Economics Unit - 4th Grade

Jenn Nurse and Lauren Jennings
EDIS 5340: Teaching Social Studies in the Elementary School

Unit Plan: Economics (4th Grade)
Unit Title: Our Classroom Economy
Spring 2016
Table of Contents:
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9)
Take-home Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit Plan Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Class Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit Lesson #1 Introduction to the Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
a. Jigsaw worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b. Paper Strips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c. Economics Scenarios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d. Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit Lesson #2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
a. Self-Knowledge Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit Lesson #3 Virginia and the Global Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
a. Exit Ticket . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The World on a String Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Final Assessment Checklists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Dear Parents and Guardians,
We hope this message finds you well and in high spirits! We are about to embark on a fun learning experience that we are so
excited to share with you. A fundamental component of elementary social studies education is about grasping the concepts and topics
of economics. We feel the best way to learn about the US and Global economy is through exploring each through our own classroom
economy: the students will learn through experience. To understand the economic forces that affect their lives locally and globally
students have to experience those forces first-hand. Participation in a classroom economy is an experience that students will remember
long after they have left the classroom. This week students will be introduced to the important aspects of the US and global economic
system, but our classroom economy will function for the rest of the year. Throughout the school year students will learn valuable life
skills such as: filling out job applications, how interviews work, the exchange of money for goods and services, and supply and
demand. Through practice they will gain other important skills such as responsibility and accountability, they will begin to reason by
weighing the pros and cons of their decisions, and they will become mindful of their interactions with others as they participate in this
community. We feel that the students will gain a great deal and enjoy learning in the process. If you have any questions or would like
us to father clarify anything do not hesitate to contact us via email at jvn2jn@virinia.edu or lbj8vr@virginia.edu.
Most Sincerely,
Ms. Nurse and Ms. Jennings
Elementary Social Studies Methods Unit Plan Outline

What is your grade level? Class profile? 4th grade
What is the title of the unit? Our Classroom Economy
What NCSS and VSOL standards are addressed?
VA SOL CE.12: The student will demonstrate knowledge of the structure and operation of the United States economy by
a) describing the types of business organizations and the role of entrepreneurship;
b) explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact;
c) explaining how financial institutions channel funds from savers to borrowers;
d) examining the relationship of Virginia and the United States to the global economy, with emphasis on the impact of
technological innovations.
VA SOL CE.13 The student will demonstrate knowledge of the role of government in the United States economy by
b) explaining how government provides certain goods and services;
c) describing the impact of taxation, including an understanding of the reasons for the 16th Amendment, spending, and
borrowing;
d) explaining how the Federal Reserve System acts as the nations central bank;
f) recognizing that government creates currency and coins and that there are additional forms of money.
VA SOL CE.14 The student will demonstrate knowledge of personal finance and career opportunities b
a) identifying talents, interests, and aspirations that influence career choice;
b) identifying attitudes and behaviors that strengthen the individual work ethic and promote
career success
State the essential question or main idea(s) that the unit addresses.
o How does skills/talents, interests, and aspirations influence career choice?
o What does the Federal Reserve System do?
o How does the federal government influence our economy?
o What kind of goods and services are provided by the government?
o
o
o
How do individuals demonstrate thoughtful and effective participation in civic life?

What are traits of good citizens?
What is the impact of technological innovation on world trade?
What content websites/books/magazines did you refer to in order to learn more about the content of this unit?
o My Classroom Economy by The Vanguard Group, Inc. http://myclassroomeconomy.org/
Virginia Department of Education. Introduction to the Virginia Economy. Retrieved March 16, 2016, from
http://www.mcps.org/UserFiles/Servers/Server_92164/File/General%201/VA%20Studies%20Cards.pdf
o NETSTATE (2016). Virginia Economy. Retrieved March 9, 2016, from
http://www.netstate.com/economy/va_economy.htm
o National Geographic United States Atlas for Young Explorers
o National Geographic Kids Almanac 2010
o National Geographic Student Atlas of the World
o Childrens World Atlas, DK Publishing
o Follow Your Money: Who gets it, who spends it, where does it go?
o Kids Guide to Government: National Government
o Kids Guide State Government
o Kids Guide Local Government
What are your objectives for the unit?
o The students will gain a better understanding of the local Virginia economy
o The students will gain a better understanding of global economic relationships as they come to understand economic
concepts
o The students will begin to self-assess and consider what their strengths and weaknesses are as both a community
member and prospective employee
Rationale: WHY is it important to teach this unit?
o This unit will teach the students valuable personal skills that they will build on later in life
Understanding of economic principles
Self-assessment skills
How they will fit into the job market
o
Students will know: what an economy is and the various components that make it function
Students will understand: basic economic principles and how the different components interact with one another
Students will be able to: apply their understanding and create a Classroom Economy
Content/Skills to be taught in each lesson (general)
Day 1: Hook Em
Day 2: Lesson 1
Day 3: Lesson 2
Day 4: Lesson 3
Day 5: Assessment
NCSS/SOL:
NCSS/SOL:
NCSS/SOL:
NCSS/SOL:
NCSS/SOL:
VA SOL CE.13:The student will
VA SOL CE.14:The student
VA SOL CE.12: The Student will
VA SOL CE.4:The student will demonstrate
Focus will be on VA SOL CE.12,
demonstrate knowledge of the role of

government in the United States
economy by:
b) explaining how government
provides certain goods and services;
c) describing the impact of taxation,
including an understanding of the
reasons for the 16th Amendment,
spending, and borrowing;
d) explaining how the Federal
Reserve System acts as the nations
central bank;
f) recognizing that government creates
currency and coins and that there are
additional forms of money.
Warm Up:
Review of economics
concepts/vocabulary, CE.11a
Activity:
United States Economy Research and
Jigsaw teaching
Debrief:
Whole Group Graphic Organizer
will demonstrate knowledge of

personal finance and career
opportunities by:
a) Identifying talents, interests,
and aspirations that influence
career choice
b) identifying attitudes and
behaviors that strengthen the
individual work ethic and
promote career success
Warm Up:
Day 1 Review
Activity:
My Talents and Strengths:
students will practice reflection
and self-assessment skills
Students will use this activity to
begin filling out their job
applications
Debrief:
What Makes a Good
Employee? Whole-group
discussion with graphic
organizer
demonstrate knowledge of the

structure and operation of the US
economy by:
b) explaining the circular flow that
shows how consumers (households),
businesses (producers), and markets
interact
c) explaining how financial
institution channel funds for savers
to borrowers
VA SOL CE.11:The student will
demonstrate knowledge of how
economic decisions are made in the
marketplace by:
a) applying the concepts of scarcity,
resources, choice, opportunity cost,
price, incentives, supply and
demand, production, and
consumption
b) comparing the differences among
traditional, free market, command,
and mixed economies
Warm Up:
Connect SOL CE.11 concepts to
what we have learned this week
Activity:
Gallery Walk
Debrief:
Group share
knowledge of personal character traits that

facilitate thoughtful and effective
participation in civic life by
a) practicing trustworthiness and honesty;
b) practicing courtesy and respect for the
rights of others;
c) practicing responsibility, accountability,
and self-reliance;
d) practicing respect for the law;
e) practicing patriotism;
f) practicing decision making;
g) practicing service to the school and/or
local community.
VA SOL CE.12: The Student will
demonstrate knowledge of the structure and
operation of the US economy by:
d) examining the relationship of Virginia
and the United States to the global
economy, with emphasis on the impact of
technological innovations
13, and 14 topics covered this

week
Review:
General review of VA SOL CE
topics and answer student
questions; informal debriefing
prior to Socratic Seminar
*First paychecks will also be
received today, practice run for
Bankers
Warm Up:
Small-group discussion of homework,
whole-group share
Activity:
Jobs announced followed by Classroom on
a String Activity: how do the student jobs
impact each other? How does our
Classroom Economy fit into the local
(4th grade) economy?
Debrief:
Exit Ticket: 2 things you learned, 1
question you still have
Pre-Assessment:
Formative Assessment:
Informal, whole-group review with

formative questioning
During group share: What is the

most interesting thing you have
learned so far? What are you most
confused about?
Homework?
Homework?
Homework?
End-of-Unit
Assessment:
Socratic Seminar
- may prepare written or drawn
ideas beforehand
Homework?
Homework?
Take-home Letter
Start collecting materials for minibuildings (empty tissue boxes, shoe
boxes, etc.)
Finish job applications

Get letters of recommendation,
if needed
Keep collecting materials
Reflection: Write a paragraph about

what it means to be a member of a
community (VA SOL CE.4)
Review graphic organizers, notes, and other

materials
Begin working on buildings

corresponding to classroom job
How are your lesson topics connected, i.e. what critical thinking links ideas together?
Students will practice working in groups, reflecting on personal strengths, making topic-topic and topic-life connections, and building
communication skills as they make it through this introductory unit
Lessons build off of prior knowledge and experiences while providing opportunities to explore new connections in more hands-on ways
What is your end-of-unit assessment?
End of unit assessment consists of a Socratic Seminar, giving the students the opportunity to show their thinking and demonstrate what
they have learned this week
Students will be given time to prepare written or pictorial statements to use as support during the seminar
A checklist will be used to determine how well the student grasped the concepts presented in this unit and demonstrated that knowledge
during the Socratic Seminar
Elementary Social Studies Class Profile

Grade: Fourth Grade
First Name
Gender
Nationality/Ethnicity
1.
2.
3.
4.
5.
6.
7.
Sarah
Alejandro
Adeline
Dan
Christine
Dana
Genevieve
Female
Male
Female
Male
Female
Female
Female
Caucasian-American
Guatemalan-American
Caucasian-American
Caucasian-American
Caucasian-American
Israeli-American
African (Moroccan)
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Jasmine
Erin
Tom
Zachery
McKayla
Diana
Michael
Whistler
Katherine
Nicole
Patrick
Kwan
Brooke
Keith
Jake
Song
Derrick
Female
Female
Male
Male
Female
Female
Male
Female
Female
Female
Male
Male
Female
Male
Male
Female
Male
Persian-American
Caucasian-American
Caucasian-American
Caucasian-American
African-American
Caucasian-American
African-American
Other
Caucasian-American
Caucasian-American
Puerto Rican-American
Chinese-American
Caucasian-American
Caucasian-American
American Indian
Korean
Bi-racial Caucasian
/AA
Caucasian-American
25. Jim
Male
Reading
Level
Above
ELL
Below
On Level
Below
On Level
ELL
On Level
On Level
On Level
On Level
Above
On Level
Below
Below
On Level
Below
ELL
On Level
On Level
Below
Below
ELL
On Level
On Level
Context/Special Needs/Accommodations
Parents are divorced. Gifted
Bilingual (Spanish/English). Parents only speak Spanish.
Very talkative
Parents are divorced.
Attention Deficit Disorder (ADD)
Bilingual (Hebrew/English)
Bilingual (Arabic/English). Lives in a multi-generational
home.
Bilingual (Farsi/English). Parents only speak Farsi.
Lives with her mother.
Attention Deficit Disorder (ADD)
New to your school.
Gifted. Sneaks reading in class. Gets teased for her weight.
Has same-sex parents and is open about it.
Visually Impaired. Needs larger font.
Shy. Is teased for being shy.
Very energetic
Parents are divorcing.
Bilingual (Spanish/English)
Lives in a multi-generational home.
Shy. Parents are divorced. Has no friends in the class.
Dyslexic
Shy. Parents are divorced.
Bilingual (Korean/English). Parents speak limited English.
Attention Deficit Disorder (ADD). Teased for being biracial.
Very Talkative. Parents are divorced.
Unit Lesson #1 Day 1

Header: Introduction to the Classroom Economy
Student Names: Jenn Nurse and Lauren Jennings
Grade Level: 4th grade
Topic: Introduction to Economy/ Classroom Economy
Enduring Understandings:
Students will understand
What an economy is.
The history of money and the purpose of the economic system.
How the United States economy works.
Essential Questions:
What does the Federal Reserve System do?
How does the federal government influence our economy?
What kind of goods and services are provided by the government?
Primary Content Objectives:
Students will know:
The government provides goods and services.
The goods and services the government provides.
What taxation is, the reason for taxation, and the reason for the 16th Amendment.
What the Federal Reserve System is and what it does.
The government creates currency.
Students will be able to do:
Research important history, facts, and information about the economy of the US.
Discuss what an economy is and how it works.
Explain the 16th amendment and taxation.
Explain how the Federal Reserve System acts as the nations central bank
Related state or national standards:
VA SOL CE. 11 - The student will demonstrate knowledge of how economic decisions are made in the marketplace by:
a) applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and demand, production, and
consumption;
VA SOL CE.13 - The student will demonstrate knowledge of the role of government in the United States economy by:
b) explaining how government provides certain goods and services;
c) describing the impact of taxation, including an understanding of the reasons for the 16th Amendment, spending, and
borrowing;
d) explaining how the Federal Reserve System acts as the nations central bank f) recognizing that government creates currency
and coins and that there are additional forms of money.
Assessment:
As this is the first day of our unit, the students will not be formally assessed on the material covered in this lesson. The
students will be pre-assessed on their knowledge of economic concepts covered in previous grades, including opportunity cost,
scarcity, resources, supply and demand, etc. (SOL CE.11) through formative questioning by the teacher during the introduction
to the Classroom Economy unit. Formative assessment will continue throughout the class period as students are moving into
independent work during the Paper Strips activity.
Materials and Resources:
4 graphic organizers per group, one for each topic
4 strip charts per group, one for each topic
Scissors
Glue/glue sticks
Pre-cut scenarios/identifications
o 4 strips per group, one for each topic
Scenario/identification graphic organizers, one per group
Key Vocabulary and Definitions:
Goods: something you can use or consume, like clothes or a book
Services: something that someone does for you, like give you a haircut
Federal Reserve Bank: our nations central bank; also called The Fed
16th Amendment: allows Congress to tax personal and business incomes
Taxation: money collected by local, state, and federal governments to spend on public goods and services
Currency: the official, accepted method of payment
Lesson Procedures:
1. Introduction and goal orientation:
Students will be sitting at their desks in their normal seats. We will begin the lesson by saying that today we will answer the
question, What is an economy? Specifically, we will talk about the economy of the United States. Before implementing our
classroom economy, students must first become familiar with the economic system we have in place in our own country.
o Boys and girls, during our Social Studies block today we will talk more about the United States economy. Our focus
will be on government goods and services, the 16th amendment, the Federal Reserve System, and currency. We will
investigate the economy from the angle of those topics, which will help us understand how we will build our own
classroom economy.
We will tell students that we are going to complete a Paper Strips activity in groups. Doing this activity will help them
identify information related to each of our topics about the United States Economy.
o Our lesson will center on a group activity we like to call Paper Strips: This lesson is cool because each of you will
become an expert and have the important job of teaching your classmates about which topic you learn about within the
US Economy. We will tell you more about the activity when we get there, but first lets do a review of what we already
know.
2.
Connecting to prior knowledge and experiences:

We will begin the lesson by connecting to students prior knowledge. This will involve an informal whole-group discussion
reviewing concepts the students have covered in past classes, which will be connected to VA SOL CE.11a.
o Lets refresh our memories on some vocabulary we may have heard before: Who can tell me what the word scarcity
means? Resources? Opportunity cost? Supply and demand? Production? Consumption?
3.
Tasks and activities:

Students will be split into groups of 4. Each student will be an expert for his/ her given topic. Within each group one person
will explore trade books and internet resources to become an expert on government goods and services, taxation and the 16th
amendment, the Federal Reserve System, and currency. Students will explore their expert topic individually, and then will
share/teach their group members in a mini-lessons. Through their exploration they will figure out the history of each and how it
currently contributes to the US economy, which will connect to concepts experienced in our classroom economy. During their
exploration together the teacher will circulate the room to see how the students are engaging with each topic and guide them to
the correct information needed to fill in their chart.

4.
o Boys and girls each of you are receiving a piece of paper with a chart on it. At the top you will see the name of 1 of the
4 US economy topics that is the one you are responsible for becoming an expert on. It is your responsibility to ensure
that everyone in your group knows exactly what that topics history is, how it operates, and think about how it will be
useful in our classroom economy. In your groups you will first explore the topic you are to become an expert on to get
an idea of what it is all about. Then you will present your findings to your group and teach them all about your topic.
Answer each other's questions and be thorough. To do so you have to really explore your topic! Are there any
questions? Please begin
o Now discuss what you all discovered through your explorations and mini lessons. I would like you all to fill in the US
economy graphic organizer as a group, since you all are now experts, to let me know what you learned about
government good and services, taxation & the 16th Amendment, the Federal Reserve System, and currency. What was
life like before this was in place? Why would we need this type of system? When would we use it? (Students will fill in
the graphic organizer for each. The teacher will look over them to gauge if they grasped the info, but it is a resource the
students can keep and refer back to).
The teacher will collect each groups work at the end of the activity. This will give the teacher an idea of what reference
material we need to spend more time or if students are ready to move on.
Closure:
Students will be given a piece of information or scenario and they must work together as a group to figure out which topic it
relates to. Along with the scenarios/information strips, each group will receive a graphic organizer on which they will paste the
strips in the corresponding spaces. As they finish, the teacher will ask for groups to share out what scenario or piece of
information they pasted into a particular category; informal discussions will be held as necessary to address any confusions, or
to clarify the topic.
Accommodations for individual differences:

1. Students who demonstrate a hard time with the exploration/research may need a more structured assignment that tells them
exactly what to do and where to go to find the answers to their questions.
2. For ELLs it may be useful to use pictures to reinforce the different concepts and ideas.
3. For students who need more time to complete assignments, or who are easily distracted, pre-cutting their paper strips may be
necessary to help them complete their work.
Behavioral and organizational strategies:
Prior to the transition into the group activity, the teacher will go over proper etiquette and behavior during group work:
respectful listening, equal participation, polite conversation. Modeling may be appropriate.
The teacher will use proximity to help students who struggle to stay on task.
The teacher will clearly explain the guidelines and expectations for staying on task and respecting the materials: focusing on
individual work, respecting group members, respecting materials, sharing resources, cleaning up after oneself.
All materials need to be gathered before the lesson and all handouts printed; the closure activity will be pre-cut, and some
students may need the Paper Strips activity pre-cut as well depending on student needs.
ow do governments pay for the goods and services they provide?
How does the government infuence economic activity?
Topic: Government goods and services

What types of goods and services do governments provide?
aracteristics of most goods and services provided by governments:
Name: _____________________________________________
Date: ____________________
What are income taxes, and what are they used for?
How did the 16th Amendment get passed?
Topic: The 16th Amendment

Why was the 16th Amendment added to the U.S. Constitution? What does the 16th Amendment do to the U.S. Constitution do?
Name: _____________________________________________
Date: ____________________
Why was the Federal Reserve System created?
What is the role of our Federal Reserve System?
Topic: The Federal Reserve System

How is the Federal Reserve System organized?
What is the Federal Reserve System?
Name: _____________________________________________
Date: ____________________
hat are the three types of currency we use the most in the U.S.?
What are some common characteristics of currency?
Topic: Currency
What is currency?
Why does the government issue currency and coins?
Name: _____________________________________________
Date: ____________________
Government goods and services

Public goods and services which are available for all citizens to consume
Examples: interstate highway systems, education, national defense (military)
However, some citizens need them more than others.
Provide benefits to many simultaneously
Would not likely be available if individuals had to provide them
Include such things as interstate highways, postal service, and public safety
Tax revenue
Borrowed funds
Fees (e.g., park entrance fees)
Higher gov. taxes reduces available funds for individuals and businesses to spend;
Lower gov. taxes increases available funds for individuals and businesses to spend
Higher gov. borrowing less available funds for individuals and businesses to borrow;
Lower gov. borrowing more available funds for individuals and businesses to borrow
More gov. spending increased demand, may also increase employment and production;
Less gov. spending reduced demand, may also reduce employment and production
More gov. spending may increase taxes;
Less gov. spending may decrease taxes
The 16th Amendment
It authorizes Congress to tax personal and business incomes
A national income tax makes collecting taxes more efficient
Also provides the federal government with the revenue to provide necessary goods and services to the public
Taxes charged on wages (paychecks), business earnings, earnings from stocks and investments (dividends), and earnings from rental
property
Make up the largest form of revenue for the federal government; used to pay for public goods and services
Congress proposed the amendment in 1909 9 states ratified by 1910 22 states ratified by 1911 2 states ratified by 1913
It took 4 years for the amendment to be ratified by the minimum requirement of 36 states
The Federal Reserve System
Our nations central bank
Maintains the value of the dollar (national currency)

Regulates banks to keep the system running smoothly and to keep deposits safe
Manages the amount of money in the economy to keep inflation low and stable
Acts as the federal governments bank
There are 12 Federal Reserve Banks which each serve a different region of the country
Most have branches that operate independently
All branches of Federal Reserve Banks are overseen by the Board of Governors
Was created in 1913 as a response to the many banking crises that had occurred in the past
Congress wanted a decentralized central bank this was to give the different regions independence from one another
Currency
Anything that is accepted as a standard method of payment
The government issues currency and coins to encourage the exchange of money for goods and services
Coins
Federal Reserve notes (paper currency)
Bank accounts, accessed by credit or debit cards
Portable can be taken anywhere
Divisible can be broken down into smaller or larger units of measurement
Durable will last for a long time
Stable in value its value doesnt really change
Closure Activity: Info/Scenario Sort + Graphic Organizer

What is the related topic?
People accept ____________ in exchange for goods and services
because they have confidence in the government.
After saving up her allowance for several months, JoJos mom
helped her open her own bank account.
____________ can be anything people want it to be, including:
fish, tools, stones, shells, metal, or paper.
Every Saturday, Miles takes a 20-minute ride on the city bus to
go visit his grandparents.
The streetlamp across the street from Sonias house has gone
out; who is responsible for getting it fixed?
To pay for a new nature park, the local government raised taxes
by 2%. The park is paid for, but now individuals and businesses
have a little bit less money available to spend themselves.

This allows the federal government to collect revenue (money)
from individuals to pay for public goods and services.
Income taxes are charged on wages (a paycheck), earnings from

a business, earnings from stocks and investments, and earnings
from rental properties.

This was ratified in 1913 and allows the federal government to
collect taxes that it does not have to share with the states.
Also known as the central bank of the United States of America.
This is responsible for supervising commercial banks to keep
deposits safe and the banking system running smoothly.
Also called bankers banks because they store commercial

banks extra currency, process checks and electronic payments,
and make loans to commercial banks.
Government goods and services
The 16th Amendment
The Federal Reserve System
Currency

Student Name: Jenn Nurse and Lauren Jennings
Grade Level: 4th
Topic: Career Choice/ Virtual Career Day
Awareness of yourself is needed to pick a career.
How does skills/talents, interests, and aspirations influence career choice?

Students will know:
There are a number of factors that influence career choice and ultimately to career success
Their individual preferences (likes and dislikes)
Explain the role of self-assessment in career planning

Identify their talents, interests, and aspirations

VA SOL CE.14: The student will demonstrate knowledge of personal finance and career opportunities by:
a) Identifying talents, interests, and aspirations that influence career choice
(VA SOL CE. 14 b: identifying attitudes and behaviors that strengthen the individual work ethic and promote career success wont be
touched on specifically in this lesson, but can definitely tie in.)
Assessment:
Students are expected to already be able to explain what a skill, talent, interest, aspiration, and good fit is based off our coverage of
these words and terms in language arts, but they will be reviewed in this lesson to ensure student understanding. Students will,
however, be formatively assessed on their ability to apply the learned concepts to self in terms of careers. The teacher will model the
activity of brainstorming and searching careers during the end of the procedures sections and during the closure section. As students
complete the activity, the teacher will formatively assess students by conferencing with them on their progress and thought-process.
The conferencing will help the teacher collect evidence to determine whether the students have met the lesson objectives as well as
give students formative feedback on their work and also offer assistance to those students who may be struggling.
Projector or SMART Board (for virtual career day)

Self-knowledge worksheet
Pencils
Skill: the ability to do something well; expertise.

Talent: natural aptitude or skill.
Aspiration: a hope or ambition of achieving something.
Good fit: suitable or efficient for a purpose
Lesson Procedures:
Students will be introduced to the lesson by being asked to ponder the question, what do you want to be when you grow up and
why? Students will be told that they will explore the careers of others through a virtual career day. After learning about the careers
that other people have picked and why they chose them, and what makes them a good fit, students will explore careers that may be
right for them by considering their talents/skills, interests, and aspirations. Students will explore
2. Connecting to prior knowledge and experiences:
The lesson will begin by connecting to students prior knowledge. During the language arts block students individually read books
about various careers (the books chosen matched the students reading ability). Students will talk with their shoulder partner about their
reading. They will share something interesting and/or something new that they learned about that particular career.
Students will define, in their own words (with teacher guidance) the vocabulary from the language arts lesson: talent/skill, interest, and
aspiration. They will also talk about what makes something a good fit (If students need help/guidance, teacher may use the example of
a good fitting shoe: it is comfortable, you enjoy wearing them, its right for me, etc.).
3. Tasks and activities:
Students will experience a virtual career day. This will allow them to not only look at a range of different careers, but also learn about
what talents/skills, interests, and aspirations each person possessed that made their career a good fit for them. Students will note and
write down 3 things that they learned and/ or that was interesting to them as we learn about the different people and their careers.
After the virtual career day, the whole class and teacher will watch a video called, Design Squad: Roller Coaster. This video
highlights a mechanical engineer who designs rollercoasters. The video shows how your interests as a kid, and in general, can relate to
your career. This video will be a springboard into students exploration of their own talents/skills, interests, and aspirations. Students
will brainstorm ideas, and write down their talents/skills interests, and aspirations; students will use the Self Knowledge worksheet as a
guide and the bare minimum, but will be encouraged to elaborate. The teacher will conduct a think aloud to model this task before
students are to do it on their own.
4. Closure:
Based on the findings of their brainstorm session, students will use Kid Search (http://www.vaview.vt.edu/k5/check-it/kids-search/), a
career search engine from Virginia Career View. In Kid Search, students complete brief checklist surveys under the headings of Data,
People, and Things; Subjects; and Interests. Students click on the job titles to find comprehensive but kid-friendly descriptions of what
the job entails and what kind of education is required. The information students gather about the careers that fit them will be used as
they decide which classroom jobs they will apply for. (For homework students will complete their resume (attached) and job
application).
Those students who finish the brainstorming and self-knowledge sheet earlier than other can begin their homework assignment
ELLs who may take a longer time processing spoken language may need a transcript of the text from the virtual career day
that they can refer back to
Before students engage in the discussion of what makes something a good fit the teacher and students should go over the
expectations and proper etiquette for a group discussion
The teacher will do a think-aloud of brainstorming personal attributes for the self-knowledge worksheet.
(Credit: The framework for this lesson plan follows the Understanding by Design approach to lesson planning, Wiggins & McTighe,
2004)

Student Name: Jenn Nurse and Lauren Jennings
Grade Level: 4th Grade
Topic: Virginia and the Global Economy
Thoughtful and effective participation in civic life depends upon the exercise of good citizenship
Virginia and the United States pursue international trade in order to increase wealth
How do individuals demonstrate thoughtful and effective participation in civic life?

What are traits of good citizens?
What is the impact of technological innovation on world trade?

Students will know:
Good citizens are honest, trustworthy, courteous, respectful of others, responsible, lawful, patriotic, independent, and charitable
Virginias economy has changed from being largely agricultural (tobacco) to agricultural (livestock) and service-based (technology)
Technology has had a huge impact on local and global economic relationships
Navigate an informational text for relevant information

o Use a table of contents, index, glossary, headings, etc.
Examine and interpret graphs to make connections with data

NCSS #7 Production, Distribution, and Consumption
NCSS #9 Global Connections

VA SOL CE.4: The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation
in civic life by
a) practicing trustworthiness and honesty;
b) practicing courtesy and respect for the rights of others;
c) practicing responsibility, accountability, and self-reliance;
d) practicing respect for the law;
e) practicing patriotism;
f) practicing decision making;
g) practicing service to the school and/or local community.
VA SOL CE.12: The Student will demonstrate knowledge of the structure and operation of the US economy by:
d) examining the relationship of Virginia and the United States to the global economy, with emphasis on the impact of
technological innovations
Assessment:
The students will be formatively assessed during the small-group and whole-group discussion of the homework assignment, as well as
during the group debrief after the Atlas Exploration activity. Clarifications and additional support can be given to students who show
that they need it during this ongoing feedback. An exit ticket prompting students to share 2 things they have learned and 1 question or
confusion they still have will give the teacher the opportunity to re-teach or provide additional support as necessary.
Ball of string
Country trade cards, pre-cut
Multiple atlases and informational texts
Worksheet/notes?
Pencil
Exit Ticket
Homework, for discussion
2 copies of each atlas
16-20 magnifying glasses, 2-3 per atlas
Gross Domestic Product (GDP): the total value of all products manufactured and goods provided within a territory (country), usually
during a one-year time period
Per capita: per person
Agriculture: large-scale farming; includes farming the land or raising livestock
Manufacturing: the organized action of making goods and services for sale
Services: duties performed by one person for another in exchange for payment
Lesson Procedures:
Before we begin the lesson, the students will be directed to take out their homework from the previous night (a written paragraph
about what it means to be a member of a community). Students will discuss their homework in their desk groups [1 minute] before
sharing out on a volunteer basis with the rest of the class [2 minutes]. As a class, we will discuss the character traits of a good
community member and how individuals tie into the larger community, and how individual communities make up the global
community. There will be a quick whole-class review of how to use an informational text such as an atlas [1 minute], and the schedule
will be announced and written on the board for students to see: 1) Atlas exploration, 2) Whole-class Debrief, 3) World on a String, and
4) Job Announcements.
2. Connecting to prior knowledge and experiences:
The discussion of the previous nights homework will tie into what the students have already covered in VA SOL CE.4 (character traits
of individuals that facilitate participation in civic life) as well as help the students make connections to what they learned during the
Virtual Career Day. The students will also already have received instruction on how to use informational texts such as atlases, which
this lesson will focus on, and they will also be familiar with different types of graphs and graphic representation. A quick review of the
text components will take place prior to the main lesson. The students will also have had access to the texts used in this lesson during
Reading Workshop earlier in the week and will be encouraged to continue exploring them as the week goes on.
3. Tasks and activities:
Atlas Exploration [28 minutes 7 minute rotations]: Students will work in groups of 3 and one group of 4 to explore the
different atlases. The 4 atlases will be placed on different desks, with 2 copies on each desk, so that 2 groups can work at each desk at
the same time. Each student will have a worksheet to fill out as they collect information about the Virginia and global economies.
Students will understand that they can find much of this information in every text they will be working with, and it is okay if they
dont finish we will come back together and debrief about our findings so that everyone has the time to fill out the relevant
information.
Group Debrief [6 minutes]: Students will move back to their desks and groups will be asked to share their findings with the class.
This will give everyone the opportunity to discuss what they learned as well as the opportunity for students to fill in any information
that they missed, or make corrections.
World on a String [6 minutes]: After leaving their materials on their desks, the students will form a circle on the carpet. The shuffled
nation cards will be passed around the circle, and the ball of string will be passed to the person holding the first card in the series. The
first person will read their card aloud and roll the ball of string to the next person in the series, and so on students will be instructed
to roll the ball gently but with enough force to reach their target, and hold onto their string very firmly and keep it taught once they
have passed the string along. After everyone has their string, we will talk briefly about global relationships and experiment with
dropping one or two strands to see the impact of broken relationships.
4. Closure:
Students will move back to their seats and fill out an exit ticket, answering the prompt: 2 things you learned today, and 1 question you
still have. [3 minutes] The students do not have to answer in complete sentences, and may use pictures to support their answers.
Classroom jobs will be announced individually as students hand in their exit tickets, and the students will receive a slip of paper with
their job, job description, and salary information, which should be placed in a safe place in their desk. [3 minutes].
Student groups will of mixed ability levels to encourage more diversified conversations
ELL students will have a buddy within their group, if needed, to help them more fully understand the content
Texts for this lesson are of different reading levels and contain much of the same information presented in different styles with lots of
graphic support
For smaller printed text, larger print and/or simplified text can be made available for students with visual or language impairments
o Magnifying glasses will also be available for the Atlas Exploration for all students to take a closer look at some of the smaller
images and text, without making the one student who needs larger print feel singled out
Groups will be small and predetermined based on personalities and varied student needs
Before the students move into their groups, ask: What do we look like when we are sharing resources with our group members?
o Groups will be small with 3-4 students per group to minimize potential problems
o Might suggest that 1-2 students record notes that 1-2 other students dictate, or that students take turns with responsibilities as they
switch from book to book
2 copies of each atlas will be available on each table location the books will be spread out to minimize traffic jamming but 2 groups will
still have the space to cluster at each end of the table
o 25 students: 8 groups total, seven groups of 3 and one group of 4
Behavioral reminders:
o How do we leave our materials when we are done with an activity?
Interactive modeling if necessary
o How do we roll the ball of string across the floor?
Exit Ticket
Name: _______________________________________ Date: ____________________
You may use words and/or pictures to answer the following:
What are two (2) things you have learned?
What is one (1) question or confusion you still have?
THE WORLD ON A STRING

Purpose: An interdependence simulation game demonstrating the global links in trade.
Grade Levels: 4 through 12
Estimated Sessions: one
National Geography Standards:
2. How to use mental maps to organize information about people, places, and environments in a spatial context.
11. The patterns and networks of economic interdependence on Earths surface.
12. How the forces of cooperation and conflict among people influence the division and control of Earths surface.
Indiana Social Studies Academic Standards:
4th grade 4.3.10, 4.4.1, 4.4.3; 6th grade 6.4.9; 7th grade 7.4.1; 8th grade 8.4.9
High School Economics 8.1, World Geography 4.14, 6.4
Materials:
Large ball of string
Trading description cards
World Map or overhead transparency of world map
Indiana in Maps: A Geographic Perspective of the Hoosier State (optional)
Procedures:
1. Photocopy the two sheets containing the trading descriptions. Cut out each description, taking care to keep them in the order in
which they appear (ie-Afghanistan should be on top and Angola on the bottom). Tip: label the back of the cards 1 to 30 and they will
be easy to put back in order for the next time you use them.
2. Count out the number of trading descriptions needed, based on the number of students in the class. Again, begin with Afghanistan and continue
in order. Randomly distribute the descriptions, one to each student. Have the students get up and form a circle in the room. An open space without
desks in the middle is the ideal setting.
3. Ask who has the description that begins I am the country Afghanistan and give that person the ball of string. They should read their
information and then identify their trading partner, Libya. Ask the student to carefully toss the ball of string to their trading partner, being sure to
securely hold the end of the string. That trading partner should then read their description and toss the ball of string to their trading partner [or
facilitate the transfer of string if students dont follow directions]. Continue the same pattern until every student has a hold of the string.
4. Ask student to look at the web of trading they have created. What does this tell you about world trade? How would you trade with your partner
considering your product? (i.e. - transportation needs) What might affect your ability to trade? (i.e. - famine, war, governmental crisis, natural
disaster, technology level, etc.) You can try having the students hold the string firmly and then ask one or two to let go of their string. The students
will see even a falter by only one player creates ripples in the whole global environment.
5. Roll up the ball of string and ask students to take their seats. Have each student come up to the front of the class and identify the location of
their country. Some may need help.
6. Now ask students to think of Indiana as a trading partner to the rest of the world. What does Indiana trade globally? Most will think of
agricultural products. Have the student look at the Indiana in the Global Economy Map from Indiana in Maps. Ask students why they think
Canada and Mexico are Indianas largest trading partners. Discuss the importance of location and accessibility. Have the students look at Indianas
primary exports. Point out that agricultural products are only a very small portion of the goods and services traded by Indiana.
Assessment:
Students demonstrate understanding of the activity through involvement and participation; possible mapping and/or research assignments.
Extensions:
1. Have students research one of Indianas trading partners and the key products being traded.
2. Create a bulletin board using a world map, string and tacks depicting the global trading partners connections, just as the students did in their
circle.
Unit Final Assessment: Socratic Seminar Teacher Checklist
Student Name: ___________________________________
Date: ___________________
1. The student was respectful of other members of the group (being respectful of other members, not causing distractions, etc.)
o Not at all
o Some of the time
o Most of the time
o All of the time
2. The student was engaged in the conversation (active listening, looking at speaker, etc.)
o Not at all
o Some of the time
o Most of the time
o All of the time
3. The student made an original contribution to the conversation:
o Not at all
o Once
o Twice
o Three, or more times
4. The student was able to articulate their thoughts well
o Not at all
o Some of the time
o Most of the time
o All of the time
5. Notes:
Unit Final Assessment: Student Checklist
My Partners Name: _______________________________
Date: ____________________
Circle one choice:
1. My partner was respectful of the group:
Never
Sometimes
Most of the time
All of the time
2. My partner spoke up:
Never
Once
Twice
Three or more times
3. My partner said something new:
Never
Once
Twice
Three or more times
*For this final assessment, the students will be divided into two groups: one group will make up the inside circle, who will discuss the
questions posed by the student discussion leader. The second group will make up the outside circle, who will observe their partner as
they participate in the seminar. Partners will have to be staggered to accommodate for the 25th student, and they will fill out a student
checklist to give to the teacher. The teacher will take notes on students during the seminar and fill out the checklists per student
immediately after the end of the assessment after collecting the student checklists for comparison.
References:
Children's world atlas (2011). DK Publishing.
Erlbach, A. (1998). The kids' business book (kids' ventures) Lerner Publications.
Firestone, M. (2004). Earning money (learning about money) Capstone Press.
Giesecke, E. (2000). Local government (kids' guide) Heinemann Library.
Giesecke, E. (2000). State government (kids' guide) Heinemann Library.
Giesecke, E. (2009). National government (kids' guide to government) Heinemann Library.
Hlinka, M., & Sylvester, K. (2013). Follow your money: Who gets it, who spends it, where does it go? Annick Press.
Hughes, M. (n.d.). Careers are Everywhere Activity Book. Retrieved May 7, 2016, from
http://breitlinks.com/careers/career_pdfs/careeractivitiesbook.pdf
Indiana State University. World on a string. Retrieved March, 14, 2016, from
http://www.iupui.edu/~geni/documents/WorldOnString.pdf
Kellaher, K. (2008). Kid's economic glossary. Retrieved March, 14, 2016, from http://www.scholastic.com/browse/article.jsp?
id=3750579
Krull, K. (2001). Supermarket Holiday House.
National geographic kids almanac 2010(2009). National Geographic Society.
National geographic student world atlas (2014). (Fourth ed.) National Geographic Children's Books.
National geographic united states atlas for young explorers (2008). (Third ed.) National Geographic Children's Books.
NSTATE, LLC. (2016). Virginia economy. Retrieved March, 9, 2016, from http://www.netstate.com/economy/va_economy.htm
The Vanguard Group, Inc. (2016). My Classroom Economy. Retrieved February 17, 2016, from http://myclassroomeconomy.org/
VAView. (n.d.). Computer Games about you! Retrieved May 07, 2016, from http://www.vaview.vt.edu/k5/all-about-you/computergames-about-you
Virginia. (2016). Retrieved March, 14, 2016, from http://www.factmonster.com/us-states/virginia.html
Virtual Career Day - Welcome. (n.d.). Retrieved May 07, 2016, from http://www.virtualcareerday.com/

Economics Unit - 4th Grade

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Economics Unit - 4th Grade

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EDIS 5340: Teaching Social Studies in the Elementary School

Dear Parents and Guardians,

Ms. Nurse and Ms. Jennings

Elementary Social Studies Methods Unit Plan Outline

How do individuals demonstrate thoughtful and effective participation in civic life?

VA SOL CE.13:The student will

VA SOL CE.14:The student

VA SOL CE.12: The Student will

VA SOL CE.4:The student will demonstrate

Focus will be on VA SOL CE.12,

demonstrate knowledge of the role of

will demonstrate knowledge of

demonstrate knowledge of the

knowledge of personal character traits that

13, and 14 topics covered this

Informal, whole-group review with

During group share: What is the

Finish job applications

Reflection: Write a paragraph about

Review graphic organizers, notes, and other

Begin working on buildings

What is your end-of-unit assessment?

Elementary Social Studies Class Profile

Unit Lesson #1 Day 1

Currency: the official, accepted method of payment

Connecting to prior knowledge and experiences:

Tasks and activities:

Accommodations for individual differences:

ow do governments pay for the goods and services they provide?

How does the government infuence economic activity?

Topic: Government goods and services

How did the 16th Amendment get passed?

Topic: The 16th Amendment

Why was the Federal Reserve System created?

What is the role of our Federal Reserve System?

Topic: The Federal Reserve System

What is the Federal Reserve System?

What are some common characteristics of currency?

Why does the government issue currency and coins?

Government goods and services

Maintains the value of the dollar (national currency)

Closure Activity: Info/Scenario Sort + Graphic Organizer

What is the related topic?

Income taxes are charged on wages (a paycheck), earnings from

What is the related topic?

Also called bankers banks because they store commercial

Government goods and services

The 16th Amendment

The Federal Reserve System

Unit Lesson #2 Day 2

Awareness of yourself is needed to pick a career.

How does skills/talents, interests, and aspirations influence career choice?

Primary Content Objectives:

Students will be able to do:

Explain the role of self-assessment in career planning

Related state or national standards:

Materials and Resources:

Projector or SMART Board (for virtual career day)

Key Vocabulary and Definitions:

Skill: the ability to do something well; expertise.

Accommodations for individual differences:

Behavioral and organizational strategies: