Powell robitaille y_discvocabppt_csi-r_model_3.30.14

Yvette Powell Robitaille

RED 6546 Issues in Vocabulary and Word Study

Dr. Christine Joseph

March 30, 2014

Content Disciplinary Vocabulary

Disciplinary Vocabulary

Scarcity

Economic Wants

Goods

Services

Related Vocabulary

Limited

Unlimited

Price

Money

Trading

Bartering

STANDARD SS.3.E.1.1

Give examples of how scarcity results in trade.

STANDARD SS.3.E.1.2

List the characteristics of money.

STANDARD SS.3.E.1.3

Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money.

STANDARD SS.3.E.1.4

Distinguish between currencies used in the United States, Canada, Mexico, and the Caribbean.

Standards: NGSSS Third Grade Standard 1: Beginning Economics

CCRA.R: 1: Read Closely-Evidence & Inferences 9: Analyze how two or more texts address similar topics 4: Interpret words and phrases as they are used in a text

CCRA.SL: 2: Integrate and evaluate information presented in diverse media and

formats, including visually, quantitatively, and orally 5: Make strategic use of digital media and visual displays of data to

express information and enhance understanding of presentations. CCRA.W: 2: Write informative/explanatory texts

CCRA.L: 6: Acquire and use accurately a range of general academic and

domain-specific words and phrases sufficient for reading, writing, speaking, and listening

Standards: CCSS

ELA – Literacy

Read to the class

Getting’ through Thursday Author: Melrose Cooper

Illustrator: Nneka Bennett

Reading Level: Grades 1-3

Lexile Measure: 680

Publisher: Lee & Low Books

Investigate: Text 1: Fiction

Getting’ through Thursday Briefly summarize the book with the class: Sample answer: Andre can’t stand Thursdays. Each

week, that’s the day before his mother gets paid, and there is never enough money on hand. When his report card comes Andre knows he will make the honor roll – and that his mother has promised him a “royal party” on that very day. But problems arise when the report card arrives on Thursday – the day when the family has no money left! Will Andre get his party after all?

Investigate: Text 1: Fiction

Why was Thursday such a difficult day at Andre’s house?

This was the day before his mother got paid – and money was especially scarce at that time.

What were some of the goods that the children in Andre’s house wanted on Thursdays? Store-bought drinks, toothpaste, food for the parakeet, blush brush, bandana, loose leaf paper.

Were these items “scarce” and why? Yes! In economics, all goods and services are considered scarce. They are not freely available in unlimited quantities.

Investigate: Text 1: Fiction

Comprehension Questions

Because of the scarcity of these items and the scarcity of

money to buy them, what did Mama teach the children to do? She taught them to make do with the things they already have – like using baking soda instead of mint toothpaste and a towel instead of a bandana. She even taught Andre to be satisfied with a “pretend” party until Friday came.

What were some of the scarce goods that Andre finally got at his “royal party?” Cake, ice cream, candles, t-shirt, Buffalo Bills pencil, sports stickers.

How do you know these goods that Andre received are “scarce”? They had a price and had to be purchased. They were not free goods available in unlimited quantities.

Investigate: Text 1: Fiction

Comprehension Questions

Andre’s family had a scarcity of money each week.

Do rich families experience scarcity? Yes! Even though rich people have more money, they still want more than they can buy. All people face the problem of scarcity. Also, all people – rich or poor - face the problem of the scarcity of time.

How do you experience scarcity in your life? Answers will vary. However, students do experience scarcity, such as having enough money to spend on things they want, time to do all the things they want, and space when packing the car for vacation, etc.

Investigate: Text 1: Fiction

Comprehension Questions

Read: ‘Trade Your Snickers for Smarties’: The

Economics of Halloween Candy Author: Kristofor Husted

Publisher: NPR

The Salt: What’s on Your Plate: 11.1.2011

http://www.npr.org/blogs/thesalt/2011/11/01/141901960/trade-you-snickers-for-smarties-the-economics-of-halloween-candy

Investigate:

Text 2: Information

Briefly summarize the article, ‘Trade Your Snickers

for Smarties’ with the class

Ask the following questions based on the article:

What was scarce?

What were the goods?

What were the economic wants in the story?

What was limited?

What was unlimited?

What did the kids consider “money” in this article?

How did the kids determine the “price” of the goods?

Investigate:

Text 2: Information Comprehension Questions

Watch: “Swapzies”

Publisher: TD Bank: Wow Zone

http://www.tdbank.com/wowzone/kids/wowza.html

As the class watches the program, stop at each of the pauses in the story to discuss what was presented in the previous section

Investigate:

Text 3: Information

Briefly summarize each section of the movie,

‘Swapzies’ with the class (note: skip the game)

Ask the following questions after part 1:

What was scarce?

What were the goods?

What were the economic wants in the story?

Investigate:

Text 3: Information Comprehension Questions

Briefly summarize each section of the movie,

‘Swapzies’ with the class

Ask the following questions after part 2:

What was used as ‘money’ in part 2?

Why did they use a scale?

How is that scale like other scales you have seen?

How did the people ‘back then’ determine the value of items (or goods)?

Investigate:

Text 3: Information Comprehension Questions

Briefly summarize each section of the movie,

‘Swapzies’ with the class

Ask the following questions after part 3: Why did we start using coins instead of trading

weights of stones for ducks?

How do your families ‘barter’ for the money they get?

How do stores decide what to charge for an item?

Why do prices of things change?

Why does Halloween candy cost less November 1st?

Why does Valentine candy cost less February 15th?

Investigate:

Text 3: Information Comprehension Questions

In groups of three

Have students brainstorm and list goods they could trade on a sticky note (one item per sticky note)

Have students place the sticky notes under a three-column chart on the wall: Low Value, Medium Value, High Value

Discuss with the class how they determined why these items had a low, medium, or high value

Report

Have students clip magazine pictures of three to five

items each

In groups of four, have students paste pictures in equal sets

Have groups present their chart to explain why their equal sets are equal

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Report

Students will write an essay about scarcity and

economic wants

Have students create an essay map, go to: http://www.readwritethink.org/files/resources/interactives/essaymap/

After completing the essay map, have students write a story about scarcity and economic wants using the vocabulary words from the unit (Have vocabulary words posted on the word wall in the classroom)

Have students share their essays about scarcity and economic wants in their groups of four

Report