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History/Social Science Standard 2.4 |
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History/Social Science Standard 2.4 |
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Students understand basic economic concepts and their
individual roles in the economy, and demonstrate basic
economic reasoning skills.
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The following is a list of some book titles that could be used to tie literature with the social studies standard. Other titles can be found in Literature for History-Social Science, Kindergarten Through Grade Eight, by the California Department of Education, 1993. Trucks, by Byron Barton, Crowell, 1986 This book joins Barton's Trains and Boats in depicting how goods are transported. The Milk Makers, by Gail Gibbons, Macmillan, 1985 This behind-the-scenes look at the dairy industry complements this standard. Night Markets: Bringing Food to a City, by Joshua Horwitz, Cowell 1984 The problem of how to feed the huge population of New York City is detailed here in text and photographs. The wholesale markets that supply produce, meat, dairy products, flowers, and bakery goods are shown during the nighttime hours. Wheat: The Golden Harvest, by Dorothy Hinshaw Patent, Putnam, 1987 The excellent text and photographs in this book introduce our most important food-wheat-from its growth through harvest, to flour, and its use in pastas, breakfast cereals, and bread. People at Work, by Molly Perham, Dillon, 1986 The text and photographs in this book describe various jobs performed by people around the world, including nursing, fishing, sheep farming, filmmaking, and fire fighting. A New Coat for Anna, by Harriet Ziefert, Knopf, 1988 A little girl, Anna, meets those that help make her new coat, from sheep to tailor, in this book about barter and ingenuity after World War II. Collections for Young Scholars, Open Court Publishing Company, 1995 1. Unit 2/Rich and Poor, "Amadou's Story"
(pages 236-251, Framework for Effective Teaching). This story
introduces students to the idea of cooperative farming as a way to deal
with problems of poverty and wealth.
The Music Connection 2, Silver Burdett Ginn,
1995
Schools of California Online Resources for
Education
Previously Published Data Food Products (How it's Done Series).
From Beet to Sugar. Mitgutsch, Ali. Carolrhoda. Icecream.
Trucks.
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Assembly Lines Economics, Art In this activity students form an assembly line to make a picture. This activity will help students understand the assembly line production process. Students will appreciate the role of special jobs in a community or group. See this website: http://www.eduplace.com/ ss/act/assemln.html Houghton Mifflin Activity Search http://hmco.com/hmco/school/ search/activity.html This website provides teachers in Grades K-8 with lesson plans for a variety of topics, including activities that support this standard. Previously Published Data 1.) Students will brainstorm a list of things they like to eat that includes tomatoes. 2.) Students will participate in an active thinking lesson on the jobs needed to turn a tomato into a can of tomato soup. 3.) In order to show the sequence of workers it takes for a tomato to become tomato soup, students will make a worker chain by cutting paper figures and labeling the workers. The students will glue the figures in the proper sequence on construction paper. 4.) After discussion the students will make a Chart to show what foods are grown locally and which come to our markets from far away. 5.) Students will fold paper in half and label one side "Food Grown Locally," and the other, "Food from Far Away." They will paste pictures of various fruits and vegetables on the appropriate side. 6.) Students may use library or interest resources if available to find out where foods pictures originate. 7.) Students place the pictures of farming life prior to mechanization on the chalk tray and illustrate and write or dictate responses to the following questions: |
Have children finish this sentence: Food workers depend on me to __________. Have them illustrate their sentence with as many workers as they can think of. * Ask children to draw a picture of people shopping inside a grocery store. Have them circle the consumers and put x's on the people who take the money we use to buy food. Write this sentence starter on chart paper and have students finish it. I depend on_____ for __________. Encourage them to illustrate their writing. * Have partners think of someone they depend on for food, friendship, transportation, clothing, or having fun. Then have them pantomime the action that shows that person helping them. Pair children who are learning English with English speakers. Let their classmates guess the action and identify who is helping them. Have children make puppets out of construction paper and craft sticks. Draw a mouth on the banana and have them make the banana "talk," telling its experience of how it got from a banana tree to this classroom, naming the workers or jobs people do. Previously Published Data 1. Students create a simple illustration, or paper doll chain, showing at least four of the jobs needed to bring a can of soup to the market. 2. Students can work in small study groups to create a T-chart to show what foods are grown locally and which come to our markets from far away. They can explain their thinking and locate information in books or electronic resources.
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