Lesson Overview:

This lesson invites students to reflect on the value of money and its role in our lives.  In the markets and economics unit, students typically get very excited about making and selling goods and services.  They learn about running simple businesses and usually have a chance to sell their own products.  My experience in international schools is that students come from affluent families.  They have not yet imagined a world where earning power, money, and displays of wealth have little, if any, value.  Sarah Stewart and David Small’s book, The Money Tree, cleverly engages children’s thinking about money.  With this plan, your lesson will have both literary and content links.  However, from a PYP perspective, the real value is the key concept of Reflection.

Lesson Plan:

Suggested Grades:

3-5 

Objective:

Using role play, students will decide whether to let their money tree grow or to cut it down for use as firewood or timber.  (AASL 4.1.8, “Use creative and artistic formats to express personal learning.”)

Suggested Time:

45-50 minutes

Success Criteria:

Acting in their assigned roles, students in groups will decide whether to grow or chop down their money trees.  Their decisions will be expressed on a personal reflection sheet at the end of the activity.

Lesson Outline:

1. Introduction:

Ask the students to give you a few of the highlights from their current unit.  They might share ideas from some of the markets they visited from the “Markets Around the World” lesson, they might talk about producers and consumers, or they might talk about products and services.  Take everything they share, then tell them that today they are facing a big challenge and it has to do with markets and economies.

Using a flip chart or interactive board at the front of the room, sketch a simple tree trunk but do not add any leaves.  Ask the children what normally grows on trees.  Ask the children a few unusual things that grow in trees.  Ask whether trees are ever grown as a business.  (Answer: Yes!  Tree farmers support the lumber and paper industries.)  Explain that today they will hear a story about a most unusual tree, one that they have never seen before.   Tell them that they may have to use their imagination, but that they should to think about business and trees as the story unfolds.

Before beginning the story, have the children number off from 1 to 4.  These numbers will be important later for the role play activity.

2. Main:

Teach The Money Tree by Sarah Stewart and David Small.  Check for understanding as you go.  I usually ask questions such as:

1. What is most important to Miss McGillicuddy?  How can you tell?  (Hint: Think about where she lives, how she spends her time, what you can see in her home, her hobbies, and her companions.)
2. How does the author show the reader that time is passing?
3. How does the illustrator show the reader that time is passing?
4. Why do neighbors, town officials, and strangers come to pick leaves off the tree?
5. Are money trees real?
6. What does the expression, “Money doesn’t grow on trees,” mean?

Activity:  Ask the children to recall their numbers.  Reveal the role play assignments which are:

Number 1:  Miss McGillicuddy

Number 2:  Neighbor Children

Number 3:  Town Official, Mayor or Chief of Police

Number 4:  Strangers

Ask the children to form themselves into groups.  Each group should have four members, one from each of the assigned roles.  If the number of children is not a multiple of four, some groups could have three children.

Once in their groups, pass out the play money sheets (attached).  Explain that Miss McGillicuddy really wants to chop the tree down.  Miss McGillicuddy will need to explain her thinking.  But, the neighbor children, town official, and strangers have their own, different ideas.  Children assigned to those roles should represent those characters in the discussion.  Give only ten minutes for this role-playing group activity.

Use the play money as follows:  Every time a neighbor, town official, or stranger comes up with a unique reason to let the tree grow, they should write that reason on the back of one of the play banknotes.  For example, the town official might write, “Pay for ten new street lamps.”  Another banknote could say, “Pay for a new school,” or “Build a new recycling center.”  The strangers might say, “Repair my car,” or “Take a vacation.”  Children might say, “Build a playground in every neighborhood,” or “Buy every kid a bicycle.”  Each group should faithfully represent his or her assigned role.

Miss McGillicuddy’s role is different.  She will not fill out any banknotes, but should have a separate sheet of blank paper to list a few reasons why she will chop down the tree.  Hopefully your children assigned to Miss McGillicuddy can stand up to the pressure!

After ten minutes, call time.  Ask all children to return to the circle or storytelling area.  Every child who has filled out banknotes should tape them to the Money Tree.  The money tree will sprout leaves very quickly!  Tape the banknotes on so that they can be flipped over and read.

Next, ask the Miss McGillicuddy students to come forward.  Ask each of the Miss McGillicuddys to read a few of the reasons the children, town officials, and strangers want to keep the tree.  Collectively, the Miss McGillicuddy children will decided to either keep the tree or chop down the tree.  If the Miss McGillicuddy children decide to chop down the tree, tear off the bottom part of the trunk or draw an ax into the picture.

3. Conclusion:

Pass out the reflection sheets.  Ask each child to write down his/her thoughts about the book and the activity.  This should be simple and straightforward once the discussion has wrapped up.  Collect the reflection sheets and have a look at them before returning them to the classroom teacher for inclusion in the UoI notebooks.

Send the class Money Tree back to home rooms with the children as evidence of learning and a successful collaborative library integration project.

Resources:

1. The Money Tree by Sarah Stewart and David Small.
2. Copies of the Play Money sheet (attached)
3. Copies of the Student Reflection Sheet for this lesson (attached)
4. Flipchart paper and markers, or smart board
5. Scissors and pencils
6. A few sheets of blank paper.

Notes:

Because the text requires abstract thinking, this lesson is more difficult with younger children.  Ideally, I’d use it with Grades 3 and above.  As an international school librarian, I prepared the lesson with expatriate children in mind.  Think carefully before using this lesson in cultures or communities where children are living in poverty and suffering the very real deprivations of not having enough.  I believe it can be done, but you would have to know your target audience exceptionally well to anticipate the effect the story would have.

Recommended books for this lesson:

The Money Tree by Sarah Stewart and David Small

Key Terms:

Money, Trees, Seasons, Sarah Stewart, David Small, Wealth, Values

Play Money for The Money Tree

Student Handout, The Money Tree

Lesson Overview:

In this lesson, students use what they have learned in their unit on economics to analyze the school library.  Working together, the class considers what a school library consumes and what it produces.  Do the services provided justify the consumption?  This is a no-prep, easy-to-deliver lesson that is a real-world application of UoI concepts.  Teachers love it, and the kids leave with a solid piece of class work.

Lesson Plan:

Suggested Grades:

3-5 

Objective:

To identify the products and services consumed and the products and services produced in a school library.   (AASL 2.3.1, “Connect understanding to the real world.”)

Suggested Time:

40-45 minutes

Success Criteria:

The class will work together to create a chart showing what is both consumed and produced in a school library.

Lesson Outline:

1. Introduction:

Ask the students what goods and services are.  Ask what producers and consumers are.  If they do not know these terms, teach them.  But, by the end of the unit, the students will almost certainly be familiar with the terminology.

Explain that today the children will consider all that is consumed and produced in a school library.  They will work in groups and also as a class to try to figure this out so that we can share our findings.

2. Main:

Seat the children in table groups.  I like to keep the groups larger than three and no larger than six.  Four or five is an ideal number for this exercise.

Give each group half a sheet of flipchart paper.  At the front of the class, on a flipchart or whiteboard, draw a T-Chart with “Consume” and “Produce” columns.  Ask the children at each table to create an identical chart.

Model how to fill out the chart.  For example, ask, “What does the library consume?”  Someone will invariable say “Books,” the most obvious answer.  Ask them about other things, such as tables or chairs.  List two or three.  Do not provide any examples for “Produce,” just wait and see what the kids come up with.

Instruct the groups that you are going to give them ten minutes to complete their charts using their own ideas.  Every member of the group should have a pencil, and every member of the group is expected to contribute and do his or her own writing.  The goal is to generate as many ideas as possible.  Flip the hourglass or start the clock ticking!

After ten minutes, call time and ask the groups to set their pencils down.  Next, tell the children that together they will complete the class T-Chart.  Allow each table to give an answer only in the “Consume” category.  Let each table give one answer, then go to the next table.  Tables drop out once all their ideas have been contributed.  If your students earn house points or class rewards of some type, reward the table with the most original ideas.

The list of products and services the library consumes is extensive!  Some items might include:

School Libraries Consume:  Books, Tables, Chairs, Carpet, Electricity, Heat, Air Conditioning, Shelving, Paper, Pencils, Pens, Tape, Blue Tack, Rulers, Glue, Paper Clips, Hole Punches, Staplers, Staples, Scanners, Barcodes, Book Trolleys, Computers, iPads, Magazines, Labor from Librarians, Assistants, and Volunteers, etc.

After you complete the “Consume” list, ask the children what school libraries produce.  This will be much harder to answer.  Here are a few samples from the times I have taught the lesson:

School Libraries Produce:  Readers, Improved Reading Skills, Knowledge, Understanding, a Learning Environment, Summer Reading Programs, Visiting Author Visits, Book Fairs, Smarter Students, Classroom Resources.

Ask the children whether the school library produces goods or services.  (Answer:  Services.)  Ask the children whether the library consumes goods or services.  (Answer:  Both goods and services.)

3. Conclusion:

Wrap up by pointing out the detail and degree of thoroughness in their thinking.  Ask the children whether, at this stage in their lives, they produce or consume more.  Ask why childhood is typically a time of consumption.  When will the children become producers?  Thank the children for their work and be sure to send the T-Chart back to class for display on the Wonder Wall or Inquiry Cycle.

Resources: 

Flipchart paper

Notes:

This is one of the simplest lessons in the PYPLibrarian collection.  It requires virtually no preparation, but it is an excellent exercise and fun activity. I’ve taught it many times and each time, the children have an “Aha” moment when they realize just how much a school library consumes!

I am quite certain that no one has ever asked the students to do an analysis of this kind before, and they seem to enjoy the “real-world” aspect of the challenge.

Recommended books for this lesson:

None

Key Terms:

Producers, Consumers, Products, Services, Good, Goods and Services

Lesson Overview:

This is a simple and easy lesson that uses a picture book to make sure that the students understand the concepts of product variety, sales, competition, and advertising.  There is also a multicultural Korean theme that may help some of your EAL kids feel at home as they share some of their country’s language and food culture.  As simple as the ideas are, I have found that children have a hard time identifying the business themes in this story.  So, take your time, work slowly, and make sure that your students understand some of the basics, including competition and competitive advantage, before moving too much further into the unit.

Lesson Plan:

Suggested Grades:

3-5 

Objective:

To respond to The Have a Good Day Cafe by answering simple questions on basic business concepts.  Also, to connect the story to what students observe in their own communities and shops.   (AASL 2.3.1, “Connect understanding to the real world.”)

Suggested Time:

40-45 minutes

Success Criteria:

Each child will respond to the story by providing short answers to a few key questions.  If there is not enough time for students to write responses, simply discuss the questions together.

Lesson Outline:

1. Introduction:

Ask students what is sold at a shoe shop, a bakery, or a hardware store.  Make sure that the kids understand that shoes, bread, and hammers are examples of products that might be on sale in those shops.  (Key Concept:  Form – what is a product?)

Ask the students whether there is one shoe shop or many shoe shops in their town.  One bakery or several bakeries?  One hardware store or several?  If several shops are trying to get the same customers and are selling the same products, we say that these businesses compete with one another.  (Key Concept:  Function – how do businesses operate?)

Explain that today’s story is about a family business.  Ask the students to listen to the story and try to figure out:

1. What products the family sells.
2. Whether the family business has any competition.
3. How the family responds to the downturn in business.
4. What other factors might help the family improve their business.
5. The role each character plays in the family business.

2. Main:

Share The Have a Good Day Cafe by Frances and Ginger Park, illustrated by Katherine Potter.   The story is not a quick read, so plan at least 15 minutes.  If you have any Korean speaking students in class, ask them to help you with the pronunciation of the foods.  Check for understanding as you go.

After teaching and talking through the story, work through the student assignment together.  Make sure that each student has provided a response with a complete sentence to show his understanding of the text.

If your students have had any experience with the concept of immigration, weave this into your teaching.  My students do a unit on human migration in Grade 3, so I always try to connect back to those main ideas.

3. Conclusion:

Wrap up by asking whether anyone in the class helps in a family business.   Ask whether anyone’s grown-ups have a family business and, if so, what products and services they provide. If you have time, make a quick class chart of family businesses or family businesses known in the community.  This will extend the lesson further and make more real-world connections.

Resources:

1. The Have a Good Day Cafe by Frances and Ginger Park, illustrated by Katherine Potter
2. Student Handout (attached)

Notes:

Use your Titlewave account to download free lesson plan materials based on The Have a Good Day Cafe.  This lesson takes a business/economics approach to the text, but you can also use the text for lessons on immigrants/immigration as well as food/culinary arts.  The free lesson materials are excellent, so if you want to focus on this text or do more with it, don’t miss the online lesson materials.

I have never been able to pull this off, but I have always wanted to have some Korean food for the kids to try after listening to this story.  Bulgogi is especially delicious and my personal favorite, but I have yet to arrange for Korean food in class.  If you have a local Korean community or parent, the lesson would be much more enjoyable!  A Korean grandma would be even better!

Recommended books for this lesson: 

The Have a Good Day Cafe by Frances and Ginger Park, illustrated by Katherine Potter

Key Terms:

Buyers, Sellers, Competition, Products, Grandmothers, Korean Americans, Street Vendors, Korean Cooking

Student Handout, The Have a Good Day Cafe

Lesson Overview:

In this Unit of Inquiry, students learn about markets, business, and simple economics.  This is a “tuning-in” lesson that allows the students to observe several buyers, sellers, and products.  Take a virtual field trip and visit markets around the world!  Your students will identify basic economic players in each market and capture a few interesting facts as they go.  Tsukiji Fish Market, here we come!

Lesson Plan:

Suggested Grades:

3-5 

Objective:

To identify buyers, sellers, and products in at least four world markets.  (AASL 2.3.1, “Connect understanding to the real world.”)

Suggested Time:

40-45 minutes

Success Criteria:

Each student will capture the buyer, seller, and products sold at four iconic world markets.

Lesson Outline:

1. Introduction:

Ask students what the last things were that they purchased.  Ask where the purchases were made.  Ask if anyone has ever been to a market.  What kind of a market was it?  Where was it located?  What attracted the student or his parents to this market?  Let the students share a bit of their experiences at markets.

Explain to the students that today they’ll be taking a virtual field trip to several markets around the world.  As they travel, they’ll need to look out for those features common to all markets:  Sellers, Products, and Buyers.

Distribute the student handouts (attached) and ask the students to read through the assignment.  Check for questions and then head out to the markets!

2. Main:   

Show the video of the Tsukiji Fish Market in Tokyo.  I typically stop at the 4:00-minute mark.  There are a lot of quick facts given right at the beginning, so you may want to pause so that the kids can make some quick notes at the start.  https://www.youtube.com/watch?v=H-eoIxfycf8

Show the video of the Shanghai Pet Market.  Play only the first few minutes, enough for the children to get an idea of what the market looks and sounds like:  https://www.youtube.com/watch?v=sidSsKKiPpk

Show the video of the Cattle Market in the U.S.A.  Note: The auctioneer speaks very, very quickly.  There is some helpful information at the beginning.  Listen and teach the children the meaning of the words “weaned,” “steers,” and “heifers.”  https://www.youtube.com/watch?v=ACKT5jWJHTI&t=24s

Show the video of the Sarojini Surplus Market in India.  Note: This is a surplus market, and you may need to teach the kids the meaning of the word “surplus.”  https://www.youtube.com/watch?v=9DusLAM5K60

If there is remaining time, show the video of Paris Flea Market:  https://www.youtube.com/watch?v=TJA6I-ZaoTY

If there is remaining time, show the video of London’s Portobello Road Market:  https://www.youtube.com/watch?v=pxUqMQB26F8

Give the children a few minutes to complete their notes.  It’s perfectly fine if they help one another.  They should have at least two or three quick facts for each market.

Normally my students only have time to watch and take notes on four markets.  The lesson is written with six markets, but I normally run out of time after four.

3. Conclusion:

Encourage the children to attend a market this week, if possible, and to pay attention to the number and types of buyers, sellers, and products.  Challenge them to think about what kind of stall they would like to have if they became a market seller.

Resources:

1. Copies of the student handout, “Markets Around the World” (attached)
2. Video of Tsukiji Fish Market: https://www.youtube.com/watch?v=H-eoIxfycf8
3. Video of Sarojini Surplus Market in India: https://www.youtube.com/watch?v=9DusLAM5K60
4. Video of the Cattle Market: https://www.youtube.com/watch?v=ACKT5jWJHTI&t=24s
5. Video of Shanghai Pet Market: https://www.youtube.com/watch?v=sidSsKKiPpk
6. Video of Paris Flea Market: https://www.youtube.com/watch?v=TJA6I-ZaoTY
7. Video of Portobello Road Market: https://www.youtube.com/watch?v=pxUqMQB26F8
8. Equipment and playback capability to show the students the world market clips.

Notes:  I have provided links to six world markets, but there are many others.  You could choose a car market, a flower market in India, a meat market, or a textile/fabric market.  The possibilities are endless.  Please choose the markets you think your students would be most interested in.

I have found that the students all understand the concepts of buyers, sellers, and products.  Thus, this lesson simply expands their understanding by providing more examples.

My students have been fascinated by the products at the Japanese fish markets.  The frozen tuna carcasses at 4:00 AM really grab their attention.  And, they have been overwhelmingly delighted by the sellers’ technique at the Cattle Market.  Not many of them have ever heard an auctioneer before!  This is an easy “tuning-in” lesson that the kids really seem to enjoy.  It provides great note-taking practice while being a strong tie to the UoI.

Recommended books for this lesson:

None

Key Terms:

Buyers, Sellers, Products, Markets, Virtual Field Trip

Student Handout, Markets Around the World