UbD Social Studies

Name: Susanna Miller

Unit Title: Buy it! Sell it!

Grade Level: Kindergarten

Unit Duration: (12 days, 40 minutes each day)

Interdisciplinary Content: Social Studies, Mathematics, ELA, Art, Technology


GLCEs:
E1 Market Economy
Use fundamental principles and concepts of economics to understand economic
activity in a market economy.
K - E1.0.1 Describe economic wants they have experienced.
K - E1.0.2 Distinguish between goods and services.
K - E1.0.3 Recognize situations in which people trade.

CCSS:
CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer
questions about key details in a text.
CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic
and retell key details of a text.
CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing
to compose informative/explanatory texts in which they name what they are
writing about and supply some information about the topic

CCSS.Math.Content.K.MD.B.3 Classify objects into given categories; count the
numbers of objects in each category and sort the categories by count

Technology Standards:
PK-2.CI.1. use a variety of digital tools (e.g., word processors, drawing tools,
simulations, presentation software, graphical organizers) to learn, create, and
convey original ideas or illustrate concepts
PK-2.CC.1. work together when using digital tools (e.g., word processor,
drawing, presentation software) to convey ideas or illustrate simple concepts
relating to a specified project

Art Standards:
Art.VA.II.K.5. Express thoughts and ideas through the creation of artwork

Vocabulary:
Economics, needs, wants, goods, services, supply, demand, consumer.


STAGE 1 - Desired Results:

Students will understand that: Essential Questions:
Economics is important in our
world.
Needs are things that we need to
survive.
Wants are not necessary to
survive but are a luxury.
Goods are objects that are
produced.
Services are things that we pay for
when people help us.
Goods/services are marketed to
appeal to the consumer.

What is Economics?
How do you earn money to pay for
needs/wants/goods/services?
What are our basic needs?
What are things that we want but do
not need? What makes this a want?
How does supply and demand affect
the economy?
What causes supply and demand?
How do companies market their
product to consumers?

Students will know: Students will be able to:
The difference between needs and
wants.
The difference between goods and
services.
The difference between supply
and demand.
How to produce a good or service
that the class needs.
How to market (advertise) that
object to the class.
List the five main needs that humans
need to survive.
Name wants that are not necessary.
Describe goods and services.
Explain Economics in relation to
needs/wants/goods/services
Create a good/service for the
classroom.
Develop an advertisement for their
good/service.
















STAGE 2 - Assessments

Pre-assessment(s):
Circle the answer Students will have a pre-assessment where they must
circle the best answer to the question. There is no writing on this assessment
yet because I want the students to correlate their understanding with pictures
before the lesson.

Formative Assessment(s):
Think, Pair, Share, Write* Students will partner up with another classmate
and discuss then write the 5 needs that we must have to survive.
Write it out Students will brainstorm and write 3 wants.
Exit (2 days) Students will tell the teacher either a good or service (a good
one day and a service the next day) to exit out to recess or off of the carpet.
Goods and Services Sort Students will have a goods and services sort to
complete and turn in.
Teacher/student conversation Student will explain what supply and
demand is with the teacher during down class time. (this could occur
throughout the day so that the teacher has ample time to assess)

Summative Assessment:
Post-assessment Similar to Pre-assessment but more detailed and with
students writing their answers out. This time the students will write out
answers to a question correlating their understanding with words and
pictures.
Community service project As a class we will discuss that some people
have wants that are also needs because they are unable to afford their
needs. Students will bring in a need (food, clothing, water only) to donate.
Their assessment is for the students to understand that a need is something
like socks, gloves, spaghetti, canned veggies/fruit, water and NOT: cookies,
cereal, candy, pop.
Goods and Services Classroom Store


A Classroom Store

Over a period of 4 days the students will create and market a product, then set
up their products store in the classroom for others to purchase.

Goal: The goal of this activity is for students to learn the basics of Economics in
action.

Role: The students will take on the role of a
creator/producer/marketer/banker/consumer.

Audience: The Audience is the other students in the class who are the
consumers for their product.

Situation: Students are in the situation of working as a team of 4 over 4 days to
develop and create a product that will be appealing to the consumer.

Product, Purpose: The product of this activity is based on the students
decision of what their classmates demand might be (pencils, bookmarks,
notepads). The purpose is for the students to understand the inner workings of
economics.

Standards and Criteria for Success: A rubric that details the expectation for
their assignment will determine the students grade.




GRASPS Model of Authentic Assessment:
Goal, Role, Audience, Situation, Product/Performance/Purpose, Standards and
Criteria for Success















STAGE 3 - Lessons/Activities that Support Stage 1 and Stage 2

Hello Economics! What are you? (Intro to Economics-1day) Classroom
Chart
Do I need this or want this? (Wants and Needs-2 days) Wants and needs
sort/writing activity*
Spending money wisely! (saving and spending- 1 day) Writing activity
if I had 100 dollars
What will I pay you for? (goods and services 2 days) Goods and
services activity/What will my service be when I grow up?
Why must I wait so long? (supply/demand 1 day) Supply and demand
class skit


Do I need this or want this? Approximate Time:
2, 40 minute
sessions
Materials:
Book If you Give a Mouse a Cookie
Chart paper
Brain pop jr
Needs/wants sort cards
Needs/wants sorting assignment
Pen/Pencil

W Introduce the concept of needs and wants so that the students understand
what are our basic needs and how they differ from wants.

H Students will read the book If you give a Mouse a Cookie, and discuss all the
tings he wanted.

E Students will think and discuss what are their basic needs that they must have
to survive, and what are wants that they do not really need to live.

R The students will pair up with each other and discuss why certain things are
wants and not needs. Why cookies are food but not something we need to live.
They will think of several different examples of wants but not needs.

E The students will complete a picture sort on their own. This will show their
knowledge and understanding of the difference between a want and a need.

T Accommodations will be made for students that are having a hard time
understanding the concept by allowing them to discuss and work with a partner.
Students will watch a Brain Pop about Wants/Needs and they will also play a
game of Wants vs. Needs constructed from PowerPoint.

O Students will work as a class first to complete a picture sort then the following
day they will complete the picture sort activity on their own.

WHERETO Model:
Where are the students heading and Why?
How will you Hook students?
What will students Experience and Explore to Equip them for the
activities?
How will you help students Reflect and Rethink to gain a deeper
understanding? How will you help students Rehearse, Revise, and
Refine their thinking? How will you connect to what is Rigorous,
Relevant and Real?
How will students Exhibit what they know and self-Evaluate?
How will the activity be Tailored (differentiated) to meet the needs of all
students? How will Technology be integrated?
How will the activity be Organized?


Supporting Documents/Resources:
Picture sort for class
Individual picture sort page
Brain pop Jr.
http://www.brainpopjr.com/socialstudies/economics/needsandwants/previe
w.weml
Numeroff, Laura Joffe., and Felicia Bond. If You Give a Mouse a Cookie.
New York: Harper & Row, 1985. Print.

















Capstone Project Reflection


Overall I think that this unit is on its way to being a great unit for the
students. I feel as if I struggled with the fact that it is for kindergarten (since I am
used to developing units for upper elementary, and this is my first Kindergarten
unit) but was able to develop well rounded assessments, and outline some great
lessons that guided the students to further understanding. My main goal with this
unit was to develop a unit that was on a kindergarten level but that would create
higher order thinking situations for the students. I really wanted to provide them
with the opportunity to connect their learning to real life situations and think
objectively, while providing them with hands on activities.
What I think really works in this unit is the assessments. I have created
several different formative assessments to provide me with the feedback I need
before, during, and after each lesson to guide the review for the next lesson. This
will help me as the teacher so that I can continue to evaluate their understanding.
I also believe that the summative assessment with the classroom store provides
the students with a real life situation that will help them understand economics on
a deeper level.
The individual lessons of this unit continue to be developed. I think that
this is an area that needs more time to develop into the instruction that will
prepare the students understanding, and prepare them for their assessments.
Since we are teaching this unit in February, this is something that I will continue
to write lessons for and develop them throughout the next 2 months. I will use
this time to find more resources and fully integrate the concepts that I want them
to master.
Creating this unit was extremely helpful in allowing me to see the bigger
picture. I dont know why since I have created units before, but this time it
seemed to click just a little bit more for me. I am actually using this template to
create two reading units for reading groups that I will be working with until
Christmas. It really helped me narrow down what I needed the students to
understand and what I wanted them to be able to accomplish at the end of the
unit. The more that I work with UBD the more that I see how important it is to
have those large goals first. Seeing what I wanted them to know and understand
laid out for me, I was able to create my lessons and drive my instruction toward
that goal.
I am anxious to fully complete this unit and to teach the lessons I have
developed in the classroom. I am by no means thinking that everything will go
perfect of be as planned, but one thing I have learned is that you must adjust and
move on.