VCEE RMC PWCS Book Crate#3 : simplebooklet.com

TABLE OF CONTENTS Unit Introduction Page 4 Earn It! Pages 5-10by Cinders McLeod Ella Earns Her Own Money Pages 11-17by Lisa Bullard Isabel’s Car Wash Pages 18-22by Sheila Bair Save It! Pages 23-30by Cinders McLeod Tía Isa Wants a Car Pages 31-40by Meg MedinaOverall Application Pages 41-45Lesson: Vocabulary Challenge [Featuring: Earn It!, Ella Earns Her Own Money, Henry Hikes to Fitchburg,Isabel’s Car Wash, Lemonade in Winter: A Book about Two Kids CountingMoney, Miss Fox's Class Earns a Field Trip, One Hen: How One Small LoanMade a Big Difference, Rock, Brock, and the Savings Shock, Save It!, Tía IsaWants a Car] Lynne F. Stoverstoverlf@jmu.edu

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INTRODUCTIONContent Crate #3 contains picture books, lessons, and activitiesfeaturing the concepts of saving, spending, earning, and investing.Saving is setting aside money for future use. Spending is using moneynow to buy goods and services. Earning is performing labor or servicesin exchange for money. Investing occurs when people and businessesuse money to purchase capital resources or increase the skills andabilities of their workers. Investing also occurs when something ispurchased with the hope that it will gain value and provide a financial return.While the books in this set all feature lessons and activities based onthe concepts of saving, spending, earning, and investing, enrichmentand extension activities are also included. In some cases, discussionquestions are provided for classroom use as well as to help the teacherreading the book to the students be aware of the story’s references tosaving, spending, earning, and investing. Lessons include a storysynopsis, defined economic concepts, and a structured lesson plan. It isto be noted that these lessons and activities do not need to be taughtin any specific order but are book dependent. The featured lessons are stand-alone and can be taught independentlyor as part of an instructional unit. They were developed for elementaryclassroom teachers but can be modified for use by resource teacherssuch as reading specialists, English as a second language instructors,librarians, and gifted education educators. Reading Makes Cents Content Crate #1 Prince William County Public SchoolsLynne F. Stoverstoverlf@jmu.edu

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Reading Makes Cents Content Crate #3 Prince William County Public Schools EARN IT! by Cinders McLeod Synopsis: Bun loves to sing and aspires to use her talent to be a rich and famous singing star. Bun’s mother explains that there is a lot of work involved in becoming a singing star and suggests starting with singing lessons. She encourages her daughter to invest in her human capital which is deﬁned as labor resources that can be improved though investments in education, training, and health care. After considering her mom’s advice about working hard, Bun realizes that feeling good about the effort she would need to achieve her dream has merit of its own. Time: 20-25 minutes Grade Level: K – 2 Materials: •Book: Earn It! by Cinders McLeod•Activity Sheet: What Human Capital Do You Have?•Writing ToolsObjectives: •Students will listen to a story and determine the human capital of themain character.•Students will deﬁne and understand the meaning of human capital.•Students will make decisions and choices concerning an evaluation ofpersonal skills and abilities.Lynne F. Stover stoverlf@jmu.edu 5

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Virginia History and Social Science Standards of Learning: Procedure: 1. Prepare activity sheet (1 per student), and collect materials prior toclass.2. Introduce the lesson by telling the students that they will be listeningto a story about a talented bunny who wants to be rich and famous.3. Read the book Earn It! to the class. Reading time 5 minutes. Readalong YouTube link: https://www.youtube.com/watch?v=3ceVZG2SsGs4. Ask the students what skills Bun needed to perform her different jobs.While she wanted to be a famous singer, she was also earning moneytaking care of her little brother, walking the family dog and helpingher mother in the garden.5. Discuss the fact that Bun’s mother suggested she take singinglessons. She had to learn to do things; invest in her own humancapital. Deﬁne human capital as the health, education, experience,training, skills, and values of people.6. Ask the students if they have a goal of their own; if they want to dosomething special. Suggest to them that they are already learningskills to achieve a future goal.7. Inform the students that they will be doing an activity that willdemonstrate that they have already invested in their own humancapital.8. Distribute the Activity Sheet and writing tools. Read the directions tothe students.9. Allow the students to interpret the illustrations anyway they wish. Forexample, the ﬁrst picture could illustrate shoe-tying or curling one’stongue. The purpose of this activity is to demonstrate that theK.8The student will match simple descriptions of work that people do with the names of those jobs. K.9The student will a) recognize that people make choices because they cannot have everything theywant; andb) explain that people work to earn money to buy the things they want.1.9The student will recognize that people save money to buy the things they want.2.10The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services.Lynne F. Stover stoverlf@jmu.edu 6

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Reading Makes Cents Content Crate #3 Prince William County Public Schools students have accumulated many more skills and abilities than they are aware of. Note: by allowing the students to choose only three skills that they can improve on, they have to make thoughtful choices. 10. Conclude the activity by discussing the students’ views on their ownhuman capital.Extension Activities: •Create a class collage using photos, drawings, words, and clippingsfrom old magazines that depicts different kinds of jobs.•Challenge the students to create a class ABC Book that contains a jobfor every letter in the alphabet.•Online Resource: Exploring Human Capital with Primary Children:What We Learn in School Does Matter. Bonnie T. Meszaros and MaryC. Suiter. Social Studies and the Young Learner 27 pp. 30–32 ©2014National Council for the Social Studies.https://www.socialstudies.org/system/ﬁles/publications/articles/yl_27011430.pdfEconomic Concepts: •Choice – selecting something over another thing.•Human Resources – the quality and quantity of human effort directedtoward producing goods and services.•Human Capital – labor resources that can be improved thoughinvestments in education, training, and health care.•Money - Anything that serves as a medium of exchange, a standard ofvalue, and a store of value.•Scarcity – the condition of limited resources-- because resources arelimited, people must make choices.Assessment: This assessment may be used as an activity sheet done by individual students, small groups or displayed on a document camera and conducted as a teacher directed class activity. Check for understanding. Answers: 1. Nurse, 2. Vet (Veterinarian) 3. Clerk, 4. Dentist, 5. Barber, 6. Astronaut Additional Materials to list if the teacher chooses to do the Assessment: •Assessment•Projection ToolLynne F. Stover stoverlf@jmu.edu 7

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Activity Sheet What Skills do You Have? Directions: Look at each picture and decide if you have that skill. Put a check in each correct box. Put a circle around the skills you don’t have now, but would like to. Put a square around three skills you would like to get better at doing. YES NOYES NOYES NOYES NOYES NOYES NOYES NOYES NOYES NOYES NOYES NOYES NOYES NOYES NOYES NOYES NOExtra Credit: On the back of this paper draw some other skills that you have. Reading Makes Cents Content Crate #3e Prince William County Public Schools Lynne F. Stover stoverlf@jmu.edu

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Assessment Job Poems Directions: A job is work that a person does regularly in order to earn money. Use the jobs listed in the word box to complete the rhymes. 1. When people are sick and don’t want to get worseI help them get healthy. I am a _________________.2. I love animals and take care of your pet.Cats, dogs, and rabbits are all loved by the ______________.3. Behind the cash register is where I do my work.I’m an essential worker. I’m a store ______________.4. Take care of your teeth, I must insist.I’d rather not ﬁll cavities even though I’m a ___________.5. Cutting hair is my specialty, yes sir.I help people look good. I’m a ____________.6. Outer space is my special work spot.I travel in rockets. I’m an ____________.Lynne F. Stover stoverlf@jmu.edu 9 Word Box Astronaut Barber Clerk Nurse Vet Dentist

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Earn It! by Cinders McLeod Discussion Questions: 1. Bun wants to be rich and famous. How does she plan to do this? Bunwants to be a singing star preforming on stage.2. What is used as money in Bunnyland? Carrots.3. Work is any activity we do for which someone will pay us. What weresome of the things Bun does to earn carrots? Each week she walksthe dog for one carrot, sings her brother to sleep for one carrot, thenshe decides to help her mother in the garden for one carrot.4. If Bun earns three carrots a week, how many carrots would she earn ina month? Twelve.5. Why do you think Bun’s mother wants her to know it’s important towork very hard to possibly become rich and famous? Possibleanswers: Bun’s mother knows that it’s not easy to become a singingstar. Bun’s mother may not want her to be disappointed. Bun’smother knows that it is important to get a good education and learnhow to be the best you can be.6. Do you think Bun will become a rich and famous star when she growsup? Possible answers: She might if she works hard and is lucky. Shewill always be a good singer, but she is unlikely to be rich and famous.Maybe she will become a music teacher, record producer, songwriter,music engineer, booking agent, or concert promoter.7. Human capital is a set of skills we have that we can improve on bygetting education and training. By helping her mother and earningcarrots, Bun is learning to do many things. She is investing in herhuman capital. What other jobs could she do by using the skills she islearning? Possible answers: Bun could work with animals and be aveterinarian or dog groomer. She could work with children and be achildcare provider or teacher. She could work with plants and be agardener or ﬂorist.Lynne F. Stover stoverlf@jmu.edu 10

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Ella Earns Her Own Money by Lisa Bullard Synopsis: Ella really wants a soccer ball. But she doesn't have enough money to buy one. Therefore, with guidance from her mom, she decides to earn her own money by providing goods and services for family and friends. In the process Ella learns about saving, spending, and donating money. Time: 15 – 20 minutes Grade Level: K – 3 Materials: •Book: Ella Earns Her Own Money by Lisa Bullard•Visual: Ella Earns Her Own Money Economic Concepts•Activity: Student Statements•Construction paperObjectives: •Students will participate in a prepared question and answerinteractive game focusing on economic concepts in the book.•Students will review the economic concepts: allowance, bank, chores,consumer, donate, goods, hire, money, opportunity cost, producer,saving, scarcity, services.Lynne F. Stover stoverlf@jmu.edu 11

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Virginia History and Social Science Standards of Learning: Procedure: 1. Prepare the visual, activity sheet (1 from which to read), and materialsprior to class. You will need one sheet of construction paper for eachstudent.2. Introduce the lesson by telling the students that the upcoming activitywill have questions based on the book you will read so they need topay close attention to details.3. Read the book Ella Earns Her Own Money to the class. Reading time 5minutes. Read along YouTube link: https://www.youtube.com/watch?v=gZ9j3DZtMok4. Display the Visual. Review the economic concepts shown, relating theconcepts to connections in the story. Note: the list of featuredeconomic concepts may be displayed and reviewed after the activity ifyou prefer.5. Provide a sheet of construction paper to each student.6. Instruct the students to form a large circle, place their constructionpaper on the ﬂoor, and then stand on it.7. Tell the students “I am going to read a statement and then say ‘MOVEIT’. If the statement applies to you, you must quickly move to a newsheet of paper at least two spots from where you started. If you ﬁndyourself without a sheet of paper to stand on, please come to thecenter of the circle.” Note: prepare to remove one sheet of paper aftereach statement.8. Read the ﬁrst statement on the Activity Sheet and wait for thestudents to arrange themselves back into the circle. The student leftwithout a paper to stand on will move to the center of the circle andshare their knowledge or answer the question. Note: this would be anexcellent time to explain to the students that, because there were notK.9bThe student will explain that people work to earn money to buy the things they want.1.9The student will recognize that people save money for the future to purchase goods and services.2.9The student will distinguish between the use of barter and the use of money in the exchange for goods and services.Lynne F. Stover stoverlf@jmu.edu 12

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Reading Makes Cents Content Crate #3 Prince William County Public Schools enough pieces on construction paper for everyone to stand on, they have just experienced scarcity. Deﬁne scarcity as, the condition that exists because people’s wants exceed available resources. 9. Reach down and remove one sheet of paper.10. Read the next statement and follow the same procedure. Repeat theprocess until all the statements are read.11. Conclude the lesson by asking the students what they liked bestabout the activity and collect the construction paper for recycling.12. Reward the students who were “caught” in the middle by allowingthem to be ﬁrst in the line for lunch, library, computer time, etc.Extension Activity: Share the “Make a Money Chart” found on pages 22-23 in the book with the students. Along with the directions, supply the paper, tape, markers, and crayons in a learning center. Encourage students to create their own savings chart. Lynne F. Stover stoverlf@jmu.edu 13

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Visual Ella Earns Her Own Money Economic Concepts Allowance - Money paid to a person, often a child, on a regular basis. Bank - A place to save money or to do other money business. Chores - The everyday jobs that need to be done by a family. Consumer - A person who uses or buys goods and services. Donate - To give money away, often to help people or animals. Goods - Things people make or use to satisfy wants. Hire - To pay someone to work for you. Money - Anything that serves as a medium of exchange. Opportunity Cost - The next best choice that is given up when you make a decision. Producer - A person who makes goods or provides services. Saving - Money not spent now so it can be spent in the future. Scarcity - The condition that exists because people’s wants exceed available resources. Services - Activities that satisfy people’s wants are services.Lynne F. Stover stoverlf@jmu.edu 14

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Activity Student Statements 1. If you remember how much Ella’s weekly allowance was…MOVE IT! [$2.00]2. If you know how much the new soccer ball would cost Ella…MOVE IT! [$20.00]3. If you can name the place Ella took the money she wanted tosave… MOVE IT! [Bank]4. If you recall one of the chores Ella was expected to do for herfamily… MOVE IT! [Dust, set the table, clean room, feed ﬁsh]5. If you remember what project Ella was going to donatemoney to… MOVE IT! [Helping animals]6. If you know what items Ella produced for the twins… MOVE IT![Bracelets]7. If you can name a service Ella got paid for… MOVE IT! [Pullingweeds, washing a dog, babysitting Aiden]8. If you remember what big job Ella’s grandmother hired her todo… MOVE IT! [Clean her garage]9. If you know what Ella’s opportunity cost was when she spent$1.00 on a pack of gum… MOVE IT! [She wasn’t able to usethat dollar to help purchase the soccer ball.]10.If you know why Ella decided, once she earned enoughmoney, to wait until the next day to buy a new soccer ball…MOVE IT! [Answers will vary. Possible suggestions include:she was too tired, she wanted to see if it was on sale, shemight not have had her money with her.]Lynne F. Stover stoverlf@jmu.edu 15

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Ella Earns Her Own Money by Lisa Bullard Discussion Questions: 1. Ella really wanted to buy a new soccer ball. Earning money for thisitem is her savings goal. How does she intend to reach this goal? Ellaplans to earn extra money providing goods and services to others.She will add this money to the weekly allowance she receives fromher mother.2. How does Ella let friends and neighbors know she is willing to work toearn money? Ella and her mom make posters that state “Hire Ella”letting people know she can work/do jobs to earn money. She isadvertising - promoting the fact that she has goods and services sheis willing to sell.3. Work is any activity we do for which someone will pay us. What weresome of the things Ella does to earn money? She cleaned out the car,pulled weeds, gave a neighbor’s dog a bath, babysat, sold a game toa friend, made bracelets and sold them to the twins next door, andhelped her grandma clean out her garage.4. What services did Ella provide to earn money? Services are activitiesperformed by people to meet other people’s wants. She weeded,washed a dog, babysat and cleaned a garage.5. What goods did Ella sell? Goods are tangible things. She sold an oldgame and two bracelets.6. Why do you think Ella’s mother wants her to learn to save? Ella’smother knows that saving money is a good habit. She knows this willhelp Ella have more money in the future.7. Ella puts her $2.00 weekly allowance in three jars. How does shedetermine what amount to place in each jar? She puts half her money,$1.00, in the spend jar. She puts three quarters in the save jar. Sheputs one quarter in the share jar.8. Where does Ella take the money in the save jar? She and her mothertake the money from the save jar to the bank. A bank is a ﬁnancialinstitution that provides various products and services to itscustomers, including checking and savings accounts.9. What are the advantages of saving money in a bank? Money in a bankwon’t get lost or stolen.10. What is Ella going to do with the money in the share jar? She plans todonate this money to a place that helps animals.Lynne F. Stover stoverlf@jmu.edu 16

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Reading Makes Cents Content Crate #3 Prince William County Public Schools 11. When Ella is working and earning income, what is she? Ella is aproducer. She is a human resource.12. When Ella buys her favorite gum at the store, what is she? Ella is aconsumer when she purchases goods at the store.13. What is Ella’s opportunity cost of spending money at the store? Heropportunity cost would be the next-best alternative in making thechoice to buy gum. Her opportunity cost is saving this money to helpbuy a soccer ball.14. Was Ella able to earn enough money to purchase a new soccer ball?Yes, she earned the $20.00 to buy a new soccer ball. However, she wasso tired from all the work she did, she decided to wait until the nextday to go to the store and buy it.Lynne F. Stover stoverlf@jmu.edu 17

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Isabel’s Car Wash by Sheila Bair Synopsis: In the book Isabel’s Car Wash, Isabel is an entrepreneur. She starts a car wash business with the goal of making a proﬁt. What characteristics does it take to be a successful entrepreneur? Time: 25-30 minutes Grade Level: 3 – 5 Materials: •Book: Isabel’s Car Wash by Sheila Bair•Activity Sheet: Characteristic Cards•Scissors•Chart Paper or White Board•MarkerObjectives: •Students will be introduced to the characteristics of an entrepreneur•Students will participate in a teacher directed activity ranking thecharacteristics of an entrepreneurLynne F. Stover stoverlf@jmu.edu 18

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Virginia History and Social Science Standards of Learning: Procedure: 1. Prepare the activity sheet (1 copy to cut up) and collect materials priorto class. Characteristic Cards work best when printed on card stock.2. Introduce the lesson by asking the students if they have ever heard ofthe word entrepreneur. Deﬁne entrepreneur as a person whocombines productive resources to produce goods and services thatthey expect to sell for a proﬁt.3. Read the book Isabel’s Car Wash to the class. Reading time 10minutes. YouTube read along link: https://www.youtube.com/watch?v=qGTbSDuPL8c4. Ask the students if they can think of any real-life people who areentrepreneurs. Record these responses on chart paper or a whiteboard. Possible answers include: Bill Gates (software), Jeff Bezos(online retail), Walt Disney (entertainment), Henry Ford (automobiles),Steve Jobs (computers), Milton Hershey (chocolate), Larry Page &Sergey Brin (Google), Vera Wang (fashion), Mark Zuckerberg(Facebook). Discuss the entrepreneurs the students have suggested.Question why they think they were successful.5. Explain to the students that they are going to participate in an activitythat has no right or wrong answers. They will be arranging a set ofcharacteristic cards that list these ten words: self-conﬁdent,determined, honest, creative, enthusiastic, hard-worker, risk-taker, self-sufﬁcient, competitive, and energetic.6. Distribute the cards to ten students. Ask them to come up to the frontof the classroom. Tell the students to arrange themselves (from left toright) so that their cards display the most desirable characteristic anentrepreneur needs to the least-needed. If students areknowledgeable of the literary entrepreneurs Billy Sure and Cleo Oliver,3.8The student will demonstrate an understanding of different cultures and the natural, human, and capital resources they use in the production of goods and services.3.9The student will recognize that because people and regions cannot produce everything they want, they specialize in what they do best and trade for the rest.3.10The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice).Lynne F. Stover stoverlf@jmu.edu 19

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Reading Makes Cents Content Crate #3 Prince William County Public Schools suggest that they rank the characteristics based on a speciﬁc character. 7. Discuss how successful entrepreneurs show strengths in differentcharacteristics.Extension Activity: The St. Louis Federal Reserve Bank provides a creative lesson that introduces students to the roles of entrepreneur and investor in the context of starting a business through the book Isabel's Car Wash. After discussing the story, students are divided into entrepreneur and investor groups for a business startup simulation. The complete lesson can be found here: https://www.stlouisfed.org/-/media/project/frbstl/stlouisfed/education/lessons/pdf/isabels-car-wash.pdf Lynne F. Stover stoverlf@jmu.edu 20

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Isabel’s Car Wash by Sheila Bair Discussion Questions: 1. Entrepreneurs are people who take a risk and start their own businessin order to make money. Was Isabel an entrepreneur? Yes, shewanted to provide a car washing service.2. What was Isabel’s motive for becoming an entrepreneur? She wantedto buy a new doll and did not have enough money.3. Why did Isabel borrow money to start her business? She neededsupplies, such as soap and a bucket.4. When Isabel’s friends bought “stock” in her car washing business,were they guaranteed to get their money back? No. Stock is anownership share or shares of ownership in a corporation.5. The money that Isabel earned from washing cars is called revenue.Revenue is the money a business receives from customers who buy itsgoods and services. What was Isabel’s revenue? Isabel’s revenue was$20.00.6. How will Isabel’s friends make money? They will make money if Isabelmakes a proﬁt.7. How can Isabel make a proﬁt? She will need to wash enough cars topay her friends back and pay for the doll she wants. The extra carsshe washes will earn her extra money. She will share this proﬁt withher friends.8. What is Proﬁt? Proﬁt is the money a business has left over after sellingits goods and services and paying its costs of production. What wasIsabel’s proﬁt? Isabel’s proﬁt was $15.00.9. What did Isabel do with her proﬁt? She gave her friends a dividend of$5.00 for investing in her business. She kept $10.00 for all her hardwork and was able to buy the doll she wanted.10. A dividend is a share of a company’s proﬁts paid to stockholders. Doyou think Isabel’s friends deserved a dividend? Possible answers: No,she did all the work! Yes, they could have lost their money, but werewilling to help her out.11. What are some ways you can earn money? Possible answers:allowance, doing extra chores, gift money, babysitting, assistingneighbors who need help.12. Would you consider becoming an entrepreneur? Why of why not?Answers will vary.Lynne F. Stover stoverlf@jmu.edu 22

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Reading Makes Cents Content Crate #3 Prince William County Public Schools SAVE IT! by Cinders McLeod Synopsis: Honey works hard taking care of her ﬁve younger siblings for which she earns two carrots a week. She would really like to have a quiet place of her own. Her father suggests she save her money to buy her own playhouse. After some creative problem solving, Honey decides to save a portion of her weekly allowance. This method might take a while longer, but she will still be able to enjoy some of her favorite treats. Honey’s problem-solving skills, commitment, and self-discipline teaches students that saving money for a speciﬁc goal can be a rewarding experience. Time: 20-25 minutes Grade Level: K – 2 Materials: •Book: Save It! by Cinders McLeod•Visual 1: Save It! Economic and Personal Finance Concepts•Visual 2: Honey’s Incentives to Save•Activity Sheet: Saving Money•Projection Tool•Writing ToolsObjectives: •Students will be introduced to the concepts of: choice, income, goods,money, savings, opportunity cost, savings goal, services, and spending•Students will learn about setting a savings goal•Students will complete an activity sheetLynne F. Stover stoverlf@jmu.edu 23

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Virginia History and Social Science Standards of Learning: Procedure: 1. Prepare the visuals, activity sheet (1 per student) and collect materialsprior to class.2. Introduce the lesson by telling the students that the story in today’slesson is based on a story about a hard-working bunny named Honeywho wants to save money for something special.3. Read the book Save It! to the class. Reading time 4 minutes. YouTuberead along link: https://www.youtube.com/watch?v=-x97ApD-Cd04. Ask the students what they would do if they earned two dollars helpinga neighbor pull weeds in the garden. Answers will vary.5. Display Visual 1. Review the listed concepts shown, relating theconcepts to connections in the story.6. Ask the students the following book-related questions:•What kind of workdid Honey do to earnincome? She took care ofher brothers and sisters. This is an example of a service.•Why did Honey decide to save her money? She wanted to buy aplayhouse.•What was Honey’s savings goal? Honey’s savings goal was tencarrots.•How many weeks did it take Honey to save ten carrots? It took herten weeks.•Why did she decide not to save both of the carrots she earned eachweek? Honey made a choice. She wanted some money to spend ontreats so it took her longer to get to her savings goal.•How did Honey feel at the end of the story? She was happy to havea playhouse where she could ﬁnd a quiet place to be by herself.7. Display Visual 2. Review the visual with the class, pointing out that theword incentive means the same thing as reason and that these arethings Honey might want in the future. Ask if they can think of otherthings to add to these illustrations.K.9The student will a) recognize that people make choices because they cannot have everything theywant; andb) explain that people work to earn money to buy the things they want.1.9The student will recognize that people save money to buy the things they want.2.11The student will explain the responsibilities of a good citizen, with emphasis on d) demonstrating self-discipline and self-reliance.Lynne F. Stover stoverlf@jmu.edu 24

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Reading Makes Cents Content Crate #3 Prince William County Public Schools 8. Distribute the Activity Sheet and writing tools. Read the directions tothe students.9. Encourage them to be creative and think of goods or services theywould like to save for that would help them and their families.10. When the students have ﬁlled in all four squares, ask them to circle theone item that they think is the most important. Explain that this is theirchoice.11. Ask them to put a square around their second choice. Explain that istheir opportunity cost. Clarify the concept of opportunity cost byexplaining that because we cannot have everything we want (scarcity),we must make choices. Each time we make a choice, we givesomething up. There is always a next best alternative when making anychoice. The value of this next best alternative (or second favorite choice)is the opportunity cost.12. Encourage class discussion concerning items illustrated on the activitysheets.Extension Activities: •Tell the students that in this story Honey, bunny, and money arerhyming words. They sound alike. Challenge them to think of otherwords in the story and ﬁnd words that rhyme with them. Possiblewords include: Dad, Earn, Playhouse, Save, and Spend.•Carrots are money in Bunnyland. We save our money in banks andcredit unions where it is safe. Do you think there are banks inBunnyland? If so, what would they look like? Would there be walletsand pocketbooks in Bunnyland? What do you think they would looklike?ASSESSMENT: 1. Distribute the assessment sheet and writing tools. This may becompleted by individual students, small groups, or, using a documentcamera, or as a teacher-directed class activity.2. Read the directions to the students.3. Check for understanding. Answers: 1. Honey was saving for a playhouse.2. Honey will spend 10 carrots on the playhouse. 3. It will take Honey 10weeks to reach her savings goal.Additional Materials to list if the teacher chooses to do the Assessment: •AssessmentLynne F. Stover stoverlf@jmu.edu 25

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Visual 1 Save It! Economic and Personal Finance Concepts Choice - You cannot have all the goods and services you want, so you must choose some things and give up others. Income – Payment people earn for the work they do. Goods - Things that can be bought and sold such as toys, books, and playhouses. Money - Anything that serves as a medium of exchange, store of value, or a unit of account. Example: Carrots are money in Bunnyland. Savings - Money set aside now for a future use. Opportunity Cost - The next best choice that is given up when you make a decision. Savings Goal - A plan to save money to buy a speciﬁc good or service in the future. Services - Activities performed by people, such as childcare and delivering items, in exchange for money. Spending - To use money now to buy goods and services. Lynne F. Stover stoverlf@jmu.edu 26

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Visual 2Honey’s Incentives to Save Honey saved 10 carrots to buy a playhouse. She has some other ideas of things she would like to buy. If you were Honey, what would be the ﬁrst item you would save carrots for? Why? Take art lessons at the community center. 6 carrots - for one month of lessonsBuy a gaming system for her playhouse 5 carrots- buying it used from a friend Buy a nice Father’s Day gift for her day 4 carrots – nice garden gloves and a new tieGo on a day trip to the beach 3 carrots – ticket for group bus trip Lynne F. Stover stoverlf@jmu.edu 27

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Assessment Sheet Save It!Honey earns income for providing a service for her family. She takes care of her ﬁve brothers and sisters for two carrots a week. Carrots are money in Bunnyland. Honey wants to buy a playhouse for ten carrots so that she can have a place of her own. Help her reach her savings goal. 1. What good is Honey saving for?_____________________________________________________2. How much will Honey spend on this good?_____________________________________________________________3. If Honey saves one carrot each week, how long will it be beforeshe reaches her savings goal?_____________________________________________________________Extra Credit: Draw a picture of Honey’s playhouse. Lynne F. Stover stoverlf@jmu.edu 29

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Save It! by Cinders McLeod Discussion Questions: 1. Money is anything that serves as a medium of exchange. What dorabbits use for money in Bunnyland? Carrots.2. Work is any activity we do for which someone will pay us. What sort ofwork does Honey do to earn carrots? She looks after her siblings.3. How many carrots does Honey earn each week for taking care of herbrothers and sisters? 2.4. Honey would like her own house so she could get some peace andquiet. Her dad tells her that this would be too expensive. What do theydecide would be a less expensive getaway for Honey to purchase? Aplayhouse. How much would a playhouse cost? 10 carrots.5. If Honey saved both the carrots she earns each week, how manyweeks would it take to save 10 carrots? 5 weeks.6. Honey would like to spend her money on fun things as well as save it.Her dad tells her that it is her money and she can decide what to dowith it. What does Honey decide to do? Honey decides to spend onecarrot each week and save one carrot each week.7. Now that Honey has decided to save just one carrot each week, howlong will it take her to save enough to buy a playhouse? 10 weeks.8. Is the delivery person who brought the playhouse to Honeyperforming a service? Yes. Is the playhouse itself a good or a service. Agood; it is a tangible thing.9. Was Honey able to stick to her plan and purchase a playhouse in 10weeks? Yes. Do you think she made the right choice? Answers willvary.Lynne F. Stover stoverlf@jmu.edu 30

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Tía Isa Wants a Car by Meg Medina Synopsis: Tia Isa wants a car so that she can drive her state-side family to the beach. Obtaining this dream will not be easy. She is already setting a large portion of her salary aside to send to family members that are living on a faraway island. She is going to need help if she is going to save enough money for her long-term goal. Tia Isa’s niece, the story’s narrator, thinks a car is a grand idea and decides to help. Lesson I: Incentives to Save Time: 15-20 minutes Grade Level: 1 – 4 Materials: •Book: Tia Isa Wants A Car by Meg Medina•Visual: Tia Isa’s Incentive to Save•Activity Sheet: Incentives to Save•Projection Tool•Writing ToolsObjectives: •Students will be introduced to the beneﬁts of saving.•Students will discuss the opportunity cost of saving.•Students will create a personalized list of “Incentives to Save”.Lynne F. Stover stoverlf@jmu.edu 31

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Virginia History and Social Science Standards of Learning: Procedure: 1. Prepare the visual, activity sheet (1 per student), and collect materialsprior to class.2. Introduce the lesson by telling the students they will be listening to astory about a young girl and how she was able to help her auntaccomplish her dream.3. Read the book Tía Isa Wants a Car to the class. Reading time 9minutes. YouTube read along link: https://www.youtube.com/watch?v=hYx7a0tSP7E4. Display the Visual. Read over the list of things Tía Isa would like tohave (her incentives to save) with the students. Ask if they can think ofother things to add to the list.5. Distribute the activity sheet and read the directions to the students.6. Once students make their list, ask students to circle the one item ontheir list that they think is the most important.7. Encourage class discussion concerning items listed on the activitysheets.1.9The student will recognize that people save money for the future to purchase goods and services.2.10The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services3.10The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice).VS.4The student will demonstrate an understanding of life in Virginia… by describing how money, barter, and credit [are] used.Lynne F. Stover stoverlf@jmu.edu 32

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Lesson II: Saving Money Time: 20-25 minutes Grade Level: 1 – 4 Materials: •Book: Tia Isa’s Wants a Car by Meg Medina•Visual: Savings Goal Types•Activity: Savings Goal Cards•Projection Tool•ScissorsObjectives: •Students will be introduced to the concepts of short-term, medium-term and long-term savings goals.•Students will identify and discuss savings goal scenarios.•Students will review the term opportunity cost and recognize itsapplication in the savings process.•Virginia History and Social Science Standards of Learning: Procedure: 1. Prepare the visual, activity sheet (1 per pair or group of 3 students), andcollect materials prior to class. The savings goal cards work best whenrun off on different colored card stock to help keep each set separateand complete.2. Introduce the lesson by telling the students they will be listening to astory about a young girl and her aunt who saved money for a speciﬁcgoal. Ask the students to pay attention to the other characters in thestory and think of reasons they may want to save money also.1.9The student will recognize that people save money for the future to purchase goods and services.2.10The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services3.10The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice).VS.4The student will demonstrate an understanding of life in Virginia… by describing how money, barter, and credit [are] used.Lynne F. Stover stoverlf@jmu.edu 35

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Reading Makes Cents Content Crate #3 Prince William County Public Schools 3. Read the book Tía Isa Wants a Car to the class. Reading time 9minutes. YouTube read along link: https://www.youtube.com/watch?v=hYx7a0tSP7E4. Display the Visual. Read and discuss the content with the students.Note: this visual should be displayed for the rest of the lesson.5. Group the students into pairs or groups of three. Distribute a set ofSaving Goal Cards to each pair/group.6. Instruct the students to sort the cards into the three saving categories.7. Discuss the students’ sorting solutions as a class. Ask whatdetermined if an item was a Long, Medium, or Short-Term goal.Students may not always agree as to which group a card ﬁts in. This isﬁne as lively discussion adds to the processing of the concept.8. Conclude the activity by asking students to volunteer ideas for othersavings goals the characters in the book may have.Lynne F. Stover stoverlf@jmu.edu 36

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Visual Savings Goal Types Saving for the future means giving up the opportunity to spend in the present. Tia Isa and her family need cash to purchase the many things they want. Some of these items are very expensive, others are not. The family needs to learn some money saving rules! NOTE: The next-best alternative that is given up when saving for a goal is called the opportunity cost.Savings Goal Type 1 Short-term savings goals can be achieved in fewer than two months. An example would be Tío Andres saving to buy new work boots. Savings Goal Type 3 Long-term savings goals may take three of more years to achieve. An example would be all the members of the family living in the USA saving to purchase passage for family members remaining on the faraway island to come to America. Savings Goal Type 2 Medium-term savings goals require two months to three years to achieve. An example would be Tía Isa and her niece saving money to purchase a car. Lynne F. Stover stoverlf@jmu.edu 37

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Activity Savings Goal Cards Miss Amy would like to purchase books that will help her learn Spanish. Tío Andres would like a new ﬁshing pole. Senor Leo wants new display cases for his grocery store. Meg would like a new beach towel. Tía Isa would like to open her own bakery. Grandma Maria needs new eyeglasses. Meg wants to go to college. Tía Isa’s new car should have new tires. Lynne F. Stover stoverlf@jmu.edu 38

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Tia Isa Wants a Car by Meg Medina Discussion Questions 1. Tia Isa wants a car. At the beginning of the story, why doesn’t she haveone? Tia Isa does not have enough money for a car yet.2. What is Tia Isa’s incentive to get a car? What will she do when she gets acar? Tia Isa wants to be able to go to the beach and to take her familywith her.3. Work is any activity we do for which someone will pay us. What sort ofwork does Tia Isa do? How do we know her work is valuable? Tia Isaworks at a bakery. We know the bakery owner values her work becauseshe is paid for her time and effort. Tia Isa earns an income from her job.4. Do you think Tia Isa will quit her job when she earns enough money tobuy the car? Why or why not? Tia Isa will keep her job so that she cancontinue to earn income to pay for gas, repairs, and insurance for thecar. There may be other things Tia Isa wants as well. She wants all ofher family to come to America and she needs to send them money sothey can.5. Tio Andres works at a construction job and earns income, too. Whatcapital resources must Tio Andres have to protect his feet and his head?Tio Andres must wear special work boots to protect his feet while he is onthe construction site. He also wears a hardhat. The boots and hardhatare capital resources. (Even though they might wear out eventually, hedoes not use them up.)6. Tio Andres does not think Tia Isa needs a car, and he can’t imagine thatshe could ever save enough money to buy one. There are other ways toget places and each of these ways is a substitute for the others. How elsecan Tia Isa get around if she does not have a car? She can walk or takethe bus.7. How is Tia Isa going to get enough money to buy the car? She is going tokeep working and saving some of the money she makes until it adds upto the money she needs for the car.8. Does Tia Isa use all of her savings to buy the car or does she share someof her money? Tia Isa sends most of the money she earns back home toher Mami. She is helping her mother and father who have little moneywith which to live.9. Who is telling this story? Tia Isa’s niece.10. The niece does not have a job, but she can work. She is a valuable humanresource. And there are things she can do that people will pay her forLynne F. Stover stoverlf@jmu.edu 39

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Reading Makes Cents Content Crate #3 Prince William County Public Schools doing. What work does she do to earn money? She stacks oranges at the grocery, gives a neighbor’s cats milk, and she teaches the librarian to speak Spanish. 11. Where does her niece keep the money she saves? In a sock.12. Where else could she keep her savings? In a bank or credit union.13. And what are the advantages of this? It won’t get lost or stolen. Even ifsomething happens, the bank will pay it back.14. What does the niece do with the money she earns? She saves the moneyand gives it to Tia Isa to help get the car they both want.15. With her niece’s help, Tia Isa gets her car. Is the car perfect or must shemake some trade-offs? Tia Isa makes trade-offs; the car does not have aradio or air conditioning, but it is a convertible and it can take everyoneto the beach.Lynne F. Stover stoverlf@jmu.edu 40

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Overall Application Saving, Spending, Earning & Investing Synopsis: When sharing a picture book featuring economic and ﬁnancial situations with students it is helpful to prepare them for speciﬁc terms and situations that may be unfamiliar to them. This quick activity works both as an introduction and/or review for these titles: 1. Earn It! by Cinders McLeod❖Concepts: earning, decision-making, investing in humancapital2. Ella Earns Her Own Money by Lisa Bullard❖Concepts: earning, saving, spending, entrepreneurship3. Henry Hikes to Fitchburg by D.B. Johns❖Concepts: bartering, money, saving, spending4. Isabel’s Car Wash by Sheila Bair❖Concepts: investing, earning, proﬁt, entrepreneurship5. Lemonade in Winter: A Book about Two Kids Counting Money byEmily Jenkins❖Concepts: consumer, producer, earning, entrepreneurship, proﬁt6. Miss Fox's Class Earns a Field Trip by Eileen Spinelli❖Concepts: wants, goods, services, earning, saving, proﬁt7. One Hen: How One Small Loan Made a Big Difference by Katie Smith Milway❖Concepts: borrowing, lending, saving, earning, entrepreneurship,investing8. Rock, Brock, and the Savings Shock by Sheila Bair❖Concepts: earning, saving, spending, investing, compoundinterest9. Save It! by Cinders McLeod❖Concepts: saving, earning, wants10. Tía Isa Wants a Car by Meg Medina❖Concepts: saving, saving goalsTime: 15-20 minutes Grade Level: 3-5 Lynne F. Stover stoverlf@jmu.edu 41

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Materials: •Books: Copies provided in Content Crate #3: Saving, Spending,Earning & Investing•Visual: Saving, Spending, Earning & Investing•Activity Sheet: Vocabulary Challenge•Projection Tool•ScissorsProcedure: 1. Prepare the visual, activity sheet (1 copy to cut up), and collectmaterials prior to class. Activity cards work best if run off on card stockin two different colors (one color for concepts and one color fordeﬁnitions).2. Introduce the lesson by telling the students that they will beparticipating in an activity that involves economic concepts. Deﬁneeconomics as “the study of choice under scarcity”.3. Show the students the cover of a picture book selected from the listedtitles. Explain that the main character(s) in this book is(are) facingsituations dealing with saving, spending, earning and investingmoney.4. If time allows, read the book to the class.5. Display the Visual. Read the contents to the students explaining thatthey will be participating in a group activity.6. Distribute the activity cards giving half the students the words and theother half the deﬁnitions. Inform the students that the hints areunique to the matching pair.7. Instruct the students to get out of their seats and ﬁnd the match totheir card. If concepts and deﬁnitions have been run off in differentcolors, tell students to start by ﬁnding someone with a differentcolored card. Once found, they are to indicate success by completingsome action, such as holding the cards over their heads or sitting onthe ﬂoor.8. Check for understanding by having the students read their words anddeﬁnitions to the class.Extension Activity: Ask the students if they can recall a place in the book where the economic concept was applied. Lynne F. Stover stoverlf@jmu.edu 42

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Visual Saving, Spending, Earning & Investing Fictional characters deal with many of the same problems we do. They want things, make choices, and have concerns about money. For example, in the book Isabel’s Car Wash, Isabel did not have enough money to buy the supplies she needed to wash cars. She asked her friends to invest in her business and promised she would pay them back with the proﬁt she made. Your goal is to match an economic concept with the correct deﬁnition. You are to ﬁnd the person who has the other half of your card as quickly as possible. The hints provided will help you make sure your match is correct. Be prepared to share your concept and deﬁnition with the class. Example: Economic Concept (with hint)Deﬁnition (with hint) Investment (Matches with a 15-word deﬁnition)To put money or effort into something to make a proﬁt or achieve a result. (Matches with a 10-letter word.)Lynne F. Stover stoverlf@jmu.edu 43

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Activity Sheet Vocabulary Challenge Economic Concept (with hint)Deﬁnition (with hint) Barter (Matches with a 9-word deﬁnition ending with the word “money”)Exchanging goods and services without the use of money. (Matches with a 6-letter word that starts with the letter “B”)Consumer (Matches with a 9-word deﬁnition ending with the work “services”)A person who uses or buys goods and services. (Matches with an 8-letter word that starts with the letter “C”)Earning (Matches with a 5-word deﬁnition)To gain money for working. (Matches with a 7-letter word)Entrepreneur (Matches with a 22-word deﬁnition)A person who organizes resources to bring a new or better good or service to market in hopes of earning a proﬁt. (Matches with a 12-letter word)Goods (Matches with a 10-word deﬁnition)Things people make or use to satisfy needs and wants. (Matches with a 5-letter word that starts with the letter “G”)Money (Matches with a 9-word deﬁnition starting with the word “Anything”)Anything commonly accepted in exchange for goods and services. (Matches with a 5-letter word that rhymes with funny)Producer (Matches with a 20-word deﬁnition)A person who makes goods or provides services; a person who uses resources to make goods and/or provide services. (Matches with an 8-letter word that starts with the letter “P”)Proﬁt (Matches with a 17-word deﬁnition)The difference between the amount earned and the amount spent in producing a good or a service. (Matches with a 6-letter word that starts with the letter “P”)Lynne F. Stover stoverlf@jmu.edu 44

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Reading Makes Cents Content Crate #3 Prince William County Public Schools Saving (Matches with a 23-word deﬁnition)Money not spent now so it can be spent in the future. People save to buy something later when they have enough money. (Matches with a 6-letter word that starts with the letter “S”)Services (Matches with a 7-word deﬁnition)Activities that satisfy peoples’ needs and wants. (Matches with an 8-letter word that begins and ends with the letter “S”)Spending (Matches with an 8-word deﬁnition)Using money now to buy goods and services. (Matches with an 8-letter word that starts with the letter “S”)Wants (Matches with 6-word deﬁnition)Things people would like to have. (Matches with a 5-letter word that starts with the letter “W”)Lynne F. Stover stoverlf@jmu.edu 45