Families and Schools
How Do We Get What We Need or Want?
SS0102
First Grade Social Studies: Families and Schools
Unit 2: How Do We Get What We Need or Want?
Big Picture Graphic
Overarching Question:
How do families meet their wants and needs where they live?
Previous Unit:
What Is A Family?
This Unit:
How Do We Get What We Need or Want?
Questions To Focus Assessment and Instruction:
1.
2.
3.
Next Unit:
How do families satisfy their needs and wants?
What is scarcity and what does it force families to do?
How and why do families trade?
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How Do We Learn About
Places?
Types of Thinking
Cause and Effect
Compare and Contrast
Descriptive
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Families and Schools
How Do We Get What We Need or Want?
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How Do We Get What We Need or Want?
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Unit Abstract:
Building on economic concepts from kindergarten, the unit begins with an exploration of economic
wants and how people fulfill their wants with goods and services. Next, students are introduced to
the terms ‘producer’ and ‘consumer’ as they explore ways in which their families consume goods
and services. Students apply what they have learned in an activity based on Little Nino’s Pizzeria
or a similar book. Students explore the concept of scarcity through a simple classroom
demonstration and scenario. Students then explore how scarcity forces people to make choices.
This unit integrates math expectations using data, pictographs, and money. Using the book Crow
& Pig or a similar book, students explore the concept of trade and then investigate how money
simplifies trade. Students next look at various ways people earn money. Finally, students
summarize the unit concepts in a graphic organizer.
Focus Questions
1. How do families satisfy their needs and wants?
2. What is scarcity and what does it force families to do?
3. How and why do families trade?
Content Expectations
K - E1.0.1: Describe economic wants they have experienced.
K - E1.0.2:
Distinguish between goods and services.
1 - E1.0.1:
Distinguish between producers and consumers of goods and services.
1 - E1.0.2:
Describe ways in which families consume goods and services.
1 - E1.0.3:
Using examples, explain why people cannot have everything they want (scarcity) and
describe how people respond (choice).
1 - E1.0.4:
Describe reasons why people voluntarily trade.
1 - E1.0.5:
Describe ways in which people earn money (e.g., providing goods and services to
others, jobs).
1 - E1.0.6:
Describe how money simplifies trade.
Integrated GLCE’s
R.WS.01.04: Use structural cues to recognize one-syllable words, blends, and consonant
digraphs including: letter-sound, onset and rhymes, whole word chunks, word
families, digraphs th, ch, sh. (English Language Arts)
R.NT.01.03: Identify problem/solution, sequence of events, and sense of story (beginning,
middle, and end). (English Language Arts)
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Families and Schools
How Do We Get What We Need or Want?
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M.UN.01.04: Identify the different denominations of coins and bills. (Math)
M.UN.01.06: Tell the amount of money: in cents up to $1, in dollars up to $100. Use the symbols $
and ¢. (Math)
D.RE.01.01: Collect and organize data to use in pictographs. (Math)
D.RE.01.03: Make pictographs of given data using both horizontal and vertical forms of graphs;
scale should be in units of one and include symbolic representations ( e.g., J
represents one child). (Math)
Key Concepts
choice
consumer
economic wants
goods
money
pictograph
producer
scarcity
services
trade
Lesson Sequence
Lesson 1: Needs and Wants
Lesson 2: Producers and Consumers
Lesson 3: Scarcity
Lesson 4: Choice
Lesson 5: Money
Lesson 6: Trade
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
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Families and Schools
How Do We Get What We Need or Want?
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Resources
Equipment/Manipulative
Art paper and drawing materials, such as markers and crayons
Chart paper and markers
Coins: penny, nickel, dime, quarter, half dollar
Colored construction paper cut into small squares to fix on pictographs
Dollar bill
Overhead projector or document camera and projector
Play money
Stickers (enough for one per student)
Student journal or notebook
Student Resource
Barbour, Karen. Little Nino’s Pizzeria. New York: Voyager Books, 1990.
Brett, Jan. The Mitten. New York: G.P. Putnam’s Sons, 1989.
Brisson, Pat. Benny’s Pennies. New York: Knopf Books for Young Readers, 1995.
Chorao, Kay. Pig and Crow. New York: Owlet Paperbacks, 2005.
Hughes, Sarah. My Aunt Works in a Cheese Shop (My Family at Work series). New York:
Children’s Press, 2000.
- - -. My Dad Works on a Farm. (My Family at Work series). New York: Children’s Press, 2000.
- - -. My Grandfather Works in a Bakery. (My Family at Work series). New York: Children’s Press,
2000.
- - -. My Mom is a Beekeeper. (My Family at Work series). New York: Children’s Press, 2000.
- - -. My Uncle Owns a Deli. (My Family at Work series). New York: Children’s Press, 2000.
Hutchens, Pat. The Doorbell Rang. New York: Greenwillow Books, 1986.
Numeroff, Laura. If You Take A Mouse to School. New York: Harper Collins, 2002.
Sadler, Marilyn. Money, Money, Honey Bunny! New York: Random House Books for Young
Readers, 2006. (rhyming words)
Teacher Resource
Channell, Geanie, et. al. Focus: Grades K-2 Economics. National Council on Economic Education,
2007.
Econ and Me Video Series and Teachers’ Guide. National Council on Economic Education, 1995.
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How Do We Get What We Need or Want?
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Economics Posters. 26 August 2008 <www.kidseconposters.com>.
Heyse, Kathy and Day Harlan. Half-Pint Economics for Kids. Indiana Council for Economic
Education, 2004.
Resources for Further Professional Knowledge
First Grade Social Studies Websites. August 26 2008
<http://www.ahisd.net/campuses/cambridge/grade1/1stsocstud.htm>.
Michigan Council on Economic Education. August 26, 2008 <www.mceeonline.org>.
National Council on Economic Education. August 26, 2008 <www.ncee.net>.
National Council for the Social Studies. August 26, 2008 <http://www.ncss.org/>.
Online Lessons for each National Standard. August 26, 2008 <http://www.ncee.net/ea/standards/>.
Social Studies Lesson Plans and Resources. August 26, 2008 <http://www.csun.edu/~hcedu013/>.
Strategies for Teaching Social Studies. August 26, 2008
<http://www.udel.edu/dssep/strategies.htm>.
Teaching Social Studies. August 26, 2008
<http://www.proteacher.org/c/185_Teaching_Social_Studies.html>.
Voluntary National Content Standards in Economics. August 26, 2008
<http://www.fte.org/teachers/standards/>.
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How Do We Get What We Need or Want?
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Instructional Organization
Lesson 1:
Needs and Wants
Content Expectations:
K - E1.0.1: Describe economic wants they have experienced.
K - E1.0.2:
Distinguish between goods and services.
Key Concepts: economic wants, goods, services
Abstract: The lesson begins by reviewing how families provide safety and love, and help meet
people’s needs and wants. Using a T-Chart labeled “Wants” and “Needs”, the teacher guides
students in identifying examples of some of their needs and wants and different ways these can be
satisfied. The teacher explains that needs and wants can usually be satisfied with a good or
service. Students distinguish between goods and services using various photographs and
examples and classify various items as goods or services. Finally, the students listen to the book,
If You Take a Mouse to School and create a list of all the wants the mouse had in the story.
Students then connect these wants to the various goods and services that satisfy the mouse’s
wants.
Lesson 2:
Producers and Consumers
Content Expectations:
1 - E1.0.1: Distinguish between producers and consumers of goods and services.
1 - E1.0.2:
Describe ways in which families consume goods and use services.
R.NT.01.03: Identify problem/solution, sequence of events, and sense of story (beginning,
middle, and end).
Key Concepts: consumer, goods, producer, services
Abstract: The teacher begins this lesson by reviewing economic concepts from the previous
lesson. Students explore the term "consumer" in relation to the goods they have purchased. Next,
students are introduced to the term "producer", defined as "the provider of goods and services."
The teacher explains that people can be both producers and consumers. Using the book Little
Nino’s Pizzeria or a similar book about a family-owned business, students apply their economic
knowledge from the first two lessons. The book is used to foster a discussion of many economic
ideas: how a family works together to run a business; how the family produces pizza, which is a
good, and provides delivery service, which is a service; consumers loved the Nino’s pizza so
business increased. The book also demonstrates problem solving.
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Families and Schools
How Do We Get What We Need or Want?
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Lesson 3: Scarcity
Content Expectations:
1 - E1.0.3: Using examples, explain why people cannot have everything they want (scarcity) and
describe how people respond (choice).
R.NT.01.03: Identify problem/solution, sequence of events, and sense of story (beginning,
middle, and end). (English Language Arts)
Key Concepts: scarcity
Abstract: This lesson begins with the students experiencing a scarcity situation in the classroom.
Scarcity is defined simply as not being able to have everything we want. Students then listen to a
scenario involving scarcity within a particular family. Student’s identify the problem of scarcity and
brainstorm solutions for the family in the story. Building on the concept of scarcity, the teacher
guides students in understanding that because of scarcity, people must make choices.
Lesson 4: Choice
Content Expectations:
1 - E1.0.3: Using examples, explain why people cannot have everything they want (scarcity) and
describe how people respond (choice).
D.RE.01.01: Collect and organize data to use in pictographs. (Math)
D.RE.01.03: Make pictographs of given data using both horizontal and vertical forms of graphs;
scale should be in units of one and include symbolic representations(e.g., J
represents one child). (Math)
M.UN.01.04: Identify the different denominations of coins and bills. (Math)
M.UN.01.06: Calculate the amount of money: in cents up to $1, in dollars up to $100. Use the
symbols $ and ¢. (Math)
Key Concepts: choice, pictograph, scarcity
Abstract: Students further explore the concept of scarcity and how scarcity forces people to make
choices. Students listen to the book The Doorbell Rang or a similar book. As the book is read,
students identify examples of scarcity and choice in the book. Next, given a scenario, students
must make a choice about how to use their scarce time. A connection to math is made when
student choices are used as data to create pictographs.
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Lesson 5: Trade
Content Expectations:
1 - E1.0.4: Describe reasons why people voluntarily trade.
1 - E1.0.6:
Describe how money simplifies trade.
M.UN.01.04 Identify the different denominations of coins and bills. (Math)
M.UN.01.06 Tell the amount of money: in cents up to $1, in dollars up to $100. Use the symbols
$ and ¢. (Math)
Key Concepts: money, trade
Abstract: This lesson begins with students listening to the book Pig and Crow, or a similar book
relating to the concept of trade. While listening, students identify the various trades made in the
book. As each trade is made, students consider the following questions: How did Crow get the
good he wanted? Why did Pig agree to trade? The answers to these questions help students
understand that people trade because both sides benefit from the trade. Students then identify the
benefits of each trade described in the story. Students examine personal trades in which they
have been involved, and ones where their trade involved money. Next, students listen to a
scenario in which a family is buying groceries at the store, identifying what the family trades for its
purchase. Students learn that money was created to provide something of common value when
people trade for many items such as groceries. Money simplifies trade. In connection to math,
students identify different denominations of coins and bills and the value of each group.
Lesson 6: Money
Content Expectations:
1 - E1.0.5: Describe ways in which people earn money (e.g., providing goods and services to
others, jobs).
1 - E1.0.6:
Describe how money simplifies trade.
R.WS.01.04: Use structural cues to recognize one-syllable words, blends, and consonant
digraphs including: letter-sound, onset and rhymes, whole word chunks, word
families, digraphs th, ch, sh. (English Language Arts)
Key Concepts: money, trade
Abstract:
This lesson begins with students listening to the book Money, Money, Honey Bunny! or a similar
book. Students consider the following question: “How do families get the money they use to buy
goods and services?” Students then brainstorm different jobs people have. In small groups,
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students read one of the books from the My Family at Work series. As they read, they will identify
goods, services, consumers, and producers shown in the book they are given. .Each group shares
its information with the class. Finally, students complete a graphic organizer tying all the economic
concepts of the unit together.
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