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VIRGINIAECONOMICEDUCATORAWARDS 2022SWEET'O'NOMICSJohn C. Myers Elementary SchoolRockingham County Public SchoolsAnne GreenLESSON PLAN:

SWEET'O'NOMICS8 day unit8 lesson plansGoogle slides4 recipesTemplate for doughnut mobileNatural resources: Materials that come directly from nature Human resources: People working to produce goods and services Capital resources: Goods made by people and used to produce other goodsand services Scarcity: Not being able to meet all wants at the same time becauseresources are limited Consumer: A person who uses goods and services Producer: A person who uses resources to make goods and/or provideservices People must make economic choices because resources, goods and servicesare scarce2.8 The student will describe natural resources (water, soil, wood, and coal),human resources (people at work), and capital resources (machines, tools,and buildings). 2.10 The student will explain that scarcity (limited resources) requires peopleto make choices about producing and consuming goods and services. 2.9 The student will distinguish between the use of barter and the use ofmoney in the exchange for goods and services. Grade Level: Elementary SchoolMaterials:Time Required: 8 day unit -- 45 minute lessonsLesson Description: Sweetonomics is an 8 day engaging economic unit. This unit kicks off with afield trip to the KRISPY KREME to give students first hand knowledge of a goodbeing produced with a focus on human, capital, and natural resources. Studentswill come back to school and work in teams to make their own sweet treats tosell learning about the factors of production with hands on activities. This unit includes hands on activities that bring economics to life. Economics and/or Personal Finance Topics: Standards:

Procedure: This project started in the month of September. At the beginning of each monththroughout the year, a new concept was taught and worked into practice in theclassroom. In September, the students had finished learning about civics,communities, and the importance of rules and laws. The students were told thatthe classroom would function as a community throughout the year. Thestudents’ job in the community was coming to school each day. They would bepaid 2 cents per day for coming to school and would keep the money in theirpersonal bank, which was a plastic box in their desk. The students were told thatthey could earn additional pennies for doing extra jobs in the classroomcommunity. The teacher also explained that sometimes in a community, peoplebreak the rules or laws. If this happens, they may have to pay a fine. Studentswould be charged a fine from their money for breaking the rules and laws of theclassroom. The students reviewed the value of a penny and practiced countinggroups of pennies from their boxes throughout the month and writing the valueof their collection of pennies using a cent sign. At the end of the month, theytook a quiz on identifying and counting pennies.In October, the students were introduced to our class store. Twice a monththroughout the school year, the students could bring the money they hadearned to the class store to shop. They had to count the money in their box andwrite the value down. They could then spend the money on items that werecategorized by price (10 cents, 20 cents, 30 cents, 50 cents, etc.) The studentswere taught how to write the value of a group of coins using a dollar sign. Theywere expected to write the value with both a cent sign and a dollar sign for therest of the year.Sweet'o'nomicsBy: Anne Green

Identify human resources in the production of doughnutsIdentify natural resources in the production of doughnutsIdentify capital resources in the production of doughnutsExplain how human, natural and capital resources are used to producedoughnuts and other goods and servicesCategorize human, natural and capital resources used in the production ofdoughnuts and other goods and services. Ask students what their favorite kind of doughnut is and compile a list. Explain the following terms: Natural-things from nature, Capital-tools, and Human-people working. Write these headers on the board. Assign a motions for the vocabularyHuman-Stand up flexing arm musclesNatural-Strike the yoga tree poseCapital-Act out holding a hammer moving arms up and down Read the the Donut Chef By Bob Staake As you read, stop to list what the Donut Chef uses to make his donuts. Sortthe responses under categories that are written on the board: : Natural,Capital, and Human resources. Discuss who the producers and consumers are in the story. Use the motions for natural, capital, and human resources as you refer backto the list you created on the board. Call out other human resources, capital resources, and natural resourceshave students strike the correct resource pose (-Human-Stand up flexing armmuscle-Natural-Strike the yoga tree pose-Capital-Act out holding a hammermoving arms up and down.) Examples could be teacher, peach, car, building,smart board, water, construction worker, computer,Procedure: Lesson 1: Read Aloud Donut Chef by Bob Staake Lesson Description- Today you will introduce the vocabulary for the unit andread aloud Donut Chef by Bob Staake. Also, to help students connect andremember the terms natural, capital and human resources you will teach bodymotions that can be used throughout the unit. Objectives: Students will be able to: 1.2.3.4.5.6.7.8.Sweet'o'nomicsBy: Anne Green

Identify human, natural and capital resources in the production process ofmaking doughnuts. Discuss who the consumer and producer are at Krispy Kreme. Discuss making economic choices. Camera Procedure: Lesson 2: Field trip Lesson Description- Yesterday, the class read the book Donut Chef anddiscussed how donuts are made by using human, natural, and capital resources. Reference the materials that were used by Donut Chef. Today, students will visita real donut shop-l Krispy Kreme. They will gain first hand knowledge of howdoughnuts are produced. The students will see the natural, capital and humanresources used in the production of actual doughnuts. They may even see theirfavorite donut. Objectives: Student will: Materials: Procedures:As the students receive a tour of Krispy Kreme and see how doughnuts aremade, take photos of human, natural, and capital resources. You will use thesephotos in the next lesson. Sweet'o'nomicsBy: Anne Green

Photographs from field trip Doughnut template-included Yarn 3x3 squares of paper-you can hole punch these cards before the lesson orgive each group a hole punch. Crayons Review photos and discuss field trip and how doughnuts are made. Havestudents use the motions as they identify the resources:Human-Stand up flexing arm musclesNatural-Strike the yoga tree poseCapital-Act out holding a hammer moving arms up and down Break into small groups to create a doughnut mobile. Each group will need one doughnut copied onto card stock, yarn, scissors,hole punch, and 8 3X3 cards. The group will cut out the doughnut and color it. They will need to label a H(human), and C (capital) and N (natural) at the bottom. They will need to holepunch a hole under each letter. The groups will draw and label 2 human resources, 3 capital resources, and 3natural resources onto each 3X3 card. Each card will need to be hole punchedat the top and bottom. The students will attach the 3X3 cards using yarn to the doughnut. Hang around the room. Discuss how the natural resources could change depending on the type ofdoughnut. Ask the class which resource they think is the most importantresource when producing a product. Are any of these resources used tocreate other goods?Procedure: Lesson 3: Factors of Production Mobile Lesson Description- Students will view photos from the field trip to Krispy Kremeand discuss the factors of production. In small groups students will create adoughnut mobile showing the human, capital, and natural resources. Objectives: Students will recall, draw, label, and sort natural resources, capital resources, andhuman resources Materials: Procedures: 1.2.3.4.5.6.7.8.Sweet'o'nomicsBy: Anne Green

Classify the natural and capital resources at their cooking station Produce sweet treats following a recipe Collaborate as a team Materials 4 sweet treat recipe card (included) All cooking supplies-natural and capital resources Hot plates Access to microwave Baggies-for packaging Large tray from your cafeteria kitchen ad access to their oven for the rollos/ora toaster oven Student ipads Plastic wrap Spoons Divide your class into 4 groups and assign a teacher assistant or parentvolunteer to each group. Each group will need their recipe card, the ingredients, and the capitalresources to make their sweet treat. Once each group is in their area w/ their supplies they need to classify thematerials into natural and capital resources. They need to take photos of their -team (human resources), naturalresources, and capital resources. Follow the steps on the recipe card Once items are ready, prepare for individual sale by placing them in baggies. Procedure: LESSON 4: Sweet Treat Teams Lesson Description- Today all students become producers. In teams they will bemaking a sweet treat to sell to the students in the school. They are the producersin this activity and the goods that they are making are for sale. They may not eatthem. Teamwork is important. Everyone in the team needs to have a part. ** The four suggested sweet treats are: pretzel rolos, monster rice krispie treats,chocolate covered pretzels, and pudding cups. Note: if you are doing this bygrade level each teacher could take one treat to create. You could also break intoteams but make the same sweet treat. The Pretzels and rolos would be verysimple to mass produce. Objectives: The student will : Procedures:1.2.3.4.5.6.Sweet'o'nomicsBy: Anne Green

Cover the pudding cups with plastic wrap. As groups finish or if certain students in a group want to make signs toadvertise their product. The posters should include the name of the product,an illustration, and the price $1.00. Discuss: Compliment a team member? What worked well in your group? What did not work well?What were some of the natural and capitalresources used in your group? Did any of the groups have the sameresources? Which resource was the most important? How much would you sell your product for?Sweet'o'nomicsBy: Anne GreenProcedure: 7.8.10.11. Count and compare a collection of pennies, nickels, dimes, and quarterswhose total value is $2.00 or less; andUse the cent symbol, dollar symbol, and decimal point to write a value ofmoney.Concepts/VocabularyQuartersNicklesDimesPennyOne dollar billStudent will demonstrate different ways to show 50 cents Students will demonstrate how to count groups of coins that equal 50 centsCup of coins for each student SEESAW APP Student ipads Worksheet-coins showing different ways to make 50 centsProcedure: LESSON 5: OPTIONAL Money Review *This lesson can be taught during your math block. It works well if you are teaching your moneyunit at the same time you are teaching your economic unit. If you have already covered moneyand feel like your student have a good understanding you won’t need to do this review activity.Lesson Description-Students will review counting money and showing different ways to make a 50cents-the price of each sweet treat.The student willObjectives Materials:

As a class using your doc camera and a cup of coins or your smart board withcoins. Call a student to model how to make 50 cents. Count it out as a class. Have another student show a different way to make 50 cents. Give each student a cup of coins and now have them create and record onSEESAW 4 different ways to show 50 cents. Discuss with the class strategies they used for making 50 cents. Now display different sets of coins that equal 50 cents and have studentscount it. Again, talk about strategies for counting with the change. Example:student may say that start w/ the quarter and add on to it. Another may saythat they look to see if there is a way to make 25 cents. … Have students do practice worksheets counting 50 cents. They must showtheir work writing above the coins how they are counting on.Procedure: 1.2.3.4.5.Sweet'o'nomicsBy: Anne GreenStudents will count coins that equal 50 centsStudents will observe others making an economic choiceStudents will be a producer selling to a consumerStudents will most likely see a real life example of scarcitySweet treats that have been made and packaged Table or cart to display sweet treats that are for sale Container to hold money Have already set up times and classrooms to sell the productProcedure: LESSON 6: Sell Sweet Treats *This lesson can be taught during your math block. It works well if you are teaching your moneyunit at the same time you are teaching your economic unit. If you have already covered moneyand feel like your student have a good understanding you won’t need to do this review activity.Lesson Description-In this lesson the students will sell their sweet treats. The students will load theirtreats onto the treat trolly to take down to the hallway where they will be sellingto four different classes. Each of the four groups will sell all products to a class. Objectives: Materials:

Invite a class to shop either on your treat trolly or in your classroom. Each student may only buy one item. They must make an economicdecision. Consumers must have exact change. As one group is selling to a class, the other 3 groups are working on Lesson 7which is creating their book creator project. Once all the classes have been shopping the groups can sort and count themoney they’ve made. Discuss: what was the most popular item? Why do you think it was the mostpopular? Was there a scarcity of any item? What did they notice about thestudents as they were deciding what to buy? How was it counting the 50cents? Which coin combination was the easiest to count? What would youdo differently?How did this experience compare to the donut chef and theKrispie Kreme store? What would have this activity looked like if you barteredfor the goods instead of paying with money?Create a book using photos from making sweet treats Use the vocabulary from this unit to describe the photos Materials The book creator app Photos from lesson 7-should already be on the students ipad or the teammembers could air drop them to one another. Explain to the students that they will be making a book about the productionof their sweet treat on book creator. Their project must have:Cover page with title and student name2 pages for human resources -photos and 2 sentences2 pages for capital resources- -photos and 2 sentences2 pages for natural resources -photos and 2 sentences1 page for producers-photos and 2 sentencesProcedure: 1.2.3.4.5.6. Procedure: LESSON 7: Digital Book Creator Lesson Description- Students will do a wrap up of producing and selling thesweet treats by making a book on book creator using the photos from lesson 4. They will also be using all the terms from the unit to describe the process. Objectives:Students will: Procedures:1.2.Sweet'o'nomicsBy: Anne Green

Sweet'o'nomicsBy: Anne Green 1 page for consumer-photos and 2 sentences Upload project to seesaw to share with families Showcase projects by having students walk around to the different deicesviewing the finished projects.Procedure: 3.4. Generate an illustration them as a producer List human and and capital resources Classify jobs that procure goods and services Paper Markers 2 notecards for each student Scotch tape Have each student list 3 jobs they would like to do when they grow up. Have students share their ideas with the class. Discuss some of the human,natural, and capital resources that would match some of the jobs. Does theirjob provide a good or service? Have students circle 1 out of the 3 jobs they listed. Explain that they will needto draw themselves doing the job. They should include themselves as thehuman resource and natural and capital resources in their drawing. Hand out the poster paper. Have students tape save room at the bottom of the poster to tape on the notecards.Procedure: LESSON 8: Interactive Poster *This lesson can be taught during your math block. It works well if you are teaching your moneyunit at the same time you are teaching your economic unit. If you have already covered moneyand feel like your student have a good understanding you won’t need to do this review activity.Lesson Description-Students will apply their knowledge about human, capital and natural resourcesby choosing one job they would like to do to earn money. They will illustratethemselves doing the job. The student will record the natural and capitalresources used for that job. Objectives: Student will: Materials: Procedures: 1.2.3.4.

Sweet'o'nomicsBy: Anne Green Students will draw and label the picture of them working. Hand out the note cards and have students write NATURAL RESOURCES onone card and CAPITAL RESOURCES on the other. Tape the cards at the topso it forms a flap at the bottom of the poster. Lift the card up and have the student write the natural resources used forthat job that are in the illustration. Do the same for the capital resources.Hang the posters. Be sure the students can reach the posters. Have thestudents view posters. As they look at each poster, have them think of theresources used for this job. They can check themselves by lifting the flap. Have students sort themselves into groups of goods and services. Have students write about their jobs.Procedure: 5.6.7.8.8.10. Factors of production mobile-This mobile focuses on the doughnutproductionBook Creator- students will use photos from the making and selling treatsand describe the factors of productionPoster-Students will create a poster of their dream job and list all the factorsof productionAssessment: Students will show what they know by creating a:Extension & Modifications: In this unit I have included lessons for the appBookCreator and SEESAW. You can substitute these apps for other apps such asPIC COLLAGE or simply use paper. I have also included 4 different recipes but you could modify this to using only 1or 2. I included one lesson reviewing counting coins to 50 cents. If you are teachingduring your math block while teaching economics during your social studiesblock you can skip that lesson. Upload of Supplementary Materials:https://drive.google.com/drive/folders/1q_wgt4mqT4n68qA3eckOFbqom4O19y67?usp=share_link

Sweet'o'nomicsBy: Anne GreenExplain how this lesson/unit teaches or reinforces the economics/personalfinance concepts above: Students learn about the factors of production bySEEING it in action on their field trip to Krispy Kreme and then by DOING it in theclassroom. Students will be make and sell a product while documenting thefactors of production in meaningful and engaging activities. Students learnhuman resource by being a human resource . Students learn about natural andcapital resources by using natural and capital resources. Anne GreenJohn C. Myers Elementary SchoolRockingham County Public Schools