Nick Popejoy

Unit Title: What Makes a Community Work? Grade Level: Third Social Studies Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor and citizen of Kansas and the United States living in an interdependent world.

Nick Popejoy

Pre-Test
1. Explain two major factors that led to you choosing your classroom job.

2. If your classroom salary was $10.00 per week, and you are allowed to spend your money on any of the following items, how would you budget your money based on your knowledge of needs and wants? Item Price Savings ...............................................................................................Any Amount 1 new football ..............................................................................................$18.00 2 pencils .........................................................................................................$1.00 1 new toy ......................................................................................................$10.00 Happy Meal ....................................................................................................$5.00 1 new eraser ...................................................................................................$2.00 I would spend my money by

3. Compare and Contrast, using a Venn Diagram, our money system and the barter system.

4. What is a specific example of 1 good and one service in the community that is paid for by taxes?

Nick Popejoy

Lesson Plans
Lesson Number 1 Title What Makes a Community Work? Benchmarks and Indicators E3B1I1- knows that there are not enough available resources to satisfy all wants for goods and services. E3B5I1&3- analyzes how needs and wants are met through spending and saving decisions; gives an example of income and how the money was spent or saved. Student Performance Objective Given a list of class jobs with varying pay rates and a list of class fines, students will identify which jobs they would apply for to cover their needs and wants in the classroom. After identifying their chosen jobs, they must be able to explain why they chose each job List of Materials: Dollars and Sense by Jan and Stan Berenstein Classroom Jobs application Classroom Dollar bills Classroom Jobs Descriptions Classroom Cost of Living Information Anticipatory Set The teacher explains to the class that they will be creating a community in the classroom. He will ask what kinds of things make up a community. Some answers should include: people to help us (police, firemen, ambulance drivers), schools, parks, etc. The teacher will ask the students if they know what taxes are and how they are used in a community. The teacher will ask the students to talk with a partner about different jobs that exist in the community and then the teacher will explain that each of them will have a job in the classroom and receive a salary for that job. Instruction and Modeling The teacher will read Dollars and Sense to the class and then discuss what things people spend their money on. He will begin a classroom discussion of different jobs in the community and how each person makes a different amount of money. He should ask students what types of bills people have, such as water, electric, gas, rent or mortgage, insurance, car payment. The students will also discuss what kind of job they might want in the future.

Nick Popejoy Check for Comprehension As a class, students will discuss what types of bills they could have in the classroom; these can be for goods or services. Some answers might include: bathroom passes, late homework fines, lost pencil fines, desk rental, taxes, etc. Guided Practice The teacher will then give the children a copy of the available classroom jobs, and the classroom Cost of Living sheet. The teacher will ask the students to narrow their job choices down to two. The teacher will then model a T-Chart to decide the pros and cons of a certain job. Independent Practice Day 1: The students will then complete a T-Chart for each of their two job choices. This will be turned in as part of their assessment. The student will then fill out the job application for their chosen job. (Optional: Each student can have a job interview. Ask other teachers or high school students to help interview students for their positions.) Day 2: The teacher will announce each childs job. He will then discuss how the payday procedures will work, as well as classroom taxes, bills and rent. Today all students will begin their work described by their job description by being trained by the teacher, and will receive their first payday at the end of the week. All classroom bill due dates can be determined by the teacher. Closure: The students will come together after completing their classroom job training, and share their thoughts on their new job. Some leading questions to ask: Will you like your job? Is it going to provide enough income for you to cover your bills? Evaluation: Students will turn in their T-Chart with their pros and cons for their job selection. They will be graded on the rationale that they used to select their position in the classroom.

Nick Popejoy Lesson Number 2 Title Buying and Selling Benchmarks and Indicators E3B2I1- Identifies and gives examples of markets that occur when buyers and sellers exchange goods and services in the community. E3B5I1- Analyzes how needs and wants are met through spending and saving decisions. Student Performance Objective Students will be able to rank various needs and wants based on importance and their classroom salary. They will also be able to explain how the barter system led to todays market. List of Materials: Barter Trade Activity Worksheet Assorted candies (2-4 pieces for each student) Lunch sacks numbered repeatedly 1,2,3,4 (one for each student) This for That School House Rock Video List of items available in classroom store Anticipatory Set The teacher reviews the content covered in the previous lesson. Discuss with the students the payday procedures. Remind the students of the opportunities to spend their money in the classroom. Tell the students that today they will be discussing buying and selling. Ask students to name some items that they have purchased (books, video games, movies, etc.). Introduce them to the term Consumer and define it. Today they will learn about different decisions that consumers must make. Instruction and Modeling Introduce the terms wants and needs. Define them as: wants- something you would like to have, but could live without, and needs-something you cannot live with out. Tell the students that there are only three needs that people have and ask them to guess what they are and compile the list on the board or chart paper. The correct answers are food, clothing and shelter. The teacher should also introduce the barter system concept, by showing This for That video. Have students TPS with their shoulder partners how this system is used today. Tell them that even though we dont trade goods, we still trade money for the goods that we purchase.

Check for Comprehension

Nick Popejoy As a class, discuss what else we would like to have, but could live without and record them on the board. (Some examples might include candy, movies, books, games, etc.) Guided Practice: Begin Barter Trade Activity. Give each student a sack with 2-4 pieces of assorted candies inside. The sacks are numbered 1-4 so that an equal number of students has a sack with each numeral on it. In the first round of trade, students may trade only with other students who have a sack with the same numeral on it that their sack has. Give the students three or four minutes to make their trades. After this round of trading, ask the following questions: Who made a trade with their candy? Who traded with more than one person? Who likes the candy you have now better than what you had before you started trading? Explain that this experience has demonstrated the process called limited trade. Next allow the students to trade candy with anyone in the class. After three or four minutes of trading has taken place, ask the students the questions listed above. Explain that this experience has demonstrated the process called free trade. Independent Practice: Give students the list of items that will be available in the classroom store. Ask them to work individually to rank these objects in order of importance to them. Remind them that they only have a limited amount of money, so ranking these items is important to make sure all of their needs at school are met. Closure: Come together as a class. Ask each student to share their highest priority item and their lowest priority item. Ask the students to identify any patterns or popular or unpopular items. Evaluation: Students will choose either their highest or lowest ranked item and write a paragraph on why that item was either important or unimportant. Collect these to analyze students decision making.

Nick Popejoy Lesson # 3 Title: A Walk in the City Benchmark and Indicator Benchmark 4: The student analyzes the role of the government in the economy. Indicator 1 (A)-($): The student lists goods and services in the community that are paid for by taxes (e.g., roads parks, schools, fire protection). Student Performance Objective: The students will identify goods and services in the community that are paid for by taxes and explain how people in the community utilize those goods and services. Anticipatory Set: The teacher will review the meaning of goods and services in the community and what the process of tax collection in the community is. The class will create cards that say Good and Service that will be used on the walk through the community. Instruction/Modeling: Part One: The teacher contacts local offices in the community (Parks and Rec, City Hall, Police Station, Fire Station) and set up times that the class can visit. Part Two: When leaving each site, the class will place a card in the window if the office provides a good or a service. The group can also visit parks and other places that are paid for by taxes and label them with a card. The teacher will keep a master list of each place that is labeled. Closure: After returning to the school, the students will work as a group to make a poster of the places that they visited in their community and whether it was considered a good or a service. They will write down each place they visited and answer why each location was a good or service. After this is completed, thank you letters need to be written to the offices visited. Evaluation: The teacher will collect the students list of locations and explanations and use them to determine how well the students grasped the concept of this lesson.

Nick Popejoy

Post Test
3. Explain two major factors that led to you choosing your classroom job.

4. If your classroom salary was $10.00 per week, and you are allowed to spend your money on any of the following items, how would you budget your money based on your knowledge of needs and wants? Item Price Savings ...............................................................................................Any Amount 1 new football ..............................................................................................$18.00 2 pencils .........................................................................................................$1.00 1 new toy ......................................................................................................$10.00 Happy Meal ....................................................................................................$5.00 1 new eraser ...................................................................................................$2.00 I would spend my money by

3. Compare and Contrast, using a Venn Diagram, our money system and the barter system.

4. What is a specific example of 1 good and one service in the community that is paid for by taxes?