Check out April the Giraffe as she awaits the birth of her fourth baby on the live stream from the zoo. Why would the zoo post a live stream? Tampa Bay Times forecast called the April the Giraffe birth an internet sensation. What does that mean? What are the economic implications? Do images make you want to visit the zoo? How does seeing something like this impact buying decisions? What other goods do you think might be produced? What about t-shirts and stuffed mom-and-baby giraffes? When people consume goods and services, like visiting the zoo and making purchases, this can have positive effects on others. For example, the zoo and animals benefit from the extra profits. In addition, people have donated to giraffe conservation as a result of this internet sensation. Check out the official website the zoo has set up for April the Giraffe and consider some other economic effects.
Kindergarten: What kinds of jobs do the people in the zoo do? What tools or equipment do they use? SS.K.E.1.1 Describe different kinds of jobs that people do and the tools or equipment used. 1st Grade: You made five dollars for helping your mom. You can either spend the money on a stuffed giraffe or an ice cream cone. What would you choose? You can't have both because each costs five dollars. We have to make choices because of scarce resources. SS.1.E.1.6 Identify that people need to make choices because of scarce resources. 2nd Grade: Why is the zoo advertising emojis and other giraffe-themed items in their store for sale? Discuss how people supply goods based on consumer demands. Since people are watching the videos and viewing the website, it is a good opportunity for the zoo to make some money. SS.2.E.1.2 Recognize that people supply goods and services based on consumer demands. 3rd Grade: How do you think the people can buy the goods that are on the April the Giraffe website? SS.3.E.1.3 Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money. 4th Grade: Why would people buy giraffe-themed goods? Why would people want to spend some of their money to support the zoo or other giraffe conservation? Discuss how people spend some income on things that make them happy. Ask students to consider a time when they were able to buy something that made them happy. SS.4.FL.2.3 Identify some of the ways that people spend a portion of their income on goods and services in order to increase their personal satisfaction or happiness. 5th Grade: The first American zoo opened in 1874.Consider how a zoo operates. People pay money to go and see the animals and shows. Think about the early American economy. Were there any events or shows that people paid money to see? SS.5.E.1.2 Describe a market economy, and give examples of how the colonial and early American economy exhibited these characteristics. Middle School Financial Literacy What incentive would the zoo have for creating a website for April the Giraffe and providing a free live stream? (people might want to spend money at the zoo, buy zoo articles, or donate money). Before buying or donating, how can a consumer find out if the website really comes from the zoo and if the zoo is legitimate? SS.8.FL.2.2 Analyze a source’s incentives in providing information about a good or service, and how a consumer can better assess the quality and usefulness of the information. This is an example of currency used in colonial times. How has currency changed from Colonial times? Kindergarten: How is the United States currency similar or different from that of other countries? What other type of money is used in the United States? Standard SS.K.E.1.2 Recognize that United States currency comes in different forms. 1st Grade: How is the United States currency similar or different from that of other countries? If you visited Mexico, Canada, or Cuba, what goods might you buy? Standard SS.1.E.1.1 Recognize that money is a method of exchanging goods and services. 2nd Grade: How is the United States currency similar or different from that of other countries? Check the labels on your shirts and shoes. What types of goods does the United States get from other countries? Standard SS.2.E.1.3 Recognize the United States trades with other nations to exchange goods and services. 3rd Grade: Look at the image below of the characteristics of money from the Federal Reserve My Money book. What are the characteristics of money? Discuss the coin and paper money in terms of the characteristics. What other items can be used as money? What about chocolate? Beads? Salt? Crayons? SS.3.E.1.2 List the characteristics of money. 4th Grade: Why do people from other countries come to Florida to spend money?
Standard SS.4.E.1.2 : Explain Florida's role in the national and international economy and conditions that attract businesses to the state. 5th Grade: How did people use money in colonial times? Standard SS.5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies. Middle School Financial Literacy: You are planning a trip to Mexico. Some people have told you to exchange your money before you go. Others have advised you to wait until you get there. What should you do? How would you decide? Standard SS.8.FL.2.2 Analyze a source’s incentives in providing information about a good or service, and how a consumer can better assess the quality and usefulness of the information. Explain why advice from a source such as a salesperson may or may not be useful when deciding which product to buy. What is an ATM? (Automated Teller Machine) Many young children have seen these machines spit out money. Some kids think all you need is a magic card . . .and poof . . .money appears! Ask students if they have ever seen how an ATM works. Ask them to describe the process. Explain how people put money in a bank to save it. Then, when they need the money, they put in their card and get money out.
Kindergarten: How do we pay for things? Sometimes we use cash and sometimes we use credit cards. How do we use debit and credit cards at stores? What happens? It works like an ATM. When you give the store your card, the money is taken out of your bank account. SS.K.E.1.2 Recognize that United States currency comes in different forms. 1st Grade: How do we pay for things? Sometimes we use cash and sometimes we use credit cards. How do we use debit and credit cards at stores? What happens? It works like an ATM. When you give the store your card, the money is taken out of your bank account. SS.1.E.1.1 Recognize that money is a method of exchanging goods and services. 2nd & 3rd Grade: Your mom has to make a decision about taking money out of the ATM to buy a pair of fancy shoes she really likes or save the money. What should she do? What are the costs and benefits? SS.2.E.1.4 Explain the personal benefits and costs involved in saving and spending (third grade doesn't have a specific standard; however there are related standards about characteristics of money) 4rd Grade: What are some places people save money? When you save money in a bank, you can go inside and ask a teller to help you withdraw or take out money. Or you can go to the ATM. You can also deposit or put money into the bank to save it at the ATM. SS.4.FL.3.3 Identify ways that people can choose to save money in many places—for example, at home in a piggy bank or at a commercial bank, credit union, or savings and loan. 5th Grade: ATM's were first installed as new technology in 1969. Before that time, people used to have to go inside a bank and a teller would help them get money out of their accounts. Check out a brief history of ATM's from History.com. What is the impact of this new technology? SS.5.E.1.3 Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States. Middle School Financial Literacy What are some places people save money? When you save money in a bank, you can go inside and ask a teller to help you withdraw or take out money. Or you can go to the ATM. You can also deposit or put money into the bank to save it at the ATM. How do you know your money is safe? Identify the Federal Deposit Insurance Corporation (FDIC) and the National Credit Union Administration (NCUA) as the government agencies responsible for insuring depositors’ savings and state the limit of FDIC and NCUA coverage. SS.8.FL.3.8 Explain that, to assure savers that their deposits are safe from bank failures, federal agencies guarantee depositors’ savings in most commercial banks, savings banks, and savings associations up to a set limit. Check out this umbrella. Why would someone put this picture on an umbrella?
Kindergarten: What do you think about when you look at this picture? What does it make you want to do? How does an advertisement like this make you think about your wants and needs? SS.K.E.1.4 Identify the difference between basic needs and wants. 1st Grade: What do you think about when you look at this picture? What does it make you want to do? An opportunity cost is the thing you give up when you make a choice. What might you have to give up in order to purchase a soda? SS.1.E.1.2 Define opportunity costs as giving up one thing for another. 2nd Grade: What do you think about when you look at this picture? What does it make you want to do? People have to make choices because resources–for example, money–are limited. What might you have to give up in order to purchase a soda? SS.2.E.1.1 Recognize that people make choices because of limited resources. 3rd Grade: What do you think about when you look at this picture? What does it make you want to do? If you want this soda what do you have to do? SS.3.E.1.1 Give examples of how scarcity results in trade. 4th Grade: What do you think about when you look at this picture? What does it make you want to do? An opportunity cost is the thing you give up when you make a choice. What might you have to give up in order to purchase a soda? SS.4.FL.2.1 Explain that economic wants are desires that can be satisfied by consuming a good, a service, or a leisure activity. SS.4.FL.2.2 Explain that people make choices about what goods and services they buy because they can’t have everything they want. This requires individuals to prioritize their wants. SS.4.FL.2.4 Discuss that whenever people buy something, they incur an opportunity cost. Opportunity cost is the value of the next best alternative that is given up when a person makes a choice. 5th Grade: What do you think about when you look at this picture? What does it make you want to do? An opportunity cost is the thing you give up when you make a choice. What might you have to give up in order to purchase a soda? Was this product available during colonial times? Did sellers of products use advertisements in colonial times? SS.5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies. Middle School Financial Literacy: What do you think about when you look at this picture? What does it make you want to do? An opportunity cost is the thing you give up when you make a choice. What might you have to give up in order to purchase a soda? What should you do before you make a decision to buy something based on advertising? How can you gather information about goods or services? SS.8.FL.2.1 Explain why when deciding what to buy, consumers may choose to gather information from a variety of sources. Describe how the quality and usefulness of information provided by sources can vary greatly from source to source. Explain that, while many sources provide valuable information, other sources provide information that is deliberately misleading. In order to reinforce the basic disciplinary concepts of economics, see the EQ's in 1st, 2nd, and 3rd grade. Use some of these questions, especially focusing on the concepts of scarcity, choices, consumers, producers, buyers, sellers, and goods/services. These are essential disciplinary concepts to reinforce before introducing the 4th and 5th grade standards, which involve Entrepreneurs and Inventors, respectively. It is important to distinguish between Entrepreneurs and Inventors and also to discuss how some Entrepreneurs can be Inventors. Use ideas from these excellent sources:
Here are some other ideas for teaching the standards: Standard SS.4.E.1.1: Entrepreneurship Conduct a research project on Florida Entrepreneurs. Start with the text on the influence of entrepreneurs. Note attributes and accomplishments of Florida entrepreneurs. Then read Informational texts on famous Floridians and note which ones were entrepreneurs. Check out some of the other websites for more Florida EntrepreneursOnce you have read the texts, note the different social and ethnic backgrounds of at least five Florida entrepreneurs. How did they influence Florida and the local economy?
STANDARD SS.5.E.1.3 Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States. Lesson 1: Using One Form of Technology (Cotton Gin) 1) Read the children's book Working Cotton. (see sample EBQ's) 2) Discuss the working conditions and productivity in the book. Ask students to find evidence in the text. 3) Work with primary source documents in the Impact of the Cotton Gin DBQ. 4) Have students create a Timeline to describe the impact of the Cotton Gin on business and the effects on work/jobs through history, using evidence from texts. Students can use the Timeline interactive from ReadWriteThink.org (see also the free Mobile App to download). Lesson 2: Research various forms of technology and the impact of major inventions. You may want to use material from this Inventions PowerPoint 1) Students begin with a T-chart that has spaces for the names of inventors and description of invention on one side and the influences on the economy on the other side. Students should construct this as a timeline so they can see the development over time. 2) Start with U.S. History: Inventors and Inventions. Students find different inventors and inventions (evidence) and make inferences about the effect on the economy. 3) Students use Enchanted Learning Inventors and Inventions & History Videos on Inventors and Inventions to find more information. 4) Students create a Timeline to record their findings and note the development of technology. Students can use the Timeline interactive from ReadWriteThink.org (see also the free Mobile App to download). You can relate to two of the 3rd grade standards through the use of EQ's (Economics Questions) related to the following standards: Standard SS.3.E.1.1 Give examples of how scarcity results in trade.
1) What does Alexander want? What is scarce? How did his scarcity problem cause him to trade? 2) What does Alexander use to get that item? 3) How is money used in the story? 4) Find examples of goods and services in the story. How does Alexander trade for goods or services? 5) What is Alexander's scarcity problem at the end of the story? What could he have done differently? 6) Alexander had a scarcity problem. Why do you think people traded with Alexander? (scarcity problem of money) Standard SS.3.E.1.3 Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money. As you read, find examples of the buyers and sellers (give students a card with a B on the front and an S on the back. They hold up the card when you identify the different people as you read. At each choice point, ask students to explain how the buyers and sellers interacted to exchange goods or services through the use of money. What else could they have traded? Why is money used? (this could lead into some interesting questions that lead to other standards). The Alexander text can be used in 2nd grade to cover three of the four benchmarks. You can discuss the following disciplinary vocabulary words included in the standards: choices, limited resources, supply, demand, goods, services, benefits, costs, saving, and spending. While reading the text, ask the following EQ's (Economics Questions). Look at the cover. Read the title and glance at Alexander's image. What do you see? What do you think is a limited resource for Alexander? What do you wonder about Alexander? When you arrive at the first spending decision, stop and discuss his choice. Did he make a good choice? When he chose to spend his money, what did he give up? What are the benefits of his spending? What are the costs? Why do the individuals offer goods to Alexander? (supply goods based on what he demands) Why do you think he made the particular choices? What could he have done differently? Standard SS.2.E.1.1 Recognize that people make choices because of limited resources
The big ideas in Alexander include: money, opportunity cost, exchange, buyers, sellers, saving, and goods/services. If you analyze the standards below, you could include them all while discussing the text. Standard SS.1.E.1.1 Recognize that money is a method of exchanging goods and services Assessment Task: Use the Hands-on-Banking interactive books to introduce how people use money and the cycle of money. While viewing/reading these texts, students record evidence about how money is used. After they use information from the text to create a little book that describes how people use money to exchange goods and services. Texts:
Standard SS.1.E.1.2 Define opportunity costs as giving up one thing for another Common Core Task: After reading 18/19 in the Piggy Bank Primer from the Federal Reserve students define opportunity costs. Then they create an economic concept poster (see examples on KidsEconPosters) to illustrate their understanding of the concept. More Texts:
Common Core Task: After conducting a shared reading/viewing of some of the EconEdLink Goods and Services Interactives, students can distinguish between examples of goods and services. Using examples from the texts, students create a venn diagram to illustrate their understanding of the differences between goods and services.
Common Core Task: After conducting a shared reading/viewing text and video from BrainPop , students can distinguish people as buyers, sellers, and producers of goods and services. Using examples from the texts, students write and illustrate a page to show their understanding of: Buyers, sellers, producers, goods, and services. They should use these key vocabulary words/concepts in their writing.
Common Core Task: After conducting a shared reading with Money Bunnies Take a Vacation, students will create a Public Service Announcement about the importance of saving for future purchases. They can make puppets of the characters in the book, write a script and design the PSA as a puppet performance. For a full lesson, with text-dependent questions, use: 1st Grade: Why is saving important? created by a Florida educator. • Use the US.gov comic to help students understand how people can save money. • Use the Money Metropolis Game Standard SS.1.E.1.6 Identify that people need to make choices because of scarce resources. Common Core Task: After reading Piggy Bank Primer, (pp 12-17) as a shared reading, students will create an economics poster about scarcity, in which they will draw a picture and find an example from the story that illustrates why people need to make choices because of scarce resources.
Alexander Who Used to Be Rich Last Sunday is an excellent "hook" book to use if you are teaching the two Kindergarten NGSSS Economic Standards that deal with Needs and Wants. Interestingly, Economists do not generally distinguish between needs and wants; everything is a "want" in the discipline of economics. However, this concept is difficult to teach to young children. Therefore, you can consider "fun wants" as "wants" and "health wants" as needs, as illustrated in this EconEdLink Health Wants vs. Fun Wants interactive graphic organizer. Before conducting this lesson, you can discuss Wants and Needs through the use of the EconEdLink Health Wants vs. Fun Wants interactive graphic organizer, the Needs and Wants Brain Pop, you can use some of the ideas in Standard SS.K.E.1.4 Identify the difference between basic needs and wants.
Task: After conducting a teacher read-aloud of PBS Needs vs. Wants use the EconEdLink Health Wants vs. Fun Wants interactive graphic organizer to help students practice finding the difference between health wants (needs) vs. fun wants. Then students use a Venn Diagram to sort wants and needs from the two texts. After they use the information from the texts, they add three new ideas.
Standard SS.K.E.1.3 Recognize that people work to earn money to buy things they need or want. Task: After viewing the Jobs and Earning Money text, create a little picture book that describes how people work to earn money to buy things. Use information from the text in your response.
Here are the links from the Sunny Money: Diverse Texts and Argument-Based Tasks for Economic-Based Questions About Florida History workshop on Feb 13, 2014 at the Stavros Center.
EXPLORING FLORIDA LINK TO .PDF AND ORDERING THE TEXT PACED GRID FOR ECONOMIC DECISION MAKING ORANGE ECONOMICS
RAILROADS
EXPLORING FLORIDA : Download .pdf or order copies for your classroom. Value of Manufactures in 1860 http://etc.usf.edu/maps/pages/2800/2869/2869.htm Presidential Election, 1860 http://etc.usf.edu/maps/pages/2800/2882/2882.htm Slavery and the Slave Trade http://etc.usf.edu/maps/pages/2200/2238/2238.htm Slave and Free Areas after the Missouri Compromise, 1820 http://etc.usf.edu/maps/pages/7700/7719/7719.htm Routes of the Underground Railroad, 1830–1865 http://etc.usf.edu/maps/pages/2200/2240/2240.htm Manufacturing Areas, 1900 http://etc.usf.edu/maps/pages/2800/2810/2810.htm Fruit-Growing Regions in the United States, 1910 http://etc.usf.edu/maps/pages/2000/2081/2081.htm Florida: Essays and Poems http://etc.usf.edu/lit2go/70/florida-essays-and-poems/ American Founders http://etc.usf.edu/lit2go/collections/5/american-founders/ Florida Then & Now http://fcit.usf.edu/florida/lessons/lessons.htm Florida Photos: Business Gallery http://fcit.usf.edu/florida/photos/business/business.htm Florida Photos: Industry Gallery http://fcit.usf.edu/florida/photos/industry/industry.htm Charming Florida song http://fcit.usf.edu/florida/music/charm/charm.htm Tourist attractions photo gallery http://fcit.usf.edu/florida/photos/recreate/tour/tour.htm Cucumbers are 1.49 http://etc.usf.edu/clippix/picture/cucumbers-are-1-49-each.html Market Place in India http://etc.usf.edu/clippix/picture/market-place-in-india.html Ruskin Florida Vine Ripe Tomatoes http://etc.usf.edu/clippix/picture/ruskin-florida-vine-ripe-tomatoes.html Marketplace in Belize http://etc.usf.edu/clippix/picture/the-marketplace.html Marketplace in India http://etc.usf.edu/clippix/picture/marketplace.html Maas Building and Citrus Exchange http://etc.usf.edu/clippix/picture/the-maas-building-and-citrus-exchange.html Ancient History ClipArt Gallery http://etc.usf.edu/clipart/galleries/409-ancient-and-medieval-history Presentation Paper People http://etc.usf.edu/presentations/extras/paper_people/index.html Thanks so much for attending our session! If you are interested in signing up for the free CCSS Newspaper as Informational Text sessions with NIE, find the information and sign-up at http://nieonline.com/tbtimes/. The next session is about reading maps as informational text: Charting the Land of Flowers and takes place on Tuesday, October 29!
For more on Student Interactives and Mobile Apps, go to the ReadWriteThink.org to find ideas for lessons. Check out Deborah Kozdras Lesson page for some Economic ideas and other multimedia lessons, including website evaluation and how to create a movie and a public service announcement. My latest lessons include: Create a Great Future: STEM Career Research With Close Reading, Bringing Economic Vocabulary to Life Through Videoposters, and Finding Fabulous Financial Literacy Vocabulary With Fancy Nancy |
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