Lesson Title: Local Businesses of Smalltown, USA Grade Level: 2nd Big Ideas: Community, Supporting Local Business

Objective: The learner will evaluate how businesses and people help each other in the local community.

Materials/Resources: Slideshow of some identifiable local businesses Map handouts to label businesses Laminated cards of workers & job descriptions for each business Fake money Goods from local businesses (Fake is probably best) Fake groceries Teacher helper GLCEs: 2 E1.0.2 Identify businesses in the local community. 2 E1.0.5 Use examples to show that people cannot produce everything they want (specialization) and depend on trade with others to meet their wants. Common Core Standards: CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support comprehension. Define the problem: How do businesses and people help each other in our local community? Write this question on the board, as it will be the investigation question for the entire lesson. Everything the students learn will be brought back to the first question. Speculate on possible answers 1. Have the class assigned (or draw names) into groups of 4 or 5. 2. Have the class discuss and write answers of what they know about local businesses and their interaction with the local community. 3. Show pictures of local businesses.

a. Ideas: Meijer, Local Bakery, etc. 4. After 3-5 minutes, bring the class back together. 5. Have groups share findings. Write findings on the board. 6. Keep these answers on the board. Gather information 1. Students will be shown that there are different stations that they will be going to in order to find out information for their answers. 2. There will be 5 stations, but each needs to be done in order. a. Ways to accomplish this: i. Have outside work be done first, so student start time is staggered ii. Have plenty of supplies, so each new station can be done at the same table 3. Students will be directed to work alone, in partners, or with anyone who travels with them from station to station. 4. Students are allowed to work at their own pace, as some stations take longer than others. 5. Explain to the entire class how the grocery store trip works by modeling. Stations A. Identifying Local Businesses a. Students will be given a map that has buildings with pictures on them. i. Hospital (Shown with the + symbol for a hospital) ii. Bakery (Shown with pictures of donuts, bread, etc.) iii. Grocery Store (Pictures of food, household items, etc.) iv. Police Station (Picture of cop car) v. Ice cream shop (Ice cream cone) vi. Restaurant (Silverware and food) vii. Gas station viii. Milk factory (choose a local business unique to your town) b. Students will be directed to label the business. c. Businesses should be easy to label, accommodate to those who need it with a word bank. B. Who works there? a. Provide laminated sheets with pictures of types of workers (teacher, doctor, baker, trucker, etc.) b. Be sure to include each worker that works in the local business that you have included in your map. c. Students should correctly choose who works there, and write it down in their handouts.

d. On the back of each worker card will be very brief job descriptions. Students should fill out worksheet, answering questions about each job. C. Money a. Students will explore how people buy things. b. Students will explore that when people buy things from a business, the business gets money from them. c. Students pair up. One person has money, the other has a good from one of the businesses, like bread. Have them trade what they have. d. Have students discuss with a group of 3 or 4 these questions: i. Could you do every job to get everything you want? ii. Why do you choose one job? e. Have students write or draw a picture representing what they have just learned about these interactions. D. Grocery store trip a. Each student will draw a card, giving them one of the jobs of the community b. With that job, each student made money for the day, and it will come with the job card c. Students will be required to go to the grocery store (played by a teacher helper) and buy some groceries. They will be given a set list of things they need to buy when they get to the store. Use fake food to make it more fun and realistic! E. What did you learn? a. Students will go back to original groups and talk about what they learned. b. Students will have one person right down what the answers are. c. Each student will draw something that reflects what they learned. Analyze the information and test hypothesis A. Bring the class back together as a whole. B. Go back to the board where students originally made predictions as a group. C. Make additions, revisions, or take stuff off, and have students explain why. Reach a conclusion/Assessment A. Each student will be given a card with one of the jobs on it. Students must present on the following either through orally, written, or another style approved by the teacher: a. What is your job? (What do you do at your job?) b. How do you make money? c. How do you pay for your groceries?

d. Where is your business? B. Discussion a. Have students raise hands to help you identify all the businesses labeled today. b. Have students in their groups write who works at that business, write it under the business on the board, and have one group member share with the class what they found, and give a brief job description. c. Discuss what it means to trade. How did you get an item that you wanted? (Money) d. Discuss with the class specializing in one job. Why cant you do every job? Why is it better to pick just one?