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

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Renae Rudy Social Studies-Economics 3 rd Grade Supply and Demand

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: This lesson will help students to see how supply and demand relate to their daily lives. They will be able to easily list examples from their daily lives that relate to supply and demand. Students will be able to understand the economic processes going on around them in their day-to-day lives. Objectives: Students will be able to define the terms supply and demand. Students will be able to identify what happens when demand exceeds supply. Students will be able to identify what happens when supply exceeds demand. Students will be able to explain how supply and demand affects choices such as: careers, types of cars made, etc. Students will be able to give recent examples of instances where demand exceeded supply and the results. Students will be able to explain how economic stability or affluence affect supply and demand.

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: Supply and Demand plays an important part in our daily lives. If students can learn and understand it at a younger age they might be able to benefit from it more. Standards: State – Illinois Common Core or Learning Standards STATE GOAL 15: Understand economic systems, with an emphasis on the United States. A. Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services. 15.A.2a Explain how economic systems decide what goods and services are produced, how they are produced and who consumes them. B. Understand that scarcity necessitates choices by consumers. 15.B.2b Explain the relationship between the quantity of goods/services purchased and their price. C. Understand that scarcity necessitates choices by producers. 15.C.2a Describe the relationship between price and quantity supplied of a good or service. National – NCSS Themes People have wants that often exceed the limited resources available to them. Students will gather and analyze data, as well as use critical thinking skills to determine how best to deal with scarcity of resources. In schools, this theme typically appears in units and courses dealing with concepts, principles, and issues drawn from the discipline of economics.

5. Logical/Mathematical

6. Logical/Mathematical Activity: Students will begin by looking over the following supply and demand curve to get a basic idea of how one is drawn. The students will then use graph paper to practice drawing their own graphs. After the students feel comfortable drawing their own supply and demand curve, they will think of three items they would like to sell. (ex. lemonade, scooter, baseball) They will then decide how many of each item they have to sell. Each student will then go around the room asking the other students in the class if they would like to buy their item. The students will then draw their own graph demonstrating their own supply and demand there was for each item they were trying to sell. Resources/materials needed: Graph paper Pencil http://organizationsandmarkets.files.wordpress.com/2 008/12/supply_and_demand.gif

7. Verbal/Linguistic

8. Verbal/Linguistic Activity: Students will be watching this youtube video on supply and demand. After watching this film students will break up into groups of 2-3. They will discuss with each other what they have learned from the video. They will then discuss one thing they have each bought recently. They will answer the questions: 1)What have you bought recently? 2) Does the store sell many of this item? Resources/materials needed: http://www.youtube.com/watch?v=TWBLFLLGK10

9. Musical/Rhythmic

10. Musical/Rhythmic Activity: Students will be listening to this song about supply and demand. It also includes a few other economic terms such as producer, consumer, imports, and exports. After students have finished listening to the song the will complete a worksheet. After all the students have completed the worksheet they will get into groups of 2 to 3 to go over their answers. Resources/materials needed: http://www.totally3rdgrade.com/supply_and_de mand.html (Supply and demand song)http://www.totally3rdgrade.com/supply_and_de mand.html http://www.scribd.com/doc/10042336/3rd- Grade-Supply-Demand-Worksheet (Worksheet)http://www.scribd.com/doc/10042336/3rd- Grade-Supply-Demand-Worksheet Pencil

11. Visual/Spatial

12. Visual/Spatial Activity: Students will spend a week recording in their journals items they have purchased and the price of that item. At the end of the week groups of 3- 4 students will discuss their journal entries. The groups will be discussing the following: A popular CD is sold in a store at $16.95, because of its popularity the store owner has no trouble selling the CD at that price. If kids stop buying that CD and there are many still left in stock, the store owner will likely have a sale on that CD. If you as a buyer think of this before buying the CD would you wait for the sale or go ahead and buy the CD at $16.95? After the groups are done with their discussions they should each record the question and their answer in their journal. Resources/materials needed: http://www.socialstudiesforkids.com/articles/economics/supplyanddema nd1.htm

13. Body/Kinesthetic

14. Body/Kinesthetic Activity: Students will work in groups of 2-3 to write a script for a play. They will be writing a script about a store, a sales clerk, and customers. They will be writing this script after watching the supply and demand video. After their discussion about buying and selling items, they will write a play about their discussion. After they have completed writing their script they will act out their play for the class. Before students write their script they can do more research on supply and demand. They will be using websites the teacher provides for them. Resources/materials needed: http://www.realtrees4kids.org/ninetwelve/supply.htm http://encyclopedia.kids.net.au/page/su/Supply_and_ demand

15. Interpersonal

16. Interpersonal Activity: In groups of 5-6 students will be building a lemonade stand out of cardboard boxes. They will need to decorate their lemonade stand so that it is appealing to look at. They will then discuss as a group the following questions: 1)What time of the year would be the best time to sell lemonade? 2)Where would be the best place to sell lemonade? 3)Who might be your best customers? (athletes, grown ups, kids, etc???) Resources/materials needed: Cardboard boxes Duct tape Markers Pencil Paper http://www.ehow.com/how_4881639_build-lemonade-stand- simple-cardboard.htmlhttp://www.ehow.com/how_4881639_build-lemonade-stand- simple-cardboard.html http://www.ehow.com/list_6162496_school-activities- demonstrate-supply-demand.htmlhttp://www.ehow.com/list_6162496_school-activities- demonstrate-supply-demand.html

17. Intrapersonal

18. Intrapersonal Activity: Students will be writing a journal entry on how they can help the economic system with supply and demand. They will be writing about what role they play (the supplier or the demander) and how important their role is? They may also list the names of some of the items they purchase on a regular basis. Included in the students journal entry should be a summary of some of the activities they have done related to supply and demand and what those activities taught them. Their journal entry should be a minimum of one page long. Resources/materials needed: Paper Pencil

19. Naturalistic

20. Naturalistic Activity: The teacher will ask the students the following questions and tell them the following story to help them see that supply and demand has always been around and it plays a part in everything. 1) Professional athletes: How much is a superstar in the NBA or WNBA (such as Shaquille O'Neal, Lebron James, Lisa Leslie, Chamique Holdsclaw) paid compared to an average player? 2) Automobiles: Do you think you'd pay more for a 1962 Corvette or a 2004 Corvette (assuming that both are in good condition)? 3) Rocks: Which costs more, diamonds or gravel? Long ago, when houses made of wood were first being built, nails were very expensive. It seems funny to us today, but it's true. Each nail had to be made by hand, pounded into shape by a blacksmith. Though it wasn't difficult, it took time. Even a good blacksmith wouldn't be able to make more than a few hundred nails in an entire day. On the other hand, there are machines today that can manufacture thousands of nails an hour. Because they are so much easier to acquire now- that is, because there is a greater supply of nails-the price has dropped substantially. (the questions and story are from the site listed in resources) Resources/materials needed: http://www.thirteen.org/edonline/lessons/supply_and_demand/b.html

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Visual Learning and Assessment: Visual Learning, Assessment, and Online Resources: I will be assessing the students by observing them during class discussions. I will also be walking around the classroom and observing them during group discussion. I will be asking questions that will test their knowledge on the topic they are learning. I will also be collecting many of the assignments they will be completing to grade. Online Resources: http://www.delicious.com/rrudy/Economics