Communities Provide Goods and Services - Author(s): M. Beth Arcuri and Sandra D'Onofrio - Grade Level: 2 - Subject Area: Mathematics, Science, and Technology/Social Studies/English Language Arts - Students will take a field trip to an area store, Dollar City, and will purchase one good for $1.00; or students will earn $.25 (play money) in the classroom and use this money to purchase an item from the classroom store. After making the purchase the student will explain if he/she bought a need or a want; and give support for his/her purchase.

Planning Guide

Creating Learner-Focused
Schools

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: Communities Provide Goods and Services	Author(s): M. Beth Arcuri and Sandra D'Onofrio
Grade Level: 2	School Address: New Hartford Central School 33 Oxford Road New Hartford, NY 13413
Subject Area: Mathematics, Science, and Technology/Social Studies/English Language Arts	School Phone/Fax: 315-738-9220

CONTENT KNOWLEDGE

Declarative	Procedural
The student understands that our community's needs, wants and ways of meeting them are influenced by many factors.	The student understands and applies basic concepts of measurement.
Students will be able to: Sort community produced as providing goods and/or services. Give reasons why a product/service provides a need or a want. Identify consequences of the choices consumers and producers make.	Students will be able to: Count money using nickel, dime, quarter, half-dollar and dollar Solve problems using money
	The student understands and applies the basic concepts of data analysis and distributions.
	Students will be able to: Record and evaluate information on different graphs.
	Using technology tools students will use a variety of information retrieval techniques and resources.
	Students will be able to: Access information from specific WWW address.
	Using technology tools students will produce a variety of formats to convey information. Produce a simple word processing document Using technology tools students will organize, synthesize and evaluate information. Students will be able to: Fill in spreadsheet data Using technology tools students will plan and manage resources to accomplish tasks. Students will be able to: Save and print word processing documents The student will read, write, listen, and speak for understanding and information. Student will write Statements of Information paragraphs. The student will read, write, listen, and speak for critical analysis and evaluation. Students will write Opinion/Point of View with Evidence Paragraph

ESSENTIAL QUESTIONS

What choices do consumers and producers make?
What are the consequences of choices that consumers and producers make?

INITIATING ACTIVITY

Students will take a field trip to an area store, Dollar City, and will purchase one good for $1.00; or students will earn $.25 (play money) in the classroom and use this money to purchase an item from the classroom store. After making the purchase the student will explain if he/she bought a need or a want; and give support for his/her purchase.

Connection to State Learning Standards

Content Area: Interdisciplinary (Mathematics, Science, and Technology/Social Studies/English Language Arts)

Level: Grade 2 Elementary

Benchmarks: Students use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound. Students access needed information from printed media, electronic data bases, and community resources.

Benchmarks: Students make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit tradeoffs to arrive at an optimal choice.

Standard: Students will access, generate, process, and transfer information using appropriate technologies.

Standard: Students will apply the knowledge and thinking skills of mathematics, science and technology to address real-life problems and make informed decisions.

Unit Theme: Communities Provide Goods and Services

Standard: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associates institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and non market mechanisms.

Standard: Students will read, write, listen, and speak for information and understanding. Students will read, write, listen, and speak for critical analysis and evaluation. Students will read, write, listen, and speak for social interaction.

Benchmarks: Students understand how societies organize their economies to answer three fundamental economic questions: What goods and services shall be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced? Students present economic information by developing charts, tables, diagrams, and simple graphs.

Benchmarks: Students select a focus, organization, and point of view for oral and written presentations. Students use the process of pre-writing, drafting, revising, and proofreading (the Writing process) to produce well-constructed informational texts. Student express opinions about events, books, issues, and experiences, supporting their opinions with some evidence. Students adjust their vocabulary and style to take into account the nature of the relationship and the knowledge and interests of the person receiving the message.

Learning Experiences

Declarative Knowledge

What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Sorts community producers as providing goods and/or services.

Gives reasons why a product/service provides a need or a want.

Identifies consequences of the choices consumers make.

Videos: Community Series, 2^nd Edition Services/Businesses SVE & Churchill Media, 6677 North Northwest Highway, Chicago, IL 60631-1304

Goods and Services Worksheets

Video: The Difference Between Wants and Needs, 100% Educational Videos, 9300 Madison Ave., Suite 102 Orangevale, CA 95662

Needs and Wants worksheets

Consequences of Choices worksheet

Word Splash

Numbered Heads and/or Pairs Check Graphic organizers

Mnemonic

Numbered Heads and/or Pairs Check Graphic organizers

Think-Pair-Share Matrix graphic organizer

Table graphic organizer

Think-Pair-Share

After viewing video, as a class, students will Complete a Word Splash identifying important vocabulary.

These worksheets reinforce the concepts of goods and services by having, students brainstorm where they spend their money; and classifying these into goods and services.

Good Touch/For Service

After viewing video, as a class, students will complete a Word Splash identifying important vocabulary.

These worksheets reinforce the concepts of needs and wants by having students brainstorm what they spend money on; and classifying these into needs and wants.

Students read and complete the Calling All Consumers booklet and review sheets.

Students make a list of businesses a community has and identifies if they provide goods or services and classify according to importance.

Given a money limit and a menu students will choose their own lunch items and calculate total cost.

Students complete a consequence of choices worksheet to understand that consumers can make different choices and that these choices have different effects.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Math: The student understands and applies basic concepts of measurement. Students will be able to: Count money using nickel, dime, quarter, half-dollar and dollar

Solve problems using money

The student understands and applies the basic concepts of data analysis and distributions. Students will be able to: Record and evaluate information on different graphs.

English Language Arts: The student will read, write, listen and speak for critical analysis/evaluation. Students will be able to: Write Opinion/Point of View with Evidence Paragraph

Technology: Using technology tools students will organize, synthesize and evaluate information. Students will be able to: Fill in spreadsheet data

Using technology tools student will use a variety of information retrieval techniques and resources. Students will be able to: Access information from specific WWW address.

Using technology tools students will plan and manage resources to accomplish tasks. Students will be able to: Save and print word processing documents.

Practice worksheets counting money Practice counting money using real and plastic coins Pairs check and/or Numbered Heads

Word Problems using money worksheets Pairs check and/or Numbered Heads

Mini-store

Practice worksheets Pairs Check and/or Numbered Heads

Modeling Graphic Organizer

Practice in computer lab

The Lemonade Stand www.littlejason.com/lemonade/

Practice in computer lab

Students will be given many opportunities to practice counting money

Students will be given many opportunities to solve money problems

Students have many opportunities to earn play money during the day. The money earned may be spent at the mini store. A variety of needs and wants will be available to purchase.

Students will have many opportunities to read, construct and evaluate tables and bar graphs.

Students will be taught how to write an Opinion/Point of View with Evidence paragraph about a business/service giving reasons why it is important to the community.

Students will be given opportunities to fill out simple spreadsheets.

Students will complete an instructional worksheet introducing different vocabulary and charts used in The Lemonade Stand. Then students will download the web site, play the game, and fill in a spreadsheet.

Students will have opportunities to create simple signs and banners using Super Print.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

The students will give reasons why a product/service provides a need or want

The students will give reasons why a product/service

The students will identify consequences of the choices consumers and producers make.

Classifying
Constructing Support
Constructing Support
Deductive Reasoning

Given a list of goods and services, each student will sort these into needs and wants; rank order the list and give support for the most important need and the least important want.

Each student will choose one business or service, complete a graphic organizer and write a paragraph explaining why it is important to the community.

Working in pairs, students complete the Consequences of Choices and Conditional Reasoning activity.

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........** Identify consequences of the choices consumers and producers make.	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation. Acting as an entrepreneur, each student will start a small business, write a point of view letter explaining the importance of his/her business; create a poster for his/her business; and complete a problem solving task evaluating choices he/she makes as a producer.
	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [x] Problem Solving (seeking to achieve a goal by overcomming constraints or lmiting conditions) [ ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale
Weights
4
3
2
1

NOTE: Rubric or other performance asessment instruments may be used.

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4	Score Point 3
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Score Point 2	Score Point 1
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