1. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Miss Stiles Social Studies-Economics 5 th Grade Producers and Consumers

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: After completing this lesson, students will have a basic understanding of economics through the eyes of the producers and the consumers. Students will learn about their role in the economic world as well as explore real life situations to aid in the learning process. Objectives: Content/Knowledge: Students will be able to understand the roles of producers and consumers Students will be able to apply what they know about producers and consumers to complete activities Students will be able to classify professions as producers or consumers Students will be able to calculate answers in terms of economics Process/Skills: Students will be able to construct real life situations based on economics Students will be able to decide what will work best in real life economic situations Students will be able to explain why certain choices work best Values/Dispositions: Students will be able to value the importance of economics Students will be able to value the roles of producers and consumers Students will be able to characterize professions in relation to economics

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: It is important for students to engage in this lesson because economics surrounds our daily lives. Students are a part of the economy as soon as they are born and will the for the rest of their lives. Students should begin learning about economics at an early age so they can understand its importance. Standards: State – Illinois Common Core or Learning Standards 15.A.2a Explain how economic systems decide what goods and services are produced, how they are produced and who consumes them. 15.A.2c Describe unemployment. 15.B.2a Identify factors that affect how consumers make their choices. 15.C.2b Identify and explain examples of competition in the economy. National – NCSS Themes One of the themes students will encounter is that of production, distribution, and consumption. Students will use this theme when learning about the roles of producers and consumers and how they are important. Students will also explore the theme of global connections through the study of interdependence. We will touch on the idea that countries depend on other countries for specialization of goods and services.

5. Logical/Mathematical

6. Logical/Mathematical For this activity, students will be estimating prices of goods and or services. Students will have to make a list of items they own (such as toys, appliances, electronics) and services they use (internet, cable). The next day, I will then have a combined list of goods and services that the students listed, and I will hand it out to all students. The students will have to estimate how much they think each good or service costs, as well as come up with a grand total. After, I will have the students voluntarily read their estimates and I will give the correct answers (I will have researched over night). We will see which student(s) was closest to the correct grand total. Interactive Estimation Games for Kids Defintions of Estimation

7. Verbal/Linguistic

8. Verbal/Linguistic In this activity, students will read an article about interdependence. Interdependence is the idea that we are dependent on others for things we need. We can’t create and produced everything we need on our own. This article clearly defines the term and explains everything about it. This terms will be seen again in another activity, so it will be helpful to have this knowledge. Once students have read the article, they are to respond to a double-entry journal to describe what they learned, as well as how it made them feel. They will turn their journals in for grading. Article Double-Entry Journal

9. Musical/Rhythmic

10. Musical/Rhythmic For this activity, students will watch a School- House Rock video that is a song all about what a family’s money goes towards such as taxes, house payment, groceries, phone, and other goods and services. I will also provide the lyrics to the students so they can follow along and understand more closely. I will play the video two times, and as the video plays, the students will need to listen to the lyrics closely. They will be required to write down the services they hear and the goods they hear in the song. We will discuss all the things the students came up with once it has been played twice. The students may also use the lyrics to pick out the goods and service. School-House Rock Video School-House Rock Lyrics

11. Visual/Spatial

12. Visual/Spatial This activity requires students to read a book titled “Who’s Buying? Who’s Selling?” by Jennifer S. Larson. This books is all about producers and consumers and how they are related to students. It provides every day life examples that children can relate to and understand easily. Each section includes a different activity such as creating a spend-or- save list and many others for the students to analyze and make on their own. The book is 32 pages long, and I will probably assign the reading for homework over the course of 2 nights. Once the students have finished reading the book, they will have to reproduce one of the activities in the book and complete it as a form of organizing and understanding the concepts of the book. Book Page

13. Body/Kinesthetic

14. Body/Kinesthetic This activity will take a lot of prior planning because we will be creating a lemonade and bake stand at the school. It will require parent involvement, bringing in of supplies including ingredients for the lemonade, baked goods, and supplies. The students will be making real money, and it will all go towards the school. Students will have to create posters to advertise the upcoming stand as well as make decisions such as how much to charge, which students will be the bankers, who will produce the lemonade, etc. This will be a hands-on activity that allows students to role play as producers and bankers. The students will also have to keep tally of how many cups, plates, napkins, and other things they use. They will have to tally how much money they spent and earned, as well as how much revenue they made.

15. Interpersonal

16. Interpersonal I will begin this activity by listing and defining vocabulary words on the overhead. These words will include good, services, economic specialization, resources, and interdependence. I will then pass out a notecard to each student that has a profession written on it as well as a description (some will be consumers, and some will be producers). Each student will read his or her profession and description out loud. I will create a T-chart on the overhead without labeling the categories. I will place the professions on the correct side (either provider of good or provider of service) as the students read them aloud. I will then ask the students what they believe the categories should be, and they will brainstorm. Once they have made predictions I will write provider of good and provider of service and explain it to the students. The students will then have to pair themselves with another student that with whom they believe their job depends. For example, the chef would pair with the waiter/waitress. I would then introduce interdependence and specialization. Next, the pairs would have to create a list of resources needed for the jobs, which is then shared with the class.

17. Intrapersonal

18. Intrapersonal This activity will be a sum-up of the lesson as a whole. Students will be required to write an individual journal related to themselves and their place in the economy. They will write about how they are a producer or consumer, how they use money, and how economics is a part of their daily lives. The students are allowed to reflect upon anything they learned over the course of the lesson and write about it, as long as they some how relate it to themselves. This journal will not be shared among the class, it will just be turned in when they are finished. It is to test their knowledge of the information that was taught throughout the lesson.

19. Naturalistic

20. Naturalistic In this activity, students will be learning all about consumerism. I will give each student a specific budget, and they will need to create a grocery list using that budget. We will actually take a mini field trip to a grocery store so the students can use the real prices and find them on their own. Students must make a grocery list prior to going to the store. Once we arrive at the store, students will navigate through the store in small groups finding the prices and writing the price next to each item. When we return to school, students will be given time to add up all of their items to make sure they are within the budget.

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Assessment: 1. My students will be assessed in a variety of ways for this lesson. It will be an ongoing process. I will mostly assess them by observing their productiveness and cooperation during the activities. Student participation in the activities will play a huge part because many of the activities are hands-on. I will also use rubrics and checklists to assess activities such as the journals, the budget activity, and the assignment created from the book they read. Also, the outcomes of activities will be reflected in the assessment such as whether or not students went over their budget as well as the outcome of the lemonade stand. Online Resources: 1. Economics Delicious BookmarksEconomics Delicious Bookmarks