Kindergarten Social Studies: Myself and Others. Unit 3: How Do I Get What I Need And Want?

Transcription

1 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: Where Am I? This Unit: How Do I Get What I Need and Want? Next Unit: How Do I Get Along With Others? Questions To Focus Assessment and Instruction: 1. How do I meet my needs and wants? 2. Why do people trade? Types of Thinking Identifying similarities and differences Descriptive Michigan Citizenship Collaborative Curriculum Page 1 of 8

2 Graphic Organizer Michigan Citizenship Collaborative Curriculum Page 2 of 8

3 Unit Abstract: In this unit students begin to construct knowledge of important economic concepts including needs, wants,,goods, services, and trade. 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 that goods and services help meet human wants. In the next lesson students explore the concept of trade and connect trade to the method of obtaining goods and services to meet human wants. Optional lessons and extensions for all day kindergarten are included. These lessons focus on building students understanding of the concept of goods and provide an opportunity for students to practice 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(s), analyzing historic photographs showing children and toys and playing a historic board game..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: K - G5.0.1 K - H2.0.4: Distinguish between goods and services. Recognize situations in which people trade. Describe ways people use the environment to meet human needs and wants (e.g., food, shelter, clothing). Describe ways people learn about the past (e.g., photos, artifacts, diaries, stories, videos). 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 goods historical evidence history human/environment interaction needs past services trade wants Michigan Citizenship Collaborative Curriculum Page 3 of 8

4 Lesson Sequence Lesson 1: My Needs and Wants Lesson 2: Goods and Services Lesson 3: Trade Lesson 4: Old Toys Exploring Goods from the Past (Option for all day Kindergarten) Lesson 5: Using Gifts from the Earth to Make Goods (Option for all day Kindergarten) Assessment Selected Response Items Constructed Response Items Extended Response Items Performance Assessments Resources Equipment/Manipulative Chart paper Computer with Internet access Crayons, markers, or colored pencils Dice (or spinners), one for each set of partners Glue If You Give a Pig a Pancake Chart (from the previous lesson) Overhead projector or Document Camera Paper (12 x 18 ), one for each student Small objects to use as game pieces Student Resource Cipriano, Jeri S. Toys Long Ago (Yellow Umbrella Books). Bloomington, MN: Red Brick Books, De Regniers, Beatrice. Schenk. Was It a Good Trade? New York: HarperCollins Publishers, Historic Toboggan Slide Game. 22 February 2010 < Kalman, Bobbie. Old-Time Toys. New York: Crabtree Publishers, Numeroff, Laura. If You Give a Pig a Pancake Big Book. New York: HarperCollins Publishers, Old Photographs of Children with Toys. Every Picture Tells A Story Project. The Henry Ford. 22 February 2010 < Pohl, Kathleen. What Happens at a Toy Factory? (Where People Work Series). New York: Weekly Reader Early Learning Library, Michigan Citizenship Collaborative Curriculum Page 4 of 8

5 The Difference between Wants and Needs. 100% Educational Videos Discovery Education. 22 February The Goods and Services Song. 22 February 2010 < The Trading Song. 22 February 2010 < The Wanting Song. 22 Febraury 2010 < Teacher Resource Adil and Janeen. Goods and Services (First Facts). Mankato, MN: Capstone Press, *Andrews, Carolyn. What Are Goods and Services? (Economics in Action). New York, NY: Crabtree Publishing Company, *Channell, Geanie, et. Al. Focus: Grades K-2 Economics. National Council on Economic Education, *Ditchfield, Christin. A True Book: Soil. New York: Scholastic, Inc., *Ditchfield, Christin. A True Book: Water. New York: Scholastic, Inc., *Ditchfield, Christin. A True Book: Wood. New York: Scholastic, Inc., Economics Posters. 22 February 2010 < Heyse, Kathy and Day Harlan. Half-Pint Economics for Kids. Indiana Council for Economic Education, Houghton, Gillian. Goods and Services (Invest Kids). New York, NY: PowerKids Press, *Lasevoli, Brenda. Plants (Time for Kids). New York: HarperCollins Publishers, Inc., *Loewen N. and Jensen B. Let s Trade: A Book About Bartering (Money Matters). Mankato, MN: Picture Window Books, *Martin, Elena. Clues to Long Ago. United States of America: Harcourt, Inc. *Marzollo, Jean. I am Water. New York: Scholastic, *Morris, Ann. Houses and Homes (Around the World Series). New York: HarperCollins, Although not used in the lessons for this unit, these resources are listed here to provide meaningful alternatives to teachers. Michigan Citizenship Collaborative Curriculum Page 5 of 8

6 Olson and Gillia. Needs and Wants (Pebble Books). Mankato, MN: Capstone Press, *Ring, Susan. Needs and Wants (Yellow Umbrella Books). Mankato, MN: Red Brick Learning, Student Activity: Learning about the Past Through Artifacts. Los Angeles County Office of Education Discovery Education. 22 February < The Importance of Plants. 100% Educational Videos Discovery Education. 22 February 2010 < *Wagner-Brust, Beth. The Great Tulip Trade (Step into Reading). New York, NY: Random House Books for Young Readers, What Do Artifacts Tell about a Family from Long Ago. Los Angeles County Office of Education Discovery Education. 22 February 2010 < Resources for Further Professional Knowledge Carol Hurst s Children s Literature Site. 22 February 2010 < Early Childhood Social Studies. 22 February 2010 < Michigan Council on Economic Education. 22 February 2010 < National Council on Economic Education. 22 February 2010 < National Council for the Social Studies. 22 February 2010 < Online Lessons for each National Economics Standard. 22 February 2010 < Social Studies for Early Childhood and Elementary School Children: A Report from NCSS Task Force on Early Childhood/Elementary Social Studies. 22 February 2010 < Social Studies Lesson Plans and Resources. 22 February 2010 < Strategies for Teaching Social Studies. 22 February Teaching Social Studies. 22 February < Although not used in the lessons for this unit, these resources are listed here to provide meaningful alternatives to teachers. Michigan Citizenship Collaborative Curriculum Page 6 of 8

7 Instructional Organization Lesson 1: My Needs and Wants 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. (English Language Arts) Key Concepts: wants Abstract: This lesson builds on students understanding of needs and introduces students to the concept of wants. The lesson begins with a review of basic needs for food, water, clothing, and shelter. Students then discuss wants people may have which are things people would like but do not need. Using music, literature (If You Give a Pig a Pancake), video, and discussion, students identify their own and others wants and the differences between wants and needs. Lesson 2: Goods and Services 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. (English Language Arts) Key Concepts: goods, services Abstract: The lesson begins by reviewing the chart of Pig s wants from the story, If You Give a Pig a Pancake. Students are introduced to the terms goods and services by identifying them from Pig s list. Students are led to understand that people meet their wants and needs with goods and services. Using weekly advertisements and magazines students identify other examples of goods and services and glue the examples onto a T-Chart. Finally, students learn the Goods and Services Song to further their understanding of the difference between goods and services. Students add these terms to their Economic Vocabulary Books. Lesson 3: Trade 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. (English Language Arts) Michigan Citizenship Collaborative Curriculum Page 7 of 8

8 Key Concepts: trade Abstract: This lesson begins with students considering the following question, How do we get goods and services that meet our wants? The teacher guides a discussion leading to the concept of trade. Students explore the concept of trade by sharing examples of personal trades, singing a song, and identifying examples from the book, Was It a Good Trade? The lesson concludes with students completing the trade page of their Economics Vocabulary Books.. Options for All Day Kindergarten Lesson 4: Old Toys: Exploring Goods from the Past 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. Students return to the question, How Do We Learn about the Past? from Unit One. The teacher shares examples of old toys from one or both of the following books: Toys Long Ago or Old-Time Toys. Students identify ways in which the toys shown are alike and different than toys from the present. Students explore photographs of historic toys from The Henry Ford Museum s Every Picture Tells A Story collection. Students conduct interviews with grandparents about their favorite toys. As a culminating activity which connects to math, the students play a very simple board game that was created 100 years ago. Lesson 5: Using Gifts from the Earth to Make Goods 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: This lesson connects back to Unit Two about how the environment is used to meet human needs and wants. Students examine trees as a natural resource and begin to identify goods that are clearly made from trees. Next, students explore other goods such as paper that are not obviously made of wood. Students are reminded trees are a gift from the Earth. Students learn that gifts from the Earth such as trees and water are often used to make goods. Using the book, What Happens at a Toy Factory?, or a substitute book, students identify how gifts from the Earth are used to make toys. Finally, students identify goods from their homes that come from water or trees. Michigan Citizenship Collaborative Curriculum Page 8 of 8