WWW.DISSERTATION.XLIBX.INFO
FREE ELECTRONIC LIBRARY - Dissertations, online materials
 
<< HOME
CONTACTS



Pages:   || 2 | 3 | 4 | 5 |

«Buddy Bargain and the Gang Teachers Guide Grades K-2 Financial Foundations for Kansas Kids Copyright 2006 KCEE. All Rights Reserved ...»

-- [ Page 1 ] --

Buddy Bargain

and the Gang

Teachers Guide

Grades K-2

Financial Foundations for Kansas Kids

www.ff4kids.com, Copyright 2006 KCEE. All Rights Reserved

Financial Foundations for Kansas Kids is an interactive economics and personal financial literacy curriculum

for students grades K-8. This teacher’s guide is designed for the FF4Kids (Grades K-2) curriculum of the

program.

Buddy Bargain introduces students to basic economic terms and concepts through his interactions with family, friends, and neighbors. Students learn how money is used, how families generate incomes, about producers and consumers, and many other economic and personal finance concepts in a fun, kid-friendly environment.

Buddy Bargain and the Gang (K-2) contains 23 teaching units 77 interactive exercises 45 interactive math exercises

The lessons contained in this program correlate to:

Kansas State Standards for Economics and Personal Finance contained within the Kansas Standards for History and Government; Economics and Geography;

Kansas State Standards for Mathematics;

Kansas State Standards for Language Arts;

National Standards for Economics developed by the National Council on Economic Education; and National Standards for Personal Financial Literacy developed by the Jump$tart Coalition for Personal Financial Literacy.

The correlations are for the previous standards. We are currently working on correlating to the New Kansas Standards for History, Government, and Social Studies.

Financial Foundations for Kansas Kids is available free-of-charge to all elementary and middle schools in Kansas. Many Kansas organizations joined to make this project possible. These organizations understand the importance of preparing our children to be productive members of the community. They also understand that it is not a job for educators alone – we all have a responsibility when it comes to the education of our youth.

The Kansas Council for Economic Education

gratefully acknowledges these Kansas organizations:

Development made possible by:

Office of the State Bank Commissioner Kansas Health Foundation Financial Fitness Foundation NexLearn, LLC

Distribution and teacher training made possible by:

Office of the State Bank Commissioner Ewing Marion Kauffman Foundation FHLBank-Topeka Cloud L. Cray Foundation Link to Table of Contents 2 Financial Foundations for Kansas Kids www.ff4kids.com, Copyright 2006 KCEE. All Rights Reserved Table of Contents Kindergarten: Program 1 – How Money Works Episode 1 – Making Choices about Money Episode 2 – Goods and Services Episode 3 – How Consumers Use Money Kindergarten: Program 2 – How Families Make Money Episode 1 – Which Coins are Which?

Episode 2 – Jobs in the Family Episode 3 – Families and Incomes First Grade: Program 1 – Producing Producers Episode 1 – Examples of Goods and Services Episode 2 – What Do Producers Provide?

Episode 3 – Different Kinds of Jobs First Grade: Program 2 – Getting Goods and Services Episode 1 – Coins and Currency Episode 2 – Money and Exchange Episode 3 – How is Income Used?

First Grade: Program 3 – Making Money Choices Episode 1 – People Must Make Choices Episode 2 – Trade-Offs of Choices Second Grade: Program 1 – Buying and Selling Episode 1 – Satisfying Wants with Goods and Services Episode 2 – Consumers and Producers Episode 3 – Examples of Consumers and Producers Second Grade: Program 2 – Spending or Stashing Your Cash Episode 1 – Exchanging Money for Purchases Episode 2 – Jobs, Income, and Employee Benefits Episode 3 – What Does it Mean to Save?

Second Grade: Program 3 – Picking Between Price Tags Episode 1 – The Decision-Making Process Episode 2 – The Opportunity Cost of a Choice Episode 3 – What is a Budget?

–  –  –

Learning Standards Kansas Economics Standards National Personal Finance Standards Kansas Math Standards: Kindergarten, 1st Grade, 2d Grade Kansas Communication Arts Standards CORRELATIONS: Economics/Personal Finance/Math/Language Arts* GLOSSARY *The correlations are for the previous standards. We are currently working on correlating to the New Kansas Standards for History, Government, and Social Studies.

–  –  –

Interactive Exercises: Students work through making choices and experiencing opportunity cost (although the term “opportunity cost” is not yet introduced.) Standards/Concepts: S = Standard; B = Benchmark; K = Knowledge Indicator

–  –  –

The correlations are for the previous standards. We are currently working on correlating to the New Kansas Standards for History, Government, and Social Studies.

Learning Objective: Students will learn that we can’t have everything we want, so we have to make choices Time Required: 45 minutes (15 minutes for the computer program and 30 minutes for the activity) Activity: Copy a coloring-book style picture on one side of a paper. Copy a similar style picture on the reverse side. Instruct students to color each side. Ask each child to choose which side of the paper he/she would like to display on the bulletin board. Then ask what had to be given up in order to display the picture he/she chose. The picture that is not exposed is what was given up when a choice was made.





*Additional Lessons/Activities: Go to www.econedlink.org/educator and click on the tab for EDUCATOR for a dropdown box to view LESSONS. Filter lessons by concept & grade level.

INTERACTIVE TOOLS is another section that will provide additional technology based resources.

–  –  –

The correlations are for the previous standards. We are currently working on correlating to the New Kansas Standards for History, Government, and Social Studies.

Learning Objective: Students will explain that consumers use goods and services Time Required: 45 minutes (15 minutes for the computer program and 30 minutes for the activity) Activity: Woof! Woof! At Your Service helps demonstrate that economic desires can be satisfied by providing goods and services. Identifies goods and services provided by one small business Differentiates between goods and services.

Access activity here: http://econedlink.org/e194 *Additional Lessons/Activities: Go to www.econedlink.org/educator and click on the tab for EDUCATOR for a dropdown box to view LESSONS. Filter lessons by concept & grade level.

INTERACTIVE TOOLS is another section that will provide additional technology based resources.

–  –  –

Synopsis: Through his experiences and the experiences of others, Buddy discovers that people often use money to purchase goods and services.

Interactive Exercises: Students identify examples of people using money to buy goods or services.

–  –  –

The correlations are for the previous standards. We are currently working on correlating to the New Kansas Standards for History, Government, and Social Studies.

Learning Objective: Students will learn that money is used to buy goods and services.

Time Required: 50 minutes (25 minutes for the computer program and 30 minutes for the activity) Activity: In Norman Rockwell's Curiosity Shop students will look at a picture that Norman Rockwell painted about a Curiosity Shop. A little girl looks like she is about to purchase a doll. Her purse on her arm indicates that she might "exchange" money for the doll. This lesson teaches that trading goods and services with people for other goods and services or for money is called exchange.

Access activity here: http://www.econedlink.org/teacher-lesson/269/undefined

*Additional Lessons/Activities: Go to www.econedlink.org/educator and click on the tab for EDUCATOR for a dropdown box to view LESSONS. Filter lessons by concept & grade level.

INTERACTIVE TOOLS is another section that will provide additional technology based resources.

Glossary:

Buyer, Goods, Money, Seller, Services, Wants Kindergarten: Program 2 – How Families Make Money Episode 1 – Which Coins are Which?

00 02 01 Synopsis: Buddy identifies the coins in his piggy bank as quarters, dimes, nickels, and pennies, using the characteristics, size and color. Buddy sings a song about fitting all of his coins into a homemade piggy bank. The concepts of jobs (chores) and income are introduced but not yet defined.

Interactive Exercises: Students identify coins and sort them appropriately, while using them to simulate the purchase of goods and services.

Standards/Concepts: S = Standard; B = Benchmark; K = Knowledge Indicator Economics: Kindergarten B2, K1 income Personal Finance: S1 B1 4th Grade K2 income, coins, money Mathematics: Kindergarten S1 B3 K1 coin recognition Commun. Arts: Kindergarten S1 B1 reading comprehension The correlations are for the previous standards. We are currently working on correlating to the New Kansas Standards for History, Government, and Social Studies.

Learning Objective: Students will learn which coins are pennies, nickels, dimes, and quarters.

Time Required: 45 minutes (15 minutes for the computer program and 30 minutes for the activity) Activity: On the Money. In this lesson, students explore what money is and how it differs around the world. They will compare U.S. currency with play money and with foreign currency. They will then use their knowledge to design their own money.

Access activity here: http://www.econedlink.org/teacher-lesson/169/Money *Additional Lessons/Activities: Go to www.econedlink.org/educator and click on the tab for EDUCATOR for a dropdown box to view LESSONS. Filter lessons by concept & grade level.

INTERACTIVE TOOLS is another section that will provide additional technology based resources.

–  –  –

The correlations are for the previous standards. We are currently working on correlating to the New Kansas Standards for History, Government, and Social Studies.

Learning Objective: Students will learn about jobs people do in a family Time Required: 30 minutes (15 minutes for the computer program and 15 minutes for the activity) Activity: Show students pictures of tools or bring in tools as props. Ask students to name the job a

person who used those tools would have. Answers can vary but might include:

tools: stapler, grade book, globe – job: teacher tools: hammer, saw – job: carpenter tools: stethoscope, thermometer – job: doctor, nurse *Additional Lessons/Activities: Go to www.econedlink.org/educator and click on the tab for EDUCATOR for a dropdown box to view LESSONS. Filter lessons by concept & grade level.

INTERACTIVE TOOLS is another section that will provide additional technology based resources.

–  –  –

Interactive Exercise: Students engage in six interactive exercises that focus on children doing work, the types of coins that make up the payment for their work, and the sum of the coins.

–  –  –

The correlations are for the previous standards. We are currently working on correlating to the New Kansas Standards for History, Government, and Social Studies.

Learning Objective: Students will learn that people in a family do jobs to earn money called income.

Students will also learn about the money people earn when they do their jobs.

Time Required: 45 minutes (15 minutes for the computer program and 30 minutes for the activity) Activity: Working Hard For a Living. There are many ways for people to get money. One way most people get money is by earning it. This lesson introduces students to work activities that grown-ups do to earn money. Students also explore tasks they might do at home to earn money.

Access activity here: http://www.econedlink.org/lesson/465/undefined *Additional Lessons/Activities: Go to www.econedlink.org/educator and click on the tab for EDUCATOR for a dropdown box to view LESSONS. Filter lessons by concept & grade level.

INTERACTIVE TOOLS is another section that will provide additional technology based resources.

–  –  –

The correlations are for the previous standards. We are currently working on correlating to the New Kansas Standards for History, Government, and Social Studies.

Learning Objective: Students will give examples of goods and services.

Time Required: 50 minutes (20 minutes for the computer program and 30 minutes for the activity) Activity: Delivering the Goods. In this lesson, students have the opportunity to complete an interactive activity that teaches them about providers of goods and services.

Access activity here: http://www.econedlink.org/teacher-lesson/197/Delivering-Goods *Additional Lessons/Activities: Go to www.econedlink.org/educator and click on the tab for EDUCATOR for a dropdown box to view LESSONS. Filter lessons by concept & grade level.

INTERACTIVE TOOLS is another section that will provide additional technology based resources.

–  –  –

First Grade: Program 1 – Producing Producers Episode 2 – What Do Producers Provide?

01 01 02 Synopsis: Buddy and Caty are together when approached by Jenny, carrying her book of photos.

Buddy and Caty are looking through the book when Caty asks Jenny if she has put together a book about producers. Each picture shows someone producing a good or service, i.e. Buddy’s dad producing a chair, Ms. Maddy making candy.

Interactive Exercises: Students identify producers of goods and services.

–  –  –

The correlations are for the previous standards. We are currently working on correlating to the New Kansas Standards for History, Government, and Social Studies.

Learning Objective: Students will learn that producers make goods and provide services.

Time Required: 50 minutes (20 minutes for the computer program and 30 minutes for the activity) Activity: In Little Bill, the Producer, students will be producing a book based on a computer program about Little Bill and the book him and Alice the Great make honoring Dr. King.



Pages:   || 2 | 3 | 4 | 5 |


Similar works:

«Introduction: The Transformative Work of Michael A. Signer FRANKLIN T. HARKINS The essays collected in this volume are dedicated to Michael A. Signer by a select group of his colleagues, students, and friends. Their collective purpose is to honor him, on the occasion of his thirty-fifth anniversary of teaching, as a scholar and teacher of Judaism, Christianity, and Jewish-Christian relations in antiquity, the Middle Ages, and modernity. As Professor of Jewish History at Hebrew Union College –...»

«International Journal of Psychology and Behavioral Research. Vol., 2(5), 240-249, 2013 Available online at http:// www. ijpbrjournal. com ISSN 2322-4002 ©2013 Victor Quest Publications On the secondary school teachers’ perceptions of students’ misbehavior: The case of Iranian male and female teachers 1 2 2 Mohammad Aliakbari, Alireza Mirzaee, Hassan Tarlani Aliabadi 1Associate Professor; Ilam University, Iran 2PhD Candidate Ilam University, Iran Corresponding E-mail addresses:...»

«Scriptwriting for the Screen 'An excellent resource for students and teachers alike' In the Pidure '. a valuable addition to every screen writing bookshelf' Screentalk 'this is one of the best guides to help screenwriters think visually that I have ever read' Creative Screen writing 'The inventive exercises in Scriptwriting for the Screen give it the potential for revitalizing the experience of even experienced scriptwriters. Moritz's book brings a new perspedive to discussions about...»

«NCASBO Conference 2011 Salary Administration Updates NCDPI – Financial Business Services School Business Division Susan Holly, Salary Analyst Tiandra Alli, Salary Analyst Agenda Salary Overview Legislative Updates School Based Administrators Salary Issues / Audits What is a Salary Audit Exception? Main Causes of Audit Exceptions Form G New Teacher Orientation Foreign Exchange Teachers – VIF NBPTS Position Allotment Overdrafts Installment Pay Requirements Substitute Teachers & Non-Certified...»

«Lesson 3 I Can Do a Lot to Keep My Teeth Healthy: Brush My Teeth Main Lesson Plan Learning Objectives After this lesson children will be able to • Say why toothbrushing is important.• Identify how much toothpaste should be put on the toothbrush.• Demonstrate the right way to brush their teeth.• Describe the best times to brush their teeth each day. Background Information for Teachers The most important way to prevent tooth decay is by taking good care of your teeth. Brushing teeth at...»

«Around and About New Jersey TEACHERS GUIDE PROGRAM FOUR THE STILL FAMILY REUNION by David Steven Cohen NJN Public Television and the New Jersey Historical Commission, Department of State Trenton, N.J. Revised, 2006 I. SYNOPSIS For more than 120 years the Still family has been holding reunions. In recent years they have gathered in the town of Lawnside, Camden County, which was founded as a refuge for escaped slaves. The reunion is an occasion for expressions of pride in the Still family's...»

«Research Paper 1: Examining Public Attitudes Toward Miscegenation [Terry Shaner] Introduction State legislatures passed several unusual laws during their recent legislative sessions. Louisiana, for example, made it law for children in kindergarten through fifth grade to address teachers with a courtesy title such as Asir@ or ma=am.@ Washington lawmakers outlawed lying by politicians in campaign ads. Tennessee and Indiana require parental consent for body piercing of young people and the...»

«Homer’s The Odyssey By Stanley P. Baldwin, M.A.IN THIS BOOK s Learn about the Life and Background of the Author s Preview an Introduction to the Epic s Study a graphical Character Map s Explore themes and literary devices in the Critical Commentaries s Examine in-depth Character Analyses s Reinforce what you learn with CliffsNotes Review s Find additional information to further your study in CliffsNotes Resource Center and online at www.cliffsnotes.com IDG Books Worldwide, Inc. An...»

«MEDIA EDUCATION FOUNDATION STUDY GUIDE GENERATION M: MISOGYNY IN MEDIA AND CULTURE Study Guide Written by THOMAS KEITH CONTENTS 3 NOTE TO TEACHERS 4 OVERVIEW 4 PRE-VIEWING DISCUSSION QUESTIONS 5 INTRODUCTION 5 Key Points 6 Discussion Questions 6 Assignments 7 FEMALE EMPOWERMENT? 7 Key Points 8 Discussion Questions 8 Assignments 9 THE DOLL WARS 9 Key Points 10 Discussion Questions 10 Assignments 12 IDEALIZED BEAUTY 12 Key Points 13 Discussion Questions 13 Assignments 14 THE PINK-BLUE DICHOTOMY...»

«MINNETONKA INDEPENDENT SCHOOL DISTRICT #276 Service Center 5621 County Road 101 Minnetonka, Minnesota Minutes of March 4, 2010 Board Meeting The School Board of Minnetonka Independent School District #276 met in regular session at 7:00 p.m. on March 4, 2010 in the Community Room at the District Service Center, 5621 County Road 101, Minnetonka, Minnesota. Vice-Chairperson Karen Walkowski presided. Other Board members present were: Erin Adams, Peg Keenan, Pamela Langseth, Paul Luehr, Lisa Wagner,...»

«NAME_ DATE BLOCK EXPERIMENT: MAKING ULTRA-THIN GRAPHITE SAMPLES AND ESTIMATING THE THICKNESS IN ATOMIC LAYERS I. OVERVIEW Carbon is perhaps the only element that mankind has known about and used since the earliest days of civilization. One need only think about an early ancestor using a piece of wood/charcoal for fuel and/or decorating the wall of her cave or her face with a drawing scrawled with a piece of charcoal or some powdered soot. In this Mini-Lab, students will, in PART A, prepare...»

«Elsa Foisack, Ph.D., senior lecturer School of Teacher Education Malmö University Malmö, Sweden 20/01/2008 Learning mathematics in a bilingual context sign language and spoken/written language The question why many deaf pupils have difficulties in learning mathematics is of great importance. International research shows that deaf pupils achieve much lower results on tests in mathematics than hearing pupils do (Frostad, 1996; Nunes, 2004), but we know very little about why it is so. In this...»





 
<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.