Midwest STUDY BUDDY

Social Studies: Midwest and Economics

20 days (18 days plus 2 assessment days)Midwest Region of the USA
1) I can identify the states in the Midwest Region of the USA and their capitals:
Ohio—Columbus
Indiana—Indianapolis
Illinois—Springfield
Missouri—Jefferson City
Michigan—Lansing
Wisconsin—Madison
Minnesota—St. Paul
Iowa—Des Moines
Kansas—Topeka
Nebraska—Lincoln
North Dakota—Bismarck
South Dakota—Pierre
2) I can describe the climate and land of the Midwest and how this has shaped the major industries represented.

Economics

3) I can explain different ways people acquire goods and services.

SS-EP-3.3.2 Students will explain different ways that people acquire goods and services (by trading/bartering goods and services for other goods and services or by using money).

4) I can describe and give examples of production, distribution and consumption of goods and services in the community and how these have changed over time. (2 days)

SS-P-E-13 The student will describe and give examples of production, distribution and consumption of goods and services in the community.
SS-P-E-5 The student will understand that production, distribution and consumption of goods and services in the community have changed over time.
SS-P-E-12 The student will compare ways people in the past/present acquired what they needed, using basic economic terms related to markets (e.g., goods, services, profit, consumer, producer, supply, demand, buyers, sellers, barter).

5) I can explain how new knowledge, technology/tools and specialization increases productivity from the local level to the global level.

SS-EP-3.4.2 Students will describe how new knowledge, technology/tools, and specialization increases productivity in our community, state, nation and world.

6) I can give examples of markets that enable buyers and sellers to exchange goods and services and various ways goods and services are distributed.

SS-P-E-4 The student will understand that markets enable buyers and sellers to exchange goods and services.
SS-EP-3.4.1 (Assessed) Students will define basic economic terms related to production, distribution and consumption (e.g., goods and services, wants and needs, supply and demand, specialization, entrepreneur) and describe various ways goods and services are distributed (e.g., by price, first-come-first-served, sharing equally).
SS-EP-3.2.1 Students will define basic economic terms related to markets (e.g., market economy, markets, wants and needs, goods and services, profit, consumer, producer, supply and demand, barter, money, trade, advertising).

SS-EP-3.3.1 (Assessed) Students will identify basic economic terms related to markets (e.g., goods, services, profit, consumer, producer, supply, demand, buyers, sellers, barter).

7) I can explain the concept of scarcity in relation to natural resources and human resources and how it requires people to make economic choices and incur opportunity costs. (3 days)

SS-P-E-1 The student will understand that the basic economic problem confronting individuals and groups in our community today is scarcity; as a result of scarcity economic choices and decisions must be made.

SS-P-E-10 The student will develop an understanding of the nature of limited resources and scarcity: explore differences between limited natural resources and limited human resources.
SS-P-E-7 The student will investigate and give examples of resources.
SS-EP-3.1.1 (Assessed) Students will define basic economic terms related to scarcity (e.g., opportunity cost, wants and needs, limited productive resources-natural, human, capital) and explain that scarcity requires people to make economic choices and incur opportunity costs.

8) I can explain how various economic concepts affect individuals, groups and businesses.
SS-P-E-2 The student will understand that a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) impact individuals, groups and businesses in the community today.
9) I can describe ways banks help people. (2 days, guest speaker)
SS-P-E-11 The student will investigate banks in the community and explain how they help people (e.g., loan money, save money).
10) I can explain why people cannot have all the goods and services they want and problems related to prioritizing resources, saving, loaning and spending money.

SS-P-E-8 The student will develop an understanding of the nature of limited resources and scarcity: explain why people cannot have all the goods and services they want.
SS-P-E-9 The student will develop an understanding of the nature of limited resources and scarcity: solve economic problems related to prioritizing resources, saving, loaning and spending money.

11) I can explain why a group of related businesses come together to accomplish common goals and thus become economic institutions.
SS-P-E-3 The student will understand that economic institutions are created to help individuals, groups and businesses in the community accomplish common goals.
12) I can define the term interdependence and give examples of how people, communities, states and nations of the world depend on each other for goods and services.(2 days)
13) I can explain how the Midwest Region of the USA is interdependent with other regions and countries.

SS-EP-3.4.3 Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.
SS-P-E-6 The student will understand that individuals, groups and businesses in the community demonstrate interdependence as they make economic decisions about the use of resources (e.g., natural, human, capital) in the production, distribution, and consumption of goods and services.

Barren CountySocial Studies Curriculum

Sub-domain / Grade 5
Government and Civics / 20%
Cultures and Societies / 10%
Economics / 15%
Geography / 20%
Historical Perspective / 35%

Economics

  • Review economics terms from K-2
  • Review resources and master that there are human (people), capital (things that are used to make other things) and natural (existing in nature such as water) resources.
  • Compare and contrast wants/needs and good/services.
  • Recognize the various services of a bank and the role of business in the economic system. Know that private businesses offer goods and services for profit.
  • Master that markets are institutional arrangements that enable buyers and sellers to exchange goods and services.
  • Introduce the importance of manufacturing in society.
  • Introduce: unlimited wants (desiring more things than can possibly be had), economics (the study of production, distribution, exchange and consumption of goods and services), free enterprise (where businesses seek to make a profit by producing and selling goods and services), revenue (receipts of a government or business), specialization (producing a narrower range of goods and services than are consumed), interdependence (working with others to supply needs and wants), and entrepreneur (someone who takes a chance and starts a business).
  • Introduce that people and society create economic systems and institutions.
  • Introduce that price and availability of goods and services are determined by supply and demand.
  • Introduce the components of a budget.

Science: Midwest—Fossils

20 days (16 days plus one virtual field trip—2 days, one presentation day, and one test day.) Carole Marsh Mystery-Missing Dinosaurs (takes place in Chicago)

1) What is the relationship between matter and the water cycle? I can explain the relationship between matter and the water cycle.

2) How can I classify matter according to properties? I can classify matter according to properties.

3) How is life on Earth dependent on the sun? I can explain how all life on Earth depends on the sun.

4) How are living things in our current destination of study different from living things in our previous destination and why? I can compare and contrast living things in our current destination of study with our previous destination of study and also explain why these differences exist.

5) What are characteristics of living, nonliving or once living things? I can explain the differences between living, nonliving and once living things.

6) What are fossils and what can we learn from them? I can explain what fossils are and how scientists learn from them.

7) What happens to living things when their environment changes? I can explain how and why environments might change and how living things adapt to these changes or die.

8) What changes must occur before a living thing becomes a fossil? I can explain the circumstances that must occur before something becomes a fossil.

9) How are fossils similar to and different from living things today? I can compare and contrast fossil remains to living things that exist today.

10) How do scientists use tools when studying fossils? I can explain how scientists use tools to unearth and study fossils.

11) How do teams of paleontologists work together? I can explain the importance of teamwork to paleontologists.

12) What evidence exists that our environmental conditions were different in the past? I can use fossil remains from our local area to show how environmental conditions must have been different in the past.

Virtual Field Trip—The Sue Files 2 days

Bring this back on test day for 3 bonus points on Science and Social Studies tests!

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