Unit 3: All About Work
Embedded Files
Impact Chapter: 5
ReadyGen Alignment: Module 2B
Text Alignment: Farming Then and Now and The Old Things
Unit Overview: Why do people have jobs?
In this unit, kindergartners will explore the concepts of work, choices, and money. They will investigate the reasons why people have jobs and the importance of work in their community and around the world. Students will learn about the work they do at school and explore different jobs in their community. They will gain insights into the reasons for work, the importance of different jobs, and the tools used in various professions. Students will recognize the choices people make about money and understand how financial decisions are made. They will differentiate between wants and needs and apply this understanding to real-life purchasing decisions. This unit will empower students to make informed choices and develop early financial literacy skills, setting them on a path towards responsible decision-making in the future., students will gain an understanding of needs and wants and how they impact purchasing decisions when resources are limited. They will recognize the choices people make about money and how financial decisions are made.
Prepared Graduates:
Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.
Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation(s):
Economics and Personal Financial Literacy
Explain how individuals make choices based on needs and wants. (3.1)
Describe choices people make about how to use the money they earn (PFL). (5.1)
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
Identify the costs and benefits of a choice an individual makes when acquiring an item. (3.1.a)
Recognize and engage in ways to use another individual's items. For example: asking for permission to share and taking turns. (3.1.b)
Recognize choices people make and explain how financial decisions are made. (5.1.a)
Explain how money gives people the ability to buy goods and services. (5.1.b)
Identify the difference between a want and a need and how that impacts purchasing decisions when resources are limited. For example: Buying a healthy snack vs. a candy bar, new shoes vs. a new toy, or a coat vs. a new game. (5.1.c)
Colorado Essential and Nature of Skills
Recognize that problems can be identified, and possible solutions can be created when making choices (Critical Thinking and Analysis).
Make personal financial decisions based on spending options (Self Advocacy and Initiative).
Determine how to spend money depending on values and choices (Self-Advocacy and Initiative).
Demonstrate curiosity, imagination, and eagerness to learn more (Creativity and Innovation).
Economic thinkers study ownership as a key principle of economics.
Economic thinkers understand that some items are more desired than others and are more in demand.
Individuals interact with each other and the concept of ownership on a daily basis. For example: People purchase items for their use, donate items for others to use, and ask for permission to use someone else’s items.
Financially capable individuals differentiate between wants and needs.
Financially capable individuals make choices about purchasing to serve wants and needs. For example: Parents pay bills prior to purchasing movie tickets or toys.
Inquiry Questions
What are the benefits and costs of ownership? For example: Borrowing a toy from a friend or owning one of your own?
What do we do if there is not enough of something we all want (scarcity)?
How can we take care of resources that belong to everyone? For example: Water, air, etc.
What is money? What is currency? For example: Cash, coins, credit card, debit card.
How do people make choices when they want something?
How do people make choices about what to buy when there isn’t enough money to buy everything? For example: Balancing between wants and needs.
What is the difference between a want and a need?
What are things all humans need?
How can money help people to meet their wants and needs?
Why do we use money?
Disciplinary, Informational, and Media Literacies
Apply disciplinary concepts such as decision-making techniques to make a choice.
Technology is used to indicate and keep track of ownership. For example: Pets may have microchips and libraries use barcodes to keep track of their books.
Compare the benefits and costs of individual choices.
Identify positive and negative incentives that influence the decisions that people make.
Explain the role of money in making exchange easier.
Academic Vocabulary and Language Expectations
Earn, goods, needs, technology, want
Possible Assessments:
Inquiry Project
Students make a poster to show what job they want to have when they grow up. They find out about a job that they want and make a poster about it. They present the poster to the class. See pages T342-343 for more information (Impact Teacher’s Guide)
Lesson Tests (1-5) and Chapter Overview Assessment Chapter 5
Instructional Resources & Notes:
Chapter 5 from Impact
Research Companion
Inquiry Journal
Explorer Magazine
Supplemental Resources
Junior Achievement: Lessons
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