economics unit: beatrice’s goat teacher: david suits 1 of 26 beatrice’s goat economics unit:...

of 26 Beatrice’s Goat

Economics Unit: Beatrice’s Goat Teacher: David Suits

Overview: Beatrice’s Goat by Page McBrier tells the story of how the gift of a goat changed a young Ugandan’s life. This story is used to introduce multiple economic concepts that are important in microeconomics and in daily life. These concepts include costs, benefits, producing and consuming. Unit Rationale & Goals: More than a billion people worldwide live in poverty. This unit will help students better understand global hunger and poverty while learning the basics of economics. The goals of this unit are to help students understand how decisions are made and give them strategies to become better economic decision makers. Their ability to do this is tested in a final performance assessment in the form of a presentation and worksheet. Students will be able to:


Identify what they gain and what they give up when they make choices (Costs and benefits)

Make effective decisions as consumers, producers and citizens

Evaluate different methods of allocating goods and services

Content: Core ideas:

People make choices because they cannot have everything they want (scarcity).

Goods are objects that can satisfy people’s wants.

Services are actions that can satisfy people’s wants.

People whose wants are satisfied by using goods and services are called consumers.

People who make goods and produce services are called producers.

Lesson One: Understanding Beatrice’s Story

(Listening Comprehension) To ensure that the students have a basic understanding of the important points of Beatrice’s Goat.

Lesson Two: Making People Better Off (Economics) Use the plot of Beatrice’s Goat to teach students the concepts of costs and benefits.

Lesson Three: Food Pyramid and Beatrice’s Diet (Science/Nutrition) Categorize different foods in the correct section of the food pyramid. Learn how Goat’s milk improves Beatrice’s health.

Lesson Four: Producing and Consuming (Economics) Teach students the concepts of production and consumption.

Lesson Five: Factors of Production (Economics) Identify the factors of production used in Beatrice’s Goat.

Lesson Six: If We All Want It, Who Should Get It? (Economics) Teach the seven methods of allocation.

Performance Assessment: Group Presentation & Individual Worksheet Students identify the key concepts of this unit and give at least one example of each.

Resources:


Books:

Hoover, Susan. Faith the Cow. Elgin, Illinois. Brethren Pr, 1995 o Story of the first animal sent overseas through Heifer Project

International.

McBrier, Page. Beatrice’s Goat. New York: Atheneum Books for Young Readers, 2001.

Older, Jules. Cow. Boston: Watertown, Massachusetts, 1998. o Informative and entertaining book about cows and the benefits

of milk.

Handouts & Worksheets:

http://www.heifer.org/

http://www.econed.org/userfiles/files/Beatrice's%20Goat.pdf

Videos:

“Meet The Author” http://www.c-spanvideo.org/program/163226-1

o Ms. McBrier and Ms. Lohstoeter, the illustrator, talk with children about their book Beatrice's Goat. They show slides of the trip they took to Africa to research the book.

“How Does Heifer Pass On the Gift?” http://www.youtube.com/watch?v=vmUj0A_fvS0&feature=relmfu

o Short introduction to Heifer “Pass On the Gift” project.

“What are the 4 Factors of Production?” http://www.youtube.com/watch?v=Q7KlMb4U0IA

o Short video explaining factors of production.

“Beatrice Birra at Clinton School” http://www.viddler.com/explore/clintonschool/videos/10/

o This video shows how Beatrice is doing today. She tells the story of her rise from poverty in Western Uganda to a college degree and graduate school.

“The Promise” http://www.amazon.com/Promise-Heifer-Project-International/dp/B000TP5IGW

o This video shows how Heifer International has helped improve the lives of two families (including Beatrice’s).

http://www.heifer.org/

http://www.econed.org/userfiles/files/Beatrice's%20Goat.pdf

http://www.c-spanvideo.org/program/163226-1

http://www.youtube.com/watch?v=vmUj0A_fvS0&feature=relmfu

http://www.youtube.com/watch?v=Q7KlMb4U0IA

http://www.viddler.com/explore/clintonschool/videos/10/

http://www.amazon.com/Promise-Heifer-Project-International/dp/B000TP5IGW



Interactive:

“Blast Off Game” http://www.mypyramid.gov/kids/kids_game.html#

o Game where kids can reach Planet Power by fueling their rocket with food and physical activity.

Preparing and Sustaining the Learning Environment: Beatrice’s Goat is a simple story that will help the students understand basic economics. Each student will receive a two-hole punch plastic folder where they can keep all of their worksheets, handouts and other assignments from this unit; including a photocopy and Beatrice’s Goat. Every lesson will have an optional bonus assignment that will ask the students to illustrate what they have learned in a creative way. Most of these assignments will be contests with small prizes for the participants. The students will also go on an all day field trip to a local goat farm. Family and Community Engagement At the start of the unit, the students will go on a school field trip to a local goat farm. Many parent chaperones will also be present. The students will feed the goats, hold the baby goats, and learn how to take care of goats. They will be encouraged to draw pictures and take notes. This is the perfect way for them to understand Beatrice’s story. Assessment of Prior Knowledge___________________ I graphed the student’s DRA2 scores in my class in order to assess their skill level. The Developmental Reading Assessment 2 (DRA2) is a classroom-based assessment that measures reading accuracy, fluency, and comprehension. A student’s progress over time can be measured by comparing the results from the current school year and previous years. The student reads a text, and responds to written questions. The students list books they are reading at home and in school. The teacher uses various rubrics to assess the student’s Reading Fluency and Literal Comprehension. The reading fluency is based on expression, phrasing, rate, and accuracy. The teacher listens to the student read the first two pages aloud and times how long it takes. The teacher then marks the following errors: Substitution, repetition, self-correction, omission, insertion, reversals, sounding out, word told by teacher, and long pauses. The teacher grades the student’s comprehension by scoring the student’s use of text features, prediction, scaffolded summary, Literal Comprehension, interpretation, and reflection. Additionally, students are asked to evaluate their own strengths and weaknesses, and to make reading goals for the future. These goals are discussed together with the teacher. The DRA2 assessment is enormously useful for knowing where a student is at and selecting teaching strategies to use with them.

http://www.mypyramid.gov/kids/kids_game.html


Class DRA2 Scores

The graph above shows the range of DRA2 scores in my class. The X-axis shows the students and the Y-axis shows the scores. The four dots at the lower end are the ESL students. And there are eight students that are above the class average. I will be sure to take these scores into account when we do group work. This unit will require the following relevant skills:

Persuasive writing

Oral Language/Decoding

Drawing Conclusions forming opinions

Making connections

The design of this unit supports the results of the DRA2 tests, as well as other observations I have made in the many months I have worked with these students. Many of the “Opinion Essays” the students wrote last month were about their love of animals. These students will surely enjoy using Beatrice's Goat to learn about economics. The ESL students write with the assistance of the ESL teacher. I will work in conjunction with the ESL teacher and the special needs teacher in order to make sure I am successfully supporting and challenging students when necessary. It is great that my class loves to discuss things and make connections. Most of them are not afraid to express

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their opinions. The various activities associated with this unit appeal to multiple intelligences. We will read, watch video clips, visit a goat farm, and the bonus assignments in each lesson invite the students to engage with the content creatively through artwork, music, and performances. Lesson Plans___________________________________ Lesson One: Understanding Beatrice’s Story (Listening Comprehension) Essential Question: How did Beatrice’s life change after her family received the goat? Objective: To ensure that the students have a basic understanding of the important points of Beatrice’s Goat.

Assessment:

Learning Objectives Assessments

Ensure that the students have a basic understanding of the important points of Beatrice’s Goat

WORKSHEET: Understanding Beatrice’s Story

Materials/Resources:

Beatrice’s Goat

WORKSHEET: Understanding Beatrice’s Story

WORKSHEET: Anticipation Guide

Prior Knowledge: The children should be able to use reading skills and strategies to understand and interpret a variety of information in texts. Instructional Plan:

1. The lesson begins with a whole class discussion where the teacher asks students to name one thing that they want. Then ask them how they would get that one thing. Then the teacher will show students the cover of the book Beatrice’s Goat and asks them what they think Beatrice might want the most.

2. The class fills out the “Before Reading” column of the Anticipation Guide worksheet.

3. Read the story Beatrice’s Goat to the class. Explain that they are to

listen carefully and be ready to answer questions about how things changed for Beatrice’s family.


4. The class fills out the “After Reading” column of the Anticipation Guide worksheet. The class fills out the reading comprehension worksheet. Discuss how Beatrice’s family was better off after receiving a goat. Think about the possible future benefits to her family.

5. BONUS ASSIGNMENT: “Comic Challenge.” The students have the option to make a comic based on Beatrice’s story.

6. ADDITIONAL ACTIVITIES: In the days following this lesson the class will:

Visit a local goat farm.

Read “Faith the Cow” Book tells the story of the first animal sent overseas through Heifer Project International.

Watch “Meet The Author” Movie shows Ms. McBrier and Ms. Lohstoeter, the illustrator, talk with children about their book Beatrice's Goat. They show slides of the trip they took to Africa to research the book. http://www.c-spanvideo.org/program/163226-1

Watch “The Promise” This video shows how Heifer International has helped improve the lives of two families (including Beatrice’s). http://www.amazon.com/Promise-Heifer-Project-International/dp/B000TP5IGW

Watch “Beatrice Birra at Clinton School” http://www.viddler.com/explore/clintonschool/videos/10/ This video shows how Beatrice is doing today. She tells the story of her rise from poverty in Western Uganda to a college degree and graduate school.

WORKSHEET: Understanding Beatrice’s Story (See next page)

http://www.c-spanvideo.org/program/163226-1



http://www.viddler.com/explore/clintonschool/videos/10/


Lesson Two: Making People Better Off (Economics) Essential Question: Which family has greater costs? Greater benefits? Objective: Use the plot of Beatrice’s Goat to teach students the concepts of costs and benefits.

Assessment:


Teach students the concepts of costs and benefits

WORKSHEET: Categorizing Costs and Benefits



WORKSHEET: Categorizing Costs and Benefits

HANDOUT: The Story of Beatrice’s Neighbors

Prior Knowledge: The children should be able to categorize, compare and contrast information. Vocabulary: Costs Benefits Sustainable Instructional Plan:

1. Introduce the concepts of cost and benefit in Beatrice’s Goat. What did Beatrice’s family have to provide, or give up, in order to have the goat? What good things did her family receive from having a goat?

2. Have students work in groups to fill out Categorizing Costs and Benefits worksheet.

3. Read The Story of Beatrice’s Neighbors together with the class. This is the story of a family that received milk instead of a goat. Have the class identify the costs and benefits in this story.

4. Have students work in small groups to compare the two families and decide which family they would rather be a part of. Discuss their conclusions with the whole class.

1. BONUS ASSIGNMENT: “Extra Recess Challenge.” The students can write a journal topic, or make a poster illustrating the costs and benefits of receiving extra recess.

WORKSHEET: Categorizing Costs and Benefits (See next page)


Lesson Three: Food Pyramid and Beatrice’s Diet (Science/Nutrition) Essential Question: Does a typical Ugandan villager have a good balance of food every day? Objective: To categorize different foods in the correct section of the food pyramid.

Assessment:


Categorize different foods in the correct section of the food pyramid.

WORKSHEET: A Food Guide Pyramid for Beatrice


HANDOUT: Food Pyramid

WORKSHEET: A Food Guide Pyramid for Beatrice

HANDOUT: A Look at Beatrice’s Diet

Computer Lab Vocabulary: Grains Vegetables Fruits Milk Meat and Beans Instructional Plan:

1. Read Cow to the class. Informative and entertaining book about cows and the benefits of milk.

2. Discuss the different food groups on the food pyramid. Discuss the old vs. the new food pyramid.

3. In the computer lab, play “Blast Off” video game together with the class where they can reach Planet Power by fueling their rocket with food and physical activity. Hand out a “ticket” (see below) and encourage the students to play this game on their own at home. http://www.mypyramid.gov/kids/kids_game.html#

4. Discuss Beatrice’s diet. Have students work with a partner on A Food

Guide Pyramid for Beatrice worksheet. They have to cut out the food type and glue it on the food pyramid.

5. Whole class discussion: Does a typical Ugandan villager have a good

balance of food every day? Is there something missing from their diet?

http://www.mypyramid.gov/kids/kids_game.html


6. BONUS ASSIGNMENT: “Food Pyramid Rap.” The students have the

option to write and perform a rap about the food pyramid. They can choose to focus on Beatrice’s diet, Goat’s Milk, or just a healthy diet in general.

HANDOUT: A Look at Beatrice’s Diet (See next page)

HANDOUT: Blast Off Game Ticket


Lesson Four: Producing and Consuming (Economics) Essential Question: What activities of production and consumption can be seen in the story of Beatrice’s Goat? Objective: To teach students the concepts of production and consumption.

Assessment:


Teach students the concepts of production and consumption

WORKSHEET: Producing and Consuming


Stories of other families who received gifts from Heifer International


Prior Knowledge:

The children should be able to categorize, compare and contrast information.

Vocabulary: Goods Services Producers Consumers Instructional Plan:

2. Discuss the concepts of goods and services using the story of Beatrice’s Goat.

3. Discuss the terms consumer and producer using the story of Beatrice’s Goat.

4. Split the class into four groups and ask each group to read a different story about families who received gifts from Heifer International. Each group fills out the Producing and Consuming worksheet together.

5. Each group shares their answers with the rest of the class.

6. BONUS ASSIGNMENT: “Consumer Producer Challenge.” The students can write down one or more examples of a producer and consumer. They can illustrate the examples as well.



Lesson Five: Factors of Production (Economics) Essential Question: What does it take to make a brownie? Objective: To identify the factors of production used in Beatrice’s Goat.

Assessment:


Identify the factors of production used in Beatrice’s Goat.

WORKSHEET: What does it take to make a brownie?


WORKSHEET: What does it take to make a brownie?

Brownie Recipe

Each Brownie Resource written on an index cards

Beatrice Goat

Vocabulary: Factors of production


Resources Land Labor Capital Instructional Plan:

1. Discuss the idea that to produce goods or provide a service, you must use resources.

2. Watch short video explaining factors of production: “What are the 4 Factors of Production?” http://www.youtube.com/watch?v=Q7KlMb4U0IA

3. Ask students where they think brownies come from? Explain that it takes more than edible ingredients. It takes hard work and other things as well.

4. Have students fill out question one on the “What does it take to make a brownie?” worksheet. Ask them to save question two to fill out together as a class. Discuss their answers to question one.

5. Tell the students that the resources that go into making a product are

called the factors of production. Introduce the three categories (land, labor, and capital).

6. Pass out the index cards that have the resources that go into making a brownie written on it. After every student has one, ask them to stand up one at a time and identify which category their resource falls under (land, labor, and capital).

7. BONUS

ASSIGNMENT: “Economic Resources Used To Raise A Goat.” The student has to make a poster that categorizes the resources used to raise a goat (land, labor, and capital). The student can cut out the

http://www.youtube.com/watch?v=Q7KlMb4U0IA


following pictures or use pictures from magazines/internet. WORKSHEET: What does it take to make a brownie?

1. Brownies taste delicious! What things do you need to make brownies? Think of more than just the edible ingredients. What else is required to make brownies?

2. With the class, decide whether the resources you have listed above

belong to the category of Land, Labor or Capital.

Land (Things from the Earth)

Labor (Human Resources)

Capital (Tools)

Lesson Six: If We All Want It, Who Should Get It? (Geography) Essential Question: How can we allocate scarce goods? Objective: To teach the seven methods of allocation.

Assessments:


Teach the seven methods of allocation WORKSHEET: Allocation Strategies


WORKSHEET: Allocation Strategies

HANDOUT: Seven Methods of Allocation

Four Prizes (pencil, eraser, small toy, book)

Prior Knowledge: The students should have a basic understanding of goods and services. Vocabulary: Allocation


Scarcity Instructional Plan:

1. Explain the word allocation (to distribute something that is scarce). Give the example of limited seats available at a movie theatre.

2. Announce to the students that I am thinking of some new ways of distributing things in the classroom and that I want their input:

Recess will only be given to the ten students that show they need the recess the most.

Only students who make no mistakes on homework will be allowed to use a desk.

The class will have to share one pen and pencil and have to grab it away to use it.

3. How do the students feel about these new rules? Why do they sound funny?

4. Have students play allocation game. They will break into four groups and one prize will be given to each group (pencil, eraser, small toy, book). The groups will have to decide how to allocate the item. They will share their method of allocation with the rest of the class.

5. The students will fill out the Allocation Strategies worksheet with a partner.

6. Hand out the Seven Methods of Allocation and discuss the terms with

the class. 7. Discuss allocation in the context of Beatrice’s Goat:

How was Mugisa the goat allocated?

How did they allocate extra milk among neighbors?

How was schooling allocated?

8. BONUS ASSIGNMENT: “Allocation Theatre.” The students can write a play that illustrates one of the seven methods of allocation. It can be based on one of the scenarios on their worksheet. They can then perform the play in front of the class.

WORKSHEET: Allocation Strategies (See next page)


Performance Assessment: Group Presentation & Individual Worksheet Essential Question: Define and give an example of each the following economic concepts:

1. Costs and Benefits 2. Producing and Consuming 3. Factors of Production 4. Methods of Allocation

Objective: Students identify the key concepts of this unit and give at least one example of each. Materials/Resources:

WORKSHEET: Economic Concepts

Large paper

Colored markers

Prior Knowledge: The children should have a basic understanding of costs and benefits, producing and consuming, factors of production, and methods of allocation.


Vocabulary: Costs Benefits Producing Consuming Allocation Group Presentation The class will be divided into four groups of students. Each group will represent one of the four key economic concepts. They will make posters and prepare a presentation about their assigned concept. The presentation will include a short skit that demonstrates an example scenario. A group leader will be assigned to each group and the teacher will form the groups based on skill-level and special needs. Individual Worksheet: After the group presentations, students will fill out the “Economic Concepts” worksheet. They will be asked to use pictures and words to define and give at least one example of three economic concepts that were not the focus of their group presentation. Their group presentation will count towards the grade of that specific economic concept. Each student will be graded according to the following rubric:

Costs and Benefits 3 points

Producing and Consuming 3 points

Factors of Production

3 point

Allocation 3 points


Unit Reflection____________________________ I knew that teaching economics to third graders would be difficult when I started this unit. I also knew I had to plan my unit to address the needs of all of the students in the class. I took on the challenge, and achieved my goals. The teacher I work with was very impressed; the children looked forward to my lessons, and they learned the material. Many of the lessons took two 45-minute blocks to finish because I could review what we had discussed the day before and students had time to let the material sink in. I loved the challenge, and I am happy with the outcome. I used formal and informal assessments in each lesson and used this information to adapt my lesson plans and focus on material that students had trouble understanding. We have multiple English as an Additional Language (EAL) students in the class and a few students with special needs. I therefore chose to allow pictures and words for the majority of the assessments. The group presentations were also fun for the children and really seemed to help them understand the material. Presentations, pictures and words allowed all students to communicate their ideas in this Unit. The final assessment shows that the students had a basic understanding of the major ideas taught in this unit:

Costs and Benefits

Producing and Consuming

Factors of Production

Allocation

Final Group Presentation Assessment_____________________________ Students identify the key concepts of this unit and give at least one example of each. They hung their posters on the whiteboard and . Afterwards they performed a small skilt.


Assessment Posters____________________________________________ Factors of Production

Above are two students´s posters who were in the Factors of Production group. The children did well delegating tasks as seen in this group where each member made a poster for one of the factors of production. The poster on the left shows shows “Land.” The poster on the right is `Labor.` Producers and Consumers

Above is picture of a lollipop salesman used to demonstrate the relationship between producer and consumer.


The poster above was made by an EAL student. He was able to use picture and words to define and give an example of his group´s economic concept. This poster is a good example of how this assessment was appropriate for all the students´ needs. If it were just a written assessment, it would have limited his ability to communicate his understanding of this this concept. Methods of Allocation

Above is an example of a girl’s poster in the Methods of Allocation group. She wrote each of the seven methods we learned and they explained the seven


methods and performed a funny skit about a bully cutting in line at the movie theatre. Individual Worksheet Assessment_________________________________ On this worksheet, the students were asked to use pictures and words to define and give at least one example of three economic concepts that were not the focus of their group presentation. This format was perfect for the students because the use of pictures and words allowed them to communicate their ideas more easily and did not discriminate against the students with special needs. The final assessment grades below show that the majority of the class performed well and had a basic understanding of the key economic concepts of this lesson. Final Assessment Student Grades

Student Total: (Max 12 Points)

Costs & Benefits (3 points)

Producing & Consuming (3 points)

Factors of Production (3 points)

Allocation (3 points)

10 3 3 2 2 10 3 3 2 2 11 3 3 2 3 12 3 3 3 3 11 3 3 3 2 11 3 3 2 3 10 2 3 3 2 11 3 3 3 2 12 3 3 3 3 12 3 3 3 3 9 2 2 3 2 10 2 2 3 3 12 3 3 3 3 8 2 2 2 2 11 3 3 3 2 8 2 2 2 2 10 3 3 2 2 8 2 2 2 2


Example Final Assessment Worksheets:

Bonus Assignments____________________________________________ The Bonus Assigments gave motivated student the opportuntiy to do personal projects at home. Several students took atvantage of this opportuntiy to continue learning at home. The `Costs and Benefits Extra Recess Challenge` was the most popular of the bonus assignments. When I asked the class if they would like to have an opportunity to earn extra recess, they all cheered. Over half of the class participated. They did various chores at hom, filled out the worksheet and then made a poster about it.


Above is the worksheet I handed out to the students who were interested in participating in the “Extra Recess Challenge.”


Above is a poster a girl made showing the costs of receiving extra recess.

Above is a shoe box one girl made that was very creative. There is a tiny hold in the side where you can look inside and see a cut out figure of her doing housework in her living room with cut out furniture. It was a very creative project that she put a lot of time into.

economics unit: beatrice’s goat teacher: david suits 1 of 26 beatrice’s goat economics unit:...

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