Sustainable   Consumers

  Grade 2


Unit topic: Sustainable Consumers                                                            

Level: 2nd Grade
Duration of unit: 5 weeks, 10 sessions
Designers: Laura Page, Katya Rivero, Graciela Livas
Project Description: Schools play a significant role in the education of the future’s consumers and decision makers. Investigating production and consumption of goods and services will prepare ASFM students to make sustainable consumption choices that are good for both society and the environment. Students will understand how they can take an active role in sustainable consumption and how they can inform others in their community about the importance of making sustainable consumption choices.
Message to Students: Producers in Mexico need your help! Consumers know very little about where the goods they buy come from. It’s your job to inform our community about making consumption choices that are better for people and our planet. 
Driving Question:

How can we inform people in our community about the importance of being sustainable consumers?    

Essential Questions:

  • What are goods / services?
  • Who are producers / consumers?
  • What are resources?
  • Why do goods, services and resources differ between communities?
  • How are resources used to provide goods and services?
  • What are imports / exports?
  • How does transportation play a role in trade?


Standards: 

Enduring Understandings
SS2.15.5 Knows that natural resources are ‘gifts of nature’ because they are present without human intervention.
· Understands natural resources differ in various communities

SS2.16.3 Knows the modes of transportation used to move people, products, and ideas from place to place.
· Understands that resources are not available everywhere, and often need to be imported/exported.

Knowledge
SS2.15.1 Knows that goods are objects that can satisfy people’s wants, and services are activities that can satisfy people’s wants and/or needs.
SS2.15.2 Understands that since people cannot have everything they want, they must make choices.
·Resources and needs differ between types of communities and regions.  (For example, some communities do not have access to water and must find solutions to this problem.)
SS2.15.7 Knows that human resources are the efforts of people who work to produce goods and to provide services.
· Demonstrates knowledge of the differences between natural, human and capital resources.
· Understands that natural resources are used to create goods. 

Student Friendly Standards: 

  • SS2.15.1 Knows the difference between goods and services.
  • SS2.15.5 Understands what natural resources are and that they are different in different regions.
  • SS2.15.2  Understands that not all resources are available in all regions. 
  • SS2.15.7Knows that human resources are people who produce goods and services.
  • SS2.16.3 Understands that resources are not available everywhere and often need to be imported / exported.
  • SS2.16.3 Knows the types of transportation that move resources and goodStudent “I Can” Statements:

Know: 

A.    I know the definition of producers, consumers, goods, services, imports and exports.

B.    I know that goods are produced with natural resources, human resources and capital resources.

C.    I know that resources and goods are transported from place to place.

D.    I know what sustainability means.

Understand: 

A.    I understand that goods are limited and dependent on resources available and regions.

B.    I understand that resources and goods are imported/exported.

C.    I understand the social and environmental impact of buying imported goods. 

D.    I understand that I have a choice when I consume goods and services. 

Do: 

A.    I can make a grocery list of items that are local and items are imported. 

B.    I can inform others in my community about the importance of making sustainable consumption choices. 
Assessment Evidence
Project or Problem to Be Solved:
How can we inform people in our community about the importance of being sustainable consumers?

Pre-assessment:
●    Vocabulary
●    Learning Preferences
    Formative Assessments:
●    Exit card
●    Hand signal to show understanding
●    Observing and conferring
●    Turn to your partner    Summative Assessment:
●    Little Red Hen Assessment
●    Final Project / Presentation ? (Rubric)

Sequence of Instruction
Entry Activity:

Guest speaker, owner of a local store that sells all local products, will be invited to talk to the class.

Activities and Assignments:

1.    What do we spend money on? 

Content: Goods / services, producer / consumer

Student: Brainstorm as a class “what do people spend money on?” Students categorize items into goods and services (review from 1st Grade). Students sort images and discuss the difference between producers and consumers of goods and services. 

Exit card. Students will write a sentence about the difference between producers and consumers with an example of each.

Identifying similarities and differences
Cooperative Learning
Questions, Cues and Advance Organizers
Core Subjects (Financial, Economic and Business Literacy) 
Remember / Understand

2.    What are resources?

Content: Human resources / natural resources / capital resources / intermediate goods

Students: Students listen to the story Tortilla Factory and have a class discussion about all the resources needed to make tortillas. As a class, categorize the resources in the book as you read (Natural / Human / Intermediate Goods / Capital). With a partner, students will make a list of all the resources they need to make their favorite taco. Ask a class, categorize the types of resources used to make tacos. 

Hand signals to show understanding: (thumbs up, down, in the middle).

Identifying similarities and differences
Summarizing and note taking
Cooperative learning
Questions, Cues and Advance organizers
Core Subjects (Financial, Economic and Business Literacy) 
Understand / Apply

3.    How are goods produced?

Content: Human resources / natural resources / capital resources / intermediate goods

Students: Students are hired to be chefs. They need to work in table groups (4) to first write all the resources they will need to make a pizza. Students classify what category each resource belongs in using a graphic organizer and build a pizza using classroom materials. Show video of Dominos Pizza chefs preparing pizza. For homework, students choose something in their house and list all of the resources that were used to make it. Name Those Resources. 

Observing and conferring as students categorize resources.

Setting objectives and providing feedback
Cooperative learning
Identifying similarities and differences
Reinforcing effort and providing recognition
Questions, cues and advance organizers
Homework and Practice
Core Subjects (Financial, Economic and Business Literacy / Global Awareness)
Learning and Innovation (Creativity and Innovation / Critical Thinking and Problem Solving / Communication and Collaboration)
Analyze / Evaluate / Create

4.    Little Red Hen Assessment

Content: Human resources / natural resources / capital resources / intermediate goods

Students: Students listen to the story of the Little Red Hen. They are then given a worksheet and asked to identify the inputs that were used throughout the story and sort them into the appropriate categories. (Some inputs will be under more than one category). 

Questions, cues and advance organizers
Core Subjects (Financial, Economic and Business Literacy) 
Analyze 

5.    Resources differ from one region to another. 

Content: Regions (desert, mountain, coastal, plains), each region has different resources 

Students: Students work in small groups and choose a region to become experts on. Students investigate the region and research what resources come from it? Students present to the class about their regions. For those who finish their research, challenge them to find countries in the world that have the region they researched. For homework, students research resources that come from Mexico.

Differentiation
Summarizing and note taking
Cooperative learning
Reinforcing effort and providing recognition
Homework and practice
Information, Media and Technology Skills (Information Literacy and Technology Literacy)
Life and Career Skills (Social and Cross Cultural)
Understand / Apply

6.    Where do the goods consumers buy come from?

Content: Imports / Exports, Trade

Students: Student looks at the tags on their sweaters and notice where are they made. Draw on map to show where each item came from. When items come from another country, it is called an export. Students do the “Pencil Activity” which will teach them about trade. Homework: Students write a list of some of the goods in their house and what country they were produced.

3-Minute Pause: 

Questions, Cues and Advance Organizers
Nonlinguistic representations
Identifying similarities and differences
Reinforcing effort and providing recognition
Cooperative learning
Setting objectives and providing feedback
Homework and practice
Core Subjects (Financial, Economic and Business Literacy / Global Awareness)
Life and Career Skills (Initiative and Self-Direction)
Understand / Apply

7.  Role of Transportation.

Content: Transportation (trains, car, truck, airplane, boat)

Student: Review students’ homework from the previous lesson. Discuss where all of the goods were produced around the world and how they would have been transported to Mexico. Students are asked to talk about the environmental impact of transportation. Teacher has materials for the students to research transportation and the energy used to transport goods all around the world.  

Turn to your partner: discuss what you found out about the environmental impact of transportation.

Reinforcing effort and providing recognitions
Summarizing and note taking
Identifying similarities and differences
Homework and practice
Questions, cues and advance organizers
Core Subjects (Financial, Economic and Business Literacy / Global Awareness / Environmental Literacy)
Life and Career Skills (Initiative and Self-Direction)
Rigor, Relevance
Understand / Analyze / Evaluate

8.    How do our consumption choices impact the world?

Content: Pollution from transportation, overconsumption (limited natural resources, waste) 

Students: Students watch video about pollution caused by transportation and discuss the impact of their consumption choices on the world. Homework: List of things that they buy in the grocery store that come from Mexico. 

Exit card: Write two ways that our consumption choices can impact the world.

Questions, Cues and Advance Organizers
Summarizing and Note Taking
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypothesis

Life and Career Skills (Leadership and Responsibility)
Core Subjects (Financial, Economic and Business Literacy / Global Awareness / Environmental Literacy / Civic Literacy)
Rigor, Relevance
Analyze / Evaluate

9.    What is sustainability?
○    HEB Videos
○    Guest Speaker (High School Students?) 
○    How can you make sustainable consumption choices?
○    Students work in groups, brainstorm
Questions, Cues and Advance Organizers
Non-Linguistic Representations
Generating and Testing Hypothesis
Cooperative Learning
Core Subjects (Environmental Literacy / Civic Literacy)
Rigor, Relevance
Learning and Innovation (Creativity and Innovation / Critical Thinking and Problem Solving / Communication and Collaboration)
Understand

10.    How can we inform people in our community about the importance of being sustainable consumers?
○    Students work in small groups to decide how they want to inform people in their community about sustainable consumption?
○    2-3 days to work on project (Summative Assessment)

Setting Objectives and Providing Feedback
Cooperative Learning
Homework and Practice
Reinforcing Effort and Providing Recognition
Learning and Innovation (Creativity and Innovation / Critical Thinking and Problem Solving / Communication and Collaboration)
Life and Career Skills (Leadership and Responsibility / Flexibility and Adaptability)
Apply / Analyze / Evaluate / Create 
Presentation:

Students present their final product which will answer the question: How can we inform people in our community about the importance of being sustainable consumers? (Assessment)
Examples: video, poster, recipe book, radio advertisement, grocery list, stores that sell local produce, restaurant list
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Cooperative Learning
Life and Career Skills
Evaluate