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Instructional Focus Document
Grade 1 Social Studies
TITLE : Unit 06: Making Economic Decisions SUGGESTED DURATION : 20 days

Unit Overview

Introduction

This unit bundles student expectations related to making basic economic decisions. An understanding of the nature of goods, services, and scarcity is important for students to comprehend the basics of economics.

Prior to this Unit

Prior to this unit, about important American celebrations and holidays, about symbols, mottos and anthems which are important to Americans and about family and community traditions. In Kindergarten students were introduced to the economic concepts of needs and wants.

During this Unit

During this unit, students expand their economic understanding beyond needs and want to study about the nature of goods and services and about how scarcity forces people to make economic choices.

After this Unit

In subsequent years students expand their understanding of the Free Enterprise System by studying about scarcity along with supply and demand. 


In a free enterprise system the individual has choices as a producer and consumer.

  • What motivates the economic choices of the individual?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

People produce and consume goods and services to meet their basic needs.

  • How do families meet their basic needs?
  • What is the difference between a good and a service?
  • What is a market?
  • How are markets important for the exchange of goods and services?

Economic Patterns

  • Scarcity/Choices
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

People must make choices because resources are limited.

  • What are needs and wants?
  • What causes scarcity?
  • What influences the economic choices families have to make?
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Different kinds of work help people meet their needs and fulfill their wants.

  • What kinds of jobs are done in the community?
  • What are the characteristics of a job well done?
  • How do different kinds of work contribute to the goods and services available in the community?

Economic Patterns

  • Scarcity/Choices
  • Factors of Production
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • None Identified

Unit Vocabulary

goods – products that are made by people
services –activities that are provided by people
scarcity – condition that results from people wanting more resources than what is available
market – a place where people exchange goods and services
specialization – doing a specific task that contributes to a large project
technology – tools and inventions that make a task or job easier to do

Related Vocabulary

  • needs
  • wants
  • choice
  • economics
  • opportunity cost
  • job
  •  resources
System Resources

System Resources may be accessed through Search All Components in the District Resources Tab.


TEKS# SE# Unit Level Taught Directly TEKS Unit Level Specificity
 

Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
1 Economics.
1.7 Economics. The student understands how families meet basic human needs. The student is expected to:
1.7A Describe ways that families meet basic human needs.

Describe

HOW FAMILIES MEET BASIC NEEDS

Including, but not limited to:

  • Families most basic needs are for food, clothing and shelter. Families generally meet their basic needs by producing, such as growing food in a garden, by earning money from work in order to buy necessities, or families can trade products.
1.7B Describe similarities and differences in ways families meet basic human needs.

Describe

SIMILARITIES AND DIFFERENCES IN WAYS FAMILIES MEET NEEDS

Including, but not limited to:

  • Compare how families produce to meet their needs, ie. farming, sewing clothing, building homes, working
1.8 Economics. The student understands the concepts of goods and services. The student is expected to:
1.8A Identify examples of goods and services in the home, school, and community.

Identify

GOODS AND SERVICES

Including, but not limited to:

  • Goods – a physical product; things people can touch and feel
    • Examples of goods in the home: food, toys, computer, clothes, sink
    • Examples of goods in the school: food, books, desks, pencils, computers
    • Examples of goods in the community: vegetables and fruits, cars, clothes, furniture, traffic lights,
  • Services – non-tangible things provided by people to other people
    • Examples of services in the home: take out the trash, walk the dog, set the table
    • Examples of services in the school: safety patrol, PTA volunteers
    • Examples of government services in the community: police department, fire department, trash collecting
1.8B Identify ways people exchange goods and services.

Identify

WAYS PEOPLE EXCHANGE GOODS AND SERVICES

Including, but not limited to:

  • People buy and sell goods at stores, online, or temporary locations
  • People can exchange a service for a good
  • People can barter by exchanging a good for a good
1.8C Identify the role of markets in the exchange of goods and services.

Identify

ROLE OF MARKETS

Including, but not limited to:

  • Market – a location where buyers and sellers exchange goods and services, examples include stores, auctions, websites.
  • Markets are important because they provide a way for people to buy and/or sell goods and services. Faster communication such as with a telephone or via the Internet facilitates access to markets.
1.9 Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to:
1.9A Identify examples of people wanting more than they can have.

Identify

EXAMPLES OF PEOPLE WANTING MORE THAN THEY CAN HAVE

Including, but not limited to:

  • Concept of scarcity – there is never enough goods/ services to fulfill the wants of everyone
  • People have unlimited demands for energy sources, yet nonrenewable resources are limited
1.9B Explain why wanting more than they can have requires that people make choices.

Explain

WHY WANTING MORE THAN THEY CAN HAVE REQUIRES PEOPLE TO MAKE CHOICES

Including, but not limited to:

  • Scarcity creates a condition in which people must make choices. Economists study about the choices made by people to provide for their needs and wants.
  • Choices are affected by a variety of conditions including, price, availability of a resource, opportunity cost
  • Opportunity costs – a cost associated with making a choice, or what good or service was given up in order to make a purchase of a particular good or service (ie. buying popcorn at the movies meant giving up buying candy)
1.9C Identify examples of choices families make when buying goods and services.

Identify

CHOICES FAMILIES MAKE WHEN BUYING GOODS AND SERVICES

Including, but not limited to:

  • Families make important economic choices about what goods and services to purchase, how much they are willing to pay for a good or service, when to make a purchase of a good or service, and whether or not to use credit or savings to make a purchase.
  • Families’ economic choices are influenced by the price of goods and services, the amount of income/ savings a family has to make purchases, the availability of the goods and services, and the opportunity cost.
1.10 Economics. The student understands the value of work. The student is expected to:
1.10A Describe the components of various jobs and the characteristics of a job well performed.

Describe

COMPONENTS OF JOBS AND CHARACTERISTICS OF A JOB WELL PERFORMED

Including, but not limited to:

  • Components of various jobs
    • Skills/education needed
    • Pay
    • Location
    • Tools
    • Duties
  • Characteristics of a job well performed
    • High quality of work
    • Follow directions
    • Efficient
    • Appropriate
    • Completed on-time
1.10B Describe how specialized jobs contribute to the production of goods and services.

Describe

HOW SPECIALIZED JOBS CONTRIBUTE TO THE PRODUCTION OF GOODS AND SERVICES

Including, but not limited to:

  • Specialized jobs require an individual to have a narrow set of skills to perform a certain task very well. Companies organize people working specialized jobs to combine their labor to provide goods/services that an individual would be unlikely to produce alone.
    • Examples include building a car (requires miners to extract raw material, entire factories with people using machines to shape materials, assembly lines of people that add parts together to eventually form a car) or publishing a newspaper (reporters, photographers, writers, editors, truck driver)
1 Science, technology, and society.
1.16 Science, technology, and society. The student understands how technology affects daily life, past and present. The student is expected to:
1.16C Describe how technology changes the way people work.

Describe

HOW TECHNOLOGY CHANGES THE WAY PEOPLE WORK

Including, but not limited to:

  • Longer work days due to electricity
  • More mobility and flexibility due to computer systems
  • Many tasks are done faster
  • Use of machines makes some jobs less strenuous on the body
  • Fewer people needed for some tasks
  • New jobs created to care for machines
1 Social studies skills.
1.17 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
1.17A Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music.

Obtain

INFORMATION FROM VALID ORAL SOURCES

Including, but not limited to:

  • Conversation
  • Interview
  • Music

Valid (authentic, justifiable, appropriate) oral sources might include oral histories, first person account interviews and historical music

1.17B Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts.

Obtain

INFORMATION FROM VALID VISUAL SOURCES

Including, but not limited to:

  • Pictures
  • Symbols
  • Electronic media
  • Maps
  • Literature
  • Artifacts
1.18 Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to:
1.18A Express ideas orally based on knowledge and experiences.

Express

IDEAS ORALLY

Including, but not limited to:

  • Based on knowledge
  • Based on experiences
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 05/23/2018
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