VCEE RMC PWCS Book Crate#4 : simplebooklet.com

INTRODUCTIONContent Crate #4 contains picture books, lessons, and activitiesfeaturing the concepts of goods and services. Goods are objects thatcan be bought and sold, such as toys, books, and food, that satisfypeople’s wants. Services are activities people do for others to satisfytheir wants, such as childcare, haircuts, and delivering items. While the books in this set all feature lessons and activities based onthe concepts of goods and services, enrichment and extensionactivities are also included. In some cases, discussion questions areprovided for classroom use as well as to help the teacher reading thebook to the students be aware of the story’s references to examples ofgoods and services. Lessons include a story synopsis, defined economicconcepts, and a structured lesson plan. It is to be noted that theselessons and activities do not need to be taught in any specific order butare 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 #4 Prince William County Public Schools Cloudy With a Chance of Meatballs by Judi Barrett Synopsis: Chewandswallow’s main street is a busy place full of shops offering many kinds of goods and services. However, there is not a grocery store, candy shop or tea room to be seen! Time: 20-25 minutes Grade Level: 1-4 Materials: •Book: Cloudy With a Chance of Meatballs by Judi Barrett•Visual: Providing Goods and Services•Activity Sheet: Goods and Services in Chewandswallow•Projection Tool•Writing ToolsObjective: •Students will describe and identify the differences between goods(tangible things such as food, shoes, cars and houses) and services(physically intangible things such as medical care, haircuts, andeducation) they want; as a result, they must choose some things andgive up others.Lynne F. Stover stoverlf@jmu.edu 5

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Virginia History and Social Science Standards of Learning: Procedure: 1. Prepare the visual, activity sheet (1 per student or pair), and collect materialsprior to class. You will need one copy of Cloudy with a Chance of Meatballsper student or pair of students.2. Read the book Cloudy with a Chance of Meatballs to the class. Reading time11 minutes.3. YouTube read along link: https://www.youtube.com/watch?v=2mGkYkgTdVw4. Display the Visual. Read the contents to the students and discuss the choicesfor a shop’s provided goods and services. [Bookstore: the book represents agood, while story time represents a service; Jewelry Store: earrings are a good,while jewelry repair is a service; Optometrist: eyeglasses are a good, while aneye examination is a service.]5. Distribute the activity sheet, writing tools, and copies of Cloudy with a Chanceof Meatballs to the students.6. Instruct the students to turn to page six which shows an illustration ofdowntown Chewandswallow. Ask them to look at the different shops andbusinesses and think about what goods and services each provides.7. Tell students that they have a speciﬁc amount of time to search for and writedown as many goods and services as they can ﬁnd in the illustration. (It’s funto tell them an odd amount of time such as seven minutes and twentyseconds.)8. Call time and discuss the items the students have listed. Challenge thestudents to volunteer a good or a service that they think no other student wasable to ﬁnd.Extension Activity: Instruct the students to revisit the illustration to ﬁnd the various citizens on the streets. Ask them to decide if this citizen is a producer or consumer of the good or service in the illustration. Economic Concepts •Goods—tangible products that are used by consumers or producers.•Services—beneﬁcial work which does not result in a tangible product.•Consumer—a person who uses a product or service.•Producer—one who makes a good or supplies a service.1.7The student will explain the difference between goods and services and describe how people are consumers and producers of goods and services.Lynne F. Stover stoverlf@jmu.edu 6

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Visual Providing Goods and Services Goods - Tangible things such as food, shoes, books and toys. Services - Actions such as medical care, music lessons, and haircuts. ________________________________________________________ This book store provides …a copy of the book Cloudy With A Chance of Meatballs. Is this a good or a service? …a children’s story time every Wednesday morning. Is this a good or a service? __________________________________________________________ This jewelry store provides …a pair of pearl earrings. Is this a good or a service? …repair for broken or damaged rings. Is this a good or a service? __________________________________________________________ This optometrist ofﬁce provides …eye examinations. Is this a good or a service? …prescription eyeglasses. Is this a good or a service? Lynne F. Stover stoverlf@jmu.edu 7

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Activity Sheet Goods and Services in Chewandswallow Goods- Tangible things such as food, shoes, books and toys Services- Actions such as medical care, music lessons, and haircutsDirections: Using the illustration of Chewandswallow’s Main Street found on page six of the book Cloudy with a Chance of Meatballs as a guide, list as many examples of GOODS and SERVICES in the correct column as you can in the allocated time. Be prepared to share your ﬁndings with the class. GOODSSERVICES1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Lynne F. Stover stoverlf@jmu.edu 8

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Miss Fox’s Class Earns a Field Trip by Eileen Spinelli Synopsis: Miss Fox's students really want to go to Roller Coaster Planet. However, they must earn the money required to do so. They become young entrepreneurs, providing creative goods and services for their customers. Things do not go as planned and their best efforts seem to backﬁre. They are not making money. They are losing it! Time: 15-20 minutes Grade Level: 2-4 Materials: •Book: Miss Fox’s Class Earns a Field Trip by Eileen Spinelli•Activity Sheet: Goods and Services Provided by Miss Fox’s Class•Writing ToolsObjectives: •Students will distinguish between goods and services•Students will gain knowledge of speciﬁc economic terms and conceptsLynne F. Stover stoverlf@jmu.edu 9

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Virginia History and Social Science Standards of Learning: Procedure: 1. Prepare activity sheet (1 per student or group) and collect materialsprior to class.2. Introduce the lesson by telling the students they are going to belistening to a story about a group of students who want to earn moneyto go on a ﬁeld trip.3. Read the book Miss Fox’s Class Earns a Field Trip to the class.4. Share with the class that goods are tangible items, objects that can betouched and that services are actions or activities performed by aperson. Goods and services were what Miss Fox’s class was willing toprovide to make money for their ﬁeld trip.5. Distribute the activity sheet and writing tools to the students. They maywork individually or in small groups.6. Read the directions to the class. Inform them that all of the examplesare for the goods and services that can be found in the book.7. Encouage students to share the four examples of GOODS andSERVICES they drew on the back of the activity sheet.8. Check for understanding. Services include: Washing Librarian’s Car,Bake Sale, Dry Cleaning, Dentist Visit, and Van Rental. Goods include:Yade Sale Items, Car Wash Supplies, Baked Goods/Brownies and MoneyJar.1.7The student will explain the difference between goods and services and describe how people are consumers and producers of 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.3.8The student will demonstrate an understanding of different cultures and the natural, human, and capital resources they used in the production of goods and services.Lynne F. Stover stoverlf@jmu.edu 10

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Goods & Services Provided by Miss Fox’s Class Miss Fox’s students really want to go on a ﬁeld trip to Roller Coaster Planet. They need to earn $135.00 to do so. They are willing to create goods and services and sell them to reach their goal. A GOOD is an object that can be touched, like a book or pair of glasses. A SERVICE is an action performed by a person, such as baby sitting or acting in a play. Directions: Look at each item. Circle the word GOOD if you think it is a good or SERVICE if you think it is a service. On the back of the paper, draw and label four more examples of GOODS and SERVICES. Extra credit if they are represented in the book. Lynne F. Stover stoverlf@jmu.edu 11 Activity Sheet

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Miss Fox’s Class Earns a Field Trip by Eileen Spinelli Discussion Questions: 1. What was the incentive for the students in Miss Fox’s class to want toearn $135.00?They wanted to take a ﬁeld trip to Roller Coaster Planet. Van rental is$75.00 and the price for the tickets is $60.00.2. The students in Miss Fox’s class really want to go on a ﬁeld trip to RollerCoaster Planet. Earning money for this fun activity is their savings goal.How do they intend to reach this goal? They think of creative ways toearn money and they are willing to work hard to accomplish thesetasks.3. Entrepreneurs are people who take risks to start a new business. Whydid the students in Miss Fox’s class decide to become entrepreneurs?They wanted to go on a ﬁeld trip and but didn’t have enough moneyto go.4. Work is any activity we do for which someone will pay us. What weresome of the things the students did to earn money? They had a carwash, put on a play, operated a bake sale, and held a yard sale.5. Did they receive money from any other sources? Yes, some studentscontributed gift money and coins discovered under chair cushions.Plus, Mr. Possum donated $20.00.6. Did the students in Miss Fox’s class sell goods or services? Washingcars and the entertainment provided in the “Please Pass the Turnips”play were services. The bake sale brownies and items in the yard salewere goods.7. The students needed human resources, natural resources and capitalresources to wash the librarian’s car. What where the resources used?Human resources – the students washing the cars; Natural resources– water; Capital resources (or tools) - the students borrowed buckets,rags, and a hose from the school janitor. They also used his soap, butthis is not a capital resource because it can be used up.8. Why did it take so long for the students to save $135.00? They had topay back Mr. Possum the money he had to spend because of theiractions. He had to pay to have his suit cleaned, get his glasses ﬁxed,and visit the dentist.Lynne F. Stover stoverlf@jmu.edu 13

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Reading Makes Cents Content Crate #4 Prince William County Public Schools 9. Did the students give up on their savings goal because so much of theirearnings went to Mr. Possum? The students did not give up. They keptthinking of other ways to earn money.10. Where did Miss Fox keep the money the students earned? Thecollected money was kept in a glass jar in the classroom. Do you thinkthis was a good idea? Keeping the money in the classroom made iteasy to count and pay Mr. Possum back for the money he spent.However, money kept in a jar could get lost or stolen. If they put it in abank or credit union it would be safe and they could withdraw itwhen they needed it.11. If our class saved a jar full of coins, what would be a good thing to savefor? Answers will vary. Pretend there are three choices - save money fora class pet, a class pizza party, or to donate to a special charity? Whichone would you vote for? Take a quick tally with a show of hands.Explain to the students that the idea that got the most votes would betheir choice. The idea receiving the next highest number of voteswould be their opportunity cost. Deﬁne opportunity cost as what isgiven up when a choice is made. When deciding how to spend aresource it is one’s second-best alternative; the alternative given up.Lynne F. Stover stoverlf@jmu.edu 14

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Reading Makes Cents Content Crate #4 Prince William County Public Schools What is Given from the Heart by Patricia C. McKissack Synopsis: Times are hard for nine-year-old James Otis. He and his mother are living in a dilapidated house after losing their farm due to the death of his father. Things get worse when there is a ﬂood. Despite their own poverty, James Otis and his mother problem solve what to donate to the “loving box” their community is putting together to help a family who has lost everything in a ﬁre. While he and his mother have little to give, the mother and son duo give gifts from their hearts. Time: 20-25 minutes Grade Level: 2-4 Materials: •Book: What is Given from the Heart by Patricia C. McKissack•Visual: What is Given from the Heart Economic Concepts•Activity Cards: “Loving Box” Cards•Activity Sheet: Goods and Services Helping Others•Writing Tools•ScissorsObjectives: •Students will understand that productive resources are limited.Therefore, people cannot have all the goods and services they want; asa result, they must choose some things and give up others•Students will deﬁne and compare goods and services as theyparticipate in a card matching activityLynne F. Stover stoverlf@jmu.edu 15

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Virginia History and Social Science Standards of Learning: Procedure: 1. Prepare the visual, activity cards (1 set for each student pair or small group), activitysheet (1 for each student), and collect materials prior to class. The activity cards workbest when run off on different colored card stock to help keep each set separate andcomplete.2. Introduce the lesson by telling the students that the story is based on a book about aboy and his mother who are struggling with limited resources but they make a choiceto help someone else.3. Read the book What is Given from the Heart to the class. Reading time 9 minutes.YouTube read along link: https://www.youtube.com/watch?v=ENL_S1RdIpA4. Display Visual 1. Review the listed economic concepts shown, relating the concepts toconnections in the story.5. Explain to the students that they will now be participating in a fun matching activitybased on the concepts of goods & services.6. Place the students in pairs or small groups and distribute a set of cards to each tellingthe students to place each card face down on a ﬂat surface.7. Explain that one student is to turn over a card and then tell if it is a good or a service.Other students in the group can verify their choice. That card is to be left face up inplace. The same student should then turn over another card and state whether it is agood or a service. If the types of the cards match (both goods or both services), thestudent is to remove the two cards and put them in front of them. If they don’tmatch, turn the cards over so they remain in play.8. The next student may then take their turn. Continue to play until all the cards havebeen matched. The student with the most cards wins bragging rights.9. Conclude the lesson by distributing the activity sheet and writing tools.10. Read the directions to the students and check for understanding once the classcompletes the sheet. Part I Answers: 1. Service 2. Good 3. Good 4. Good 5. Service 6.Service 7. Good 8. Service 9. Service 10. Good. Part II Answers will vary.Extension Activity: Challenge the students to create their own love box. Distribute paper, markers, crayons, and scissors. Instruct the students to draw and cut out an item they would like to donate to a family. The item must be something that belongs to them, they can’t draw a new house or fancy vehicle. Collect the items in a box and discuss how they help a struggling family. 1.7The student will explain the difference between goods and services and describe how people are consumers and producers of goods and services.1.8The student will explain that people make choices because they cannot have everything they want.1.10The student will apply the traits of a good citizen by a) focusing on fair play, exhibiting good sportsmanship, helping others, andtreating others with respect.Lynne F. Stover stoverlf@jmu.edu 16

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Visual What is Given from the Heart Economic Concepts Choice – A decision made between two or more possibilities or alternatives. You cannot have everything you want, so you must choose some things and give up others. Decision Making - Reaching a conclusion after considering alternatives and based on criteria. Goods - Objects that can be bought and sold such as toys, books, and food in order to satisfy people’s wants Philanthropy - Promoting the welfare of others; giving to good causes. Poverty - The condition in which a person lacks the ﬁnancial resources and possessions for a minimum standard of living. Scarcity - The condition that exists because there are not enough resources available to satisfy everyone’s wants. Services - Activities performed by people, such as childcare and delivering items, that satisfy people’s wants. Lynne F. Stover stoverlf@jmu.edu 17

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Goods and Services Helping Others A GOOD is an object that can be touched, like a book or a pencil. A SERVICE is an action performed by a person such as baking bread or cutting hair. PART I Directions: Read each statement. In the blank, write if it is a good or a service. 1. James Otis sweeps the porch. ____________2. A broom is used to sweep the porch. ____________3. Mama gave James Otis gloves for Christmas. ____________4. James Otis has a puzzle with missing pieces. ____________5. James Otis writes a book for Sarah. ____________6. Mama sews an apron for Mrs. Temple. ____________7. Mama uses a tablecloth to make the apron. ____________8. Reverend Davis teaches about giving. ____________9. The church members collect items for the loving boxes.____________10. Food, toys, tools, and books are in the loving boxes. ____________PART II If you were asked to help Sarah and her family after their house ﬁre, what goods and services would you donate? List at least three of each. Goods ServicesLynne F. Stover stoverlf@jmu.edu 20 Activity Sheet

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Reading Makes Cents Content Crate #4 Prince William County Public Schools What is Given from the Heart by Patricia C. McKissack Discussion Questions: 1. James Otis and his mother are going through some difﬁcult times.What are some of the bad events they experienced? James Otis’sfather died, they lost their farm, they had to move to a run-downhouse, their house got ﬂooded, and the dog ran away.2. James Otis’s mother is optimistic. This means she sees the good in abad situation. What does she tell her son to help him feel better? “Longas we have our health and strength, we are blessed.” Do you thinkthis is true? Why or why not? Answers will vary.3. Two weeks before Valentine’s Day James Otis learns that somethingbad has happened to a family in his community. What happened?Irene Temple and her daughter, Sarah, lost their belongings in ahouse ﬁre.4. Every choice involves an opportunity cost—the thing we give up to getthe thing we want more. James Otis’s mother used her tablecloth tomake an apron for Irene Temple. What was her opportunity cost forproviding an apron to donate to the Temple’s love box? Her opportunitycost was not being able use the tablecloth for special meals. She feltthat giving a gift that would be appreciated was more importantthan covering the table. Why do you think James Otis’s mother usedher tablecloth? Their family was poor and did not have money topurchase cloth at the store, so they used what they had.5. James Otis’s mother asks him to ﬁnd something to donate to the lovebox that their church is putting together for the Temples. He has verylittle to give, but still feels he should help out. As he goes through hispossessions, he ﬁnds reasons why they would not be appropriate togive to Sarah. Why did he think the blue ribbon he won in the spellingbee was not a good idea? It would only be important to him. Whywould his sparkling rock not help? She couldn’t eat a rock. Why washis whistle not a good idea? It had his spit all over it. What makes hisbox of crayons a bad idea? They have been used and some crayons aremissing. Why couldn’t he give her a puzzle? Two pieces were missing.What was wrong with his old Halloween costume? Superman’s capewas lost.Lynne F. Stover stoverlf@jmu.edu 21

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Reading Makes Cents Content Crate #4 Prince William County Public Schools 6. All choices have costs (negatives). What are some of James Otis’s costsin making a special book for Sarah Temple? His costs include the timeand effort it took him to write the story and draw the pictures, the useof his paper, and the wearing down of his crayons and pencil.7. All choices have beneﬁts (positives). What beneﬁts did James Otisincur by creating a special book for Sarah Temple? He used hiscreativity to make something unique. It was a joy to discover his giftgave Sarah so much pleasure. His mother was very proud of him.8. The church trustees delivered love boxes to the homes of the lessfortunate every Valentine’s Day. When James Otis and his motherreturned home, they discovered a love box on their front porch. Whatdo you think was in this box? Answers will vary. Why do you thinkJames Otis and his mother appreciated this gift so much? Likelyanswers include: They had so little. They felt that their communitysupported them. They had helped someone else, and had beenhelped in return.Lynne F. Stover stoverlf@jmu.edu 22

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Overall Application Goods & Services Synopsis: Strong economic systems rely on the availability of desired goods and services. This concept is evident in many children’s books, including the ﬁve featured titles below. Note: Successful completion of this lesson is not dependent on having read the books and can be used as an introduction and/or review fore these titles. 1. Cloudy with a Chance of Meatballs by Judi Barrett❖Concepts: goods, services, scarcity, choices2. Ella Earns Her Own Money by Lisa Barrett❖Concepts: goods, services, earning, proﬁt, entrepreneurship3. Lemonade in Winter: A Book about Two Kids Counting Money byEmily Jenkins❖Concepts: consumer, producer, earning, entrepreneurship, proﬁt4. Miss Fox's Class Earns a Field Trip by Eileen Spinelli❖Concepts: goods, services, earning, saving5. What is Given from the Heart by Patricia McKissack❖Concepts: goods services, scarcity, givingTime: 20-30 minutes. Grade Level: 3-5 Materials: •Books: Copies provided in Content Crate #4: Goods & Services•Activity Sheet: Goods & Services Round Table•Answer Grid: Goods & Services Round Table Answer Grid•ScissorsObjectives: •The students will participate in a prepared question and answer activityfocusing on economic concepts in picture books featuring the conceptsof goods and services.•The students will review economic concepts by participating in aninteractive lesson.Lynne F. Stover stoverlf@jmu.edu 23

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Virginia History and Social Science Standards of Learning: Economic Concepts: •Barter – trading goods and services for other goods and serviceswithout using money.•Beneﬁts – things favorable to a decision maker; rewards gained froman action/activity•Capital Resources – goods that are made by people and used toproduce other goods and services. Examples include tools, machines,and buildings.•Costs – things unfavorable to a decisionmaker.•Incentive – a reward that makes people better off or a penalty thatmakes people worse off.•Goods - Objects that satisfy people’s wants. Examples include shoes,cookies, and books•Human Resources – people who do mental or physical work toproduce goods and services.•Money – anything widely accepted in exchange for goods and services•Opportunity Cost – the best thing given up when a choice is made; thesecond choice•Services – activities people do for us•Specialization – working in a speciﬁc job producing a speciﬁc good orservice, and relying on other workers to produce other goods andservicesProcedure: 1. Prepare the activity sheet (1 copy to cut up) and the answer grid (1 copyfor the teacher) prior to class. Each card should have a question on oneside and an answer on the other. However, make sure the question and1.7The student will explain the difference between goods and services and describe how people are consumers and producers of goods and services.1.8The student will explain that people make choices because they cannot have everything they want.1.10The student will apply the traits of a good citizen by a) focusing on fair play, exhibiting good sportsmanship, helping others, andtreating others with respect.Lynne F. Stover stoverlf@jmu.edu 24

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Reading Makes Cents Content Crate #4 Prince William County Public Schools its matching answer are on two different cards. These cards work best when card stock is used and the question and answer sides of the cards are two different colors laminated back to back. 2. Introduce the lesson by telling the students they will be doing anactivity based on some of the economic concepts found in some of thebooks we have been reading. You do not have to read these books toparticipate in this activity, but you do need to be a good listenerbecause this lesson focuses on the economic concepts that take placein the stories.3. Pass out the prepared cards to students.4. Instruct the student with the card labeled “1st Question Asked” to readthis card to the class. (Keep a copy of the answer grid at hand to helpwith the progression of the game.) The student reads, “Miss Fox is aschool teacher. What kind of productive resource does sherepresent?”. The student with “Miss Fox is a human resource. She is anexample of someone preforming a service.” replies to the class. Thenthat student asks the question written on the other side of their card.This continues until the student who asked the ﬁrst question answersthe question on the last card.5. Conclude the lesson by asking the students if they can think of some ofthe goods and services represented on the roundtable cards. Possibleanswers include…Goods: food, apron, needles, scissors, cleaning supplies, clothing andtoys.Services: car washing, garage cleaning, manicures, sewing, andteaching.Lynne F. Stover stoverlf@jmu.edu 25

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Activity Sheet Goods & Services Round Table Front of Card Back of Card1st Question asked: Miss Fox is a school teacher. What kind of productive resource does she represent?Answer: The students’ incentive, the action that determined the choice she made, was the desire to earn enough money to go on a class ﬁeld trip. Question: When the weather became too dangerous, the citizens of Chewandswallow decided to leave. What was their opportunity cost for moving to another location?Answer: Miss Fox is a human resource. She is an example of someone preforming a service. Question: Ella wanted to make money to purchase a new soccer ball. What is money?Answer: The citizen’s opportunity cost, the next best alternative that is given up, was leaving the only place they had ever lived, and all the free food that was provided. Question: Percy Possum, an author, would not take money for speaking to a group of students. Instead, he asked for a homemade dinner made by Miss Fox and Mrs. Owl. What is this kind of exchange called?Answer: Money is anything generally accepted as a medium of exchange. Question: Five manicurists from across the street bought lemonade from Pauline and John-John. They are trained to take care of other people’s ﬁnger nails. They are an example what economic term?Answer: The exchange of goods and services without the use of money is called bartering or trading. Question: Ella advertised that she was willing to help with babysitting, car washing, and garage cleaning. What was she providing for her neighbors?Answer: A manicurist’ is an example of a specialist. Specialization is the production of a narrow range of goods and services that other people consume.Lynne F. Stover stoverlf@jmu.edu 26

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Front of Card Back of Card Question: James Otis’s mother used scissors, needles, and rulers to make an apron for Irene Temple. What kind of productive resources are these? Answer: Ella was providing services for others. In return she would receive payment to help her save money for a new soccer ball.Question: What are some of the goods, material things that provide for wants, the community collected for the love boxes? Answer: Scissors, needles, and rulers are capital resources; tools used in the production of other goods. Question: Why do the citizen of Chewandswallow decide to move to another location? Answer: Goods such food, clothing, cleaning supplies, and toys were placed in the love boxes and gifted to those in need. Question: What is the incentive for Miss Fox’s students wanting to earn money? Answer: The citizens of Chewandswallow decide that the cost of remaining in a dangerous place is too great as compared to the beneﬁt of moving to safety.Lynne F. Stover stoverlf@jmu.edu 27

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Answer Grid Goods & Services Round Table(Answer Grid) 1st Question asked: Miss Fox is a school teacher. What kind of productive resource does she represent?Answer: Miss Fox is a human resource. She is an example of someone preforming a service.Question: When the weather became too dangerous, the citizens of Chewandswallow decided to leave. What was their opportunity cost for moving to another location?Answer: The citizen’s opportunity cost, the next best alternative that is given up, was leaving the only place they had ever lived, and all the free food that was provided. Question: Ella wanted to make money to purchase a new soccer ball. What is money? Answer: Money is anything generally accepted as a medium of exchange. Question: Percy Possum, an author, would not take money for speaking to a group of students. Instead, he asked for a homemade dinner made by Miss Fox and Mrs. Owl. What is this kind of exchange called?Answer: The exchange of goods and services without the use of money is called bartering or trading. Question: Five manicurists from across the street bought lemonade from Pauline and John-John. They are trained to take care of other people’s ﬁnger nails. They are an example what economic term? Answer: A manicurist’ is an example of a specialist. Specialization is the production of a narrow range of goods and services that other people consume. Question: Ella advertised that she was willing to help with babysitting, car washing, and garage cleaning. What was she providing for her neighbors? Answer: Ella was providing services for others. In return she would receive payment to help her save money for a new soccer ball. Question: James Otis’s mother used scissors, needles, and rulers to make an apron for Irene Temple. What kind of productive resources are these?Answer: Scissors, needles, and rulers are capital resources; tools used in the production of other goods. Lynne F. Stover stoverlf@jmu.edu 28

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Reading Makes Cents Content Crate #4 Prince William County Public Schools Question: What are some of the goods, material things that provide for wants, the community collected for the love boxes? Answer: Goods such food, clothing, cleaning supplies, and toys were placed in the love boxes and gifted to those in need. Question: Why did the citizen of Chewandswallow decide to move to another location? Answer: The citizens of Chewandswallow decided that the cost of remaining in a dangerous place is too great as compared to the beneﬁt of moving to safety.Question: What is the incentive for Miss Fox’s students wanting to earn money? Answer: The students’ incentive, the action that determined the choice she made, was the desire to earn enough money to go on a class ﬁeld trip. Lynne F. Stover stoverlf@jmu.edu 29

VCEE RMC PWCS Book Crate#4

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