Running head: CULTURE CLIPS OF EACH
Running head: THE PROJECT APPROACHPROJECT APPROACH
The Project ApproachProject Approach and Multiple Intelligences:
Effects on Student Understanding, Attitudes, and Grades
Brenda M. Rose
Wichita State University
March 17April 9, 2007
Abstract
This study focused on effects of the Project Approach and Multiple Intelligences on third grade, rural students. How will these strategies impact student attitudes, level of interest, grades, and understanding of economics? Research indicates individual needs of students must be met and students must be active in learning to increase their interest and understanding. A focus group of students failing within the general education classroom was tracked throughout the project to determine effects of the Project Approach and Multiple Intelligences. Data shows the Project Approach, when paired with Multiple Intelligences, improved student grades while increasing their level of understanding and aiding them in developing a positive attitude toward social studies.
The Project Approach and Multiple Intelligences:
Effects on Student Understanding, Attitudes, and Grades
Education has taken on a new look in the past decade as teachers prepare to educate a new generation of students. Students now grow up in a fast-paced, technological world where they are much more active learners. Teachers are constantly challenged to reflect upon their classroom procedures and curriculum to see if it best meets the needs of students. Lack of student motivation as well as a struggle to show understanding of concepts taught serve as a red flags to teachers that something in the classroom isn’t working for students. It is when student s are struggling in class that teachers are called to look for new methods and ways of teaching to help improve the quality of education they are providing for students.
The traditional way of teaching does no’t match the demands of today’s society. Teaching in a lecture format and expecting all students to learn in the same way in a classroom has left leaves many students left to struggle and feel unsuccessful in education. This then can causehas caused students to become turned off to learning. Teachers must be flexible in their planning and curriculum to adjust to the individual needs of students. Students need to be taught how to learn and what works best for them as individuals. The classroom must be a place where students feel safe as well as motivated to challenge themselves to achieve to the best of their ability. Students must feel as though they own the educational process for them to truly become involved in what they are doing and take on the challenge of becoming a life-long learner.
Classrooms at the intermediate level in elementary schools have seen a push in the past few years toward improving student learning and understanding in the areas of mathematics and reading due to state assessments. Therefore, these are the subjects that receive the most attention in the classroom; however, that doesn’t mean that the other subjects are okay tocan go unmentioned. As the National Council for Social Studies stresses, students need to learn at a young age the importance of being a good citizen and how our society functions (NCSS, 1988). Social studies lays creates the foundation for our youth to become educated and excited to some day lead our country in a respectable manner. Social studies is an important part of a solid education for our youth, and the concepts taught in this area enable students to form a foundation of good citizenship that they will extend upon as they get older. NCSS (1998) points out that children need to be able to experience concepts related to social studies in order to develop an understanding of them, and students prefer to learn social studies through working in groups. Because of the push to focus more on the areas of education that are currently testedState assessments, there has been some concern as to how social studies can be effectively taught in elementary classrooms. Students need to be able to learn social studies in a way that makes sense to them, and this may mean that students learn in different manners. Otherwise, they lose motivation to learn social studies and then form a negative opinion of the subject altogether.
Problem
The purpose of this study was to determine if focusing on Multiple Intelligences through the Project ApproachProject Approach within the social studies curriculum would increase understanding and attitudes for at-risk third grade students when applied to learning economics. The hypothesis for this study is the following: using the project approachProject Approach to focus on individual students’ intelligences will increase student grades, improve their level of interest and attitudes, the level of interest, improve grades and attitudes, and raise tand raise their level of understanding of the concepts taught through the project.
This paper is organized in a way that will provide you additional information about Howard Gardner’s Multiples Intelligences and the Project ApproachProject Approach and research used that increased interest in the teaching method. A discussion of the topic is followed by the design of the study, the results, and the concluding thoughts.
Review of the Literature
Multiple intgelligencesIntelligences. In 1983 Howard Gardner proposed the Theory of Multiple Intelligencesan interesting theory that is now known at Multiple Intelligences that he has since refined. His research indicateds that humans learn in different ways and are intelligent in various areas. Gardner believes all students are intelligent in scome area but may not be intelligent in each area to the same degree as other classmates. Through this research, he has identified eight main intelligences: verbal/linguistic, musical, mathematical/logical, visual, kinesthetic, interpersonal, intrapersonal, and naturalist (Wikipedia, 2007). Gardner believes students have intelligence in all of these areas; however, no two students have the same amount of intelligence in each of the areas. Students that are verbal/linguistic learn best through language whether it is that they are reading, talking, or writing. This intelligence focuses on use of language. Musical students are driven by rhythm, sounds, and music in general. These students may learn best through songs related to content being taught. Mathematical/logical students are abstract thinkers that enjoy problem solving. They like to see things in an organized manner such as graphs. Students that are more visual learn best through seeing things. They often times will use pictures or images to teach themselves. Kinesthetic learners are hands-on learners that like to touch and do something in order to develop understanding. Simulations are good for students of this intelligence. Students that learn best by interacting with peers in ways such as cooperative learning are stronger in the interpersonal intelligence; however, students that understand themselves best and learn best on their own are stronger in the intrapersonal intelligence. Those of the naturalist intelligence enjoy anything related to nature and are drawn to the outside world (Hampton, 2007).
As Gardner’s theory points out, all students are unique and develop understanding in varying ways. Students need to learn what intelligences they are strongest in and weakest in so that they understand how they learn best and what areas in which they need to improve. Teachers can serve as the person to introduce the students to their own strengths and weaknesses and develop learning opportunities that will build upon their strong attributes to help strengthen their weaker areas. Roger Hampton pointed out in his research that students are such unique learners that they need to have the freedom in school to learn inon their own and in a way that will enable them to find success. The Multiple Intelligence theory states that no two people have the same amount of each intelligence (Hampton, 2007). This research serves as a call to educators to create learning opportunities within the curriculum to work with the students on the intelligences and help them all find success and understanding of the concepts through their own strengths.
Gardner believes that everyone can learn and improve in all intelligences. This makes using various intelligences beneficial for all students. Teachers tend to teach to the intelligences that they feel most comfortable with and that they are strongest in, leaving out students that learn best in other ways. Using the Multiple Intelligence theory in the classroom challenges students to step outside the box and teach in a way that will better benefit all students (Hampton, 2007). Concept to Classroom pointed out benefits of classrooms that use the Multiple Intelligence theory. Students who are taught in a classroom that uses Multiple Intelligences can have elevated levels of interest. Many students may struggle when taught in a traditional classroom that doesn’t interest them, but these students then come alive and become interested when they have lessons that incorporate more artistic activities. Students also become more actively involved and dedicated to learning in a Multiple Intelligence classroom because they feel confident and valued for who they are and the way they learn. Parents and members of the community tend to become more involved in classrooms using Gardner’s theory because of the increased ways of teaching students. Overall, learning in this manner tends to be a positive experience for students (EBC, 2004).
Bruce Campbell reported in 1990 on the findings of studies involvinged the Multiple Intelligence theory. A study conducted in 1989-1990 in a third grade setting identified results of Multiple Intelligence educators when they used units that are thematic and integrated. Campbell designed the study to use in his own classroom once he became interested in what Gardner had to say in his first book he wrote on Multiple Intelligences in 1983. Centers were created to expose students to the various intelligences, and Campbell noted what he saw in his students as they were taught using the different intelligences. Behavioral changes were seen in students as well as a raised level of independence. Students became leaders and had more positive attitudes toward school. The teacher served more as a consultant in the classroom once students go started in the learning process rather than being the prime instructor in which the classroom centered (Campbell, 1990). The results of this study point out some of the benefits from utilizing the Multiple Intelligence theory in the classroom setting.
Elementary classrooms are the age level that many have seen increased numbers of teachers teaching to different intelligences. Everyone is born using all seven intelligences, but each student will be developed at varying levels in the different intelligences. Traditional education settings focused on teaching students in verbal and mathematical ways; however, many students do not learn best that way. Teachers must develop lessons within the classroom that incorporate as many intelligences as possible to help enrich the overall learning experience for the students. People in society are expected to be able to function in a variety of intelligences, so students need to also be taught how to learn using the different intelligences. The more varying the teaching approach, the more intrigued and interested students become in what is being taught. When students are taught concepts using different intelligences and activities, their level of understanding becomes deeper. Students are also empowered and gain self-confidence because they are able to learn in a way that works best for them and that allows them to feel successful in what they are doing in school (Brualdi, 2007).
While there are benefits that have been linked to Gardner’s Multiple Intelligence theory, there are also those who criticize Gardner’s ideas. Some feel that Gardner’s intelligences more identify student talents rather than actually point to an area of increase intelligence. They also question whether the theory is based on true data or if it has been created to simply state Gardner’s own personal beliefs is based on Gardner’s own beliefs (Wikipedia, 2007). These critics raise questions as to how valid Gardner’s theory is and if using the theory in the classroom will really benefit students and their learning experience.
The Project Approach. The Project ApproachProject Approach is a teaching method that has been researched and evaluated by Sylvia Chard. Chard (2005) created and researched this concept of teaching students through projects that are driven by student interest. Through this teaching method, teachers and students work together to develop projects that meet student interests and needs. The Project ApproachProject Approach is set up in three phases. In the first phase, the teacher introduces the concepts that are going to be covered in the project. Students then explore through hands-on activities that enable them to become engaged in what they are learning. It is in this phase that the teacher becomes more of a consultant, guiding the students as they take charge of their own learning. As a culminating activity at the conclusion of the project, students present what they learned. Chard first turned toward the project approachProject Approach as a way for teachers to find ways for students to work at their own ability level due to students of different capabilities being included in the general education classroom. Students work together through the project approachProject Approach and are able to share their own understanding of the topic with peers, encouraging them to work and learn together throughout the project. Working on projects allows students to learn in their preferred manner, making students more interested in what they are learning, and thus increasing their motivation. Students are also more driven to take their projects to higher levels on their own.
As the generation of students we now see in elementary school changes, their needs are also changing. Teachers need to adjust their teaching styles to match the needs of the students, and the project approachProject Approach offers teachers a new alternative to the traditional way of teaching. Chard (2005) recognized the benefit that the project approachProject Approach has because students are put in real-life situations and simulations where they can link learning to their prior knowledge. They are able to use what they know to demonstrate understanding and can ask questions to direct their path of learning. Students gain confidence in their work and have a sense of pride for what they’ve done. These benefits were identified in students that had learned in a project approachProject Approach environment for many years.
Staff members at the George Lucas Educational Foundation, GLEF, (2000) have researched project work used in a classroom environment. Fourth and fifth graders at The Clear View Charter School located in southern California were followed along with their teacher as they worked through a project, and GLEF documented findings throughout the study. The group found that Cconcepts are often forgotten when students are not actively involved in their learning; however, projects promote active involvement on the part of the students so that they may create their own increased level of understanding. Students often times work with a team in a project-based classroom, and this helps them grow socially and emotionally due to their working with their peers. Things such as technology can be used in project work to promote creativity from students. Students are able to become more aware of their learning and how they learn best when they are involved in the educational process. GLEF also found that students should be involved in creating rubrics and the projects so that they are a part of the process.
As Chard (2005) points out, teachers using the project approachProject Approach must be flexible. Teachers can’t have all pre-planned lessons without the flexibility to adjust their project plans as the students move through the project. Plans can be outlined in a general way, but modifications must be made as the project advances to meet the needs of the students. This can be a challenge for some teachers that are not used to adjusting plans throughout a project, but the rewards can be abundant when teachers are willing to take on such a task.
The project approachProject Approach can also increase student motivation. Csikszentmihalyi (2005), a psychologist who has researched how parents and schools can create opportunities for optimal student learning, studied motivation in students and what increases their desire to learn. He found that the level of intrinsic motivation increases as student interest rises. Csikszentmihalyi also studied “flow,” which is being fully engaged in what they are doing. He recognized that students have more “flow” in a project setting as he looked at The Key Learning Community, a school focusing on ways to improve the level of flow students have throughout the learning process. Through observing happenings at this school, Csikszentmihalyi has noticed that students are more willing to take charge and become more active in their learning Aas they students become more motivated to learn, they also are willing to take charge and become more active in their own learning. This is important iof the educational system is going to create students that are life-long learners.
Another area that has been linked to project-based learning is brain research. The Project ApproachProject Approach Study Group published research findings of Caine and Caine in 1998 that identified twelve principles of the mind and brain:
Principle 1. The brain is a complex adaptive system.
Principle 2. The brain is a social brain.
Principle 3. The search for meaning is innate.
Principle 4. The search for meaning occurs through "patterning."
Principle 5. Emotions are critical to patterning.
Principle 6. Every brain simultaneously perceives and creates parts and wholes.
Principle 7. Learning involves focused attention and peripheral perception.
Principle 8. Learning is conscious & unconscious-helping learners make learning visible.
Principle 9. Meaningful and meaningless information are stored differently.
Principle 10. Learning is developmental.
Principle 11. Complex learning is enhanced by challenge and inhibited by threat.
Principle 12. Every brain is uniquely organized.
Of the twelve principles, many of them are met through the use of projects. Chard found that students take responsibility for what they are doing in a project and feel appreciated because they are valued for their own way of thinking or doing things. This directly links with Principle 7 because students are more engaged in what they are doing due to their feeling of responsibility. Students also are able to perform at their own level through the Project Approach, linking with Principles 10 and 12 that shows not all students have a brain that functions at the same level or in the same way. As Chard found in her research students develop a sense of purpose in their classroom as a result of doing projects, so this crease an environment where students are challenged but not threatened, aiding in the findings of Principle 11. PProjects keep students engaged and challenged to think deeply about what they are learning and to develop their own level of understanding. Because projects are similar to real-life, students can connect with the project and link it to their own lives. Students are also able and encouraged to learn in the learning style that fits them best, and they are able to work at whatever level they are at developmentally.
Although the above benefits seem to point to a correlation between the Project ApproachProject Approach and increased motivation and learning among students in the classroom, there are still challenges that must be examined. One challenge tohat project-based learning introduces is that students must have the correct amount of support and guidance throughout the project. Students that do not have the support they need will not experience success because they will struggle to develop understanding on their own. Although working in a group-setting has benefits, it can also cause problems for some students that have a difficult time working with others due to lack of social skills (Thomas, 2000). Thomas also has found that teachers struggle with managing projects due to time restraints as well as management of the projects since students are working at their own pace and level in a non-traditional learning environment.
The Project Approach and Multiple Intelligences Linked. What is the relationship between the theory of Multiple Intelligences and the Project ApproachProject Approach? Teachers everywhere are trying to find methods of teaching to use in their classrooms that will best suit the needs of their students, so the theory of Multiple Intelligence linked to the a teaching method such as the Project ApproachProject Approach are possible innovations worth evaluating. Projects used in classrooms present students with real problems that are like simulations, or real-life. Students are allowed to gear their projects toward their own level of interests and their developmental level, helping individualize student learning. Our world is designed is such a way that people are praised for solving problems from multiple perspectives, so schools should also foster that same creativity (ALTEC, 2007). Multiple intelligences work hand-in-hand with projects in the classroom because students are able to choose their preferred method of completing a project or the end result they have as long as their final presentation fits within the parameters decided on jointly by the teacher and students.
Using multiple intelligences within the classroom does call on teachers to become more aware of how they teach and how they encourage students to use their own strengths as well as become aware of which areas they need to continue to build. ALTEC points out why it is so important that educators evaluate the effectiveness of the project approachProject Approach when paired with a theory like Gardner’s Multiple Intelligences. Intelligences such as mathematical/logic and verbal/linguistic is what education has been based on in many traditional classrooms. Students who are not strong in either of these areas may become frustrated or even fail. This then can lead to a negative sense of self as well as ill feelings toward school in general for these students that learn in a different manner or have other strengths. Using projects enables teachers to add variety to the classroom and allows students to find their own success. Students then may become more aware of intelligences and how to use their strengths and also further develop their weaknesses. Feeling successful and in charge of their own learning may encourage students to become more engaged in the projects they are working on because they are able to use the strategies that work best for them, not strategies pre-determined by the teacher. These two methods allow learners to take responsibility for learning by having them do a self-assessment at the end of a project, linking their learning with their own life.
In this paper, the effects of the Project ApproachProject Approach paired with the theory of Multiple Intelligences are examined in relation to social studies curriculum and whether or not it had a positive impact on student attitude toward social studies as well as student achievement and understanding of economics.
Procedures (Design) of the Study
This study was conducted in a small agricultural community in western Kansas with a population of a little more than 5,100. The city is the home to a public school system, a Catholic elementary school, a Christian school, and a community college. The study was conducted in a third grade public school classroom. Students grades K-5 attend the school, and the school has a total student enrollment of 348 students. Of these 348 students, 47.1% are male and 52.9% are female. The racial breakdown of the school is 94.6% of the students Caucasian, 2.9% Hispanic, 1.4% African-American, and 1.1% of other races. The school participating in the study has 42.4% of K-5 students receiving free or reduced lunches. Due to the high percentage of students receiving free or reduced lunches, the grade school is listed as a low-income school in the state of Kansas.
The overall study population consisted of 18 third grade students aged eight and nine years old. These 18 students are were together for the subject area of social studies each class period. Of these 18 students in the study, 61.1% are were female and 38.9% are were male. The racial breakdown of these students is was 94.5% Caucasian and 5.5% African-American. Age-wise the group had 33% of its students being eight years old and 66% of the students being nine years old. is equally split with 50% of the students being eight years old and 50% of the students being nine years old. There are were seven students in the study group that have been identified as needing special services in some manner; however, none of the students are were to receive any modifications or special assistance for the subject of social studies. The study focused on five students in the overall population that were at-risk for failing social studies. Of these five students, four are were female and one is was male. Within those five students, 80% of them are Caucasian and 20% are African-American. . These five students took a Multiple Intelligences test and also participated in the project on economics, and their grades were charted throughout the project.
The study was conducted over three weeks in the content area of social studies. Concepts covered were all related to Kansas economic standards in the area of social studies. Students participated in project-based activities for 30-45 minutes a day, four days a week. Students were given a pre-test and an attitude survey (Appendix A and B) at the beginning of the project as well as a class discussion to determine what the students already knew about the area of economics. The project then was developed based on what the students still needed to learn to cover the state standards for third grade. The pre-test scores were then compared with post-test scores following the study to determine amount of growth in each of the students. Project plans for students (all teacher plans and student plans can be found in Appendix A) were created for the students to serve as a baseline. Students then worked with the teacher to come up with rubrics to score different parts of the project. A basic outline of teacher lesson plans and student project plans may be found in Appendices D through S. Project plans were modified and adjusted as needed for various students in the class as the project progressed to help individualize the project and meet the needs and ability levels of the students in the study. Multiple Intelligences were included in the project and are noted on the teacher project plans. Students also worked with money in the classroom by applying for jobs, earning paychecks, and paying bills. All of the materials needed for this part of the project are included in Appendix Athe appendices with the teacher project plans.
The first day of the project consisted of the students taking a pre-test knowledge test as well as attitudinal survey. The five students targeted in the study also took the Multiple Intelligences test to determine their strengths to incorporate into the lesson. Then the students were introduced to the four jobs that they could apply for, and they walked through the application process. A copy of the job application is included in Appendix A on p. 29E. Next, the students created a business they would be interested in owning, and they made a business sign with their name on it. A rubric on how this sign was scored can be found in Appendix EB on p. 50. Over the weekend, the students were called at home to be offered a job in the classroom. Teams were then created with students being grouped together so that each team had a Chief Executive Officer, a Chief Financial Officer, and an Office Manager. The students sat in these cooperative learning teams throughout the project. The second and third day of the project introduced the Financial Foundations for Kansas Kids program created by the Kansas Council on Economic Education (KCEE) to the students. Students went through the lessons as a whole class and then completed their project notes (Appendix SB, pp. 73-76). The fourth day of the project allowed the students to apply what they had learned about budgets by creating their own budget for their business. The students then created newspaper ads for employees for their business on the fifth day of the project, and on the sixth day they went to the computer lab and completed a Financial Foundations lesson on producers and consumers. The students completed another Financial Foundations lesson on markets during the seventh day of the project along with an in-class lesson on what markets are and how they are affected by supply and demand. The next day students worked on a Goods and Services Catalog (Appendix MB, pp. 61-65) to display what their business is about and what types of goods and services they would like to offer in their line of work. Following the goods and services catalog, the students worked on an advertising project in which they created a flyer for their business that they could use to advertise some of the items that they have available at their business. A rubric for this activity can be found in Appendix NB on p. 66. Next, students completed a Financial Foundations lesson on wants and opportunity costs. Students then outlined wants and needs for their business and came up with a plan on what they could do financially as a business to get some of their wants. A class discussion was also held about opportunity cost to assure that students understood the term. Students came up with their own examples of opportunity cost using items in the classroom. To help wrap up the business project, students practiced their writing skills by writing a paragraph explaining how they felt their business had done financially as well as some ideas on how to help their business be more successful. The final day of the project prior to doing post-testing was a day spent playing Economic Jeopardy as a class to review and apply what they had learned. To culminate the economics unit, students wished to hold an Open House for their parents. During the Open House, students set up displays of their business. They came dressed in professional clothes and showed all of their activities to visitors along with a creative display of what their business was about.
Before the study began, students took a pre-test over economical issues as well as an attitudinal survey to get a sense of their feelings toward social studies and what they felt would make the subject area more interesting to them. A small group of five students that were the target area of focus for this project also took a Multiple Intelligence test. The results from the Multiple Intelligence survey may be found in Appendix Cese tests may be found in Appendix E. Students took the same knowledge test and a similar attitudinal survey following the project to compare their beginning knowledge to what they learned through the project. Pre-test documents may be found in Appendix A through CC, and post-test documents may be found in Appendix U through WD. Overall social studies grades were also compared for the five target students due to them being at-risk. Students were given the assessments in the same format with the teacher reading the test aloud and then the students answering one question at a time; therefore, the testing environment was consistent before and after the project. Gain scores show an accurate measure of the students’ knowledge due to them being given assessments that were similar as well as being given in a consistent manner.
Results
Three main data sets were taken throughout the project to draw conclusion on the effectiveness of the Project Approach when paired with Multiple Intelligences. Data sets involving knowledge, attitude and interest, and overall social studies grades were included as part of evaluating the project. The results section below is broken down into three sections depending on the data sets used from the project. The first data set will consist of results relating to knowledge. The second part of the results section will show results on attitude and interest levels of students throughout the project. The third part of this results section is dedicated to showing student overall grades for social studies, and the final part displays student results from the Multiple Intelligences survey the focus students took.
Data Set 1: Knowledge. The first data set consisted of student understanding. Student results from a knowledge test taken both before and after the project are shown in Appendix V. This table displays the question from the knowledge test along with results both before and after the project for each student. Students that were in the focus group are coded red in the table so that the scores of those students may be seen. This table may be used to identify specific questions that students did well on as well as areas in which they struggled. A table shown in Appendix W lists student pre-test scores, post-test scores, and their gain scores. The class as a whole made an average gain of 46%. The smallest gain was 27% with the largest gain being 62%. Students from the focus group showed an average gain of 46% on their knowledge test with gain scores ranging from 42% to 50%.
Pre- and Post-test results are shown in Figure 1 below. Students #4, 7, 8, 13, and 17 are students from the focus group.
Figure 1: Knowledge Pre-Test and Post-Test Scores [pic]
When looking at the bars in the graph, one can see that the lowest scores on the post-test were over 60% while half of the students scored over 80%. Three students scored between 60% and 70%, and five students scored between 70% and 80%. The average score on the pre-test was 31% while the average score on the post-test was 79%, producing a class average gain of 48% on the knowledge test.
Figure 2 below shows gain scores for individual students. The line graph displays how much each student from the class gained on the knowledge test taken before and after the project.
Figure 2: Knowledge Test Gain Scores
[pic]
Looking at the graph, one can see that there was one student that made a gain of less than 30%. Six students gained between 30% and 40%, seven students gained between 40% and 50%, three students gained between 50% and 60%, and one student gained over 60%. Students that were part of the focus group were student number 4, 7, 8, 13, and 17. All of these students gained over 40% on the knowledge data set for this project. As a class, they averaged a gain score of 48%. The focus group managed an average gain score of 46%.
Data Set Two: Attitude and Interest. A second data set consisted of student interest and overall attitude toward social studies. Students were asked questions on their feelings toward social studies, and they also rated how well they enjoyed the subject both before and after the project. The student results from their attitudinal survey before the project is shown in Table 1 below.
Table 1: Pre-Project Attitude Survey Results
|Student Number |Do you like projects |Do you feel your |What would help you raise |On a scale of 1-10 (with 10 |What would make you |
| |or another type of |grade could be |your grade? |meaning the best), how would |enjoy social studies |
| |learning? |better? | |you rate your feelings about |more? |
| | | | |social studies? | |
|1 |Projects |Yes |Explain more |7 |Computers |
|2 |Projects |Yes |Listen more |5 |Groups |
|3 |Projects |Yes |Practice @ home |10 |Make things |
|4 |Projects |Yes |Pay attention |1 |Projects |
|5 |Projects |Yes |Have homework |10 |Nothing |
|6 |Projects |No |Experiencing things |1 |Presentations |
|7 |Projects |Yes |Not talk |5 |Projects |
|8 |Projects |Yes |Listen to music |6 |Work on floor |
|9 |Projects |Yes |Study more |10 |Doing together |
|10 |Projects |Yes |Listen |5 |Projects |
|11 |Projects |Yes |Think more |7 |Computers |
|12 |Projects |Yes |Bring book home |7 |Computer lab |
|13 |Projects |Yes |Work harder |1 |Activities |
|14 |Projects |Yes |Do research |7 |Games |
|15 |Projects |Yes |Listen |10 |Projects |
|16 |Projects |Yes |Projects |8 |Projects |
|17 |Projects |Yes |Follow directions |10 |Learn more and do more|
|18 |Projects |Yes |Don’t know |10 |Not sure |
Students ranked how well they liked social studies (with a 1 meaning they didn’t like it at all and a 10 meaning they really liked the subject) on an average of 6.7. Students in the focus group ranked their attitude toward social studies to be a 5.0 before the project. Students also identified that they all prefer learning social studies through projects rather than in a traditional classroom setting using a textbook. All but one student felt their grade could be better in social studies, and they all listed ideas as to how they could raise their grade. Students also gave suggestions as to what would help them learn and enjoy social studies more, and these comments were used when developing the project.
Table 2 below shows student results from the attitudinal survey at the conclusion of the project.
Table 2: Post-Project Attitude Survey Results
|Student Number |Did you enjoy the |Have you felt more |What helps you do better |On a scale of 1-10 (with 10 |What would make you |
| |project more or |success with the |with projects? |meaning the best), how would |enjoy social studies |
| |another way of |project? | |you rate your feelings about |more? |
| |learning? | | |social studies? | |
|1 |Projects |Yes |Work harder |10 |More projects |
|2 |Projects |Yes |Do more together |6 |Do together |
|3 |Projects |Yes |More fun |10 |Nothing |
|4 |Projects |No |More fun |6 |More projects |
|5 |Projects |Yes |Working together |10 |I love it |
|6 |Projects |No |It’s the same as learning |7 |Less projects |
| | | |other ways | | |
|7 |Projects |Yes |Working with others |10 |Lots of projects |
|8 |Projects |Yes |More fun |9 |It is fun |
|9 |Projects |Yes |Work on computer |10 |Computer lab |
|10 |Projects |Yes |Can see what I am learning |10 |More open houses |
|11 |Projects |Yes |-- |7 |More projects |
|12 |Projects |Yes |Kan-ed website |9 |Like it the way it is |
|13 |Projects |Yes |Work on things I like |9 |More projects |
|14 |Projects |Yes |I learn more |8 |Games |
|15 |Projects |Yes |Do more as group |10 |It’s fun |
|16 |Projects |Yes |-- |9 |Learn new thing each |
| | | | | |week |
|17 |Projects |Yes |We know what we have to do |10 |Nothing |
|18 |Projects |Yes |I have help |10 |Nothing |
At the conclusion of the project, students ranked they liked social studies at a level of around 8.9. This showed, on average, students raised their feelings toward social studies by approximately 2.2 points. Students in the focus group ranked their feelings toward social studies to be an 8.7 following the project, showing a gain in attitude and interest of 3.7 points. Sixteen students also identified that they felt more successful in social studies after doing the project while two felt they had not been more successful. Students also identified what helps them learn better in social studies when doing projects as well as suggestions for future use to make social studies more enjoyable for them.
Data Set Three: Social Studies Grade. The third data set consisted of student grades prior to the project as well as following the project. The study was designed due to concerns raised in relation to student grades in social studies, so this data set displays how the project impacted grades. All students from the class are included in the table, and students from the focus group are coded in red. Table 3 shows student grade prior to the start of the project as well as grades following the project.
Table 3: Social Studies Grades Pre-Project and Post-Project
|Student Number |Pre-Project Grade |Post-Project Grade |Change in Grade |
|1 |76% |81% |+5% |
|2 |80% |87% |+7% |
|3 |89% |85% |-4% |
|4 |41% |60% |+19% |
|5 |92% |94% |+2% |
|6 |95% |94% |-1% |
|7 |48% |66% |+22% |
|8 |59% |69% |+10% |
|9 |83% |88% |+5% |
|10 |95% |92% |-3% |
|11 |72% |76% |+4% |
|12 |87% |90% |+3% |
|13 |66% |77% |+11% |
|14 |91% |91% |+0% |
|15 |87% |86% |-1% |
|16 |82% |85% |+3% |
|17 |66% |76% |+10% |
|18 |76% |76% |+0% |
|Class Totals: |77% |82% |+5% |
The whole class had an average of 77% in social studies at the beginning of the project, and students from the focus group (shown in red) had an average of 56%. Following the project, the class had an average social studies grade of 82% and showed an average gain of 5%. Students from the focus group had an average of 69.6% following the project, having an average gain of 13.6%. The third column shows individual growth or loss in grades for students in the study. Four students showed a loss in their overall grade, one student remained the same, and 13 students gained in their overall grade.
Data Set Four: Multiple Intelligences. Students in the focus group also took a Multiple Intelligences survey, and these results may be found below.
Table 4: Focus Group Multiple Intelligences Survey Results
|Student Number |Strongest Intelligence(s) |Preferred Ways of Learning |
|4 |Linguistic |Student uses language a lot while learning. |
|7 |Musical |Student responds emotionally to music and is able to tie |
| | |in other learning with musical ideas. |
|8 |Logical-Mathematical |Student has the ability to use numbers and thinks in terms|
| |Musical |of patterns, symmetry, and logic. Student also responds |
| | |emotionally to music. |
|13 |Logical-Mathematical |Student has the ability to use numbers and thinks in terms|
| |Musical |of patterns, symmetry, and logic. Student also responds |
| |Interpersonal |emotionally to music. Student also works well with others|
| | |and likes to work with others toward a common goal. |
|17 |Linguistic |Student uses language while learning. Student also has |
| |Logical-Mathematical |the ability to use numbers and thinks in terms of |
| |Intrapersonal |patterns, symmetry, and logic. Student also understands |
| | |self and works best while dealing with own moods and |
| | |goals. |
Three of the five students showed they were of musical intelligence while some also showed logical-mathematical, linguistic, interpersonal, and intrapersonal. These intelligences are cross-referenced with Student Project Plans found in Appendix D through Appendix R to show how these intelligences were incorporated throughout the project.
Conclusions
The project developed for this study focused on students gaining an understanding of the economics standards for third grade in the state of Kansas. Students were introduced to some of these topics earlier in the school year, but most of the information had never been covered this school year. When looking at the five students in the focus group of the study, the project appears to have been a success. The problem and area of concern was the overall social studies grade of these students, and the project enabled all of these students to raise their overall social studies grade by at least 10%. This gain is greater than any other gain seen throughout the school year using any other method.
The project was designed and manipulated throughout the three week period to meet the needs of the individual students. Students were given guidelines to complete activities within; however, they were empowered to go about completing the activity in any way that fit them and their learning style and level. While the students were able to go about finishing an activity at their own pace and level, they were still required to follow the same project guidelines and all students in the class created the same final activity. The classroom went from more of a teacher-directed classroom like you see in a traditional classroom setting to one in which was more student-driven. The role of the teacher was as a facilitator at times; however, the teacher did step into the primary teaching role at the beginning of various activities as the students were given background knowledge on what they were about to do in their next activity.. The survey results show that all but one student from the focus group felt more successful when working on the project, and their intelligences were purposely implemented into the project to better meet their needs. This increased feeling of success then transpired into them feeling more positively about the subject area of social studies, as their survey results indicate.
The George Lucas Foundation (2000) stresses that students tend to forget information that they are taught unless they are involved in the learning process and active in what they are doing. Students seemed to gain more in a project-based environment where they were constantly engaged in what they were learning and applying the information being taught. The application of the concepts took them to a deeper level of understanding and allowed them to creatively demonstrate their knowledge. The project offered students in the focus group a way of learning in which they felt comfortable and at ease so that they could work better to show what they truly know rather than being frustrated because the method of teaching in the classroom didn’t match their intelligences. These students were able to make sense of the information being presented and were encouraged to build upon their strengths to create ending project results. By culminating the project with an open house where students set up their own business, dressed professionally, and shared their understanding with others, students were able to make real-world connections that helped them internalize the information and commit it to long-term memory.
The students from the focus group have been the ones that have struggled throughout the year in the area of social studies. They were all so frustrated with the subject area and felt inadequate to learn information being taught. This project helped create a more positive pathway for them to enjoy social studies further in the future. They had a voice in the project and where they took the project by creating their own individual business that matched their own personalities and interests, and this showed a positive impact in many areas. These students displayed a more positive attitude toward social studies, a feeling of success and accomplishment, and increased understanding as demonstrated in their social studies grade.
While the project seemed to prove the hypothesis correct that the students from the focus group would increase their social studies grade as well as their attitude toward the subject, there are areas for improvement in the future. A struggle during this project was making sure adequate time was allotted for students to complete all tasks in school. Some students took work home, which sometimes affects their overall level of understanding because they didn’t all have the support needed at home for the pieces of the project. The students voiced that they really wanted to run their businesses in the end, and I think that adding this to the open house as an additional culminating project would allow them to take their level of understanding deeper. The students would learn more about their budget and unexpected expenses that come up in life.
One student commented on his post-project survey that he felt more successful in the project because he knew what he needed to do. This seemed to be the main reason for success in the project. The students felt prepared for what they were learning and had the support necessary to take information being given to them and then apply it to their own level of interests. Planning for projects and taking the time to modify the drafts of the project plans on a daily and individual basis can be time-consuming for teachers, as File and Powell pointed out in their article ReSEARCH: 2004-2005 annual report (2004-2005). As teachers become accustomed to the project and the boundaries needed for the students, the benefits can be very rewarding. As the student stated in his survey, he knew what he needed to do in the project. This enables the students to become more active and to take charge of what they are doing because they know what is expected of them but then can take ownership in the project and be motivated because they are working on something that is of interest to them and that meets their own needs. Just like Csikszentmihalyi (2005) noted in his research, students were more motivated to learn because they were interested in the project and felt more involved in the learning process.
The results of this project closely align with the reasons Chard (2005) supports the project approachProject Approach being used in the classroom. Students completed tasks in a way that matched their desired style of learning as well as their developmental level. The project could be molded and individualized to meet each student’s needs, and the project allows flexibility needed to continue to better match it to what the students need and what they are interested in while learning. A Canadian study was conducted by the Project ApproachProject Approach Study Group (1998) showed that students using projects felt very satisfied from their project work, and they gained social skills as a result of working with others. Some of these same things could be found in the focus group throughout the study. The students looked forward to social studies and were motivated to learn more. Many of the students worked on their project at home on their own free time and got their parents involved in the learning process. Bringing the project together in the end with an open house where parents, educators, and community members were invited into the classroom gave the students a sense of pride and motivated them to develop full understanding of what it means to manage money and be a professional. The project enabled them to take their learning to a new level and foster a sense of success in the students. Creating these positive feelings and results for students shows a teaching method that works for this specific group of students and helps create a foundation for continued growth in the future.
References
ALTEC. (2007). Project based learning: multiple intelligences. Retrieved February 26, 2007, from
Brualdi, A.C. (1996). Multiple intelligences: Gardner’s theory. Practical Assessment, Research & Evaluation, 5(10). Retrieved April 9, 2007, from
Campbell, B. (1990). The research results of a multiple intelligence classroom [Electronic Version]. On the Beam. Retrieved February 20, 2007, from
Chard, S. (2005). Project approachProject Approach in early childhood and elementary education. Retrieved October 1, 2006, from
Csikszentmihalyi, M. (2005). Mihaly Csikszentmihalyi on motivating people to learn [Electronic Version]. Edutopia. Retrieved October 10, 2006, from
Educational Broadcasting Corporation. (2004). Concept to classroom: tapping into multiple intelligences. Retrieved March 7, 2007, from
Faris, N. (2007). Multiple intelligence test for children. Retrieved February 25, 2007, from
GLEF Staff. (2000). Introducing project-based learning [Electronic Version]. Edutopia. Retrieved October 10, 2006, from
Hampton, R. (2007). Multiple Intelligences. Retrieved February 26, 2007, from
National Council for the Social Studies. (1988). Social studies for early childhood and elementary school children preparing for the 21st century [Electronic Version]. Retrieved October 12, 2006, from
Project ApproachProject Approach Study Group. (1998). The project approachProject Approach catalog 2. Retrieved October 9, 2006, from
Thomas, J. W. (2000). A review of literature on project-based learning. Retrieved November 6, 2006, from
University of Wisconsin-Milwaukee School of Education. (2004-2005). The impact of early childhood curriculum on children’s achievement. ReSEARCH: 2004-2005 annual report, 12-13.
Wikipedia Foundation. (2007). Theory of multiple intelligences. Retrieved February 25, 2007, from
Appendix A
Pretest: Knowledge
Economics Pre-Test
Directions: Answer the following questions as best as you can. Take your time and make sure you answer the question completely.
Match the following words with their definitions. (1 pt. each)
1. _______ goods
2. _______ services
3. _______ producer
4. _______ income
5. _______ opportunity cost
6. ________ consumer
7. ________ needs
8. ________ wants
Give Examples of the following:
9. Examples of goods: (3)
10. Examples of services: (3)
11. Examples of benefits: (2)
12. Examples of markets: (2)
Answer the questions completely.
13. What items in our school are paid for by taxes? (2)
14. What items in our community are paid for by taxes? (2)
15. What are spending and saving decisions? (2)
16. Name at least two ways to receive an income. (2)
17. Name at least two expenses businesses have. (2)
18. Name people in our school whose jobs are important to you as a student. (4)
19. What three things are included in a budget? (3)
20. What do you need to consider when starting a business? (3)
21. What are important skills to have when applying for any job? (3)
22. Why is it important to save money? (2)
Identify if each thing is the producer, consumer, resource, good, or service. (3 pts.)
[pic]
23. Man with hammer:G producer G consumer G resource G service G good
24. Paint & glue: G producer G consumer G resource G service G good
25. Doghouse: G producer G consumer G resource G service G good
Opportunity Cost (1 pt.)
26. At recess, you could play one of the following:
Your two top choices were to play basketball or swing.
You chose to swing.
What was your opportunity cost? _____________________________________________
Answer these True/False questions.
27. All wants can always be met. (1) True False
28. A withdrawal is when you put money in the bank. (1) True False
29. Paychecks are a form of income. (1) True False
Short Answer Question
30. Name 2 things you hope to learn about money and businesses in social studies. (2)
Appendix B
Pretest: Attitude Survey
Name: Date:
Did you enjoy social studies more with projects (communities) or from the book (landforms)?
Projects Book
Are you happy with your social studies grade right now?
Yes No
Do you think your social studies grade could be better?
Yes No
What would help you raise your social studies grade? __________________________________
On a scale from 1-10, rate how well you like social studies. (1 = don’t like it ; 10 = love it)
1 2 3 4 5 6 7 8 9 10
What would make you enjoy social studies more? _____________________________________
Appendix C
Pretest: Focus Group Multiple Intelligence Surveys
|Student Number |Strongest Intelligence(s) |Preferred Ways of Learning |
|4 |Linguistic |Student uses language a lot while learning. |
|7 |Musical |Student responds emotionally to music and is able to tie |
| | |in other learning with musical ideas. |
|8 |Logical-Mathematical |Student has the ability to use numbers and thinks in terms|
| |Musical |of patterns, symmetry, and logic. Student also responds |
| | |emotionally to music. |
|13 |Logical-Mathematical |Student has the ability to use numbers and thinks in terms|
| |Musical |of patterns, symmetry, and logic. Student also responds |
| |Interpersonal |emotionally to music. Student also works well with others|
| | |and likes to work with others toward a common goal. |
|17 |Linguistic |Student uses language while learning. Student also has |
| |Logical-Mathematical |the ability to use numbers and thinks in terms of |
| |Intrapersonal |patterns, symmetry, and logic. Student also understands |
| | |self and works best while dealing with own moods and |
| | |goals. |
Appendix D
Lesson One: Teacher Project Lesson Plan
Economics Project Plan Pre-Test
Pre-test
Tuesday, February 13th
1. Have students clear off their desks and get out a pencil. Give them the pre-test. Read the directions and then read each question as they answer it.
2. Collect the pre-test to be scored.
3. Hand out the attitude survey. Have students complete it as you read through it.
4. Next, choose 5 students failing social studies right now and have them complete the Multiple Intelligences test online at
Appendix E
Lesson Two: Teacher Project Lesson Plan and Resources
Economics Project Plan: Creating a Business
Thursday, February 15th
1. Give students their project sheet for today. Give them a few minutes to read through them.
2. Next, describe the three job positions that students are going to be applying for:
Chief Executive Officer (CEO)
Chief Financial Officer (CFO)
Office Manager
Discuss with the class skills that people should have that apply for each of these jobs and talk about some of the job requirements for the positions.
3. Give students directions on how to fill out the job applications and then allow them to fill them out. Collect them at the end to review. Let the students know they will be called at home over the weekend to be offered a job.
4. Next, have students think of a business they would like to create and be the owner of. They will then create a poster. They will be graded using the attached rubric.
5. All of today’s assignments are due at the beginning of the day Friday, February 16th.
Rose Corporations
210 North Grant
Colby, KS 67701
[pic]
Please print neatly. Answer all questions on the application and make sure that you sign your name and date at the bottom.
NAME (Last, First, Middle) CLASSROOM NUMBER
ADDRESS (Number and Street, City, State, Zip Code) PHONE NO.
( )
POSITION DESIRED
1st Choice Chief Executive Officer (CEO) Chief Financial Officer (CFO)
Company Secretary
2nd Choice Chief Executive Officer (CEO) Chief Financial Officer (CFO)
Company Secretary
EDUCATION
NAME OF ELEMENTARY SCHOOL CITY, STATE, ZIP
SPECIAL SKILLS AND QUALIFICATIONS: List job-related licenses, skills, training, honors, awards, and special accomplishments
I CERTIFY THAT THE INFORMATION CONTAINED IN THIS APPLICATION IS TRUE AND COMPLETE TO THE BEST OF MY KNOWLEDGE AND UNDERSTAND THAT ANY FALSE INFORMATION ON THIS APPLICATION MAY BE GROUNDS FOR NOT HIRING ME.
DATE SIGNATURE
Business Poster Rubric
|CATEGORY |4 |3 |2 |1 |
|Design |The poster is neatly|The poster is fairly|The poster is |The poster is not |
| |designed and |neat and has a |somewhat sloppy in |colorful and doesn't|
| |colorful. The poster|design that is |the design or isn't |really have a |
| |represents your |colorful. The poster|very colorful. It is|design. It's hard to|
| |business well and |shows what your |hard to tell from |tell what type of |
| |would make people |business is about |your poster what the|business you own |
| |want to visit your |and is interesting |business is about. |from the poster, and|
| |business. |to others. | |it doesn't make |
| | | | |people want to |
| | | | |visit. |
|Effort |The student showed a|The student showed |The student showed |The student showed |
| |lot of effort on the|quite a bit of |little effort on the|no effort or wasted |
| |poster and worked |effort and worked |poster or did not |most of the class |
| |well during class |fairly well during |use class time |time. |
| |time. |class. |wisely. | |
Worth a Total of 12 points.
Lesson Two: Student Project Plan
Economics Project Plan
Creating a Business
Thursday, February 15th
1. Get out a blue or black pen. Today you are going to be applying for a job. Once your desk is cleared off and you have a pen ready, your teacher will explain each job that someone in your team will have for the project:
Chief Executive Officer (CEO)
Chief Financial Officer (CFO)
Office Manager
2. Fill out your job application using your neatest handwriting. Be sure and read the application and answer all of the questions. You will turn in your applications to your teacher to be reviewed. You will then get a call at home to be offered a job.
3. Next, you need to imagine that you are the owner of a business. Think of what type of business you would like to own and what the name of your business would be.
4. Once you have decided on a business you’d like to create, get a piece of poster paper. You are going to create a business sign to post on your desk. Your posted will be worth 12 points and will be graded using the following rubric:
|CATEGORY |4 |3 |2 |1 |
|Design |The poster is neatly|The poster is fairly|The poster is |The poster is not |
| |designed and |neat and has a |somewhat sloppy in |colorful and doesn't|
| |colorful. The poster|design that is |the design or isn't |really have a |
| |represents your |colorful. The poster|very colorful. It is|design. It's hard to|
| |business well and |shows what your |hard to tell from |tell what type of |
| |would make people |business is about |your poster what the|business you own |
| |want to visit your |and is interesting |business is about. |from the poster, and|
| |business. |to others. | |it doesn't make |
| | | | |people want to |
| | | | |visit. |
|Effort |The student showed a|The student showed |The student showed |The student showed |
| |lot of effort on the|quite a bit of |little effort on the|no effort or wasted |
| |poster and worked |effort and worked |poster or did not |most of the class |
| |well during class |fairly well during |use class time |time. |
| |time. |class. |wisely. | |
Appendix F
Lesson Three: Teacher Project Lesson Plan and Resources
Economics Project Plan
Introduction of Money Project
Friday, February 16th
1. Introduce the student to the money project they will be doing as part of the project.
2. Students will be given a bound book containing their transaction registers and checks that they will use to pay bills each week. Students will also pick up a deposit slip to make a deposit for the day.
3. Hand out the past two deposit slips to the students. Tell them they are going to learn how to use a transaction register to keep track of how much money they have in the bank. Walk them through how to fill out the transaction register using their deposit slips. Tell the students they will be keeping track of their bank total each week when they make deposits and pay bills.
4. Tell students that they will earn a salary of $300 a week. They will be paid up front at the beginning of the week just for coming to work and being there on time. Have students brainstorm ways they will lose money. Some examples may be:
-Use a sick day will cost them $20
-Pulling a ticket will cost them $5
-Not being on task will cost them $5
-Forgetting homework will cost them $5
Write down all ideas students come up with. Type them up and have students sign them so that they show they all agree to those financial means for the project.
5. Talk to the students about times when they may receive a bonus. You may have an open discussion on this and let students know that they won’t ever know when they could possibly get a bonus. The best thing they can do is remain on task and follow directions, and they may be eligible for a bonus.
6. Let students know that they will also be paying bills once a week. Show them a copy of the bills they will pay each week and discuss these bills and their amounts. Let students know they will begin next week with all of the new money project ideas. That is when they’ll receive their first paycheck and will begin paying bills next Friday. Let them know these are the finances for their businesses.
All documents for the money project are attached except fake money masters. Any fake money could be used.
[pic]
[pic]
Project Finances
Income
Wages - Weekly paychecks will be given to students on Monday morning. All businesses will be given $300 per week.
Bonus Pay – Individuals and groups may earn bonus money for doing extra things for others or in the classroom.
Expenses
Weekly Business Loan Payment – will be paid out of business account -- $100 per week
Utilities – will be paid out of the business budget -- $50 per week
Taxes – will be paid out of the business budget -- $15 per week
Supplies – will be paid out of the business budget -- $10 per week
Bathroom / Drink Breaks – will be paid out of the individual’s budget -- $2 per exit
*Exception to this expense is in the case of an emergency.
Trips to locker – will be paid out of the individual’s budget -- $2 per exit
**Other expenses may come up unexpectedly, just as other expenses come up without warning in life. When creating a budget, make sure you plan for some of these unexpected expenses.
Appendix G
Lesson Four: Teacher Project Lesson Plan
Economics Project Plan
Income / Benefits & Saving Money
Monday, February 19th
1. Students will get out their project notes and prepare for today’s lesson.
2. Set up the computer and projector to be ready to go through Financial Foundations lesson on Jobs, Income and Employee Benefits and What Does it Mean to Save?
-Jobs, Income, and Employee Benefits (Grade 2, Program 2, Episode 2)
-What Does It Mean to Save? (Grade 2, Program 2, Episode 3)
As you go through lessons, show the students how to navigate the program because they will be doing it on their own next week.
Student Assignment Deadline: Today’s project notes page must be completed and handed in by class time on Tuesday, February 20th
Lesson Four: Student Project Plan
Economics Project Plan
Income / Benefits & Saving Money
Monday, February 19th
1. Get out your packet of project notes. Open your notes to today’s lesson. Look through the questions that you will be asked to answer following today’s lesson.
2. Have a pencil ready and clear off your desk so that you may watch the following programs:
-Jobs, Income, and Employee Benefits
-What Does it Mean to Save?
3. Watch the video on the projector with the whole class.
Assignment Deadline: Today’s project notes page must be completed and handed in by class time on Tuesday, February 20th
Appendix H
Lesson Five: Teacher Project Lesson Plan
Economics Project Plan
What Is a Budget?
Tuesday, February 20th
1. Students will get out their project notes and prepare for today’s lesson.
2. Set up the computer and projector to be ready to go through Financial Foundations lesson:
-What is a Budget? (Grade 2, Program 3, Episode 3)
As you go through lessons, show the students how to navigate the program because they will be doing it on their own next week.
Student Assignment Deadline: Today’s project notes page must be completed and handed in by class time on Wednesday, February 21st.
Lesson Five: Student Project Plan
Economics Project Plan
What Is a Budget?
Tuesday, February 20th
1. Get out your packet of project notes. Open your notes to today’s lesson. Look through the questions that you will be asked to answer following today’s lesson.
2. Have a pencil ready and clear off your desk so that you may watch the following program:
-What Is a Budget?
3. Watch the video on the projector with the whole class.
Assignment Deadline: Today’s project notes page must be completed and handed in by class time on Wednesday, February 21st.
Appendix I
Lesson Six: Teacher Project Lesson Plan
Economics Project Plan
What Is a Budget?
Thursday, February 22nd
1. Have students get out today’s project notes.
2. Students are going to practice making a budget as a class based on what they learned Tuesday in their lesson. Walk students through how to show income and expenses using the Practice Budget Sheet. Make up amounts as you go.
3. Students then will complete a budget for their business on their own using the activity My Business Budget.
Student Assignment Deadline: Today’s activities must be placed in the social studies basket by class time Monday, February 26th
Lesson Six: Student Project Plan & Resources
Economics Project Plan
What Is a Budget?
Thursday, February 22nd
1. As a class, you are going to practice making a budget based on what you learned yesterday in your Financial Foundations program. on creating budgets using your wages and expenses/bills that you must pay each week. You will need to get out the Student Budget Sheet, a pencil, and a calculator. Have everything else cleared off of your desk.
2. You will fill out the Practice Budget Sheet with the class so that you can see how to create a budget.
3. Once the class has completed the Practice Budget Sheet, you are going to complete a budget on your own. You will need to get the activity titled My Business Budget. Think of your business that you have created. What would your income be (think of your paychecks you are receiving)? What expenses would you have (think of your bills that you must pay each week)? What amount could you save each week?
4. Create a budget using the form for your business.
Assignment Deadline: Today’s activities must be placed in the social studies basket by class time Monday, February 26th
Practice Budget Sheet
|Weekly Income |Weekly Expenses |
| | |
|____________________ $______ |____________________ $______ |
| | |
|____________________ $______ |____________________ $______ |
| | |
|____________________ $______ |____________________ $______ |
| | |
|____________________ $______ |____________________ $______ |
| | |
|____________________ $______ |____________________ $______ |
| | |
|____________________ $______ |____________________ $______ |
| | |
|____________________ $______ |____________________ $______ |
| | |
| | |
| | |
| | |
|Total: $_______ |Total: $_______ |
| |
|Savings Plan: |
| |
| |
| |
| |
| |
My Business Budget
|Weekly Income |Weekly Expenses |
| | |
|____________________ $______ |____________________ $______ |
| | |
|____________________ $______ |____________________ $______ |
| | |
|____________________ $______ |____________________ $______ |
| | |
|____________________ $______ |____________________ $______ |
| | |
|____________________ $______ |____________________ $______ |
| | |
|____________________ $______ |____________________ $______ |
| | |
|____________________ $______ |____________________ $______ |
| | |
| | |
| | |
|Total: $_______ |Total: $_______ |
| |
|Weekly Savings: _________________________________________ |
| |
|What are some reasons you need to save money each week in a business? |
| |
| |
| |
| |
| |
| |
| |
| |
Appendix J
Lesson Seven: Teacher Project Lesson Plan
Economics Project Plan
Goods, Services, Producers, and Consumers
Monday, February 26th
1. Have students get out today’s project notes.
2. Visit with the students about how business owners sometimes hire employees. Talk about how they have to pay their employees. Have students brainstorm some ways that business owners get people to want to work for them.
3. Have students look at project notes to see some sample ads that businesses put in the newspaper advertising they wanted to hire help. Then, the students are going to use the activity WANTED: Employees to create their own newspaper ads for help.
Student Assignment Deadline: Your Wanted: Employees sheet is to be completed and handed in to the social studies basket before class on Tuesday, February 27th.
Lesson Seven: Student Project Plan & Resources
Economics Project Plan
Goods, Services, Producers, and Consumers
Monday, February 26th
1. Owners of businesses many times have employees that they have to pay. Sometimes businesses pay their employees by the hour or in a salary (where they are given a set amount of money). Some business also offer benefits, like you learned last Tuesday in your Financial Foundations program. All of these are things to think of as a business owner.
2. Today in your business, you are going to set up how you would like to run your business with employees. Many times people put ads in newspapers to advertise that they need help. Some examples of ads from newspapers are below:
[pic][pic]
3. You want to find employees for your business. Create a newspaper ad using the Wanted: Employees for the job or jobs that you have open in your business. Include as much information as you think you need to in order to get people to apply and to want to work for you. (Hint: Make sure you only offer employees what you could pay them.) Be creative and have fun!
Assignment Deadline: Your Wanted: Employees sheet is to be completed and handed in to the social studies basket before class on Tuesday, February 27th.
WANTED: EMPLOYEES
Appendix K
Lesson Eight: Teacher Project Lesson Plan
Economics Project Plan
Producers and Consumers
Tuesday, February 27th
1. Students will get out their project notes and prepare for today’s lesson.
2. Head to the computer lab where students will log in to their Kan-Ed Desktop and find the Financial Foundations link. They will be watching the following program:
-Producers and Consumers (Grade 3, Program 1, Episode 1)
3. Students will then answer the questions on their project notes.
Student Assignment Deadline: Today’s project notes must be completed and handed in to the social studies basket by class time on Wednesday, February 28th.
Lesson Eight: Student Project Plan
Economics Project Plan
Producers and Consumers
Tuesday, February 27th
1. Get out your packet of project notes. Open your notes to today’s lesson. Look through the questions that you will be asked to answer following today’s lesson.
2. Take your project notes and pencils to the computer lab. You are going to log on to your Kan-Ed Desktop. Scroll down to the bottom of your opening page and find the pink piggy bank with the words “Financial Foundations for Kansas Kids.” Click on the link. You will need to do the following:
-Click where it says Grade 3, Program 1: Dollar Dilemmas
-The program will begin to load. The first thing that will show up is Episode 1.
-Episode 1 (Producers and Consumers) is the one that you want, to click Begin.
-Follow through the lesson.
-At the end, click on Math Problems and answer them.
3. Answer the questions on your project notes form to hand in.
Assignment Deadline: Today’s project notes must be completed and handed in to the social studies basket by class time on Wednesday, February 28th.
Appendix L
Lesson Nine: Teacher Project Lesson Plan and Resources
Economics Project Plan
Markets
Thursday, March 1st
1. Students will get out their project notes and prepare for today’s lesson.
2. Head to the computer lab where students will log in to their Kan-Ed Desktop and find the Financial Foundations link. They will be watching the following program:
-How Markets are Created (Grade 3, Program 1, Episode 3)
3. Students will then answer questions on their project notes.
4. When the students get back to the classroom, they are going to get out an item from their desk. They are going to fill out the For Sale paper to fill out about their item. When they all have items out, walk them through an opportunity cost activity:
[pic]
5. Have students discuss how a market impacts them as a business owner.
Student Assignment Deadline: Today’s project notes must be completed and handed in to the social studies basket by class time on Friday, March 2nd.
Lesson Nine: Student Project Plan and Resources
Economics Project Plan
Markets
Thursday, March 1st
1. Get out your packet of project notes. Open your notes to today’s lesson. Look through the questions that you will be asked to answer following today’s lesson.
2. Take your project notes and pencils to the computer lab. You are going to log on to your Kan-Ed Desktop. Scroll down to the bottom of your opening page and find the pink piggy bank with the words “Financial Foundations for Kansas Kids.” Click on the link. You will need to do the following:
-Click where it says Grade 3, Program 1: Dollar Dilemmas
-The program will begin to load. The first thing that will show up is Episode 1.
-You want Episode 3, so click on the tab that says “Episode 3.”
-Episode 3 (How Markets are Created) is the one that you want, to click Begin.
-Follow through the lesson.
-At the end, click on Math Problems and answer them.
3. Answer the questions on your project notes form to hand in.
4. You are going to pretend that you have an item from your desk for sale. You need to get one item out of your desk and place it on the top. Using the For Sale paper, write down what your item is. Describe your item and write what price you’d be willing to sell your item for in your business. Place the item for sale on top of the paper and leave it on your desk. You will use it in a while for an activity in class.
Assignment Deadline: Today’s project notes must be completed and handed in to the social studies basket by class time on Friday, March 2nd.
FOR SALE
Item for sale:
Description:
Price:
Appendix M
Lesson Ten: Teacher Project Lesson Plan and Resources
Economics Project Plan
Goods & Services / Markets
Friday, March 2nd
1. Have students get out their project plans for today.
2. Students are going to practice what they’ve learned about goods and services by creating a catalog. Put out magazines and catalogs that the students may use as well as colors they may use while developing their catalog.
3. Students’ catalogs are worth 20 points. They will be given the following points for completing the activity accurately:
-Student Name is on the cover of the catalog (1 point)
-The cover of the catalog has the name of the business on it (1 point)
-The cover design is neat and colorful (5 points)
-At least 5 goods are listed with their prices (5 points)
-At least 3 services are listed with their prices (3 points)
-The catalog is neatly organized, easy to read, and decorated with colors (5 points)
Student Assignment Deadline: The Goods and Services Catalog must be completed and handed in to the social studies basket by class time on Monday, March 5th.
Lesson Ten: Student Project Plan and Resources
Economics Project Plan
Goods & Services / Markets
Friday, March 2nd
1. Get your Goods and Services Catalog papers. You are going to use these papers to create a catalog of goods and services. Think of your business you created. What types of goods and services would your business offer to consumers, or buyers? Create a cover for your catalog using your business name in some way. Then, you are going to put pictures of goods from magazines or catalogs or draw pictures of goods that your business has for sale on the first two pages of your catalog. The next two pages are to be used for you to show services that your business has to offer.
2. Your Goods and Services Catalogs are worth 20 points. Pay close attention to what is expected from you in order to get full points:
-Student Name is on the cover of the catalog (1 point)
-The cover of the catalog has the name of the business on it (1 point)
-The cover design is neat and colorful (5 points)
-At least 5 goods are listed with their prices (5 points)
-At least 3 services are listed with their prices (3 points)
-The catalog is neatly organized, easy to read, and decorated with colors (5 points)
3. Make sure that you check over your catalog and that it includes all of the things listed above before handing it in.
Assignment Deadline: Your Goods and Services Catalog must be completed and handed in to the social studies basket by class time on Monday, March 5th.
[pic]
Producer’s Name: _________________________________
[pic]
Page 1
[pic]
Page 2
[pic]
Page 3
[pic]
Page 4
Appendix N
Lesson Eleven: Teacher Project Lesson Plan and Resources
Economics Project Plan
Producers & Consumers
Monday, March 5th
1. Have students get out today’s project plans.
2. Have students review what the following words mean: resources, goods, producer, consumer, service.
3. Students are going to use a blank piece of computer paper to create a flyer about their business today. They are going to include the following:
-Some of the resources their business uses to create items
-Some of the goods their business sells
-Some of the services their business offers
-Who are the producers of their goods (if they’re different from the business owner)
-Who their target consumers (buyers) are
4. The flyer will be graded using a rubric, and it is worth 20 points. The rubric is attached.
Student Assignment Deadline: Today’s flyer activity must be completed and handed in to the social studies basket by class time on Tuesday, March 6th.
Making A Poster : Business Flyer
[pic]
|CATEGORY |4 |3 |2 |1 |
|Conventions |There are no grammar |There is 1-3 |There are 3-5 |There are 6+ |
| |errors or punctuation |grammatical error or |grammatical errors or |grammatical errors or |
| |and capitalization |punctuation and |punctuation and |punctuation and |
| |errors on the flyer. |capitalization errors |capitalization errors |capitalization errors |
| | |on the flyer. |on the flyer. |on the flyer. |
|Attractiveness |The poster is |The poster is |The poster is |The poster is |
| |exceptionally |attractive in terms of|acceptably attractive |distractingly messy or|
| |attractive in terms of|design, layout and |though it may be a bit|very poorly designed. |
| |design, layout, and |neatness. |messy. |It is not attractive. |
| |neatness. | | | |
|Required Elements |The poster includes |The poster includes |The poster includes |The poster doesn't |
| |information about the |information about the |information about the |include information |
| |business and all of |business and at least |business and 2-3 of |about the business or |
| |the required items: |4 of the required |the required items. |the required items. |
| |resources, goods, |items. | | |
| |services, producers, | | | |
| |and consumers. | | | |
|Effort |Showed a lot of effort|Showed quite a bit of |Showed some effort on |Showed little effort |
| |during the project by |effort during the |the project but didn't|on the project, had to|
| |staying on task and |project by staying on |always stay on task or|be asked to get back |
| |not distracting |task and not |sometimes distracted |to work, & distracted |
| |others. |distracting others. |others. |others. |
Total Points Available: 20 points.
Lesson Eleven: Student Project Plan
Economics Project Plan
Producers & Consumers
Monday, March 5th
1. Review what the following words mean: resources, goods, producer, consumer, service.
2. Think about the business that you created. Today you are going to make a flyer about your business. In your flyer, you must include each of the following:
-Some of the resources your business uses to create items
-Some of the goods your business sells
-Some of the services your business offers
-Who are the producers of your goods (if they’re different from the business owner)
-Who your target consumers (buyers) are
3. The flyer that you are creating is something that you could hang up around town to advertise your business. You will be graded on the following rubric:
|CATEGORY |4 |3 |2 |1 |
|Conventions |There are no grammar |There is 1-3 |There are 3-5 |There are 6+ |
| |errors or punctuation |grammatical error or |grammatical errors or |grammatical errors or |
| |and capitalization |punctuation and |punctuation and |punctuation and |
| |errors on the flyer. |capitalization errors |capitalization errors |capitalization errors |
| | |on the flyer. |on the flyer. |on the flyer. |
|Attractiveness |The poster is |The poster is |The poster is |The poster is |
| |exceptionally |attractive in terms of|acceptably attractive |distractingly messy or|
| |attractive in terms of|design, layout and |though it may be a bit|very poorly designed. |
| |design, layout, and |neatness. |messy. |It is not attractive. |
| |neatness. | | | |
|Required Elements |The poster includes |The poster includes |The poster includes |The poster doesn't |
| |information about the |information about the |information about the |include information |
| |business and all of |business and at least |business and 2-3 of |about the business or |
| |the required items: |4 of the required |the required items. |the required items. |
| |resources, goods, |items. | | |
| |services, producers, | | | |
| |and consumers. | | | |
|Effort |Showed a lot of effort|Showed quite a bit of |Showed some effort on |Showed little effort |
| |during the project by |effort during the |the project but didn't|on the project, had to|
| |staying on task and |project by staying on |always stay on task or|be asked to get back |
| |not distracting |task and not |sometimes distracted |to work, & distracted |
| |others. |distracting others. |others. |others. |
Assignment Deadline: Today’s activity must be completed and handed in to the social studies basket by class time on Tuesday, March 6th.
Appendix O
Lesson Twelve: Teacher Project Lesson Plan
Economics Project Plan
Wants
Tuesday, March 6th
1. Have students get out their project plans for today. They will also need their project notes.
2. Head to the computer lab where students will log in to their Kan-Ed Desktop and find the Financial Foundations link. They will be watching the following program:
-How Wants are Satisfied (Grade 3, Program 2, Episode 2)
3. Students will then answer questions on their project notes.
4. Following the lesson, students need to get out their Want V. Need activity. They are going to think of things they want for their business and things they need.
Student Assignment Deadline: Today’s project notes and activity must be completed and handed in to the social studies basket by class time on Thursday, March 8th.
Lesson Twelve: Student Project Plan and Resources
Economics Project Plan
Wants
Tuesday, March 6th
1. Get out your packet of project notes. Open your notes to today’s lesson. Look through the questions that you will be asked to answer following today’s lesson.
2. Take your project notes and pencils to the computer lab. You are going to log on to your Kan-Ed Desktop. Scroll down to the bottom of your opening page and find the pink piggy bank with the words “Financial Foundations for Kansas Kids.” Click on the link. You will need to do the following:
-Click where it says Grade 3, Program 2: Money Mayhem
-The program will begin to load. The first thing that will show up is Episode 1.
-You want Episode 2, so click on the tab that says “Episode 2.”
-Episode 2 (How Wants are Satisfied) is the one that you want, to click Begin.
-Follow through the lesson.
-At the end, click on Math Problems and answer them.
3. Answer the questions on your project notes form to hand in.
4. Get out the Want vs. Need activity. You are going to think about some things that you want for your business and some things that you need for your business. Think about what you need to keep your business open and running. Then also dream about what you would want that you think could possibly make your business better.
Assignment Deadline: Today’s project notes and activity must be completed and handed in to the social studies basket by class time on Thursday, March 8th.
Want vs. Need Activity
Directions: List some wants and needs of your business below. Remember that a want is something that would be nice to have but that you do not have to have. A need is something basic that one must have in order to keep a business open.
|Wants |Needs |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
Business owners must spend money on their needs so that their business can stay open. Something a business owner must spend money on would be their basic bills (rent, insurance, taxes, paying employees, etc.).
1. What should a person do if he/she wants something more for the business?
2. Off of the list above, what is the one thing that you want the most for your business?
3. What could you do in order to be able to get the thing that you want?
Appendix P
Lesson Thirteen: Teacher Project Lesson Plan
Economics Project Plan
Opportunity Costs
Thursday, March 8th
1. Have students get out today’s project plans and project notes.
2. Head to the computer lab where students will log in to their Kan-Ed Desktop and find the Financial Foundations link. They will be watching the following program:
-Opportunity Costs (Grade 3, Program 2, Episode 3)
3. Students will then answer questions on their project notes.
4. Students will then complete an activity on Opportunity Cost.
Student Assignment Deadline: Today’s project notes and activity must be completed and handed in to the social studies basket by class time on Friday, March 9th.
Lesson Thirteen: Student Project Plan and Resources
Economics Project Plan
Opportunity Costs
Thursday, March 8th
1. Get out your packet of project notes. Open your notes to today’s lesson. Look through the questions that you will be asked to answer following today’s lesson.
2. Take your project notes and pencils to the computer lab. You are going to log on to your Kan-Ed Desktop. Scroll down to the bottom of your opening page and find the pink piggy bank with the words “Financial Foundations for Kansas Kids.” Click on the link. You will need to do the following:
-Click where it says Grade 3, Program 2: Money Mayhem
-The program will begin to load. The first thing that will show up is Episode 1.
-You want Episode 3, so click on the tab that says “Episode 3.”
-Episode 3 (Opportunity Costs) is the one that you want, to click Begin.
-Follow through the lesson.
-At the end, click on Math Problems and answer them.
3. Answer the questions on your project notes form to hand in.
4. Get out the Opportunity Cost activity. Complete it to hand in.
Assignment Deadline: Today’s project notes and activity must be completed and handed in to the social studies basket by class time on Friday, March 9th.
[pic]
Appendix Q
Lesson Fourteen: Teacher Project Lesson Plan and Resources
Economics Project Plan
Review
Friday, March 9th
1. Have students get out their project plans for today.
2. They will need a blank piece of notebook paper. They are going to write a paragraph about their business budget. They are to write a paragraph explaining how their business is doing with money and what they may want to do differently in the future. They will be graded on a rubric (attached).
3. Once students are started on their paragraphs, put out pieces of clay on the reading table. When students are done with their paragraphs, they will take a piece of clay and create something out of it. Then they will keep it at their desk.
Walk the students through the following activity on opportunity cost:
[pic][pic]
Assignment Deadline: Today’s paragraph must be completed and handed in to the social studies basket by class time on Monday, March 12th.
Business Paragraph: Spending and Saving Decisions
[pic]
|CATEGORY |4 |3 |2 |1 |
|Content |Student's paper |Student's paper |Student's paper |Student's paper |
| |describes how the |briefly describes how |doesn't really |doesn't describe the |
| |business is doing |the business is doing |describe how the |business or mention |
| |financially. Student |financially. Student |business is doing. A |good things they've |
| |writes about things |talks a little about |few things may be |done or things they |
| |that they have done |good things that have |mentioned about good |could change. |
| |well and what could be|been done or things |things they've done or| |
| |done differently. |that could be changed.|things they may | |
| | | |change. | |
Lesson Fourteen: Student Project Plan
Economics Project Plan
Review
Friday, March 9th
1. Get out a blank piece of notebook paper. Today you are going to review your business expenses. On the piece of paper, write a paragraph about your business budget. You may want to think about the following:
What did you spend money on that you shouldn’t have had to?
What changes could you make to your business to help it make more money?
Are there areas that you could spend more money to make your business better?
If you were able to save quite a bit of money, what would you do with it?
You don’t have to answer all of those questions, and you may write about things other than what I wrote above. Your job today is to write a paragraph explaining how you’re doing with money in your business and what you may want to do differently in the future.
2. Your paper will be graded on the following:
|CATEGORY |4 |3 |2 |1 |
|Content |Student's paper |Student's paper |Student's paper |Student's paper |
| |describes how the |briefly describes how |doesn't really |doesn't describe the |
| |business is doing |the business is doing |describe how the |business or mention |
| |financially. Student |financially. Student |business is doing. A |good things they've |
| |writes about things |talks a little about |few things may be |done or things they |
| |that they have done |good things that have |mentioned about good |could change. |
| |well and what could be|been done or things |things they've done or| |
| |done differently. |that could be changed.|things they may | |
| | | |change. | |
3. You are also going to do an activity with opportunity costs with your teammates. Do the following:
-Each person is to get a piece of clay off the table.
-Take 2-3 minutes to form something out of the clay.
-Keep your clay item at your desk.
-The teacher will use your clay pieces to review opportunity costs with you.
Assignment Deadline: Today’s Spending and Saving Decisions activity must be completed and handed in to the social studies basket by class time on Monday, March 12th.
Appendix R
Lesson Fifteen: Teacher Project Lesson Plan
Economics Project Plan
Review Economics
Monday, March 12th
1. Have students get out today’s project plan, clear off their desk, and get out a pencil.
2. Set up the projector with the review game Jeopardy that was created at
3. Let students know that they will be doing an assessment tomorrow to show all of the things that they have learned about their business. They are welcome to take notes and then use them to review at home.
Lesson Fifteen: Student Project Plan
Economics Project Plan
Review Economics
Monday, March 12th
1. Clear off your desks except for a piece of paper and pencil for today’s review activities.
2. Today you are going to play Jeopardy as a team. The teacher will set up the Jeopardy game through the projector. You will be answering questions about the topics you’ve covered in class the last few weeks. This will serve as a review activity to discuss topics that were covered and as a study guide for post-test.
3. If you would like to take notes as you review today, you are welcome to do that with your pencil and paper. Good luck!
Your post-test is scheduled for Tuesday, March 10th.
Appendix B – Student Project Plans and Additional Resources
Appendix S
Student Project Notes
Project Notes
Monday, February 19th
Jobs, Income, and Employee Benefits
1. What is income?
2. What are wages?
3. How do people earn wages?
4. People get income in exchange for _____________________________________________.
5. Benefits are other things that employees may get from work. Give an example of a benefit.
Monday, February 19th
What Does it Mean to Save?
1. What does it mean to save money?
2. What is tax?
3. Who gets tax money?
4. Why do people save money?
Project Notes
Tuesday, February 20th
What Is a Budget?
1. A budget is a plan for _______________________ and ______________________ income.
2. What is income?
3. What are expenses?
[pic]
Project Notes
Tuesday, February 27th
Producers and Consumers
Match the following items:
______ 1. resources
______ 2. goods
______ 3. producer
______ 4. consumer
______ 5. service
A. The person who pays for goods and services.
B. Items that are made.
C. The person who makes goods.
D. Things needed to make something.
E. Something that people do to help.
Project Notes
Thursday, March 1st
How Markets are Created
1. Markets are where ____________________ and ____________________ exchange
_____________ and ____________.
2. What happens to the price of an item when more people want to buy it but there’s only one available?
3. Buyer is another name for a _____________________________.
4. Seller is another name for a _____________________________.
5. Name two markets that we have in our community.
[pic]
Project Notes
Tuesday, March 6th
How Wants are Satisfied
1. In the video, what all was the boy wanting to get with his money?
2. Because Ben needed $30 for the game, he had two choices: give up some things he wanted or
____________________________________________.
3. Wants for goods and services means that people must make __________________________
and ______________________ decisions.
4. Spending money affects a person’s plan to ____________________ money.
Project Notes
Thursday, March 8th
Opportunity Costs
1. The opportunity cost of something is the option that you don’t choose in the end. The
opportunity cost is the most ______________________________ option not chosen.
2. For lunch, you had to choose one of the following:
Your two top choices were the hot dog and the ham sandwich.
You chose the ham sandwich.
What was your opportunity cost? _____________________________________________
Appendix T
Post Project Knowledge Test
Economics Post-Test
Directions: Answer the following questions as best as you can. Take your time and make sure you answer the question completely.
Match the following words with their definitions. (1 pt. each)
1. _______ goods
2. _______ services
3. _______ producer
4. _______ income
5. _______ opportunity cost
6. ________ consumer
7. ________ needs
8. ________ wants
Give Examples of the following:
9. Examples of goods: (3)
10. Examples of services: (3)
11. Examples of benefits: (2)
12. Examples of markets: (2)
Answer the questions completely.
13. What items in our school are paid for by taxes? (2)
14. What items in our community are paid for by taxes? (2)
15. What are spending and saving decisions? (2)
16. Name at least two ways to receive an income. (2)
17. Name at least two expenses businesses have. (2)
18. Name people in our school whose jobs are important to you as a student. (4)
19. What three things are included in a budget? (3)
20. What do you need to consider when starting a business? (3)
21. What are important skills to have when applying for any job? (3)
22. Why is it important to save money? (2)
Identify if each thing is the producer, consumer, resource, good, or service. (3 pts.)
[pic]
23. Man with hammer:G producer G consumer G resource G service G good
24. Paint & glue: G producer G consumer G resource G service G good
25. Doghouse: G producer G consumer G resource G service G good
Opportunity Cost (1 pt.)
26. At recess, you could play one of the following:
Your two top choices were to play basketball or swing.
You chose to swing.
What was your opportunity cost? _____________________________________________
Answer these True/False questions.
27. All wants can always be met. (1) True False
28. A withdrawal is when you put money in the bank. (1) True False
29. Paychecks are a form of income. (1) True False
Short Answer Question
30. Name 2 things you learned about money and businesses in social studies. (2)
Appendix U
Post Project Attitude Survey
Post-Project Attitude Survey
Name: Date:
Did you enjoy social studies more with projects (money) or from the book (landforms)?
Projects Book
Are you happy with your social studies grade right now?
Yes No
Have you felt better about your grade since we did a project?
Yes No
What helps you do better when we do a project? __________________________________
On a scale from 1-10, rate how well you like social studies. (1 = don’t like it ; 10 = love it)
1 2 3 4 5 6 7 8 9 10
What would make you enjoy social studies more? _____________________________________
Appendix V
Knowledge Test Results
*Those in red are students included in the focus group for the study.
| |#1-8 |#1-8 |#9 |
| |Pre |Post |Pre |
|1 |38% |73% |35% |
|2 |44% |87% |43% |
|3 |21% |83% |62% |
|4 |29% |79% |50% |
|5 |65% |92% |27% |
|6 |54% |90% |36% |
|7 |27% |69% |42% |
|8 |15% |63% |48% |
|9 |40% |92% |52% |
|10 |52% |90% |38% |
|11 |27% |63% |36% |
|12 |42% |85% |43% |
|13 |40% |88% |48% |
|14 |58% |90% |32% |
|15 |42% |77% |35% |
|16 |27% |81% |54% |
|17 |35% |77% |42% |
|18 |31% |79% |48% |
|Class Totals: |31% |79% |48% |
Class Average Gain Score: 48%
Focus Group Average Gain Score: 46%
-----------------------
A. a person who buys goods or services to satisfy wants
B. something that you can touch or hold
C. desires that can be satisfied by consuming a good, service, or leisure activity
D. financial gain received by wages/salaries, etc.
E. something that one person does for someone else
F. a person who makes goods
G. necessities (food, clothing, shelter)
H. in making a decision, the most valuable alternative not chosen
Intelligences:
Linguistic (application / poster)
Kinesthetic (create poster)
Musical (music used in classroom)
Intrapersonal (pick out desired job)
I. a person who buys goods or services to satisfy wants
J. something that you can touch or hold
K. desires that can be satisfied by consuming a good, service, or leisure activity
L. financial gain received by wages/salaries, etc.
M. something that one person does for someone else
N. a person who makes goods
O. necessities (food, clothing, shelter)
P. in making a decision, the most valuable alternative not chosen
Intelligences:
Linguistic (application / poster)
Kinesthetic (create poster)
Musical (music used in classroom)
Intrapersonal (pick out desired job)
Intelligences:
Linguistic (project notes / video)
Mathematical (FF math problems)
Musical (music on video)
Intrapersonal (independent work)
Intelligences:
Linguistic (project notes / video)
Mathematical (creating budget)
Musical (music on video)
Intrapersonal (independent work)
Intelligences:
Linguistic (write out budget)
Mathematical (calculate budget)
Spatial (overall financial plan)
Interpersonal (doing budget as class)
Intrapersonal (making budget choices)
Kinesthetic (create own budget)
Intelligences:
Linguistic (writing advertisement)
Mathematical (calculate employee wages)
Spatial (linking wages w/ benefits)
Intrapersonal (making employee choices)
Kinesthetic (creating ad)
Musical (music played while working)
Intelligences:
Linguistic (project notes / video)
Mathematical (FF math problems)
Musical (music on video)
Intrapersonal (independent work)
Spatial (linking producers w/ consumers)
Kinesthetic (interacting with program)
Intelligences:
Linguistic (project notes / video)
Mathematical (FF math problems)
Musical (music on video)
Interpersonal (class market activity)
Intrapersonal (independent work)
Kinesthetic (interacting with program)
Intelligences:
Linguistic (writing product descriptions)
Mathematical (calculating product prices)
Musical (music played at classroom)
Interpersonal (interacting while working)
Intrapersonal (creating own catalog)
Spatial (putting together business parts)
Kinesthetic (creating own catalog)
Intelligences:
Linguistic (write / describe business)
Musical (music played in classroom)
Interpersonal (interacting with team)
Intrapersonal (create own flyer)
Spatial (advertising overall business)
Kinesthetic (developing flyer)
Intelligences:
Linguistic (project notes / video)
Mathematical (FF math problems)
Musical (music on video)
Intrapersonal (identify want/need)
Kinesthetic (interacting with program)
Spatial (seeing wants and needs connected)
Intelligences:
Linguistic (project notes / video)
Mathematical (FF math problems)
Musical (music on video)
Spatial (seeing how choices lead to opportunity costs)
Kinesthetic (interacting with program)
Intelligences:
Linguistic (writing paragraph)
Mathematical (business finance)
Intrapersonal (describe own feelings)
Spatial (evaluating overall business)
Intelligences:
Linguistic (verbalizing answers)
Mathematical (trivia format)
Interpersonal (playing in teams)
Spatial (reviewing all concepts)
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