2nd Grade Economics Unit

STAGE 1 DESIRED RESULTS

Established Goals - Ohio Learning Standards:
2.13 Economic Decision Making and Skills: Information displayed on bar graphs can be used to compare
quantities.
2.14 Scarcity: Resources can be used in various ways.
2.15 Production and Consumption: Most people around the world work in jobs which they produce specific
goods and services.
2.16 Markets: People use money to buy and sell goods and services.
2.17 Financial Literacy: People earn income by working.
Understandings: Students will understand that
People work to earn money to pay for the goods
and services they want or need.

Essential Questions:
When is it helpful to use a bar graph?
How can resources be used?
How do we get the goods and services that we
need?
How do people decide what to do with their money?
How do people earn money?

Students will know:

Bar graphs are used to represent information or
data (incorporate into math)
Resources can be used in a variety of ways
People work in jobs where specific goods and
services are produced
People use money to buy what they want and need
People work to earn money to purchase the goods
and services they need and/or want
Various jobs people do to earn a living

Students will be able to:

Construct a bar graph (create)
Compare quantities on a bar graph (analyze)
Explain multiple uses of a resource (apply)
Distinguish between a good and a service (analyze)
Invent a good or a service (create)
Role play the buying and selling of goods or
services (create)
Participate in a career wax museum (create)

STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks:
Other Evidence:
Invent a good or service you think your classmates Gallery walk pre-assessment
will want. Be creative and use your resources wisely. Bar graph quiz (during math)
You must be able to tell whether you created a good Goods/Services exit ticket
or a service. You will be presenting your good or
Service worker/worker that produces a good exit
service to the class during our Classroom Goods &
ticket
Services Market.
Written and oral presentation with rubric
Unit test
Think of a career people do to earn a living. With
support, research your career choice. Be sure to
find out what the job does, the education required,
and the average income you can earn doing that job.
Write a presentation to include the answers and
present during our 2nd Grade Wax Museum.
Adapted from: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Lesson created by: Sheri Gross, 2015

2nd Grade Economics Unit

Student Self-Assessment & Reflection:
Self-assess good or service created

STAGE 3 LEARNING PLAN

Learning Activities: Based on a 30-minute block over a 3+ week time period
Day 1: Setting the scene Introduce overall question to the Big Idea How do people earn money to buy
the goods and services they want and need? Today we are going to begin learning about the difference
between goods and services, how people earn money, and how people decide what to do with their money.
Students will participate in a Gallery Walk that includes both words and pictures about key economic
concepts in this unit. During the Gallery Walk, students should record comments on sticky notes about the
words or pictures on the anchor chart. After groups have commented on all charts, conduct a class
discussion of student ideas only, rather than correct answers right now (Gallery Walk is an opportunity for
assessing students prior knowledge about economic concepts).
Day 2: Using the anchor charts from the previous day, display the chart with the word and pictures for
goods and services. Have turn and talk partners share what they think goods and services are and then
have groups share out. Display and discuss the correct definitions. Have students write the definition
next to each word in their Economics Dictionary. Read aloud Goods or Services? by Eileen Mitten or
What Do We Buy: A Look at Goods and Services by Robin Nelson. Discuss examples of goods and services
and have students draw examples of both in their Economics Dictionary.
Day 3: To review goods and services from the previous day, watch Herschals World of Economics: Goods
and Services https://www.youtube.com/watch?v=wy0TrDCiqLw Using Play-Doh, have students construct a
good and then discuss what good they made. Have students then use their Play-Doh to construct a model
of a person conducting a service, discuss. Pass out exit ticket having students draw and label a picture of a
good, as well as someone doing a service.
Day 4: Review goods and services with interactive game from EconEdLink: Goods and Services.
http://www.econedlink.org/interactives/index.php?iid=101 As a segway into resources and workers, pose
the question How do we get the goods and services that we want? Discuss the idea that people use
resources to make the goods that we want and people do the services we want. Read aloud The Little Red
Hen (Makes a Pizza) by Philemon Sturges. Discuss the resources the Little Red Hen needed to make her
pizza (good) and then Little Red Hen as a pizza maker (service).
Day 5: Review resources by having students add the definition of resources to their Economics
Dictionary and draw a picture of a resource. Explain that resources can be used in multiple ways. Model
and brainstorm the various uses for corn as food, popcorn, feed for cows, corn oil, converted to
alternative fuel, etc. Student groups will then be given a resource, as well as a reading, and together they
will draw and label all the uses of the particular resource. Each group will then share out and together
create a bar graph of the number of uses of each.
Day 6: People use resources to make goods and services. Using iPads, partners will learn about a service
worker and find out what service they provide to the community http://teacher.scholastic.com/commclub/
Service workers on the website include mayor, librarian, firefighter, pediatrician, police officer, pizza
maker, and veterinarian. Begin a class discussion about service workers and create a class t-chart to note
service jobs. Continue discussion to include jobs that produce specific goods. *Note students may not have
Adapted from: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Lesson created by: Sheri Gross, 2015

2nd Grade Economics Unit

a strong foundation of jobs beyond their community teacher think aloud may be necessary to come up with
jobs.
Day 7: Explain the Classroom Goods & Services Market to students. They will be required to come up with
either a good or a service in which they will sell during a classroom market. Students will brainstorm and
plan their idea for either a good or service. Some examples might include: Popsicle picture frames or
bookmarks, Decorated Pencils, Pet Rocks, Painted rocks for paperweights, Friendship Bracelets, Drawings,
Greeting Cards, Noodle Necklaces/Bracelets, Paperclip art, etc. Student will also need to come up with a
price (in play money dollars) for their good/service.
Days 8 and 9: Students will construct multiple copies of their good or service to sell at the Classroom
Market on Day 10.
Day 10: Classroom Goods & Services Market Either within the classroom, or with the other second grade
class. Students will take turns either being a producer or consumer. Students will reflect on their good or
service created and how well it sold by completing a self-reflection.
Day 11: Explain that people need to work in order to earn money. Turn and talk partners brainstorm ways
kids can earn money and then share out. Explain that adults earn income by working. Together, create a
circle map of the jobs people do. Explore https://kids.usa.gov/jobs/index.shtml or
http://www.bls.gov/k12/content/students/careers/career-exploration.htm for more jobs. Share with
students that they will be researching a career that interests them, writing about that career, and then
will role-play that career choice during a Wax Museum. Students will need to research what the job does,
what education you need, and how much money you can make doing that job.
Days 12-15: Students will use the above link to research a career. (Students may need support navigating
the websites). Students will record their information on a career handout and prepare a summary of their
information. **Remember, because they will become a person with that job, they will write their summary
in 1st person example I am teacher. To become a teacher, I had to go to college for 4 years and earn a
Bachelors Degree. A teacher can make $40,000.
Culminating Experience: 2nd Grade Career Wax Museum Invite families, as well as other grade levels to
wax museum. Students will remain wax until someone comes up and pushes their button for them to
speak.
Unit Test To be given at the completion of the unit.

Adapted from: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Lesson created by: Sheri Gross, 2015

2nd Grade Economics Unit

Assessment
Name ______________________________________________ Date ________________________

Directions: Please answer the following questioning in complete sentences.

1. How do people get the goods and services that want? _____________________________________
________________________________________________________________________________
________________________________________________________________________________

2. Why do people need to work? _______________________________________________________

________________________________________________________________________________
________________________________________________________________________________

3. Draw and label a picture of a good.

4. Draw and label a picture of a person doing a service.

5. Paper is a resource. List at least 3 uses for paper.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Adapted from: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Lesson created by: Sheri Gross, 2015

2nd Grade Economics Unit

Career Research and Wax Museum Presentation Rubric

Research

Planning

Written
Presentation

Oral Presentation

4
Conducts additional
research beyond
assigned websites

3
Uses websites to
research career
choice

2
Uses websites to
research career
choice with support

1
No research is
evident

Add additional
information about
career choice, not
already listed on
planning sheet

Completes all 3
parts of planning
sheet

Completes 2 parts
of planning sheet

Completes 1 part of
planning sheet or
no planning sheet
turned in

Summarizes all 3
parts of planning
sheet using
complete sentences
and elaborative
details
Effectively
communicates wellrehearsed summary
using eye contact

Summarizes all 3
parts of planning
sheet using
complete
sentences.

Attempts to
summarize
information, but
does not use
complete sentences

No written
summary turn in.

Effectively
communicates
summary using eye
contact

Attempts to
communicate
summary, but does
not use a clear
voice and/or eye
contact

No oral
presentation given

4 Exceeds grade level expectations

3 Meets grade level expectations
2 Approaching grade level expectations
1 Does not meet grade level expectations

Adapted from: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Lesson created by: Sheri Gross, 2015

2nd Grade Economics Unit

Grade 2: Social Studies Curriculum Map
Ohio Learning
Standards:

Essential
Understandings:

2.13 Economic
Decision Making
and Skills:
Information
displayed on bar
graphs can be
used to compare
quantities.

Construct a bar graph

2.14 Scarcity:
Resources can be
used in various
ways.

Essential
Questions:

Academic
Vocabulary:

Unit: Economics
Assessments:

Activities:

When is it
helpful to use a
bar graph?

bar graph
construct
compare
quantities
data

bar graph
interpretation quiz

human bar
graphs
student-choice
bar graph

Resources can be used

in a variety of ways

How can
resources be
used?

describe
resources
good
services
scarce

Exit ticket

graphic
organizer to
illustrate various
uses of a
resource, ex.
Corn

2.15 Production
and Consumption:
Most people
around the world
work in jobs
which they
produce specific
goods and
services.

People work in jobs

where specific goods
and services are
produced.

How do we get
the goods and
services that we
need?

explain
goods
services
specialize

Self-assessment

classroom goods
and services
market

2.16 Markets:
People use money
to buy and sell
goods and
services.

People use money to

buy what they want and
need

How do people
decide what to
do with their
money?

explain
goods
services
money
currency

Self-assessment

role play paying

for goods and
services

2.17 Financial
Literacy: People
earn income by
working.

People work to earn

money to purchase the
goods and services they
need and/or want.

How do people
earn money?

explain
income
save

Research and
presentation

wax museum,
career day

Compare quantities

Specialization

Adapted from: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Lesson created by: Sheri Gross, 2015

2nd Grade Economics Unit

Focus Group Reflection

Last month, our school hosted a Formative Instructional Practices (FIP) professional
development focusing on Social Studies. As the second grade team worked to unpack their standards,
one of the teachers mentioned how science and social studies always seemed to get cut out of the day
due to time. They continued to discuss how students are not aware of career possibilities because there
are very little employment opportunities in our community. They were very eager to try to incorporate
social studies more into their schedules and really showed an interest in their economics standards. It
occurred to me at that moment that I would write a second grade Economics unit and informed the
teachers. I made it clear to them that they were not in any way obligated to use it, but I would appreciate
their feedback.
After I finished the unit, I shared it with the second grade team and asked for their honest
thoughts, as well as the strengths and weaknesses of the unit. They had many positive things to say
about the unit. They both felt the idea of having a think aloud with the class would provide students
with knowledge of careers beyond the community. They stated that majority of their students are only
familiar with jobs at Circle K, Sparkle, and Harbison Walker because those are the job opportunities
within the community.
Another part of the unit they felt would be very beneficial was the Classroom Goods and
Services Market. They commented that the market would not only allow them to take on the role of a
producer, but also a consumer. They discussed the possibility of opening up the goods and services
market to the entire school, rather than just within the grade level.
The culminating research and wax museum project was highly approved by both teachers. They
thought this experience would be very valuable in building knowledge about all the different career
possibilities in our world and begin to encourage students to set goals about what they want to be when
they grow up.
Adapted from: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Lesson created by: Sheri Gross, 2015

2nd Grade Economics Unit

The one aspect they said they would change would be the time frame of the unit. Currently it is
a minimum of a three-week unit. However, the team thought the lack of knowledge about conducting
research and the idea of a wax museum would increase the length of the unit. They both said they could
see that portion alone taking multiple weeks.
After critiquing the economics unit, both teachers said they are very interested in implementing
the unit this year. Because the students do not currently have strong research skills, they would like to
teach the unit later in the school year. This will allow the teachers time to build the foundational
knowledge needed for this unit.
I plan to follow up with the teachers as they are teaching the unit, as well as after the unit is
complete for additional feedback. I also plan to observe portions of the lessons in action to self-reflect
on the strengths, in addition to areas of improvement.

Adapted from: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Lesson created by: Sheri Gross, 2015

2nd Grade Economics Unit

Reflection
Designing a second grade Economics unit has been a very valuable experience for me. It
allowed me to create a culturally relevant unit that is foundational in producing productive members of
society. Because our district is about 80% economically disadvantaged, it is essential that we are
preparing our students for the 21st century. The second grade standards do just that. When taught
effectively, they provide students with the background knowledge necessary to understand the process
of earning a living to self-sustain. There are five standards encompassed under the Economics unit of
study in the areas of: economic decision-making, scarcity, production and consumption, markets, and
financial literacy. All the standards are rather simplistic and kid-friendly, however some unpacking is
necessary in creating essential questions.
Using the Understanding by Design format ensured I created a unit that was aligned to the Ohio
Learning Standards and included performance tasks and assessments directly correlated to those
standards. It promoted teaching for learning, rather than teaching for coverage.
Imbedded within this unit are a variety of 21st century skills. Students have the opportunity to
demonstrate the 4cs collaboration, critical thinking, creativity, and communication throughout the
unit. Multiple times during the unit students are asked to share their ideas with a turn and talk partner.
In addition, group work is incorporated. The essential questions involve critical thinking throughout the
unit to be able to later demonstrate an understanding of the big idea. Students are able to express their
creativity in multiple ways including constructing a good and service out of Play-Doh, inventing a good
or service, and performing at the wax museum. Students have multiple opportunities to communicate,
however the main communication focus is during the wax museum presentations. In addition to the
4cs, technology is incorporated in a variety of ways websites for research, an interactive online game,
a YouTube video, and iPads.

Adapted from: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Lesson created by: Sheri Gross, 2015

2nd Grade Economics Unit

We have learned how important it is to be culturally responsive. As I was creating this unit, I
had to stop and think what prior knowledge would our student population have? Because our students
are not exposed to a variety of careers within the community, it was important to address that in the unit.
I added a note to the teacher to possibly do a think aloud to come up with a list of job possibilities.
We need to take into account the limited experiences that our students bring with them to the classroom
and open their eyes to a world of opportunity.
I had previously written Units of Inquiry at an International Baccalaureate school using
Backwards Design. However, I had never been formally trained using the format. Since studying
Understanding by Design, I have a much better understanding of effectively writing a unit plan. It also
made me aware of how I was incorporating Blooms Taxonomy, as well as connecting to my districts
mission of preparing students for the 21st century.
For me, personally, the greatest impact this unit had was the opportunity to develop a stronger
relationship with the second grade team. It created a climate of trust and support. I am honored that
these teachers are choosing to implement this unit. At the same time, it demonstrates the support I have
for them individually and as a team. We can make leaps and bounds with our students if we all share
common goals.

Adapted from: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Lesson created by: Sheri Gross, 2015

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