Are you a smart shopper? Teacher's Page
A WebQuest for Grades 4 -5, WebQuest Agricultural Series by Missouri Farm Bureau and Missouri State University
This WebQuest is designed to introduce the economic concepts of wants/needs, opportunity/trade off costs, scarcity and producer/consumer and bartering. Teachers will need to discuss these terms, but can use activities to reinforce concepts. The activities can also be adapted to include identifying types of resources. They may also be used in all or as part of an economic unit of study.
Americans are fortunate in that our food is relatively inexpensive. The average American family only spends about 10% of the family income on food, meaning that the rest is available for other purchases and expenses.
BEFORE YOU BEGIN
Select and review relevant economics terms in this Glossary
Discuss definitions of Wants vs. Needs
Help your students understand how to budget and give them guidance in selecting the food items they will need for the week budgeting process.
Read the book, 1. A New Coat for Anna, and discuss with the students the steps it took for Anna to receive her new coat. Use a T-chart to discuss with the students how she was able to get the items she needed to make the coat. (Bartering for Wants/Needs)
Ex.1) traded a gold watch for the wool 2) traded a lamp for the spinning of the yarn 3) picked berries for red color 4) traded a garnet necklace for the weaving of the cloth and 5) traded a teapot to the tailor to sew the coat for Anna.
This activity was adapted from Bartering through the Seasons.
Rubric for Smart Shopper Projects
|Apply the following economic principles supply and demand trade-offs
||The information used demonstrates understanding of all three principles.
||The information used demonstrates understanding of only two principles.
The information used demonstrates understanding of one the principles.
The information used demonstrates understanding of none of the principles.
Demonstrates fluency with multiplication and division
Demonstrates complete understanding of the mathematical concepts used to solve the problem(s).
substantial understanding of the mathematical concepts used to solve the problem (s).
Demonstrates shows some understanding of the mathematical concepts needed to solve the problem (s).
Demonstrates very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.
Write informal reports in format appropriate to an intended audience and purpose
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Missouri Grade-Level Expectations
4. Economic Concepts and Principles
4. Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)
A. (1) Knowledge of basis economic concepts, being able to explain and use them to interpret historical and current events
• Explain Supply and Demand (St.1.5,1.8,2.1,1.10)
• Identify Goods and Services (St.1.8,1.9,1.10,2.1)
• Show how people trade using money and bartering (St. 1.10,2.1)
B.(2) Economic Decision Making
• Explain present and predict future consequences of economic decisions (St. 1.6,1.10,2.1,3.8,4.6)
A (1) Economic Concepts
• Apply the following economic principles
• Supply and Demands
Trade-offs (opportunity cost) (ST 1.6,1.10,2.1,2.3,4.6)
Social Studies Glossary of Terms
Number and Operations
3. Compute fluently and make reasonable estimates
B. Develop and demonstrate fluency
• Demonstrates fluency with multiplication and division (ST. MA.1 1.6) (FR V.4.e)
Data and Probability
2. Select and use appropriate statistical methods to analyze data
A. Describe and analyze data
• compare related sets of data (ST. MA.3 3.6) (FR VII.c)
3. Write effictively in various forms and types of writing
D. Summary Writing
• Write a summary/retell the main ideas of written text (ST. CA 2,3,4 1.6, 2.1, 3.5) (FR II 1.a, 2a,b,5-8)
E. Audience and Purpose
• Write informal reports, diary/journal entries, organized friendly letters, thank-you letters in format appropriate to an intended audience and purpose
COMMON CORE STANDARDS
Language Arts: Reading Standards, Grade 3-5, Sec. 7
Invite a guest with a spinning wheel or weaving machine to your classroom.
Visit a local Farmers Market or grocery store to do actual comparison shopping.
Read the book "Farmer's Market" by Carmen Parks and Edwin Martinez
This page was developed by your Amy Jo Estes, reviewed by Lyndon and the late Barbara Irwin and maintained by Missouri Farm Bureau. Please address questions to Diane Olson at Missouri Farm Bureau.