gr2 unit6 peopleatwork 05 25 09

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					          Christina School District Social Studies Curriculum
Unit 6: People at Work                         Grade Level: 2                 Time Frame: Trimester 3

Key Words for Conceptual Understandings:
Resources- something used to make a good or service
Wants- objects that are nice to have
Satisfy- to get what you want
Consumer- people who buy goods and services
Cost- the amount paid or charged for something
Opportunity cost – the value of the best alternative (possible choices) given up
Benefit- something that is useful to have or profitable
Producer- people who make goods and provide services
Goods- objects that can satisfy people’s wants
Scarcity- not in good supply, or hard to find
Services- work done for others for money
PURPOSE
In this unit, the students will examine and apply the concept of economic choices and then analyze the
benefits and costs of using their resources to do a little more of some things and a little less of others.
Identifying the costs and benefits will help students make effective decisions in their adult roles as
consumers, producers, savers, investors, and citizens.
                                    Stage 1: Desired Results
DE Benchmarks Measured by the Summative Assessment/Transfer Task
Economics Standard One K-3a: Students will understand that individuals and families with
limited resources undertake a wide variety of activities to satisfy their wants.
Economics Standard One K-3b: Students will apply the concept that economic choices require
the balancing of costs incurred with benefits received.
Big Idea: RESOURCES (Make sure big idea is visible to all students during the unit.)
Enduring Understandings
Students will understand that…
    Due to scarcity, individuals, families, communities, and societies as a whole, must make
       choices in their activities and consumption of goods and services.
    Goods, services, and resources in a market economy are allocated based on the choices of
       consumers and producers.
    Effective decision-making requires comparing the additional costs of alternatives relative to the
       additional benefits received.
Essential Questions (Make sure they are visible to all students to reference throughout the unit.)
      Why can’t I have everything I want?
      How do I make informed choices?
      Is what I want worth the cost?

Prior Knowledge & Skill                                Targeted Knowledge & Skill
Students should already know…                          Students will know…
     Identify different types of resources used to          Interpret choices of consumers and producers
        produce goods and services.                           to explain how people satisfy wants.
     Explain why resources are scarce.                      Understand that individuals and families with
     Identify the next best option when a choice is          limited resources undertake a wide variety of
        made and explain reasoning for the choice.            activities to satisfy their wants.
Grades 2: Unit 6                        Page 1 of 10
      Explain why scarce resources cause people to         Analyze a choice between two resources in
       make choices.                                         order to explain how to make the best decision.
                                                            Apply the concept that economic choices
                                                             require the balancing of costs incurred with
                                                             benefits received.



                                Stage 2: Assessment Evidence
                              Summative Assessment/Transfer Task
This transfer task and scoring guide should be reviewed with students prior to using the activities in the
unit. Students should be given the assessment after the activities have been completed.

Essential Questions Addressed by the Transfer Task:

      How do I make informed choices? Is what I want worth the cost?
 Prior Knowledge           You have learned that there are different types of resources used to produce
                           goods and services. You have also learned that as a consumer of these goods
                           and services you cannot have everything you want. So, you must make
                           informed choices everyday. Some of these choices take time to make since
                           you have to gather information to make sure your choice is a smart one.
 Problem                   The summer is almost over. School starts in just two days! You already have
                           paper and pencils, but there are some other supplies you want.

                           You walk into the store and you see scissors, crayons, glue and folders. You
                           only have the money to buy two of these items. Which two will you buy?
 Role/Perspective          You are a consumer and you do not have enough money to buy all of the
                           school supplies.
 Product/                  Fill out the Thoughtful Decision Making chart and decide which way you
 Performance               can best spend your money. Once you make your decision, write an
                           explanation of which items you should spend your money on and then explain
                           how the purchases of these two items were worth the cost.
 Criteria for an           The chart is filled out completely and the students’ explanation shows that
 Exemplary Response        they understand the steps of how to make a good decision and how to
                           compare two choices in order to see which items are worth the cost.



Rubrics for Transfer Tasks
Use attached scoring rubric on page 4 of this Unit.

Other Evidence (e.g., tests, quizzes, prompts, work samples, observations)

Student Self-Assessment and Reflection
Use the Individual End-of-Unit Checklist in Assessment Program booklet, page x.




Grades 2: Unit 6                       Page 2 of 10
Name ________________________________________ Date______________________________
Unit 6: People At Work: TRANSFER TASK

                            Thoughtful Decision-Making

                   Do I NEED this   Why do I WANT           What will be the     What will be the
                   item?            this item?              BENEFITS of          COST of buying
   ITEMS                                                    buying this item?    this item?
(Alternatives)       YES or NO                              (Good Things )      (Bad Things )
Scissors



Crayons



Glue



Folders




As a consumer which two items did you choose to purchase?




Explain how your purchases of these two items were worth the opportunity cost?




Grades 2: Unit 6                     Page 3 of 10
Rubric: Scoring Guide to evaluate performance/transfer tasks used as evidence of student proficiency.

Scoring Category

The decision making
chart provides…           SCORE POINT 3           SCORE POINT 2            SCORE POINT 1

Evidence that             The evidence            Partially developed      Minimally developed
demonstrates              demonstrates well-      decision-making          decision-making
thoughtful decision-      developed thoughtful    processes                processes
making processes          decision-making
when making good          processes
choices as a consumer



An explanation about      The explanation         Partially developed      Minimally developed
how the purchases of      demonstrates well-      reasoning                reasoning
the two items were        developed reasoning
worth the opportunity
cost




Use of content            Content-appropriate     Some evidence of         Minimal Evidence of
appropriate vocabulary    vocabulary is well      content appropriate      content appropriate
in order to demonstrate   developed and           vocabulary               vocabulary
understanding             evident




Exceeds the Standard: 9; Meets the Standard: 7-8; Near the Standard: 5-6; Below the Standard: 0-4

TOTAL SCORE ___




Grades 2: Unit 6                      Page 4 of 10
                              Stage 3: Resources & Lessons
Resources & Teaching Tips

    What resources best enrich or support this unit?

Print:
Harcourt textbook, About My Community,
    Unit 6 People at Work, Lesson 1 Goods and Services p. 272; Lesson 2 Producers and
       Consumers p. 276; Lesson 3, A Visit to a Factory pgs. 280 – 283; Visit a Crayon Factory pgs.
       306 – 307; Citizenship Skills- Make Choices When Buying p. 290
    Unit 3 Citizenship Skills- Make a Thoughtful Decision p. 152

NCEE book titled FOCUS: Grades K-2 ECONOMICS

TFK reader:

Internet:
http://www.econedlink.org/lessons/index.cfm?lesson=EM464&page=teacher
http://www.econedlink.org/lessons/index.cfm?lesson=EM457&page=teacher
http://www.econedlink.org/lessons/index.cfm?lesson=EM540&page=teacher
http://www.econedlink.org/lessons/index.cfm?lesson=EM468&page=teacher
http://www.econedlink.org/lessons/index.cfm?lesson=EM461&page=teacher

Media:
Take a Field Trip Video Tour Visit a Crayon Factory

    What tips can you offer to teachers of this unit about likely rough spots/student
     misunderstandings and performance weaknesses, and how to troubleshoot those issues?

Accommodation/Differentiation ideas and tips




Grades 2: Unit 6                     Page 5 of 10
LESSON 1                                                                    Time Frame: 5 days

Essential Question(s)
    Why can’t I have everything I want?

DELAWARE STATE STANDARDS
Integrated in the Instructional Strategies

ELA STANDARD 1 – Written & Oral Communication

Activating Prior Knowledge/Building Background
Introduce the big idea, RESOURCES, as it relates to economics.
Pose and post the question: Why can’t we have everything that we want?

Explain to the students that in today’s society, people have a variety of unlimited wants. These wants
can be satisfied by the use of goods and services. Some of these wants are individual whereas others
are group wants (Give examples, I.e. a child wants a toy; a family wants a house). The problem is that
people’s wants for goods and services is greater than society’s power to produce them (a.k.a. scarcity).
Therefore, choices need to be made by the consumers and producers in our society to satisfy our
wants.

Instructional Strategies
 Strategy 1: Explanation
Day 1:
Have students read aloud the poem, Work Song, on pages 268-271. The next activity will require
students to refer back to this poem.

Guide students in reading Lesson 1, Goods and Services pages 272-275.

Formative Assessment/Check For Understanding

Complete page 65 in the student activity book – Who Provides Goods? Who Provides Services?

Strategy 1: Explanation
Day 2:
Guide students in reading Lesson 2, Producers and Consumers pages 276-279.

Note: be sure to introduce/re-introduce the students to the following definitions:
    Goods, services, consumer and producer

Formative Assessment/Check For Understanding

Complete page 66 in the student activity book – Producers and Consumers

Additional support for Explanation of these concepts (online lessons):
http://www.econedlink.org/lessons/index.cfm?lesson=EM464&page=teacher
http://www.econedlink.org/lessons/index.cfm?lesson=EM457&page=teacher



Grades 2: Unit 6                       Page 6 of 10
Instructional Strategies
 Strategy 2: Interpretation
Day 3:
Tell the students that many kinds of resources are used to produce goods.
Have students make a prediction of the kinds of resources that are used to produce canned tomatoes in
the following lesson (see TE page 280A: Reading Social Studies for more support).
Guide the students in reading Lesson 3, A Visit to a Factory pages 280 – 283.

Formative Assessment/Check For Understanding

Complete page 67 in the student activity book – How Jeans are Made.

Strategy 2: Interpretation
Day 4: Tell the students that they are going to learn about producers and the resources they use.

Using a three-column chart, label each column with “natural resources”, “human resources” and
“capital resources.” Explain that productive resources are used to make goods and services and that
there are different types of productive resources. Discuss the following:
    1. Natural resources are gifts from nature that people use to provide goods and services.
        Example: people use the land to grow vegetables; they use the sun to provide heat.
    2. Human resources are goods and services provided by people. Example: teachers provide
        education, which is a service and a carpenter builds a house, which produces a good.
    3. Capital resources (goods) are made by people to create other goods and services. Example:
        people make chalkboards and then teachers use the boards to produce education.

Ask the students what products can be made using land. Write these in the “natural resources” column.
Possible answers: homes, roads, stores, etc. Next, ask students to name some resources that are made
by humans. Write these in the “human resources” column. Possible answers: construction worker,
baker, doctor, lawyer, nurse, bus driver, cook, etc. Last, ask the students to name some things that are
made to create other things. Place these in the final column. Possible answers: hammer, saw, mixer,
marker, students desks, etc.

Day 5: NCEE book titled Focus - Lesson 6: Should We Produce Bread or Muffins found in:
Grades K-2 Economics – see your building Content Chair for a copy of this lesson.

Formative Assessment/Check For Understanding
The Match Game: Have students work together in small groups to make cards for a matching game.
Provide them with 16 – 20 index cards. On half of the cards, have students draw a product or resource
symbols. On the remaining cards, ask the students to write the name of each product or resource that
the symbol represents. Direct students to take turns playing the matching game with the cards (See TE
page 305A for more details).

Instructional Strategies
 Strategy 3: Application

Day 5: Guide students in reading Visit a Crayon Factory pages 306 – 307 for the purpose of
identifying the natural resources used in making a product. Then, complete the following online
lesson:
http://www.econedlink.org/lessons/index.cfm?lesson=EM540&page=teacher

Grades 2: Unit 6                       Page 7 of 10
Formative Assessment/Check For Understanding
Direct students to look at the picture on the attached 'Farm Resources' worksheet. Instruct them to
study the picture to find information needed to complete the activity.

[Answers for Farm Resources: natural: farm land, human: farm worker, capital: tractor]




Grades 2: Unit 6                       Page 8 of 10
Name ________________________________________ Date ______________
Lesson 1: Strategy 3: Application Formative Assessment

Directions:
Study the picture below. Then write the name or draw a picture of each type of
resource in the boxes below.




 Natural Resources




 Human Resources




 Capital Resources




Grades 2: Unit 6                Page 9 of 10
LESSON 2                                                                    Time Frame: 7 days

Essential Question(s)
    How do I make informed choices?
    Is what I want worth the cost?
DELAWARE STATE STANDARDS
Integrated in the Instructional Strategies
ELA STANDARD 1 – Written & Oral Communication
Activating Prior Knowledge/Building Background
Invite students to share stories about their favorite stores. Ask them to describe the items that are
available in those stores. Begin a discussion on how they make choices about what things to buy in
those stores that they named.
Instructional Strategies
 Strategy 1: Explanation
Day 1: Guide the students in reading and discussing Citizenship Skills Make Choices When Buying
pages 290-291.
Formative Assessment/Check For Understanding
Complete page 70 in the student activity book – Citizenship Skills Make a Choice

Strategy 1: Explanation
Day 2: Tell the students that today they will learn the five steps to make a decision using Citizenship
Skills Make a Thoughtful Decision pages 152 – 153. This five-step process will help the students
make better choices as consumers.
Formative Assessment/Check For Understanding
Complete page 37 in the student activity book – Citizenship Skills Make a Decision
Instructional Strategies
 Strategy 2: Interpretation
Days 3 - 4: Choose one of the two lessons to complete:
           http://www.econedlink.org/lessons/index.cfm?lesson=EM468&page=teacher
                                                OR
           http://www.econedlink.org/lessons/index.cfm?lesson=EM461&page=teacher

Formative Assessment/Check For Understanding
Using the same 5 steps decision-making process shown on Activity book page 37, give the students an
everyday classroom situation to independently practice making informed choices.
Instructional Strategies
 Strategy 3: Application
Days 5-7: NCEE book titled Focus - Lesson 7: Let’s Make Choices found in: Grades K-2 Economics
– see your building Content Chair for a copy of this lesson.

Formative Assessment/Check For Understanding (included with lesson)
Use the assessment included with Lesson 7: Let’s Make Choices.


Grades 2: Unit 6                      Page 10 of 10

				
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