Stage 3: Showcase Event

Time-Frame:

14 Lesson Unit- 20-25 days of lessons/showcase preparation

Start By: Monday, March 20
End By: Wednesday, April 26

Showcase Date: Wednesday, April 26

Showcase Task:
Description: Students will create 1 prototype of their products to be presented during the
Showcase Economic Night. They will design a storefront/display as a group, and will create a
persuasive writing piece as to why their product should be purchased. The writing piece will be
made into a digital commercial in iMovie to be displayed on an iPad, during the showcase.
During the Economic Night, students will showcase their products, writing pieces, iMovie
commercials, and storefronts for parents and other visitors.

Social Studies: Content of Economics Satisfies Module 4 S.S. standards

Art: Students will use visual art throughout the unit as a way to convey understanding of unit
concepts.
Writing: A persuasive writing piece will be created on why someone should buy students
products. Students will also create an iMovie commercial that publishes the writing in a digital
format.

Stage 2: Standards and Essential Questions

Standards:

Social Studies Standards: Economics

PD4.6.A.1 Construct an argument with reasons.

PD4.6.A.3 Present a summary of an argument using print, oral, and digital technologies.

4.A.1 Describe economic choices people make about goods and services.
a. Identify and discuss goods and services provided in the community.
b. Explain how getting something one wants may mean giving up something in return.

4.A.2 Describe the production process

a. Give examples of natural and human resources used in production, such as making butter, making
ice cream, and building houses.
b. Describe the skills people need for their work in the home, school, and community.

4.A.3 Explain how technology affects the way people live, work, and play.
a. Describe how tools and products have affected the way people live, work, or play.

4.B.1 Describe types of markets in the community.

a. Explain how markets operate.
b. Identify markets in the local community, such as grocery stores, farmers' markets, toy stores, and
fast food restaurants.

4.B.2 Describe how goods and services are acquired.

a. Describe how people earn money by working at a job.

Writing Standards:
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about,
state an opinion, supply a reason for the opinion, and provide some sense of closure.

Art Standards:
Indicator 3: Experiment with the elements of art and principles of design to develop personally meaningful
compositions
B. Use color, line, shape, texture, and form to communicate personal meaning in artworks

Essential Questions:

How do economic decisions affect citizens?

How do citizens affect the economy?
What is my role in our economy?
How can I impact change in our economy?
What actions should I take as an informed citizen?

Stage 3: Daily Plans

Week One
EQ 1: What are examples of goods?

EQ 2: What are examples of services?

Monday Tuesday Wednesday Thursday Friday

3/20 3/21 3/22 3/23 3/24
NO STUDENTS

Science/Social Studies
Standards:
4.A.1 Describe economic choices people make about goods and services.
c. Identify and discuss goods and services provided in the community.

Objective: The student will identify goods and services.

Standards: Standards:
4.A.1: Describe 4.A.1: Describe
economic choices economic choices people
people make about make about goods and
goods and services. services.
c. Identify and c. Identify and discuss
discuss goods and goods and services
services provided in provided in the
the community. community.

Procedure:
1.Discussion of Procedure:
goods and services 1.Read the definitions of
from the goods/services from the
community: anchor chart created the
previous day.
What are some
things you buy? 2. Have students give
examples of goods and
What are some services in a discussion.
things people do for
you? 3. Have students in a
group of 4 each get a
2.Complete the magazines and cut
Goods/Services Sort pictures of goods and
Flipbook.. services and sort them on
a poster labeled with
3.Bring students goods and services.
back for a
discussion. Pass out 4. Bring students back
an enlarged copy of together to discuss their
the pictures to each posters as a group.
student.
Assessment:
4. Go over the Completed
classifications as a Goods/Services Posters
group. Teachers will
add the pictures,
after discussion, to
the goods/services
anchor chart.

5. Address the
definitions of Goods
and Services.

Assessment:
Completed Sort
Flipbook
 Week 2
EQ 1: How do economic decisions affect citizens?

EQ 2: What are examples of natural and human resources?

EQ 3: How do the skills we have help us do our jobs and help the community?

Monday Tuesday Wednesday Thursday Friday

3/27 3/28 3/29 3/30 3/31

Social Studies
Standards:
4.A.1 Describe economic choices people make about goods and services.
d. Explain how getting something one wants may mean giving up something in return.

4.A.2 Describe the production process

c. Give examples of natural and human resources used in production, such as making butter, making ice
cream, and building houses.
d. Describe the skills people need for their work in the home, school, and community.

4.A.3 Explain how technology affects the way people live, work, and play.
b. Describe how tools and products have affected the way people live, work, or play.

Standards: Standards: Standards: Standards: Standards:

4.A.1 Describe 4.A.2 Describe 4.A.2 Describe the 4.A.2 Describe 4.A.3 Explain how
economic choices the production production the production technology affects
people make about process process. process. the way people
goods and services. c. Give examples d. Describe the skills d. Describe the live, work, and
d. Explain how getting of natural and people need for their skills people need play.
something one wants human resources work in the home, for their work in B. Describe how
may mean giving up used in production, school, and the home, school, tools and products
something in return. such as making community. and community. have affected the
butter, making ice way people live,
Materials: cream, and Procedure: Procedure: work, or play.
Bunny money copied building houses. 1. Warm-Up: 1.Discuss skills
Plastic Wallets Discuss the skills needed for certain Procedure:
Procedure: students need for jobs. 1. Read out the
1. Discussion: working in school PebbleGo for Jobs.
Lesson Part 1: Whenever you and doing class jobs. 2.Complete what Read about different
come into school, Have them share you want to be jobs and discuss the
Procedure: do you ever see these skills. when you grow tools necessary for
1.Read Bunny Money. houses being built? up activity: Draw the job.
Model the money lost 2. Separate students yourself and write
with Bunny money and 2.Go over the into groups. Each skills needed for 2. Discuss tools
paper wallet. definition of types group will be given the job needed for other
 of resources: a large piece of jobs not in the
2. Discussing the task paper with a picture Assessment: PebbleGo.
for the day: Students Natural- Things we of a job in the
will be given $10 in get from nature middle of the page. Completed skills 3. Complete Exit
bunny money. They vs. paper with Ticket
will have to buy things Human Resources- 3. Students will drawing of what
throughout the day People that do work to cover the you want to be Assessment:
with their money based jobs. sheet with Graffiti when you grow Exit Ticket- State a
on the menu items (i.e. of skills that are up. job from the
pencil sharpening, 3..Think about needed for someone PebbleGo, a tool
borrowing a pencil, building a football to complete the job Lesson Plan used in that job, and
borrowing dry erase stadium. Display in the middle of their explain why that
marker ). the live camera paper. tool is needed for
from the creation the person to help
3. Then, they will be of the 4.. Students will his/her community.
able to trade in leftover Mercedes-Benz gather and all share
money for goods at the Stadium. their graffiti papers Lesson Plan
end of the day. 4.. Students will with job skills.
work in groups of
4. Students will write a 4 to identify 5. Engage students
reflection about resources they see in a discussion about
whether or not they (tools, people, why the skill
made good economic materials) in the mentioned on their
decisions with their live cameras. Each paper helps the
money. group is person in the middle
responsible for of the page help
writing on 2 post-it their community.
Assessment: notes.
Writing Piece- Assessment:
Students will (1) 4. Students will Completed graffiti
identify what they come back on the papers
spent their money on carpet and together
and (2) whether or not will sort them by
they believe they made natural and human Lesson Plan
good choices with their resources.
money. If not, what
would they have Assessment:
changed? Students will in a
group write 1
*Have written example natural/human
ready to model for resource, from the
them. (I bought this stadium
_____ but I would construction, on a
have liked to have post-it and place
gotten this ____). the post it on the
corresponding
poster.
Lesson Plan
Lesson Plan
 Week 3
EQ 1: How are we producers in the community?

EQ 2: How are we consumers in the community?

EQ 3: What are examples of markets in my community?

EQ 4: Why do people need to work?

EQ 5: How are goods and services acquired?

Monday Tuesday Wednesday Thursday Friday

4/3 4/4 4/5 4/6 4/7

Social Studies
Standards:
4.B.1 Describe types of markets in the community.
c. Explain how markets operate.

4.B.2 Describe how goods and services are acquired.

b. Describe how people earn money by working at a job.

Standards: Standards: Standards: Procedure: Shortened Day,

4.B.1 Describe types 4.B.1 Describe types 4.B.1 Describe types of Administer the No S.S. Class
of markets in the of markets in the markets in the Post-Assessment
community. community. community.
c.Explain how markets c.Explain how markets c. Explain how markets Assessment:
operate. operate. operate. Post-Assessment
d. Identify markets in the
Procedure: Procedure: local community, such as
1. Discuss Producers 1.Go over the anchor grocery stores, farmers'
and Consumers. chart for consumers markets, toy stores, and fast
and producers. Read food restaurants.
3. Add the definition of the definition of each,
producers and aloud. 4.B.2 Describe how goods
consumers to an and services are acquired.
anchor chart. 2. Students will work c. Describe how people
in pairs to identify earn money by working at a
3. Do the We Are their card as an job.
Consumers and We example of a consumer
Are Producers or producer. They will Procedure:
interactive website. then explain their 1. Review the definition of
reasoning. a market- A place where
4. Complete the consumers and producers
assessment where 3. Glue the example meet to trade goods or
students draw 3 cards to the services.
examples of things producers/consumers
they consume, 3 anchor chart. 2.Tell students that today
examples of things they are going to be
they produce. 4. Go over the discussing markets from
definitions of their community.
Assessment: consumers and
Completed producers again, and 3. Scoot-like Activity:
We are Consumers and reference the Students will have cards
Producers Activity examples. around the room saying
something like Where do
Lesson Plan Assessment: you buy your groceries? or
Partner Sort Activity Where do you get your
hair cut?
Lesson Plan
4. Bring students back
together and discuss how
people go to all different
stores to purchase their
goods/get their services
done. They will then
acknowledge that all of
those places are markets
and serve us as consumers.

5.Closing Discussion:
Where do you get the
money to spend on goods
and services?
Explain how people work at
their jobs to make money.
Then, they use their money
to buy things they want and
need.

6. Exit Ticket: Why do

people need to work?

Assessment:
Exit Ticket
 Week 4
EQ 1: How can I create a product prototype by using classroom materials?

EQ 2: How can I make my storefront eye-catching?

Monday Tuesday Wednesday Thursday Friday

4/17 4/18 4/19 4/20 4/21

Social Studies

No School Writing
Procedures:
Writing Procedures:
Students will
Writing Procedures:
Students will
Writing Procedures:
Students will create
Spring Students will continue persuasive continue persuasive iMovie commercials
Break create persuasive
writing pieces for
writing pieces for
products. They will
writing pieces for
products. Students
for their products to
publish their
products. have rough drafts will finish final persuasive writing
edited by a teacher. copies. pieces
Social Studies
Procedures: Social Studies Social Studies Social Studies
Procedures: Procedures: Procedures:
Students Create
products from Continue creating Students will create Students will finish
recyclable Products. the storefront for their storefronts for
materials. their market, in a their markets for
teacher-assigned Economic Night
group. Students can (First Grade
use cardboard boxes Showcase).
and classroom
materials to
decorate.
 Week 5
EQ 1: How can I create a product prototype by using classroom materials?

EQ 2: How can I make my storefront eye-catching?

EQ 3: How did preparing the Economic Night project help me better understand what I
learned in my Economics Unit?

Monday Tuesday Wednesday Thursday

4/24 4/25 4/26 4/27

Social Studies
Writing Procedures: Procedures: SHOWCASE NIGHT: Procedures:
Students will create Students will finish
iMovie commercials anything remaining Procedures: Students will reflect on
for their products to in the Economic Students will finalize all pieces of the their Economic Night
publish their Night Showcase Economics Unit project and will projects and will
persuasive writing Projects. practice speaking to classmates about discuss how doing the
pieces their products, iMovie commercials, project helped them
and market storefront. understand the
Social Studies concepts taught during
Procedures: the Economics Unit.

Students will finish

their storefronts for
their markets for
Economic Night (First
Grade Showcase).