Unit
Title:
Economics
Class: Fourth
Grade
Author: Dick, Sowers, Tucker
Approximate Timeline: 9 Weeks
School Level: Elementary School
Area(s) of Core Content: Reading Writing Mathematics Social Studies Arts and Humanities
Targeted Standards:
Academic Expectation 1--Apply Communication and Math Skills:
-1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.
-1.2 Students make sense of the variety of materials they read.
-1.4 Students make sense of the various messages to which they listen.
-1.5 - 1.9 Students use mathematical ideas and procedures to communicate, reason, and solve problems.
-1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
-1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
-1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.
-Use research tools to access and synthesize information.
-Question individuals to obtain information.
-Observe to obtain information.
-Manipulate objects to obtain information.
-Demonstrate an understanding of print materials read in and out of school.
-Respond to reading through a variety of forms.
-Use a variety of strategies to construct meaning.
-Relate reading experiences to life situations.
-Select and use appropriate print materials for a variety of purposes.
-Apply a variety of listening strategies (e.g., predict, check, revise, question) for a specific purpose.
-Listen for a specific purpose (e.g., information, entertainment).
-Draw logical conclusions and explain the thinking processes used in solving problems.
-Communicate the meanings of number, space, change, data, and measurement using words, pictures, physical materials, and symbols.
-Select, apply, and justify appropriate mathematical procedures to solve real-life problems using whole numbers and simple fractions.
-Listen to, read about, write about, and speak about mathematical ideas and procedures.
-Express thoughts/ideas through verbal and/or symbolic representation.
-Generate ideas that stimulate language expression.
-Use a process approach to writing.
-Write for a variety of purposes and forms to a variety of audiences.
-Use writing as a learning tool.
-Establish and use criteria for effective writing to evaluate own and others' writing.
-Engage in informal communications.
-Practice appropriate verbal (e.g., volume) and nonverbal (e.g., eye contact, facial expression, posture behaviors).
-Practice formal presentation for a specific audience and purpose (e.g., report, choral reading).
-Recognize the need to adjust communication based on audience response.
-Use a variety of technologies in various ways.
-Use technology to display information in various ways.
-Gather and manipulate data using technology.
-Express information and ideas using technology.
-2.7 Students understand number concepts and use numbers appropriately and accurately.
-2.8 Students understand various mathematical procedures and use them appropriately and accurately.
-2.13 Students understand and appropriately use statistics and probability.
-Count forward, count on, count back, skip count.
-Explore, group, identify, classify sets of objects w/out numbers + then w/ numbers.
-Investigate number systems and operations.
-Construct number meaning + interpret uses of numbers through real world exp. emphasizing the relative magnitude of numbers.
-Explore estimation strategies, determine when it is appropriate.
-Investigate, model, apply, + communicate multiple representations of whole numbers, fractions, + decimals.
-Manipulate objects to model and communicate operations in a rich variety of problems.
-Investigate and discover a variety of mental computation and estimation techniques.
-Explore the use of open sentences to express real-life situations.
-Explore logical thinking strategies.
-Collect, organize, and describe data.
-Construct, read, and interpret displays of data.
-Formulate and solve problems that involve probability and statistics.
-Analyze data to determine the most appropriate way to organize data for display.
-Make inferences and convincing arguments that are based on data analysis.
-2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.
-2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.
-Identify a social problem and seek positive change.
-Demonstrate an ability to function as part of a social system.
-Recognize and apply fundamental economic concepts.
-Understand the importance of planning and maintaining accurate records of budgeting and other financial activity.
-Recognize and apply fundamental marketing strategies.
-Develop informed decisions based on a variety of economic considerations.
-2.22 Students create works of art and make presentations to convey a point of view.
-5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.
-5.3 Students organize information to develop or change their understanding of a concept.
-5.4 Students use a decision-making process to make informed decisions among options.
-5.5 Students use problem-solving processes to develop solutions to relatively complex problems.
-Examine cause-and-effect relationships.
-Form and defend an opinion based on multiple perspectives.
-Identify connections between new information and prior knowledge.
-Identify daily decisions.
-Make a decision from given options.
-Define a goal, gather information, and generate alternative solutions.
-Predict consequences for solutions.
-Analyze alternatives; make a decision.
-Identify a problem.
-Gather and organize information on a problem.
-Explore strategies to solve a problem.
-Consider alternative solutions to a problem.
-Choose a solution; evaluate the effectiveness of solution.
-6.1 Students connect knowledge and experiences from different subject areas.
-6.2 Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.
-6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.
-Recognize facts or information from a subject area to make a decision.
-Examine relevant facts and/or information from different subject areas needed to make a decision.
-Illustrate the connections of knowledge and experiences between/among different subject areas.
-Use the knowledge and experiences from one subject area to form an explanation and then extend that explanation by making connections with knowledge and experiences from another subject area.
-Connect knowledge with past experiences.
-Identify strategies used to acquire existing knowledge.
-Explore strategies, which promote relationships between prior knowledge and information.
-Make predictions based on information.
-Relate new information to specific knowledge, skills, or experiences.
-Develop generalizations based on data regarding relationships among objects, ideas, and actions.
-Describe relationships among objects, ideas, and actions.
-RD-E-x.0.1 Use word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations and meanings of words in passages.
-RD-E-1.0.9 Explain a character's actions based on a passage.
-RD-E-1.0.10 Connect literature to students' lives and real world issues.
-RD-E-2.0.7 Identify the organizational pattern in a passage: sequence, cause and effect, and/or comparison and contrast.
-RD-E-3.0.7 Identify fact and/or opinion.
-RD-E-4.0.6 Locate and apply information for authentic purposes.
-WR-E-1.2 Characteristics of personal writing may include development of ideas based on personal experience
-WR-E-1.4 Characteristics of transactive writing may include text and language features of the selected form
-WR-E-1.4 Characteristics of transactive writing may include information to engage/orient the reader to clarify and justify purposes
-WR-E-1.4 Characteristics of transactive writing may include ideas to communicate the specific purpose for an intended audience
-WR-E-1.4 Characteristics of transactive writing may include explanation and support to help the reader understand the author's purpose
-WR-E-1.4 Characteristics of transactive writing may include well-organized idea development and support (e.g., facts, examples, reasons, comparisons, anecdotes, descriptive detail, charts, diagrams, photos/pictures) to accomplish a specific purpose
-WR-E-1.4 Characteristics of transactive writing may include effective conclusions
-MA-E-1.1.5 Multiple representations of numbers (e.g., drawings, manipulative, symbols)
-MA-E-1.2.3 Add and subtract fractions with like denominators; add and subtract decimals through hundredths
-MA-E-1.2.9 Order and compare (>, <, =) whole numbers and fractions
-MA-E-1.3.1 How fractions, decimals, and whole numbers relate (equivalence, order)
-MA-E-3.1.2 Probability of an unlikely event (near zero) and likely event (near one)
-MA-E-3.2.7 Generate all possible outcomes in simple probability activities
-MA-E-3.2.8 Determine the fairness of games using simple probability activities
-MA-E-3.3.2 How predictions can be based on probability data
-SS-E-3.1.1 Scarcity requires people to make choices about using goods, services, and limited resources.
-SS-E-3.1.2 Consumers use goods and services to satisfy economic wants and needs.
-SS-E-3.1.3 Every time a choice is made, an opportunity cost is incurred. Opportunity cost refers to what is given up when an economic choice is made.
-SS-E-3.2.1 Economic systems can be large (e.g., U.S. economy) or small (e.g., individuals and households).
-SS-E-3.2.2 The U.S. economic system has financial institutions (e.g., banks).
-SS-E-3.2.3 The U.S. economic system is based on free enterprise where businesses seek to make profits by producing or selling goods or services.
-SS-E-3.2.4 Profit is the difference between revenues and the costs entailed in producing or selling goods or services.
-SS-E-3.3.1 A market exists whenever buyers and sellers exchange goods and services. Prices and availability of goods and services are determined by supply and demand.
-SS-E-3.3.2 The direct exchange of goods and services is called barter. Money has generally replaced barter as a more efficient system for exchange.
-SS-E-3.4.1 Producers create goods and services; consumers make economic choices about which ones to purchase.
-SS-E-3.4.2 The government provides goods and services (e.g., police force, fire fighting, education, food surpluses) and pays for them with taxes. Private businesses offer similar goods and services (e.g., security guards, private schools, grocery stores) for profit.
-SS-E-3.4.3 Producers who specialize create specific goods or services (e.g., computer games, tennis shoes, movie theatres).
How can we apply our knowledge/skills in economic and math to become a self-sufficient citizen in our community?
Math
1. How can we use our skills and resources in math to plan and budget personal finances? (our money)
A. How can we use our understanding of probability/fairness to make informed decisions as a consumer?
B. How can we use our knowledge of fractions to think about budgeting our personal finances?
C. How can we use our knowledge of decimals to plan, budget, act, solve problems and make decisions as a consumer?
Economics
1. How can our understanding of economics help us plan, decide, act solve problems, and make good decisions as a consumer?
A. From our research into government provided goods and services (police, fire, banking, etc.) what can we conclude about their role in our society and how it affects our daily lives?
B. What principles about compromise/cooperation can help us address conditions/problems/issues that we may face in society?
C. From our study of the barter system, what conclusions about our present day economic system can we draw to help us function better as a consumer/producer?
D. From understanding the differences between economic wants and needs, what do we see as changes we could make in order to make informed choices, and what do we see as good ways to create these changes?
E. How can we use the ideas, information, principles, concepts, skills, and resources we have gained in our study of economics (scarcity, opportunity cost, supply, demand, profit/loss, specialization) in order to help the people in our society to have an effective economic system?
2. Drawing on our inquiry into economics, what have we learned that is especially important and how can we use technology to create an opportunity to manage a business?
Language Arts
1. How can we use our skills to help us make responsible choices about purchases/spending?
2. How can we use our skills in listening to and reading a variety of materials concerning economics to make informed decisions as a consumer?
3. From using our skills in speaking, listening, writing and observing, what have we learned about advertisements that can help us make informed decisions as a consumer?
Presentation
Create a product and present a commercial for the product.
Article
Write an article about being an informed consumer
Reading Reponses
Compare and contrast advertisements
Performance Event
Budgeting
Open Response
Hundred Penny Box
In the book, Hundred Penny Box, Aunt Dew treasures her box of pennies. A. In your opinion, give two reasons why Aunt Dew valued her box.
B. Name something that is special to you and explain two reasons why it is so special.
Wish Giver
In the book, Wish Giver, the characters are given an opportunity to make one wish. If you could make one wish (that does not involve money or additional wishes), what would you wish for and why?
Tales of a Fourth Grade Nothing
Tales of a Fourth Grade Nothing pairs siblings, Fudge and Peter and their different personalities.
A. Describe each boy’s personality traits.
B. Explain which character (Peter or Fudge) you are most like.
Journal
Children will create their own 100 penny books.
Mini lesson and application
Group task performance using manipulatives
Class dialogue
Use of technology
Open Response items
Worksheets
Trade books/tasks
Writing to learn practices
Guest speakers
Site visits/observations
The Hundred Penny Box - Sharon B. Mathis
Tales of Fourth Grade Nothing - Judy Blume
Wish Giver - Bill Brittain
Econ and Me
The Lemonade Stand website
Open Response
On-demand
Portfolio Appropriate Writing
Journal Booklet
Presentation
Scoring Guide
Multiple Choice
AR Tests
Worksheets
Quiz
Teacher Keys
Observation
Checklists
Presentation
Create a product and present a commercial for the product.
Article
Write an article about being an informed consumer
Reading Reponse
Compare and contrast advertisements
Performance Event
Budgeting
Open Response
Hundred Penny Box
In the book, Hundred Penny Box, Aunt Dew treasures her box of pennies. A. In your opinion, give two reasons why Aunt Dew valued her box.
B. Name something that is special to you and explain two reasons why it is so special.
Wish Giver
In the book, Wish Giver, the characters are given an opportunity to make one wish. If you could make one wish (that does not involve money or additional wishes), what would you wish for and why?
Tales of a Fourth Grade Nothing
Tales of a Fourth Grade Nothing pairs siblings, Fudge and Peter and their different personalities.
A. Describe each boy’s personality traits.
B. Explain which character (Peter or Fudge) you are most like.
Journal
Children will create their own 100 penny books.