{Download FREEBIE pack here.} Economics is my absolute FAVORITE social studies unit to teach. There are so many hands-on activities to do with students and they are so eager to earn and spend money! One of my favorite activities is to end with our "Madden's Marketplace." This is a chance for students to put into action all of the things they have learned about being producers and consumers. To begin with, I send home a letter asking students to create paper goods. Why paper? It's something all of my students have at home (or I can easily give them). I want my marketplace to be fair for all students. I'm sure I could let them have the freedom to create any product, using any materials and I would get some amazing masterpieces. I would also get some elaborate (and expensive) items. That's not what I want. I encourage parents to spend NO money on this and for it to be STUDENT CREATED. I really want them to take the initiative. Here are some samples of paper products my students created to sell this year - everything from rockets to bookmarks to lanterns to hats. I incorporate the making of goods into my students' homework schedule, encouraging them to create two products per night. Before the due date, we work on creating "shops" in class. We create our "shop" by gluing two file folders together. The picture below is using legal-sized file folders, but that just happens to be what we had available. Shop Parts: Signs: Initially, we create the signs for our shops, color the awnings to make them eye-catching. Open/Closed: Next, we create open/closed signs that sit atop our shop so we can easily flip the sign to show the status of our shops. Slogan: We then come up with a catchy slogan. We talk about slogan's we know from commercials. Why did those stick in our heads? We learn to use a play on words, alliteration, onomatopoeia, etc. to make our slogans catchy so consumers will remember them. Product Description: Students each write a product description detailing WHAT their product is and HOW it works or can be used. We talk about the importance of letting consumers know exactly what they are getting. Commercial Script: Finally, students write commercials to "sell" their products to their classmates. We use hooks to get their attention, repetitions of our catchy slogans, and persuasion. Other Components: We also glue on the Consumer Comments, Price, and Interest Inventories, but we leave all of those blank initially. On the day of the marketplace, students set up their shops and lay their products out on display. Then, they have a chance to walk around the classroom and "window shop." They are encouraged to take a good look at all of their options, reading the product descriptions and examining the merchandise. After students have had a good look at all of their choices, I give them stickers (I would recommend 3-4). They walk around and place their stickers on the "Interest Inventory" of the products that interest them the most. The results of the interest inventory are used by the shop owners to determine if they have a high demand or low demand for their products. Knowing the demand helps them determine a price for their product. High demand = higher price. Low demand = lower price. The only rule is that all prices have to be in whole dollars. Once prices are set, then students are ready to go shopping! There are many different ways to let students shop. Some years, if I've done economy-based management system, my students will use "money" they've earned to shop. This year, I just gave them all $12 to shop with. I'm always torn about letting my students split into groups to run their shops (half shop while half work) - it always seems that students don't get to shop at all of the stores in that scenario. To solve that problem, I let all of my students shop at the same time. To do this students create "tokens" to leave at their shop. They create the same number as products they have to sell. For example, if Katie has 10 kites to sell, she creates and leaves 10 tokens with her name or shop name on them. Once each shop has tokens, students are ready to shop. Since there are no workers at the shops to collect money, I give my students "consumer spending logs" with pictures of dollars on them. Since I gave my students 12 dollars to spend, their consumer spending logs had 12 one dollar pictures. As students go around to the shops, they color in the dollars they've spent and pick up tokens (NOT products) that they will trade in for their purchases once the shops close. Once all of the tokens are gone, that shop is "closed." Once a student has colored in all of the dollars on his/her spending log, they are done shopping. It really works out quite well. Once students have traded all of their tokens in for their goods, they are given paper for providing feedback to the shops. They slip these into the "consumer comments" pockets on the storefronts. They love reading the feedback from their customers! <3 After wrapping up our shops, students are often left with some extra products. Instead of having them take their own products back home, I let them put another economics concept into practice - BARTERING! They have a blast working out "fair swaps" for their products and really working to get the other things they may have wanted but didn't have the money to purchase...and of course, they do all of this while proudly wearing some of their favorite purchases. :) All in all, it is a fun day of learning. Students take their roles as both producers and consumers seriously and come away with a real sense of accomplishment! If you would like to download this packet of FREE resources to hold your own Economics shop, you can do so HERE. Enjoy!
Using the book 'Weslandia', students will create their own utopian society. Students will use their knowledge from Science and Social Studies to create their own civilizations. Science: Discoveries, Water Supply, Housing, Energy Sources Social Studies: Geography, Economics, Culture, Religion, Government etc. Included: group worksheets, rubric, examples UPDATED: More creative appearance Additional rubric New pictures If you like this activity you may also like other civilization project https://www.teacherspayteachers.com/Product/Create-your-own-civilization-based-off-of-Weslandia-116948
Teaching economics elementary doesn't have to be difficult! Teach all the basics in a week with these fun activities.
Mit diesem neuen Material von selbstorientiert können Lehrer*innen die Europäische Union im Fach Sozialwissenschaften / Politik / Wirtschaft an die Schülerinnen und Schüler vermitteln. Wichtiger Bestandteil ist der Aufbau vom Europäischen Rat, Gerichtshof, Parlament aber auch den unterschiedlichen Grundfreiheiten innerhlab der EU.
Teaching economics elementary doesn't have to be difficult! Teach all the basics in a week with these fun activities.
Here is a free ABA resource (link below)! Just print the pages (on colored paper for a more exciting look), cut them out, and staple the top for an awesome flipbook. Included terms are: ABC data (a…
Do you need a social studies bulletin board for you classroom? This is the perfect product for you! This social studies bulletin board kit will help if you teach or cover any of the following topics: Ancient Civilizations Communities Culture Economics Geography Government History State History News I am so excited about this Social Studies themed bulletin board! I plan to hang various pieces in my room (or on an anchor chart) for my students to reference all year long! A few pieces (not many) are editable-- so please read the description to see if it works for you! Download includes: 2 Generic Titles: Studying Social Studies (or just "Social Studies") Titles for 8 main topics: Ancient Civilizations, Communities, Culture, Economics, Geography, Government, History, State History, and News Mini titles and topic headers for each subject (example: Economics will have a mini title for "producer" and "consumer", etc.) 18 premade "Goal Getter" cards Editable file is in PowerPoint (to make for easy editing) and include editable blank word cards (use your own fonts) and a set of blank goal cards. Editable file is in PowerPoint (to make for easy editing) and include editable blank word cards (use your own fonts) and a set of blank goal cards.
Learn how easy it can be to integrate 2nd grade personal finance standards into units that teach math and money concepts!
Teaching economics elementary doesn't have to be difficult! Teach all the basics in a week with these fun activities.
5 YouTube Channels that Rock!
Always crunched for time in special education, science and social studies instruction don't always meet the cut. NOT ANYMORE! Functional and differentiated skill work that covers standards-aligned topics for grades K-3, this adapted work binder is the perfect addition to any elementary special education classroom. Please watch the video preview for a look at some of the workpages included in this resource. What is included? • 1 boy cover and 1 girl cover • 4 Science covers (editable to add student names) • 4 Social Studies covers (editable to add student names) Please note this is for a digital download. No hard good will be sent to you. You will need to print and assemble. What topics does this adapted binder cover? SCIENCE AWB® • Investigating lab tools • Weather and seasons, Extreme Weather • Wants and needs • Light and sound • Plants and animals • Offspring • Parts of animals / humans / plants • Body parts / Human Body Organs • 5 senses • Planets / Phases of the moon • Habitats / Ecosystems / Biomes / Landforms • Earth’s Surface (sand, soil, rocks, water), Water life cycle • Time / Chronological Order • Plant / Animal life cycles (Frog, Plant, Rock, Apple, Water life cycle) • Animal groups • Sort and classify • Fossils • Push and Pull / Forces of Motion • Making observations SOCIAL STUDIES AWB® • Family tree • Good citizens and roles of citizens • Geographic tools and maps • Parts of a map / labeling a map • Cardinal directions • Locating places on a map • Positional words • Community helpers • Goods and services, economics • Producers and consumers • Supply and demand • Trade and barter • Past / Present • Positive / Negative transformations • Chronological thinking • 3 levels of Government • Government leaders NEED A TOPIC INCLUDED (that's not on the list)? Send me an email and we can chat about it. :) Connect with me: • Newsletter • Blog • Facebook • Instagram • Pinterest • Thanks for Looking and Happy Teaching!
After having taught on different patterns of land use (Commercial Zones, Industrial Zones, Residential Zones, Public/Semi-Public Zones, Parks/Recreation Zones, Agricultural Zones) use this project to assess student understanding.Students will create a city using their understanding of the different ...
Conversación en La Catedral es algo más que un hito en el derrotero literario del Premio Nobel de Literatura Mario Vargas Llosa: es un punto de referencia insoslayable, un dato fijo en la historia de la literatura actual. Zavalita y el zambo Ambrosio conversan en La Catedral. Estamos en Perú, durante el «ochenio» dictatorial del general Manuel A. Odría. Unas cuantas cervezas y un río de palabras en libertad para responder a la palabra amordazada por la dictadura. Conversación en La Catedral (1969) no es, sin embargo, una novela histórica. Sus personajes, las historias que éstos cuentan, los fragmentos que van encajando, conforman la descripción minuciosa de un envilecimiento colectivo, el repaso de todos los caminos que hacen desembocar a un pueblo entero en la frustración. Conversación en La Catedral es una cruda radiografía del envilecimiento y la frustración de la sociedad peruana bajo la presión de un poder dictatorial. «Si tuviera que salvar del fuego una sola de las [novelas] que he escrito, salvaría ésta.» Mario Vargas Llosa ENGLISH DESCRIPTION A conversation is held in the Cathedral during the Manuel A. Odría dictatorship in Peru; over beers and a sea of freely spoken words, the conversation describes the degradation and the frustration of a town. Through a complicated web of private lives, the author analyzes the mental and moral mechanisms that govern power and the people behind it. Conversación en la Catedral is more than a point of reference; it is a landmark in the history of present Literature.
Que cada cosa cruel sea tú que vuelves, de la colección «Poesía portátil» constituye una ventana a la poesía de uno de los escritores argentinos más relevantes del siglo XX. La obra de Julio Cortázar es uno de los pilares de la literatura de habla hispana del siglo XX. Conocido especialmente por sus cuentos y novelas, el autor argentino era un poeta hasta cuando escribía en prosa y supo imprimir en sus versos la misma emoción que conmocionó en obras como Rayuela.------- «No me des tregua, no me perdones nunca.Hostígame en la sangre, que cada cosa cruel sea tú que vuelves. ¡No me dejes dormir, no me des paz!Entoncesganaré mi reino,naceré lentamente.No me pierdas como una música fácil, no seas caricia ni guante;tállame como un sílex, desespérame.» -------
PRINTABLE homeschool hour Google sheets log for 2024-2025 school year, JULY start date. Track hours for the included Core and non-core subjects (easily customizable): Core subjects: Math, Reading, Language Arts, Science, Social Studies (history, geography, civics, economics, sociology, etc) Non-Core Subjects: Music, PE, Art, Life Skills, Service projects, Bible studies, computer, and foreign language, etc. You write in what subjects your child is learning. Printable hour log comes with: - Instructions on how to use the PDF - Minutes to decimal conversion chart - 2024-2025 school year overview page - Monthly caldendars - Month hour log pages. Core subjects are provided. Non core is left blank for you to write in to your customization - NEW notes page at the end of each month - Quarterly page to help add up hours in smaller sections - End of year review to tally total hours **Specifically designed for Missouri Homeschool laws. But available for all homeschoolers. "The Missouri Home School law requires that you teach a minimum of 1,000 hours with at least 600 of those hours in core subjects, reading, math, social studies, language arts, and science." *If requested, provide this hour log for proof of education.
Get your students outside this school year! We have some tried and true ideas and teacher tips to help you teach your students outside!
Do you little {or big} learners have a little trouble distinguishing between needs and wants? That’s why I created this Wants vs Needs Learning Pack! It’s great for any time of year, but especially before Christmas! *This post contains affiliate links. **The free printable link can be found towards the END of this post. Just click ... Read More about Wants vs Needs Learning Pack {FREE}
30+ Free landform worksheets, printables and more! Great for putting together a Landform unit study or science journal. Covers over 30 different types of landforms. Students are asked to color, describe, and locate famous or local examples of each type of landform.
When the modifications and accommodations of an Individualized Eduction Program are not enough and some of their behaviors are still in the way of their learning, a Behavior Intervention Plan may need to be put in place.
I'm a girl from the Midwest sharing bits of my life in a first grade classroom.
I love social studies and how it mixes so well with everything that we are doing in ELA!! Right now, we are reading “The Lemonade War”! My kiddos love it and so do I! The best part is that it fits perfectly into our Economics standards! We use this novel study to go through the ... Read More about Market Day Economics Project
{Download FREEBIE pack here.} Economics is my absolute FAVORITE social studies unit to teach. There are so many hands-on activities to do with students and they are so eager to earn and spend money! One of my favorite activities is to end with our "Madden's Marketplace." This is a chance for students to put into action all of the things they have learned about being producers and consumers. To begin with, I send home a letter asking students to create paper goods. Why paper? It's something all of my students have at home (or I can easily give them). I want my marketplace to be fair for all students. I'm sure I could let them have the freedom to create any product, using any materials and I would get some amazing masterpieces. I would also get some elaborate (and expensive) items. That's not what I want. I encourage parents to spend NO money on this and for it to be STUDENT CREATED. I really want them to take the initiative. Here are some samples of paper products my students created to sell this year - everything from rockets to bookmarks to lanterns to hats. I incorporate the making of goods into my students' homework schedule, encouraging them to create two products per night. Before the due date, we work on creating "shops" in class. We create our "shop" by gluing two file folders together. The picture below is using legal-sized file folders, but that just happens to be what we had available. Shop Parts: Signs: Initially, we create the signs for our shops, color the awnings to make them eye-catching. Open/Closed: Next, we create open/closed signs that sit atop our shop so we can easily flip the sign to show the status of our shops. Slogan: We then come up with a catchy slogan. We talk about slogan's we know from commercials. Why did those stick in our heads? We learn to use a play on words, alliteration, onomatopoeia, etc. to make our slogans catchy so consumers will remember them. Product Description: Students each write a product description detailing WHAT their product is and HOW it works or can be used. We talk about the importance of letting consumers know exactly what they are getting. Commercial Script: Finally, students write commercials to "sell" their products to their classmates. We use hooks to get their attention, repetitions of our catchy slogans, and persuasion. Other Components: We also glue on the Consumer Comments, Price, and Interest Inventories, but we leave all of those blank initially. On the day of the marketplace, students set up their shops and lay their products out on display. Then, they have a chance to walk around the classroom and "window shop." They are encouraged to take a good look at all of their options, reading the product descriptions and examining the merchandise. After students have had a good look at all of their choices, I give them stickers (I would recommend 3-4). They walk around and place their stickers on the "Interest Inventory" of the products that interest them the most. The results of the interest inventory are used by the shop owners to determine if they have a high demand or low demand for their products. Knowing the demand helps them determine a price for their product. High demand = higher price. Low demand = lower price. The only rule is that all prices have to be in whole dollars. Once prices are set, then students are ready to go shopping! There are many different ways to let students shop. Some years, if I've done economy-based management system, my students will use "money" they've earned to shop. This year, I just gave them all $12 to shop with. I'm always torn about letting my students split into groups to run their shops (half shop while half work) - it always seems that students don't get to shop at all of the stores in that scenario. To solve that problem, I let all of my students shop at the same time. To do this students create "tokens" to leave at their shop. They create the same number as products they have to sell. For example, if Katie has 10 kites to sell, she creates and leaves 10 tokens with her name or shop name on them. Once each shop has tokens, students are ready to shop. Since there are no workers at the shops to collect money, I give my students "consumer spending logs" with pictures of dollars on them. Since I gave my students 12 dollars to spend, their consumer spending logs had 12 one dollar pictures. As students go around to the shops, they color in the dollars they've spent and pick up tokens (NOT products) that they will trade in for their purchases once the shops close. Once all of the tokens are gone, that shop is "closed." Once a student has colored in all of the dollars on his/her spending log, they are done shopping. It really works out quite well. Once students have traded all of their tokens in for their goods, they are given paper for providing feedback to the shops. They slip these into the "consumer comments" pockets on the storefronts. They love reading the feedback from their customers! <3 After wrapping up our shops, students are often left with some extra products. Instead of having them take their own products back home, I let them put another economics concept into practice - BARTERING! They have a blast working out "fair swaps" for their products and really working to get the other things they may have wanted but didn't have the money to purchase...and of course, they do all of this while proudly wearing some of their favorite purchases. :) All in all, it is a fun day of learning. Students take their roles as both producers and consumers seriously and come away with a real sense of accomplishment! If you would like to download this packet of FREE resources to hold your own Economics shop, you can do so HERE. Enjoy!
Note: This is the second post in a two-part series. See the first post here. Now that you know the components of Project-Based Learning, I want to share a step-by-step example illustrating how I walked through a project with my primary kiddos. As a disclaimer, the project I am about to share is not perfect. It's a work in progress (aren't they all?), and I'm sure I'll continue to tweak it in the years to come. That said, I hope this will still provide a practical example of how you can pull off a project of this scale in a primary classroom. Here's how you can make it happen! 1. Present the Essential Question and Brainstorm Solutions As I wrote in my last post, our essential question for the project was, "How can we use economics to bring justice to the world?" I started off by presenting the students with some background knowledge: families in many countries around the world depend upon cows and other livestock for their livelihoods, but they often don't have enough. Next, I framed a central problem. Cows, which can provide extra income, cost around $500 in many countries, and that's often beyond the reach of the families that would benefit most. How could our class earn that much money and help a family develop a more sustainable livelihood? I created a problem and solution chart and had students share their ideas for how they could solve this problem. The teacher is the facilitator in this step, and can guide students towards the idea of creating their own businesses. 2. Brainstorm Ideas Individually A few years ago, I read the book Quiet by Susan Cain. I'm an introvert myself, and this book helped me better understand how to operate well in a group setting. Jumping right into brainstorming without quiet time to think is an incredibly stressful experience for me, and I don't typically feel comfortable processing things verbally in front of others. According to Cain, it turns out that extrovert-oriented brainstorming sessions don't necessarily lead to the best ideas. Everyone, whether introvert or extrovert, has the best ideas when they are given time to think quietly on their own before coming together with a larger group. I see individual brainstorming time as one of the most important steps of the problem-solving process. Giving your students time to think individually before they collaborate with peers will help them prepare their valuable contributions to their group. 3. Collaborate as a Group After students have written down their individual business ideas, it's time for them to share their concepts with their group. Before your students break off into groups, review and model appropriate social skills for collaboration. I can't say this often enough: assume nothing and model everything. It's easy for adults to take for granted the skills we've mastered for working well with others. Don't forget, though, that learning how to speak is a relatively recent event in your primary students' lives. They've only been using complete sentences for a few years! It's completely reasonable and absolutely necessary to set aside time to practice how to respectfully disagree and make compromises with others. When your students do break off into their teams to share their individual ideas and come up with a group concept, remind them that they'll be allowed to tweak their ideas in the future. This isn't set in stone after the first group meeting! 4. Explore the Topic in Other Content Areas This is the fun part for me. I love referring back to my Curriculum Map and bringing the economics theme into other subject areas. Take this opportunity to cover your measurement and data standards on the value of money, hit your language arts standards on persuasive writing by creating advertising for stores, and address reading comprehension standards by reading books and articles about finances and businesses. ReadWorks is a fabulous resource for leveled articles, and you can search for resources about economics by your students' grade level. There is a wealth of quality children's literature with this theme, too. Here are some titles to help you get started! 1. A Chair for My Mother by Vera B. Williams 2. Pedrito's Day by Luis Garay 3. A Day's Work by Eve Bunting 4. Alexander, Who Used to Be Rich Last Sunday by Judith Viorst 5. Once Upon a Dime by Nancy Kelly Allen 6. Chicken Sunday by Patricia Polacco 7. A New Coat for Anna by Harriet Ziefert 8. Those Shoes by Maribeth Boelts 5. Develop a Prototype and Revise Learning how to make a plan before diving into a project is an invaluable skill that will benefit your students throughout their lives. (It's something I'm still working on myself!) Before handing over any project materials for making store products, have your students work with their team to draw a detailed plan or build a prototype out of inexpensive materials. That way, when you hand over the real supplies for creating the products to sell, your students will have a clear end goal in mind. This also helps to resolve disputes about product designs before they even start! 6. Create a Final Product Now the fun part: give your students time to create their final products! Don't be shy about asking for help from parent volunteers, and I would recommend distributing only a few supplies at a time. For example, if you have a group painting toy cars, don't give them all 20 cars at once. Give them just a few to work on initially so that there is a higher quality of workmanship. Discuss with your students the importance of offering quality products in your store. 7. Share Learning with the Community After all of that work developing their businesses, your class will be ready to celebrate! As a culmination of the project, host a market on your school campus to sell the products the students made. Again, don't be shy about recruiting volunteers! After the market, help your students calculate their earnings, pay back their loans, and use the profits to buy a cow for a family in the developing world. 8. Reflect on Learning A final, critical component of Project-Based Learning is allowing your students to reflect on their experiences. Remember, you built in room for failure, and your students learned a lot through the process of fixing those mistakes or revising their plans. That's the whole point of Project-Based Learning. This reflection step will solidify for your students what they would like to do differently when you take on your next big project together as a class. Do you feel ready to get started? If you are looking for a resource to make your first experience with Project-Based Learning a breeze, I have good news! I've included ALL of the printable materials you'll need for this project, as well as a more detailed daily pacing guide, in my Marketplace Economics packet. Click here to see more! This post contains affiliate links. This means that Amazon awards me a small referral fee when people visit their site via the links in my blog posts and purchase something (even something other than the linked product!). This doesn't affect the price you pay, and you can be confident that I only recommend products and teaching supplies I believe in and use myself. Thank you so much for your support in making this blog possible!
This unit includes activities for an economics unit for 2nd grade. -Wants/needs - goods/services -supply/demand -spend/save - 3 unit assessment opportunities ...
Your economics activities should not be boring. There are SO MANY fun ways to make it engaging for students, as well as teach vocabulary.
How I wish I could just talk about word study and reading all day, but the economic unit I am working on is calling my name. Community help...
Femmes invisibles von Caroline Criado Perez
Niveau B1 Das visuelle Fachwörterbuch Einzelhandel umfasst ca. 500 Stichwörter aus allen relevanten Bereichen des Ausbildungsberufes Verkäufer/Verkäuferin bzw. zum Einzelhandelskaufmann/Einzelhandelskauffrau. Das Fachwörterbuch ist ideal für Auszubildende und Berufsschüler, die Deutsch als Zweitsprache auf dem Niveau B1 (erweiterte Grundkenntnisse)…
You may have heard the term "entrepreneur" before, but can the kids explain what one is, name some famous entrepreneurs and talk about the skills needed to become one? Do the children think they would make a good entrepreneur themselves? Let them answer this worksheet and find out!
This posts contains a goods and services freebie that can be used with kindergarten and first grade students learning about this topic!
10 Creative One-Pager Ideas for Social Studies As a social studies teacher, you understand that the subject is one of the most important asp...
Students can travel across the globe without leaving the classroom. Check out these fun geography lessons for any grade and curriculum.
Who would think Economics For Kids would actually be fun? It can be! When you give students the opportunity to make money, spend money create a business, sell their products...
¡Buenos días! He añadido a un material que ya tenía, el flipbook del trabajo, unos foldables, para ayudar a organizar la información de nuestro alumnado en su cuaderno. Estos foldables/plegables ayudarán a comprender mejor la división de los sectores y lo harán más visual. Si ya tienes el flipbook, puedes descargarlos sin coste volviendo a descargar de nuevo el material, así tendrás acceso al material completo. Puedes conseguir el material completo aquí: FLIPBOOK EL TRABAJO Por petición popular aquí os subo uno de los foldables para que lo uséis con vuestro alumnado, si lo hacéis y lo compartís en redes no olvidéis mencionarme y etiquetarme para que veo que bien han quedado. Un saludo. Maestra Berta
