This lesson shows students how they are a vital part of the economic world. Through stories and role playing, students become aware of the impact their purchasing choices have on the economic situations of their families and themselves.

"Setting the Stage" - Before starting the program, ask the students: What do you buy with money? Do you go shopping with your family? What do you go shopping for? What do you like best about shopping?

"Choosing What To Buy"
Touch-screen activity - The lesson starts with a shopping activity on the Learning Station. This segment requires the teacher to provide the students with 10 coins. (Use real coins, buttons, or play money.) Students can purchase whatever items they wish by touching the item on the Learning Station. The item will then go into the shopping basket on the screen. As each item is purchased, the student must pay the storeowner (teacher) for it with a coin. The cash register will keep track of how much 'money' is spent. Students must make careful choices as there are not enough coins to purchase all items. (This activity can be done individually or as teams.)
Optional - Have a toy register or box for the money. Role-play this activity as a store-owner and customer by using the appropriate dialogue. ("Welcome to my store." How may I help you today?" " Are you looking for something special?")
Hands-on activity- Another approach to purchasing decision-making is provided on an activity sheet which illustrates a shopping cart and images of 9 items which can be purchased. This coloring project allows the student to choose only 6 of the 9 items shown. This is due to limited coins and to encourage wise product choice. If time allows, students can color the items before cutting out the ones they choose and gluing them to the paper cart to take home.

"Needs Vs. Wants"
This segment shows the students the difference between need and want. Encourage discussion about what products or services we must have in order to survive compared to those we enjoy but do not require. Encourage original thoughts; then have students use these thoughts in full sentences.

"Economics"
Through the telling of a story about Bill and his favorite teddy bear, this segment introduces the students to the variety of steps necessary in the production of Bill's bear. The story chronicles the events involved in bringing the bear from the toy factory to a store and, eventually, to becoming Bill's favorite toy. In child-friendly illustrations, the process of production, transportation, purchase and use are demonstrated.

"Process of Economics"
Touch-screen activity - With the images of Bill and his teddy bear on the screen, students choose the appropriate pictures on the Learning Station and put them in correct order according to the sequence of events as described in Bill's teddy bear story. New vocabulary is introduced which includes 'transport', 'purchased' and 'produced'.

"Plan A Party"
Touch-screen activity - This is a project that requires teamwork. Students are instructed to plan a birthday party. The image on the Learning Station shows a row of stores. Each store has a sign representing an item to purchase (cake, balloons, etc.). Students can pick only 4 items to purchase. The team must decide what 4 items to buy based on group decision making and limited coins available. The items are then chosen on the Learning Station. As they are chosen, the items will appear as icons at the bottom of the screen.
Videotaping activity - The team of students then must explain what they have chosen and why. Encourage strong, clear voices and full sentences as you videotape their presentations.
Teacher note - Use the reset button on the Learning Station after each group. When all groups have given their presentations, activate the forward button on the tool bar to advance to the next part of the lesson.
Hands-on activity - After the videotaping activity, give the students the preprinted pictures of the party and the party items. Students are again instructed to choose 4 items to purchase for the party. Will these items be the same or different from the Learning Station choices? While, students cut out and glue the images to the party picture, talk about their choices and why they were made.

"Help Mr. Green"
Touch-screen activity - In this activity, students must match price tags on various items to the appropriately marked tables in a store. Tags on the items are marked with 1, 2, or 3 dots representing prices. The tables have signs indicating these numbers. The students must put the similarly numbered items and tables together. This is a numbers matching game on the Learning Station which encourages association and also provides exercises to assist in the development of the child's motor skills.

"Product Quality"
Images are presented on the Learning Station depicting several different items. Some items are shown to be of superior or 'good' quality while others are differently illustrated to show items of inferior or 'bad' quality. Student choose items they would like to have. 'Quality' as a vocabulary word and concept, is introduced through information and questions. Encourage discussion about this concept and about why they selected the items they did. Talk about quality vs. quantity. This discussion encourages reasoning.

"Supply and Demand"
The concept of supply and demand is now introduced. Using images on the Learning Station of a snow-shovel store during warm and cold seasons, the student decides when a snow-shovel would most likely be purchased, and when a snow shovel would be in demand. (How much would they pay for a shovel if they really needed one?) Encourage discussion about this concept and about other products the student may use (i.e., a popular toy, food item, game): Are their favorite items always available? If not, why?

"Commercials"
Using humorous and exaggerated illustrations, students are introduced to commercials and the claims - sometimes seemingly unrealistic - which are made through commercials. Encourage discussion: Where do they see/hear commercials? Do they like what they see/hear in commercials? Would they buy the product presented in the commercial? Do they think the claims are true? Discuss different commercials the students have seen.
Videotaping activity - After discussing the commercials and their purpose, students then have the opportunity to create their own commercial. If this is difficult for some students, they can recreate one of the commercials they just watched. Encourage creativity. Is the product real? If time allows, videotape the commercials to look like a television commercial. Ask the 'audience' if they would buy the item after each commercial is presented.

Before Students Go Home - Review
Vocabulary words - purchase, products, produced, transported, quality, supply, demand, commercial
Talk about how the cost of an item influences our choice to purchase
Talk about needs vs. wants in purchases
Review quality vs. quantity

Supply List for Activities
"Today I Discovered" - parents handout
10 coins (real coins, buttons or play money) per student
Preprinted handouts (2) to color, cut and paste - shopping carts with product cutouts to color and glue
Preprinted handouts (2) of party scene and items to buy
Videotape