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= = =__//**UNIT PRE ASSESSMENT**//__=

What is __a job__? How do you __get a job__? Where does __money__ come from?
 * (Samantha, DAY 1)**

What are some responsibilities you have at school and home? What are some benefits to being responsible? What do you do when you have a job? Who makes the rules for school? For your community? What is the difference between a Buyer and a Seller?
 * (Kyra, DAY 2)**

What is a good? Where do we find goods? What is a resource? How does a resource affect the local economy?
 * (Rachel, DAY 3)**

What is __money__ used for?
 * (Brooke, DAY 4)**

What is the difference between a need and a want? What are some examples of each? Why is it important to understand the price of an object? If you only have one dollar and had to decide between a cookie or a __water bottle__; which would you chose and why?
 * (Julie, DAY 5)**


 * ON-GOING ASSESSMENT: (each will be different)**

//**__UNIT POST ASSESSMENT:__**// Completed wallet portfolio constructed by student .... remember to create a rubric!

= = =Design for Instruction SSE 3312 Unit Plan= Theme: __Economics__ Group Members: Samantha Jensen, Kyra Lipe, Rachel Kasliner, Brooke Strnad, Julie Finucan

Outline below, **what** will take place on each day and **who** is responsible for the lesson plan! Day 1: Geography creating a map and town, Samantha Jensen Day 2: Services/Jobs, Kyra Lipe Day 3: Resources/Goods, Rachel Kasliner Day 4: Currency: Saving & Buying, Brooke Strnad Day 5: Class store- focus on exchanging, Julie Finucan Exchaning money for needs and wants Teaching sequence: 1. Review currency (taught the previous day) by having the class do the interactive money activity "Peter Pig's Money Counter".Website: [] 2. Explain the importance of knowing what each coin and bill is worth in order to purchase goods. 3. Describe that goods can be either something that people need or something that people want. 4. Ask the students, “What are some examples of something you need?” and “What are some examples of something you want?” 5. Hold up 15-20 pictures that would show a variety of things that students would want or need. The pictures include; food, water, candy, toys, sports equipment, clothes, pet, __ school supplies __ and a house. Each picture will be labeled with a price $5 or less. 6. Have the students identify each picture as a need or want. 7. Post the pictures (with prices) around the classroom and place a small box next to each picture. 8. Explain to the class that each student will be given 5 dollars (pretend money) that they will use to purchase the items that are posted around the classroom. 9. The students will be given 2 dollar bills, 7 quarters, 8 dimes, 6 nickels, and 15 pennies (fake money and __ coins __) which equals a total of 5 dollars. 10. Explain to the students, that they are expected to walk around the classroom, purchase the ‘items’ posted, and place the exact amount that it cost into the box next to the picture. 11. Each student will be given a worksheet where they can record; what they purchased, if the item is a need or want, how much it cost, and money they have left. The worksheet will be used to __ help __ guide them to their next purchase. 12. Students will purchase items until they do not have the money to purchase any more. Students may have money left over. 13. Tell the students that the worksheet will be used as a tool for the class discussion after the activity and will then be collected and checked for completeness and accuracy. 14. Monitor students as they walk around the classroom and purchase the items posted. 15. Have the students sit back in their seats once the activity is done. 16. Ask the students, “Why did you choose the items that you purchased?” and “Are they items that you need or want?” 17. Have students share their worksheets with a group and discuss these questions. 18. Ask the students, “Would you make different purchases, if you were able to do it again? Why?” 19. Explain to the class, the importance of buying items that you need before items that you want. Ask the class, “If a student spends all their money on toys and sports equipment than what will happen when they become hungry and thirsty?” 20. Collect worksheet and explain that the class will be reading a story that shows how money is used to buy goods and services. 21. Read the story ‘Pigs will be Pigs: Fun with Math and Money’ by Amy Axelrod.
 * Geography and using a map
 * Review basic map skills from week prior
 * Create classroom "map" using children's desks, labeling with basic map elements
 * Each student (or pair) receives a title as a job for a place in the community
 * They are given time to create a store front (poster board) for their job
 * __Students__ will learn whether their job is considered a good or a service
 * Graphic organizers for this day: copy of classroom map
 * Services/Jobs/ Responsibilities
 * Read Aloud- Strega Nona by Tommy De Poala
 * Utilizing characters and situations from the book, discuss community jobs/helpers
 * Describe and record what responsibility and responsible behavior is to each of us
 * Discuss why might communities need __ jobs __
 * Construct "Wallet" Portfolios where they will be creating their own "ID" that details who they are, their place of __work__, job and it's description (Their "building" they are assigned to construct for our class town will determine their job). This will be a portfolio where their assessments and assignments will be kept for __ progressive __ reference.
 * Vocabulary: resource; scarce resource; good
 * Examine the __ local __ map and the resources (crops, factory, etc.) that affect the economy of the town.
 * Examine the map and recognize what resources are scarce or not present and how that affects the economy of the town (higher prices for those resources, etc.)
 * Discuss different goods and where they may be found (Publix, pharmacy, SeaWorld, etc.)
 * Students will use newspapers/magazines/coupon fliers to identify 5 goods and resources, cut them out, and glue them on construction paper, sectioned into Resources and Goods, under their respective category.
 * Recognize that money is a method of exchanging goods and services
 * Go over types of currency and the value of each
 * Students will practice counting money
 * Recognize the importance of saving money for future purchases
 * Define opportunity costs as giving up one thing for another

Note technology use on back: