Myself and Others How Do I Get What I Need and Want?
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Kindergarten Social Studies: Myself and Others Unit 3: How Do I Get What I Need And Want?
Big Picture Graphic
Overarching Question:
Why can’t I have everything I want?
Previous Unit: This Unit: Next Unit:
Where Am I?
How Do I Get What I Need and Want?
How Do I Get Along With Others?
Questions To Focus Assessment and Instruction:
Types of Thinking
1. How do I meet my needs and wants? 2. Why do people trade?
Identifying similarities and differences Descriptive
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Graphic Organizer
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Unit Abstract: In this unit students begin to construct knowledge of important economic concepts including wants, trade, goods and services. Students first distinguish between needs and wants using the book If You Give a Pig a Pancake and The Wanting Song. Students then differentiate between goods and services and recognize goods and services help to meet human wants. In the final lesson students explore the concept of trade and connect trade to the method of obtaining goods and services to meet human wants. Optional lessons for all day kindergarten and extensions are included. These lessons focus on building student understanding of the concept of goods, practicing historical inquiry as they look at old toys as examples of goods from the past. This lesson includes a variety of activities including interviewing a grandparent, playing a historic board game and analyzing historic photographs showing children and toys. In the final optional lesson students explore how ‘gifts of the Earth’ such as trees and water are used to make goods.
Focus Questions 1. How do I meet my needs and wants? 2. Why do people trade?
Content Expectations K - E1.0.1: Describe economic wants they have experienced. K - E1.0.2: K - E1.0.3: Distinguish between goods and services. Recognize situations in which people trade.
Integrated GLCE’s R.NT.00.02: Identify the basic form and purpose of a variety of narrative genre including stories, nursery rhymes, poetry, and songs. (English Language Arts)
Key Concepts economic wants needs services trade
Lesson Sequence Lesson 1: My Needs and Wants Lesson 2: Goods and Services Lesson 3: Trade
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Assessment Selected Response Items Constructed Response Items Extended Response Items Performance Assessments
Resources Equipment/Manipulative Art Paper and Drawing Materials Such as Markers and Crayons Chart Paper and Markers Overhead Projector or Document Camera and Projector Optional: examples of old toys, especially old wooden toys Student Resource De Regniers, Beatrice. Schenk. Was It a Good Trade? New York: HarperCollins Publishers, 2002. Numeroff, Laura. If You Give a Pig a Pancake Big Book. New York: HarperCollins Publishers, 1998. Pohl, Kathleen. What Happens at a Toy Factory? (Where People Work Series). New York: Weekly Reader Early Learning Library, 2006. Teacher Resource Channell, Geanie, et. Al. Focus: Grades K-2 Economics. National Council on Economic Education, 2007. Cipriano, Jeri S. Toys Long Ago (Yellow Umbrella Books). Bloomington, MN: Red Brick Books, 2006. Economics Posters. 26 August 2008 . Goods and Services Song. 26 August 2008 . Heyse, Kathy and Day Harlan. Half-Pint Economics for Kids. Indiana Council for Economic Education, 2004. Historic Toboggan Slide Game. 26 August 2008 .
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Kalman, Bobbie. Old-Time Toys. New York: Crabtree Publishers, 1995. Old Photographs of Children with Toys. Every Picture Tells A Story Project. The Henry Ford. 26 August 2008 . The Trading Song. 26 August 2008 . The Wanting Song. 26 August 2008 . Resources for Further Professional Knowledge Carol Hurst”s Children’s Literature Site. 26 August 2008 . Early Childhood Social Studies. 26 August 2008 . Michigan Council on Economic Education. 26 August 2008 . National Council on Economic Education. 26 August 2008 . National Council for the Social Studies. 26 August 2008 . Online Lessons for each National Economics Standard. 26 August 2008 . Social Studies for Early Childhood and Elementary School Children: A Report from NCSS Task Force on Early Childhood/Elementary Social Studies. 26 August 2008 . Social Studies Lesson Plans and Resources. 26 August 2008 . Strategies for Teaching Social Studies. 26 August 2008 http://www.udel.edu/dssep/strategies.htm>. Teaching Social Studies. 26 August 2008 .
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Instructional Organization
Lesson 1: My Needs and Wants
Content Expectations: K - E1.0.1: Describe economic wants they have experienced. R.NT.00.02: Identify the basic form and purpose of a variety of narrative genre including stories, nursery rhymes, poetry, and songs. Key Concepts: wants Abstract: This lesson begins with as the teacher reviews the basic needs of food, water, clothing and shelter and explains that these are things all people need to live. The teacher than explains that people also have ‘wants’, which are things people would like to have. In a Turn-and-Talk activity students share something they want and a reason why they want it with a partner. Next, the teacher teaches students The Wanting Song from the following website: http://www.kidseconposters.com/songs/wanting_song.html . The class then sings the song while sitting in a circle and each student adds something they want when it is their turn. Next, the teacher asks what is the purpose of this song? Using the book If You Give a Pig a Pancake or a similar book the class creates a list on chart paper of all the things the pig wants in the book including syrup, a bath, bubbles, a toy, a visit to her family, tap shoes, music, etc. The teacher asks students what the purpose of the story is. The teacher guides students in a discussion about the pig in the book wanting a lot of things and poses the following question: Do people have many wants? The teacher guides the discussion so students understand that people want a lot of things and sometimes when people get one thing, it leads them to want more.
Lesson 2:
Goods and Services
Content Expectations: K - E1.0.2: Distinguish between goods and services. R.NT.00.02: Identify the basic form and purpose of a variety of narrative genre including stories, nursery rhymes, poetry, and songs. Key Concepts: goods, services Abstract: This lesson begins with the teacher reviewing the class list of the pig’s wants created while reading the story. Next, the teacher asks students to identify everything on the list that is something that can be held or touched. As students identify objects the teacher circles them. Next, the teacher writes the term ‘goods’ on the bottom of the chart and explains that the things they circled are all called goods. Using a weekly advertisement from a local store, the teacher then
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guides students in identifying other examples of goods. The class returns to the pig’s list of wants and the teacher points out the term ‘music’ and reviews the page in the book where the pig wanted the little girl to play music for her. The teacher then poses these questions: Is playing music something you can touch or hold? Is it a good? The teacher guides students in concluding that playing music is not a good because you can’t hold it or touch it. The teacher then writes the term ‘services’ on the chart and draws an arrow to the word ‘music.’ The teacher explains that services are things people do for other people. In the book the little girl performed the service of playing music for the pig. Using illustrations, the teacher shares examples of common services which students are familiar with such as a person cutting someone’s hair, a person fixing a car, a doctor examining a child and a teacher in a classroom. As a closure activity, the teacher explains that they will learn a song to help them understand the difference between goods and services. The teacher teaches students the Goods and Services Song located at this website: http://www.kidseconposters.com/songs/goods_services.html.
Lesson 3:
Trade
Content Expectations: K - E1.0.3: Recognize situations in which people trade. R.NT.00.02: Identify the basic form and purpose of a variety of narrative genre including stories, nursery rhymes, poetry, and songs. Key Concepts: trade Abstract: This lesson begins with the teacher posing the following question, How do we get goods and services that meet our wants? The teacher guides the discussion to the concept of trade and explains how most people trade money for goods instead of goods for goods. The teacher shares the book Was It a Good Trade?, or a similar book about trading. This book which uses rhymed verse describes a series of trades a man makes. As the book is read the class discusses what goods the man is trading, why the man is trading, and whether or not the various trades seem like good or bad trades. (Note, the phrase ‘good trade’ may confuse students as they have just learned a good is something you can hold or touch. Explain to students that the phrase ‘good trade’ in the book refers to whether the man gained from the trade.) The teacher explains that the students will learn another song to help them understand trade better. The teacher teaches students the Trading Song from this website: http://www.kidseconposters.com/songs/trading_ces.html
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Options for All Day Kindergarten
Lesson 4: Old Toys: Exploring Goods from the Past
Content Expectations: K - H2.0.4: Describe ways people learn about the past (e.g., photos, artifacts, diaries, stories, videos). K - E1.0.2: Distinguish between goods and services.
Key Concepts: goods, history, past, historical evidence Abstract: This lesson, which reviews the concept of ‘goods’, provides another opportunity for students to practice historical inquiry which was introduced in Unit One. The lesson begins with the teacher displaying the chart labeled “How Do We Learn about the Past?” which was created in Lesson 4 of Unit One and reviewing the three kinds of historical evidence listed on the chart: photographs, people’s stories, artifacts (things). The teacher then shares examples of old toys from one or both of the following books: Toys Long Ago, Old-Time Toys and explains that toys are an example of goods that children wanted in the past just like they do now. The teacher then guides students in identifying ways in which the toys shown are alike and different from toys now. In the next section of the lesson the teacher shares one or two historic photographs of children with toys such as those included in the Every Picture Tells A Story Project of the Henry Ford Museum at the following website: http://www.hfmgv.org/exhibits/toys/teachers/picture.asp. The teacher guides students in analyzing the photographs and describing not only the toys shown but also the clothes children are wearing. As an optional home project, students take home a sheet labeled What Was Your Favorite Toy? and interview a grandparent or other older adult who describes the toy on the sheet. The sheets are returned to school and read and shared by the teacher. As a closure activity which connects to math, the teacher prints off multiple copies of the Historic Toboggan Slide Game from this website: http://www.hfmgv.org/exhibits/toys/teachers/games.asp and teaches students how to play this very simple board game that was created 100 years ago.
Lesson 5: Using Gifts from the Earth to Make Goods Content Expectations: K - G5.0.1 Describe ways people use the environment to meet human needs and wants (e.g., food, shelter, clothing). Key Concepts: goods, human/environment interaction Abstract: In this lesson students connect back to Unit Two where they learned that the environment is often used to meet human needs and wants. The lesson begins with the teacher displaying an illustration of a tree drawn on chart paper and posing the question: What kinds of goods are made from trees? The teacher then asks students to look around the room and identify
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goods in the classroom that are made of wood. As students identify objects such as desks, wooden blocks and pencils the teacher writes the objects on the chart and then guides students in identifying less familiar objects that come from trees such as paper. The teacher then reminds students that trees are a ‘gift of the Earth’ and writes this term on the chart. Next, the teacher asks students to identify other gifts of the Earth they learned about in Unit Two, the most common one being water. The teacher then explains that gifts of the Earth such as trees and water are often used to make goods. In the next part of the lesson the teacher reads students the book What Happens at a Toy Factory?, or a substitute book. As the book is read, the teacher guides students in identifying how gifts of the Earth are used to make toys. For example, the book describes how one of the first things to happen in a toy factory is the designing of a toy on paper. The paper would come from trees.
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