Public Schools of Robeson County 3rd Grade

SOCIAL STUDIES

INSTRUCTIONAL ALIGNMENT

Unit Title: Embracing the Inter-connections Between Economics and Financial Literacy

Conceptual Lens: Economics, markets, income, money, investment, wants/needs

Grade Level: Third Grade

Unit Overview:

Student learning will focus on the understanding the economy and environmental literacy.

Essential Standard:
3.E.1 Understand how the location of regions affects activity in a market economy.
3.E.2 Understand entrepreneurship in a market economy.
Clarifying Objective(s):
3.E.1.1 Explain how location impacts supply and demand.
3.E.1.2 Explain how locations of regions and natural resources influence economic
development
(industries developed around natural resources, rivers and coastal towns).
3.E.2.1 Explain why people become entrepreneurs
3.E.2.2 Give examples of entrepreneurship in various regions of our state. / Essential Question(s):
  1. What is your opinion on the reason we need money?
  2. Distinguish between “needs” and “wants”?
  3. Argue how technology makes your life easier?
  4. Present an argument for why people start their own business?
  5. Explain how location impacts supply, demand and the unique needs of citizens based on their location.
  6. Explain how and why people become entrepreneurs in various regions of our state.

Pacing Guide:
Unit of Study
Embracing the Inter-connections Between Economics and Financial Literacy / Major Concepts
  • wants/needs
  • scarcity
  • resources
  • economic
  • systems
  • producer
  • choice
  • income
  • wages
  • risk
  • investment
  • money
  • trade
  • markets
  • supply
  • standard of living
/ Instructional Task
3.E.1.1
1. Define market economy.
2. Relate how supply and demand differ according to location.
3. Explain relationship between supply and demand.
3.E.1.2
1. Understand term Natural Resources
2. Realize that resources often influence economic growth in communities.
3E.2.1
1. Describe an entrepreneur.
3E.2.2
1.Give examples of entrepreneurs.
2. Explain the benefits to regions of our state. / Essential
Vocabulary
Pre:
Current:
Introductory: / Instructional Resources
Text Resources:
  1. The Robesonian
  2. Coupon
  3. Advertisements
The author uses different poems to teach children lessons about wants and needs-"Ourchestra," "Pancakes?," "Hector the Collector," "Point of View," "Poor Angus," & "Afraid of the Dark" in Where the Sidewalk Ends** by Shel Silverstein
The Goat in the Rugas told to Charles L. Blood and Martin Link
The Lemonade War
Lemonade for Sale
Digital Resources:
(economics & geography)

Resources and Websites:
(supply and demand, market economy- look under Grades 9-12)
Supply and Demand Activity:

Integration Opportunities:
Community involvement: Have local businesses come into the classroom to discuss the opportunities and risks involving owning a business (entrepreneurship).
Field trips:
local businesses such as grocery store, restaurant, family-owned business
Literary Connections:
Books and Literature:
Boom Town by Sonia Levitin-Entrepreneurs
Alexander Who Used to be Rich Last Sunday by Judith Viorst-Opportunity Cost
How Second Grade Got $8,205.50 to Visit the Statue of Liberty by Nathan Zimelman -Profit
A New Coat for Anna by Harriet Ziefert-Bartering
Abuela’s Weave by Omar Castaneda-Producers/Consumers
Max’s Dragon Shirt by Rosemary Wells- Wants/Needs
The Great Fuzz Frenzy by Janet Stevens and Susan Stevens Crummel-Scarcity
Snowflake Bentley by Jacqueline Briggs Martin-Human Resources
The Berenstain Bears’ Dollars and Sense by Stan and Jan Berenstain-Money/Banking
The Magic School Bus at the Waterworks by Joanna Cole-Natural Resources
Beatrice’s Goat by Page McBrier-Savings / Sample Assessment Prompts
Assessment Tasks:
Students will create a poster by searching different examples of needs and wants in various magazines, etc.
Group Project: Students will be divided into teams. The groups will plan/create a mock business. They must identity the product, the materials or resources needed to make it, and where/how much to sell it.
Research an entrepreneur and take notes on growing up years, how they were inspired to start their business, what was unique about their business ideas, and how they have given back to the community.
Possible people- Milton S. Hershey, Levi Strauss, Sam Walton, Truett, Cathy, Walt Disney, Bill Gates, Ray Kroc, Mary Kay, Madam C. J. Walker, Debbi Fields, Coco Chanel, Estee Lauder…
Present information to the class