Discuss with the students how some foods they eat and see in the supermarket come from different places all over the world. Have a basket of different foods and discuss where the items came from (ex: sugar cane comes from tree bark) and from what countries. Make a list. Find the countries on a globe and compare them to where we live. Explain that they will hear a story about a little girl who has to travel the world to gather ingredients to make a special treat.
Discuss and compare the different countries and the different modes of transportation that the girl uses. Mark the different countries she travels to on a globe.
Discuss what the girl’s problem was and how she solved it.
Discuss how the girl had to rely on other countries to provide her with the ingredients she needed. BME Chart – Students will recall what occurred in the beginning, middle, and end of the story.
Follow up activities:
Cooking - Make an apple pie using the recipe in the book or the following:
1 refrigerated biscuit per student
1 can apple pie filling
Press out the biscuit and add one apple slice to one side. Sprinkle cinnamon and sugar over the apple slice. Fold and sprinkle cinnamon and sugar over the top. Bake according to biscuit package directions.
Summary: A true story about a little girl who wants a new winter coat.
Social Studies - Economics Standard 3 – Identify human wants and the various resources and strategies that have been used to satisfy them over time.
war empty barter good services
Ask students, “If you wanted to buy something but had no money what could you do?” Explain that there are different ways to obtain things we want (trading, borrowing, or buying). Ask, “Have you ever traded anything get something else?” (Baseball cards, toys, snack) Explain another word for trade is barter. Tell students, “You will hear a story about a mother who barters different things to make a coat for her daughter.”
Discuss why Anna’s mother can’t buy her a coat. Stop throughout the book and discuss how the mother is obtaining the different materials and skills needed to make the coat.
Ask “How did Anna get a new coat without any money?”
Draw a two-column table on the board. Label one column ‘Anna’s mother needed’ and the other ‘Anna’s mother traded’. Have the students recall the items from the story and list them in the correct column. Explain that some of the items the mother needed were goods (things we can use) while others were services (an activity someone does for us).
Follow up activities:
Anna’s Puzzle (included): Explain to students that they will make Anna’s coat by cutting out puzzle pieces, pairing things she traded for goods with the services she received, and gluing them down on construction paper.
heme: Friends and Neighbors
Teacher Read Aloud Book: A Chair For My Mother
Author: Vera B. Williams
Illustrator: Vera B. Williams
Summary: A story about a family who is saving to buy a wanted item
Social Studies - Economics Standard 1 – Understand that individuals and families with limited resources undertake a wide variety of activities to satisfy their wants. (Concept- must prioritize wants)
Have a few chairs placed on the rug. Give each student a choice of sitting in a chair or on the rug (there will not be enough chairs for everyone so most will have to sit on the rug). Explain the concept of scarcity (the condition of not being able to have everything you want). Ask the students who were not able to sit in a chair how they felt. Discuss with the students the difference between wants and how they should prioritize those wants (choose between) using a candy bar verses water (your body needs water to survive but it doesn’t need a candy bar). Ask the students if they have ever wanted something and how did they get it. Explain that they will hear a story about a family who wanted something special.
As you read the book, discuss the vocabulary.
Why did the family want to buy a chair? (Explain how the chair was a want.)
How did they get enough money to buy the chair?
Where did they get the money to put in the jar?
What choices did the family have to make when they bought the chair?
Follow up activities:
Writing – Students will use the jar graphic included to illustrate and write about something for which they would want to save.
Math – Students will graph the type of chair they want (Ex: rocking, sofa, recliner, wooden).
A Chair for My Mother
I want to save my money for …
Teacher Read Aloud Book: How Much Is That Doggie in the Window?
Author: Iza Trapani
Illustrator: Iza Trapani
Summary: A story about a boy who wants to buy a puppy.
Social Studies - Economics Standard 2 – Understand how barter, money, and other media are employed to facilitate the exchange of resources, goods, and services.
Ask the students to relate experiences when they wanted something special but didn’t have enough money to buy it. Elicit examples of ways students solved this problem.
Explain that they will listen to a story about a boy who wanted to buy a special puppy but did not have the money for it. Instruct them to listen for the problems he encounters when he tried to solve his problem.
“How does the pet storeowner try to solve the boy’s problem? What does the boy do?”
Stop after each encounter to have students identify what the boy’s problems are.
“Why did the parents buy the puppy for him?”
Explain that the boy’s goal was to save money to buy a dog. Discuss what saving is (not spending or buying but keeping your money to spend later).
Follow up activities:
Puppy Puzzle - Display a transparency of puzzle pieces and a puppy outline with the puzzle pieces fit together inside the outline of the puppy. Explain that the completed puzzle represents the boy’s goal of buying the puppy. Now remove one piece of the puzzle. Explain that not earning any money to buy the puppy was one reason why the boy didn’t reach his goal. Remove another piece of the puzzle. Explain that using the money he had saved for the puppy to buy the frozen yogurt was another reason for not reaching his goal. Continue this way with the candy and tissues, until one puzzle piece is left. Explain that this one piece represents the little savings he didn’t spend. Give each student a puppy outline and puzzle pieces. Explain that they will think of five ways the boy could have earned and saved enough money to buy the dog (errands, sell lemonade on a sunny day, save birthday money, etc). Have the students illustrate and label their ideas on the puzzle pieces and glue on the puppy outline. Have the students share their ideas.