good or service.

____/2

Houser 52

Unit Lesson # 12 (writing) Academic Standard(s): S.S – 1.4.6 Explain that people exchange goods and services to get the things they want. L.A. – 1.5.1 Write brief narratives describing an experience. Performance Objectives: Following a class activity, the student will describe trading in at least three sentences with 80% accuracy as determined by a rubric. Advanced Preparation by Teacher: A copy of the book A New Coat for Anna by Harriet Ziefert, students’ clay objects made in lesson 1, service cards (10-15) with services like “stack chair at the end of the day”, paper and pencils for student, rubric Lesson Plan: - The students will talk about goods and the goods they made in the first lesson of the

unit. Read the book A New Coat for Anna and discuss with students the concept of trading and what Anna’s mother traded for in the book. Explain to students that people trade or exchange goods and services to get things they want. Model for students how to write a narrative of three or four sentences about Anna’s mother and the trades she made. Have students help create the sentences for the story. Discuss the elements of a writing a good story by being specific (about the trades made).

- Explain to students the trading game they are going to participate in. Give each student their clay figure back from lesson one. Rules: Students have 5-10 minutes to trade their figures and they must trade at least two times. Both parties must be willing to trade. Tell students they will get their own objects back later. Show students the services cards that you will be trading with students.

- Allow 5-10 minutes to trade. Before giving the objects back to their original owners, discuss with students the trades they made and why. Have students give objects back.

- Tell students that they will be taking a test tomorrow because they have learned a lot about goods and services in the last couple of weeks.

Assessment: Have students write a story (of at least three sentences) about his/her trading experiences. Use rubric to check that students wrote a story and included examples of trading.

Houser 53

References

NAEYC. “Position Statement on Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.” Young Children (September 1986): 4-19

Joyce, B. R.“Social Action for Primary Schools.” Childhood Education 46, no. 5, 1970 Indiana Department of Education, (2008). Indiana's core standards: Core academic

concepts across the K–12 continuum 5-6, Retrieved on September 15, 2009 from http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-Core/2008-06-09-CoreStandards-SocStudies.pdf