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Buying Local

Description: 

We will be using our economics background from the history of Lumber to guide us in understanding how buying products locally affects our community’s economy. We will be creating a public service announcement to persuade people in our community to buy products locally, in order to help our local economy. Students will use their understanding of 3rd grade economic standards to persuade others why investing locally is more beneficial.

Learning Targets: 
Make a claim and support their claim with reasoning.
Provide reasoning for their claim and evidence.
Apply 3rd grade economics to compare the benefits and costs of making individual consumer choices.
Identify examples of the variety of resources that are used to produce goods and services.
AttachmentSize
PDF icon Copy of Shadmani Kushi - AAPS TBDL Blended Unit Planning Document #1.pdf161.93 KB
Author: 
Shadmani
Content Area: 
Social Studies
Economics
Language: 
English
Resource Type: 
Project
Licensing: 
Creative Commons Licence
Grade: 
3

Student prerequisite skills and knowledge

Students will need to be familiar with 3rd grade economics terms and vocabulary. This project helps to make sense and make concrete some of the 3rd grade economic terms and standards in the C3 Framework. 

For example, students should be familiar with the following terms:

Economy, goods, services, product, entrepreneur, local, producer, consumer and business.

Students should have a general idea that money changes hands and travels in an economy. 

What concepts or procedures are being explained or demonstrated in this lesson object?

Students will be able to: 

  • Define local, goods, services, economy.

  • Define what buying local means.

  • Distinguish between local stores and non-local stores.

  • Be able to define what a local economy is.

Will read text and use their knowledge of Michigan and local Michigan companies to construct a PSA persuading consumers why buying local is beneficial for their local economy. 

They will be able to tell how money travels within an economy, specifically a local economy and the impact it may have on consumers, producers, health and environment. 

 

What was your experience, both successes and challenges, using this lesson object with your students?

We taught this unit in conjunction with another unit introducing students to the concepts and terms of what an economy is. Creating the PSA using Adobe Spark was highly engaging for my students. It allowed them to work collaboratively in teams to contribute content for their PSA that would be relevant to their audience. They were able to with support construct reasons for why one should invest their monies locally. 

As we went through the unit, we used visual aides to help students understand what happens when they spend money at a grocery store. We had a farmer come in to talk to us about how it is beneficial for her when people buy locally. However, we hoped to have students go to a farmer's market and actually see the economic exchanges in person that way all students would be able to have access.