ECONOMICS for Elementary Teachers: ECON 3053

Sheep Go Shopping and Dining

Children’s Book: Sheep in a Shop, Nancy Shaw, Houghton Mifflin Company, 1991, ISBN #0-395-70672-6. Sheep Out to Eat, Nancy Shaw, Houghton Mifflin Company, 1992, ISBN #0-395-72027-3. Lesson Source: Foundation of lesson based on AskERIC Lesson Plan http://askeric.org/Virtual/Lessons/Social_Studies/Economics/ECO0015.html Adapted for: Kindergarten By: ECON 3053 Class Members: Nancy Garner, Kristy High, Stacey Moore, Melissa Prince: Spring 2001. FOCUS: Overview: These two books that feature an inquisitive group of five sheep provide an outstanding introduction to goods and services. Students learn the difference between a good and a service and identify those goods and services portrayed in the stories. Students also learn that the sheep must make choices because they can’t purchase everything they want. Students demonstrate their understanding of these concepts by constructing two collages, one with pictures of goods and another with pictures of services and then have the opportunity to share their collages with the rest of the class.

Curriculum Alignment: Voluntary National Content Standards in Economics . Content Standard 1: Students will understand that: Productive resources are limited. Therefore, people can not have all the goods and services they want; as a result, they must choose some things and give up others. . Grade 4 . Benchmark 1: People make choices because they can’t have everything they want. . Benchmark 2: Economic wants are desires that can be satisfied by consuming a good, service, or leisure activity. . Benchmark 3: Goods are objects that can satisfy people’s wants. . Benchmark 4: Services are actions that can satisfy people’s wants.

Arkansas Social Studies Frameworks . Strand 3: Production, Distribution, and Consumption

A:/ECON/Sheep LP/Garner.High.Moore.Prince 1 . Content Standard 1: Students will demonstrate an understanding that different economic systems and limited resources influence cooperation and conflict in decision making.

. Grade K-4: Student Learning Expectations . PDC.1.2. Apply the concept that goods and services are limited by available resources, requiring individuals and societies to make choices. . PDC.1.6 Examine how people depend on each other to supply economic goods and services. . PDC.1.9 Explore the kinds of work that people do and how that work benefits their family and community.

Bentonville School District Social Studies/Economics Curriculum: Kindergarten Students will be able to: . Distinguish between wants and needs in the classroom and at home.

Rogers School District: Social Studies Standards: Kindergarten . Interdependence: . Explain how members of the community help us. . Scarcity and Choice: . Identify uses for money at school and at home. . Cooperation and Conflict: . Examine cooperation and conflict using literature and the arts.

Springdale School District: Social Studies Curriculum: Kindergarten Scarcity and Choice: 1. Categorize wants and needs. 2. Be aware that making choices results in trade-offs or missed opportunities. PREPARE: Materials: . Trade books: Sheep in a Shop, Nancy Shaw, Houghton Mifflin Company, 1991, ISBN #0-395-70672-6. Sheep Out to Eat, Nancy Shaw, Houghton Mifflin Company, 1992, ISBN #0-395-72027-3 . Activity sheets: 1) Heading: Goods 2) Heading: Services (Copied on bright paper; enough for each cooperative pair of teaching groups.) . Miscellaneous magazine and catalog cut out pictures of goods and services . Scissors and glue (enough for each student) . Masking tape to stick example pictures to board

A:/ECON/Sheep LP/Garner.High.Moore.Prince 2 . Prepare example pictures of goods and services mounted on bright colored paper for children to identify . Performance Assessment Sheet: one (1) per student

Construct: 1. Collect various magazine and catalog pictures of goods and services students will be able to identify and use to in making collages. 2. Cut out all pictures and paste a few pictures of goods and services on brightly colored paper (one labeled: Goods; one labeled: Services) to use as examples. 3. Gather materials (trade books, prepared activity sheets, cut out pictures, scissors, glue, colored markers, and masking tape). TEACH: Know: 1. First, ask the students about shopping (to help them identify what goods are):  How many of you have ever been shopping?  What kinds of things do you buy?  What do you use to pay for the things you want to buy?  What do you do if you don’t have enough money to buy what you want? Definition of Goods: Explain to the students that goods are things people want that can be touched or held. Write the word Goods on the board.

2. Next, ask the students about going out to eat (to help them identify what services are):  Who has been out to eat in a restaurant?  What do you like to eat at that restaurant?  What do you use to pay the bill?  What do you do if you don’t have enough money to pay for your order? Definition of Services: Explain to the students that services are things people do for someone else. Write the word Services on the board.

Activities: Part I: Books and Concept Development 1. Read the trade book Sheep in a Shop. Synopsis:With piggy bank in tow, the fleecy five take a country store by storm in search of a birthday gift for one of their friends. They hit upon just the right thing, but find themselves a little short on cash. A:/ECON/Sheep LP/Garner.High.Moore.Prince 3 Luckily they're not short on ingenuity and are able to make a real deal. 2. Review with students the definition of goods (as this book is primarily about goods) by asking the question Do you remember what “goods” are? Then explain, (if they do not remember), that goods are things people want that can be touched or held.

3. After reviewing the definition of goods, allow the students to identify the different things the sheep want to buy for the birthday present as a good or a service (rackets, rockets, jackets with pockets, blocks, clocks, trains, planes, and beach balls). List these on the board under a Goods or Services heading (the only service in this book is the shopkeeper). 4. Assist the students in identifying the problem the sheep had (not enough money to purchase what they wanted) and discuss the choices the sheep had to make in order to purchase a birthday present. 5. Read the trade book Sheep out to Eat. Synopsis:The five lovable sheep are back and they are hungry. This time they venture into and wreak havoc in a very dignified tearoom--until they discover that the best place for them is truly out to eat. . . on the lawn. 6. Review with students the definition of services by asking the questions: Do you remember what “services” are? Can you give me an example of a “service?” Then explain, (if they do not remember), services are things people do for someone else. 7. After reviewing the definition of services, ask the students what a restaurant provides—goods or services (answer: both) and have them identify the goods and services from the story, listing these on the board under the Services heading. 8. Discuss with students how customers pay for the goods and services they receive from restaurants. 9. Review the Goods and Services listed on the board.

Part II: Reinforcement Activity and Closure Reinforcement Activity: Explain to the students that they will work in cooperative groups of two students to construct two collages using pictures cut from magazines and/or catalogs. One collage will contain pictures of goods, the other will contain pictures of services. Review the definition of goods and services and ask the students what good and services where mentioned in the Sheep books. Also, take this opportunity to reinforce the concept that because space is scarce (the size of the colored paper) they will have to make choices on what pictures they will use.

A:/ECON/Sheep LP/Garner.High.Moore.Prince 4 Link: Ask students in each group to explain what types of goods and services they chose to include in each collage. Ask the students why they chose these particular pictures. The teacher may also ask how the students felt by being limited to only the size of the colored paper—did they want to include more? This helps to reinforce the concept of choice.

A:/ECON/Sheep LP/Garner.High.Moore.Prince 5 CONNECT: Connection to Language Arts: When reading other books, the teacher should ask students if there are examples of goods and services included in the story. You may also visit this website http://www.unmuseum.org/crr/bssheep.htm and print out the story of Bunny and the Wild and Crazy Sheep.

Connection to Science: Learn all about sheep, lambs, and wool at http://www.sheepusa.org/ click on For Kids at the bottom of the page and then make your choice from the selection menu. By clicking on The Environment at the bottom of the main page of this website, students can learn about how sheep are good for the environment.

Connection to Art: Using the pattern provided at http://www.sheepusa.org/kids/ and click on Learn about Sheep and then click on make your own paper pet, students can make a sheep of their very own.

Connection to the Family: When shopping with parents, do the children find particular goods they want to buy for which they don’t have enough money? Talk about what things people have to do in order to be able to purchase the goods and services they want and even set up a small “class-owned” grocery store or restaurant center in your room.

Connection to Technology: The next time you are in a computer lab with your class, try visiting http://tqjunior.thinkquest.org/3901/amanda/gsfarm.htm. Even though this site is a little wordy, the site does a great job of reviewing the concept of Good and Services and even includes a little pictorial quiz for students to take online. This activity makes a terrific computer lab filler that children will enjoy.

A:/ECON/Sheep LP/Garner.High.Moore.Prince 6 Sheep Go Shopping and Dining

Performance Assessment and Rubric

Task: Students will demonstrate their understanding of the concepts of goods and services by listing three items for each category.

Directions: List at least three goods and three services. List at least one item that is both a good and a service.

Goods Services Both

1.______1.______1.______

2.______2.______2.______

3.______3.______3.______

Advanced:  List at least three goods  List at least three services  List at least one item that is both a good and a service

Proficient:  List three goods  List three services

Basic:  List less than three goods  List less than three services

Below Basic:  List no goods or services

A:/ECON/Sheep LP/Garner.High.Moore.Prince 7 Name ______Sheep Go Shopping and Dining

Directions: List at least 3 goods and 3 services. List at least 1 item that is both a good and a service.

Goods Services Both

1 ______1 ______1 ______

2 ______2 ______2 ______

3 ______3 ______3______

Student Performance Assessment Master GOODS

Student Performance Assessment Master SERVICES

Student Performance Assessment Master