Stage 3: Showcase Event
Time-Frame:
10 day unit- 20-25 days of lessons
Start By: Monday, March 20
End By: Friday, April 21
Showcase Date: Wednesday, April 26
Showcase Task:
Description: Students will create 1 example of their product to be sold during the Showcase
Economic Night. They will design a storefront/display in art class 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 and their families will be given play money to purchase products.
Social Studies: Content of Economics satisfies Module 4 S.S. standards
Art: What is your storefront going to look like?
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
Math: How much does your product cost? How much is it going to sell for? How much profit?
Writing: A persuasive writing piece on what your service/good is and why people should buy it?
Stage 2: Standards, Essential Questions, and Understandings
Standards:
Social Studies: 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.
b. Compare goods that have different values, such as same item at different stores.
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?
What are the benefits of using a variety of sources to locate information?
How can I use evidence to solve problems, make decisions, and draw conclusions?
Math Standards:
1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a
two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used. Understand that in adding two-digit
numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
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.
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 make about people make about
goods and goods and services.
services. c. Identify and discuss
c. Identify and goods and services
discuss goods and provided in the
services provided in community.
the community.
Procedure: Procedure:
1.Discussion of 1.Have students in a
goods and group of 4 each get a
services from the magazines and cut
community. pictures of goods and
services and sort
What are some them on a poster
things you buy? labeled with goods
and services.
What are some
things people do Assessment:
for you? Completed Posters
2.Goods/Services
Matching Flipbook
(TPT Pack).
Teachers will do
the same on an
anchor chart. Go
over the
flipcharts as a
group on the
carpet.
3. Address the
definitions of
Goods and
Services.
Assessment:
Flipchart
Week 2
EQ 1: H
ow do economic decisions affect citizens?
EQ 2: What are examples of natural and human resources?
EQ 3: H
ow 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.
4.B.1 Describe types of markets in the community.
c. Explain how markets operate.
d. Identify markets in the local community, such as grocery stores, farmers' markets, toy stores, and fast food
restaurants.
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 building Procedure: Procedure: work, or play.
Bunny money houses. 1. Warm-Up: 1.Discuss skills
copied discuss the skills needed for Procedure:
Paper wallets Procedure: students need for certain jobs. 1.Pebble Go for
(1/student) 1.Whenever you working in school 2.Complete Jobs. Read the
come into school, and doing class what you want PebbleGo and
do you ever see jobs. Have them to be when you discuss the tools
Lesson Part 1: houses being share these skills. grow up necessary for the
built? activity: Draw job.
Procedure: 2. Separate yourself and
1.Read Bunny Go over the students into write skills 2. Discuss tools
Money. Model the definition of groups. Each needed for the needed for other
money lost with types of group will be given job jobs not in the
Bunny money and resources: a large piece of PebbleGo
paper wallet. paper with a job in Assessment:
2. Discussing the Natural- Things the middle of the 3. Complete Exit
task for the day: we get from page. Completed skills Ticket
Students will be nature 3. Students will paper with
given 1, $5 bunny vs. work to cover the drawing of Assessment:
money and 10 $1 Human sheet with what you want Exit Ticket
bunny money. They Resources- Graffiti of skills to be when you
will have to buy People that do that are needed grow up.
things throughout jobs. for someone to
the day with their complete the job Lesson Plan
money based on the in the middle of
menu items (i.e. 2.Think about
building a their paper.
pencil sharpening,
borrowing a pencil, football stadium.
Display the live 3. Students will
borrowing dry gather and all
erase marker ). camera from the
creation of the share their graffiti
Mercedes-Benz papers with job
Stadium. skills.
Assessment:
Writing Piece- 4. Engage
Students will (1) 3. Students will
work in groups students in a
identify what they discussion about
spent their money of 4 to identify
resources they why the skill
on and whether or mentioned on
not they believe see (tools,
people, their paper helps
they made good the person in the
choices with their materials) in the
live cameras. middle of the page
money. If not, what help their
would they have Each group is
responsible for community.
changed?
writing on 6
post-it notes. Assessment:
*Have written Completed graffiti
example ready to papers
model for them. (I 4. Students will
bought this _____ come back on
but I would have the carpet and
together will sort Lesson Plan
liked to have gotten
this ____). them by natural
and human
resources.
Assessment:
Lesson Plan Students will in a
group write 1
natural/human
resource, from
the stadium
construction, on
a post-it and
place the post it
on the
corresponding
poster.
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.
c. Describe how people earn money by working at a job.
Standards: Standards: Standards: Procedure: Shortened
4.B.1 Describe types 4.B.1 Describe 4.B.1 Describe types of Administer the
of markets in the types of markets markets in the community. Post-Assessment Day, No
community. in the community. c. Explain how markets S.S. Class
c.Explain how markets c.Explain how operate. Assessment:
operate. markets operate. d. Identify markets in the local Post-Assessment
Procedure: community, such as grocery
d.Identify markets in stores, farmers' markets, toy
the local community, 1.Go over the stores, and fast food
such as grocery stores, anchor chart for restaurants.
farmers' markets, toy consumers and
stores, and fast food producers. 4.B.2 Describe how goods
restaurants. and services are acquired.
2. Go over the c. Describe how people earn
Producers and money by working at a job.
Procedure: Consumers sort.
1.Explain how markets Glue the Procedure:
work. examples of 1. Review the definition of a
each to the market- A place where
2. Discuss Producers anchor chart. consumers and producers meet
and Consumers. to trade goods or services.
Assessment:
3. Add the definition of Sort Activity 2.Tell students that today they
producers and are going to be discussing
consumers to the markets from their community.
anchor chart carried
over from the rest of 3. Scoot-like Activity: Students
the unit. will have cards around the
room saying something like
3. Do the Consumers Where do you buy your
and Producers groceries? or Where do you
interactive website. get your hair cut?
4. Complete the 4. Bring students back together
assessment where and discuss how people go to
students draw 3 all different stores to purchase
examples of things their goods/get their services
they consumer, 3 done. They will then
examples of things acknowledge that all of those
they produce. Circle places are markets and serve
their favorite. us as consumers.
Assessment: 5.Closing Discussion: Where
do you get the money to spend
We are Consumers on goods and services?
and Producers 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 Procedures: Procedures: Procedures: Procedures:
Spring Create products. Continue creating Rough draft of Students will
Products. the storefront complete the
Break Students will be design. storefront final
grouped version on the
according to Students can tri-fold board, as
stores. They will start the final a group.
together come up copy after
with a store approval of the
name. teacher.
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?
Monday Tuesday Wednesday
4/24 4/25 4/26
Social Studies
Procedures: Procedures: Procedures:
Finish Finish Showcase Night!!! Final
Showcase Showcase touches need to be
materials completed for the
materials
showcase.
