grades k-2 : additional crosstraining activities

Lesson 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16

Family Connection: Ask parents to write down the number of teeth the student has lost and send that number in the message pocket to school. This Connection activity and the next three are interrelated.

Mathematics Connection: After information is sent by parents, as described in Family Connection, have students tell how many teeth they have lost. Count, tally, and graph the number of teeth lost and determine the total amount of gift money the class might collect from lost teeth. Older students may use calculators.

Language Arts Connection: Individually or as a group, have students write a paragraph about the number of teeth lost by the entire class.

Community Connection: Invite a dentist to visit the class and talk about how dentists earn income. Have the dentist list the skills and abilities that he or she uses in a productive way. The dentist should make a connection between his or her human capital and the work done in the dentist’s office. Have the dentist talk about the number of teeth students usually lose and why the teeth fall out.

Children’s Literature:

• Bate, Lucy, 1983. Little Rabbit’s Loose Tooth. New York: Crown/Random House, ISBN: 0517551225. Little Rabbit loses a tooth and has to make a choice in order to receive gift money.
• Birdseye, Tom, 1989. Airmail to the Moon. New York: Holiday House, ISBN: 0823407543. Ora Mea considers how much money she can get as gift money. When the tooth she was saving disappears, she sets out to find the thief, only to find the tooth in her pocket.
• Freeman, Don, 1978. Pocket for Corduroy. New York: Puffin Books, ISBN: 0140503528. Upon hearing that his friend, Lisa, has pockets in which she keeps “her precious things,” Corduroy, a toy bear, searches for a pocket for himself in a laundromat.
• Payne, Emmy, 1973. Katy No-Pocket. Boston: Houghton-Mifflin, ISBN: 0395137179. Katy, a mother Kangaroo, is upset because she has no pocket in which to carry her son, Freddy. After a search for a pocket, she meets a workman who is covered with pockets. He kindly gives Katy his apron that is full of pockets, and now Katy has more pockets than any other mother kangaroo.

Teacher Resources:

• Hopkins, Martha C., Wright, Donna K.,, and Wood, William C., 1998. Economics and Children's Literature, Supplement 3. St. Louis: SPEC Publishers. This book contains 15 hands-on economics lessons for small children, based on familiar children’s literature. To reinforce concepts taught, use Lesson 13, The Purse.
• The Money Connection, 1997. The Federal Reserve Bank of San Francisco. A two-part video and teacher’s guide that introduces money and banking concepts, and the Federal Reserve System. This video will work better with more mature children.
• Resnick, Abraham, 1995. Money. San Diego: Lucent Books, Inc., ISBN: 1560061650. This book provides background information about money, including its historical development, value, and counterfeiting. The final chapter discusses aspects of the “cashless society,” such as credit cards, checks, automatic teller machines, and modern-day bartering.
• Suiter, Mary C. http://www.mmintl.org/resource/teachers/bears/default.htm. An online lesson in personal finance economics, based on a children’s book called The Berenstain Bears’ Trouble with Money (ISBN: 00-394-85917-0) by Jan and Stan Berenstain. Use this lesson to reinforce the concept of earning income.

Family Connection: Have parents help students create business cards for “Box Town” entrepreneurs.
Community Connection: Invite entrepreneurs from the business community to come into the classroom to tell students how they started their businesses. Let students tell the entrepreneurs about their Box Town businesses.

Art Connection: Have students create mock advertisements for the newspaper for their “Box Town” businesses, or let them produce skits for mock TV commercials.

Children’s Literature:

• Berenstain, Stan & Jan, 1984. The Berenstain Bears and Mama’s New Job. New York: Random House, ISBN: 0394868811. When Mama turns her quilt-making hobby into a business, the Bear family worries that she won't have time for them. When everyone pitches in to help her, they realize that things aren't so different after all--and they're prouder of Mama than ever.
• Bradbury, Judy, et al, 1998. Doggone Lemonade Stand! McGraw-Hill; ISBN: 0070070423. When Christopher decides to become a businessman and open up a lemonade stand, he soon realizes that his grand thoughts are not as wonderful as the realities of business.
• Brown, Marc Tolon, 1993. Arthur's Pet Business. Little Brown & Co (Juv Pap); ISBN: 0316113166 . When Arthur creates his own pet-sitting business in order to prove that he is responsible enough to have a pet of his own, he ends up with a boa in the living room and frogs in the bathtub.
• Halperin, Wendy Anderson, 1998. Once upon a Company. Orchard Books; ISBN: 0531300897. This reallife story describes how, with the help of family, friends, and the local townspeople, three entrepreneurial siblings created the College Fund Company.
• Warner, Gertrude Chandler, 1999. Benny Goes into Business. Albert Whitman & Co; ISBN: 0807506370. When Benny Alden decides he wants to go into business like his grandfather, his first several attempts don't quite work out.

Teacher Resources:

• Entrepreneurs and the Economy, from the Everyday Economics series. A booklet with colorful illustrations, that is available free of charge from the Public Affairs Department, Federal Reserve Bank of Dallas, 2200 N. Pearl St., Dallas, Texas 75201-2272.
• Flowers, Barbara, Meszaros, Bonnie, and Suiter, Mary C., 1993. Economics and Children's Literature. St. Louis: SPEC Publishers. This book contains 23 economics lessons for students in grades 1-3. To reinforce entrepreneurship concepts taught, use the lesson for the book, Chicken Sunday, by Patricia Polacco (ISBN: 0698116151 ).
• Hopkins, Martha C., Wright, Donna K., and Wood, William C., 1998. Economics and Children's Literature, Supplement 3. St. Louis: SPEC Publishers. This book contains 15 hands-on economics lessons for small children, based on familiar children’s literature, and feature basic concepts. To reinforce entrepreneurship concepts taught, use Lesson 15, The Berenstain Bears and Mama’s New Job (ISBN: 0394868811). To reinforce the concepts of goods and services, use the activities and the Buying and Selling song in Lessons 4 and 5.
• Julio, Susan, 1998. Consumer Math: Activities to Teach Counting, Saving, Shopping, and Banking, Grades K-3. Carson-Dellosa Publishing Company, Inc.; ISBN: 0887244602. An excellent resource for teaching young children about living with money. For this lesson use the third activity, “The Marketplace,” and the last activity, “Entrepreneurship.”
• Phipps, Barbara J., Hopkins, Martha C., and Littrell, Rita, 1993. Master Curriculum Guide in Economics: Teaching Strategies, K-2. New York: National Council on Economic Education. This book has lesson plans and resources for teaching economics in the kindergarten through the second grade curriculum. The second unit in this book deals with production and resources. buy it
  

Science Connection: Have students consider the question “What is money?” in the literal sense and investigate from what money is made. Older students can conduct research in the school library with assistance from the teacher and/or librarian. This will lead to consideration of natural resources, such as plants, and elements/metals. This could lead to a creative discussion as students brainstorm what resources might be used to produce money in the future to cut production costs. Younger students may discuss in class which natural resources are used to make money. They may also think creatively about substitutes.

Art Connection: Using salt dough, students may create coins, replicating the process used to make coins currently in circulation. After dough has been rolled out, students can use a small, circular shape, such as the end of a small plastic bottle or bottle caps, to punch out circles resembling coins. These dough circles simulate the blanks used in preparing real coins. Coin stamps may then be used to mark the coins after they have dried. For a creative follow-up, students may decorate the coins for use as classroom tokens. Younger children may use cookie dough to produce “cookie coins.”

Multicultural Connection: Money looks different and has different names in different cultures. Examination of coins and currencies from other countries is a good way to introduce other nations and cultures. Have students ask their parents and friends who have foreign currency for permission to bring examples to share with the class. Using a major newspaper, show students the names of currencies throughout the world and the number of goods and services they can buy with a unit of each compared with the United States dollar.

Music and Mathematics Connection: Teach the following song to students using the traditional tune. Change the money amounts to help students learn to count money, counting by ones, twos, fives, and tens.

Science Connection: Ask students, “Can money really grow on trees?” Connect the idea that paper money, in part, does come from plants, but money cannot be grown on trees, like a leaf would be grown. Make two, large, tree-shaped charts, labeling one “Money Tree” and the other “Living Tree.” On each tree, list student responses to the question, “What do we need to grow this tree?” Scientific responses for the living tree will include specifics, such as sun and water, while guided responses for the money tree will include income, savings and investments.

Children’s Literature:

• Berger, Melvin & Gilda, 1999. Round and Round the Money Goes. Nashville: Ideal Children’s Books; Econo-Clad Books; ISBN: 0785733418.The story explains the development of money from its origins to modern usage as cash, checks, and credit cards. It’s told in simplistic language for children ages 5-9.
• Long, Lynette, 1998. One Dollar: My First Book About Money. Barron’s; ISBN: 0764171321. This is a beginners book about the look and counting of money.
• Maccarone, Grace, 1998. Monster Money (Level 1–Pre-School to Grade 1; Level 2–Kindergarten to Grade 2; Level 3–Grade 1 to Grade 2; Level 4–Grade 2 to Grade 3). Scholastic; ISBN: 0-59012007-7. This delightful book for young children is about monsters who are consumers and more.
• Mathis, Sharon Bell, 1986. The Hundred Penny Box. New York: Puffin; Viking Pr; ISBN: 0140321691. As his great-great aunt tells Michael stories from the Depression, he counts the pennies in her special “Hundred Penny Box.” There’s one penny for every year of her life.
• Mitgutsch, Ali et al, 1985. From Gold to Money. Carolrhoda Books; ISBN: 0876142307. Describes how people gradually switched from the barter system to trading with pieces of gold which were eventually marked with their weight and became coins. Also discusses other metals that are used to make coins.
• Silverstein, Shel, 1974. “Smart,” a poem from Where the Sidewalk Ends. Harpercollins Juvenile Books; ISBN: 0060256672. The boy gets a dollar from his dad, and makes a series of bad trades.
• Wells, Rosemary, 1997. Bunny Money. Dial Books for Young Readers; ISBN: 0803721463. Max and Ruby go to town to get presents and learn about the value of money in their own way.

Teacher Resources:

• Flowers, Barbara, Meszaros, Bonnie, and Suiter, Mary C., 1994. Economics and Children's Literature, Supplement 1. St. Louis: SPEC Publishers. This book contains 15 economics lessons, 7 of which are for students in grades 1-3. To reinforce the concept of monetary exchange, use the lesson for the book, Round and Round the Money Goes, by Melvin Berger (ISBN: 0785733418).
• Julio, Susan, 1998. Consumer Math: Activities to Teach Counting, Saving, Shopping, and Banking, Grades K-3. Carson-Dellosa Publishing Company, Inc.; ISBN: 0887244602. An excellent resource for teaching young children about living with money. For this lesson use the second activity, “About Money.”
• Tucker, James F. and Garber, Barbara W. My Money. The Federal Reserve Bank of Richmond, P.O. Box 27622, Richmond, VA 23261; telephone (804) 697-8109. This is a four-part educational package for students in elementary school, designed to help students learn to count money. Part 1 is especially suited to these grade levels, dealing with the recognition of small denomination coins and the relationships among these coins. Multiple copies for classroom use are available at no charge.
  

Mathematics Connection: Divide the class into cooperative learning groups. Appoint one person in each group to be the recorder. Have each student tell the group whether they think Penny should choose the vest or bicycle and explain the reasons for their choice. The recorder can make tally marks for each choice and report to the rest of the class the number of choices for the vest and the number for the bicycle. Add up group totals to get a class total. To provide for active learning with mathematics manipulatives, give each student a block or unifix cube. Then write the word “vest” and the word “bike” on the board. Instruct students to come to the board and stack their blocks under the appropriate heading. In this way students will have constructed a graph comparing the number of students who choose vests with the number who choose bicycles. Have students prepare a written graph on grid paper. Call on selected students to explain their graphs.

Community Connection: Invite the school’s principal to talk with the students about money decisions at the school. Have students help prepare a list of questions to ask regarding decisions about meeting the needs of classroom teachers and students. Parents from the school’s Parent-Teacher Organization or Association might also participate in the same class visit.

Family Connection: Invite a panel of parents to participate in a discussion with students about decisions that they (the adults), as well as children, must make because they cannot have everything they want. Parents who are unable to come could complete a survey prepared by the teacher with questions from students regarding money decisions. Possible questions include:

• Do you remember having to make choices when you were my age?
• Did you have goals for using the money you earned?
• Can you give an example of a goal you reached?
• How did you plan to reach your goals?
• Do you still have to make choices now?
• Can you give one example?
• Can you give an example of a decision where you considered what you were giving up when making the decision?

Have students take the survey home in their Message Pockets.

Oral Expression Connection: Use the completed Pocket Decisions apron to initiate a mini-debate about whether Penny should buy the vest now or save to buy the bicycle later. If time permits, repeat using other money decisions.

Critical Thinking Connection: Have students write a list of ten items they want to receive as a gift. Next, ask them to decide which items are most important and rank the items from one (most important) to ten (least important).

Children’s Literature:

• Else Homelund Minarik, 1978. Little Bear. HarperTrophy; ISBN: 0064440044. This is a collection of tender and eloquent stories about Little Bear and his mother, and the decisions they must make.
• Giff, Patricia Reilly, 1994. Count Your Money With the Polk Street School. Yearling Books; ISBN: 0440409292. Ms. Rooney's class learns about money and saving by saving up enough money to take a class trip.
• Guy, Rosa, 1994. Billy the Great. Picture Yearling; ISBN: 0440409209. Billy's parents have always made decisions for him, but when someone new moves in next door, he starts to find out that he has a mind of his own.
• O'Connor, Jane, 1993. Make Up Your Mind, Marsha. Price Stern Sloan Pub; ISBN: 0448401649. Making decisions is difficult for Marsha, and she needs the help of friends to make a difficult choice between going to a sick child's birthday party or meeting a famous ballerina.
• Dr. Seuss, 1982. Hunches in Bunches. Random House; ISBN: 0394855027. A boy has a hard time deciding on anything, even though he has a bunch of Hunches to help him.
  Teacher Resources:
• Econ and Me, 1989. Bloomington, IN: Agency for Instructional Technology, (800) 457-4509. This is a series of five video programs that introduce basic economic concepts and emphasize problem solving, mathematics, and language arts with related hands-on, real-world activities. The first two programs emphasize decision making, scarcity, and opportunity cost.
• Hopkins, Martha C., Wright, Donna K., and Wood, William C., 1998. Economics and Children's Literature, Supplement 3. St. Louis: SPEC Publishers. This book contains 15 hands-on economics lessons for small children, based on familiar children’s literature, and feature basic concepts. To reinforce the concepts related to benefits, costs, and decision-making, use Lesson 3, A Chair for My Mother (ISBN: 0688040748).
• Julio, Susan, 1998. Consumer Math: Activities to Teach Counting, Saving, Shopping, and Banking, Grades K-3. Carson-Dellosa Publishing Company, Inc.; ISBN: 0887244602. An excellent resource for teaching young children about living with money. For this lesson use the fifth activity, “Making Choices.”
• Phipps, Barbara J., Hopkins, Martha C., and Littrell, Rita, 1993. Master Curriculum Guide in Economics: Teaching Strategies, K-2. New York: National Council on Economic Education. This book has lesson plans and resources for teaching economics in the kindergarten through the second grade curriculum. The third unit in this book deals with choice making and opportunity cost. buy it

Science Connection: Compare saving money to planting a garden. Display a plant for students to see or plant seeds and grow plants in a lighted window. Have students help take care of the plant to see that it is watered and kept warm. As the plant grows, discuss the responsibility of the students to nurture it. Students must have patience as the plants grow. Explain that the growth of the plant, like the growth in savings, requires nurturing, time, patience, and work to see results. This shows a real physical growth of a living plant, while saving money is more abstract, showing financial growth. Older students can use a Venn diagram to plot the similarities and differences of growing plants and growing money by saving. To compare these two ideas, grow a lima bean plant in the classroom, and at the same time, watch money grow by putting a play coin into a jar each time the students exhibit some type of good behavior.

Writing/Characterization Connection: Have students choose a character from the story Spend or Save? Ask them to think about how that character would react in making decisions to spend now, save for a big purchase, or save for an unexpected event or emergency. Have students write or dictate a story about one of the characters in a decision-making situation. Allow students to share their stories.

Mathematics Connection: Draw a bar graph (pictograph) which will measure wants and how long it will take to save enough money for these wants if one dime a day were saved. Label the horizontal axis “days.” Each interval along the axis represents one day. Each interval should be at least the width of a paper dime. There should be enough days along the horizontal axis to accommodate the highest-priced item. Write the wants or glue pictures of wants along the vertical axis of the graph. Write the price of each want next to the item. Label the vertical axis “wants.” Provide a supply of paper dimes to equal the prices of all items. Explain that students will graph how many days it would take to save enough money to buy a particular item if ten cents were saved each day. Have a student tape or glue paper dimes to the right of an item, showing the number of saving days necessary.

Independent Learning Center Connection: Create an independent learning center with Money Decision cards to use with a laminated Pocket Decisions apron. Students can use wipe-off markers to complete the apron and make choices.

Children’s Literature:

• Caudill, Rebecca, 1964. A Pocketful of Cricket. New York: Henry Holt & Company, ISBN: 0785774009. This is the story of a young boy who stuffs his pocket full of things he values. One day he decides to empty his pocket for one special thing, a cricket.
• Hoban, Lillian, 1981. Arthur's Funny Money. New York: Harper Trophy, a division of Harper Collins Publishers, ISBN: 0064440486. Arthur doesn't have enough money in his piggy bank to buy the Frisbee T-shirt and matching cap he wants. His sister, Violet, learns mathematics as he earns enough money for the T-shirt, cap, and has money left over for licorice twists for both of them.
• Pellowski, Michael J., 1986. Moosey Saves Money. Mahwah, New Jersey: Troll Associates, ISBN: 0816706298. Moosey really likes to save money, but eventually he learns that there are times when it is wise to make decisions to spend instead of save.
• Viorst, Judith, 1980, Alexander Who Used to be Rich Last Sunday. Aladdin Paperbacks; ISBN: 0689711999. One Sunday Alexander's grandparents gave him a dollar, which he wanted to save for walkie-talkies. But as a result of some poor choices he soon was left with only bus tokens in his pockets.

Teacher Resource:

• Julio, Susan, 1998. Consumer Math: Activities to Teach Counting, Saving, Shopping, and Banking, Grades K-3. Carson-Dellosa Publishing Company, Inc.; ISBN: 0887244602. An excellent resource for teaching young children about living with money. For this lesson use the ninth activity, “Banking.”

Mathematics Connection: To reinforce a common reason for saving, discuss how people often want something, but do not have quite enough money to buy it. Discuss that people usually earn money to save for major purchases.
a. Make a chart with the following columns: (1) Item wanted, (2) Price of item (3) How much money I have, and (4) How much money I need.
b. Make “item” cards, by pasting cutouts from catalogs or magazines on index cards, that have a higher price than the amount of money you will give students.
c. Give each student a designated amount of money, a copy of the chart, and five “item” cards.
d. Ask them to complete the chart. As optional procedures, students could work as a whole group or in cooperative learning groups.

Science Connection: Tell students about how some animals save for winter. Connect the idea of how a hibernating animal, such as the Kodiak bear, prepares and plans for the winter months. Connect the example of a bear’s feeding habits to develop layers of fat so that it is secure in winter, to saving ahead for a rainy day or for something they will want in the future. Explain that squirrels and some other animals also save food for future use.

Drama Connection: Have students role-play a scene at the bank. One student will fill out a pretend deposit slip, while a second student will act as the banker. Pairs of students can repeat the activity, reversing roles.

Social Studies Connection: Have students who have “piggy” banks at home describe them for the class. Tell students about the history of the “piggy” bank. Explain that the first piggy banks were called “pygg” banks, named for the type of clay that was used in making the jars that were used to store money. As a follow-up, begin a management system of positive classroom behavior. Have students draw a picture of what they think the first “pygg” bank looked like.

Language Arts/Writing Connection: Have students write a story about themselves in one or more of the following three situations: (1) Spending for something now, (2) Saving for something to purchase later, and (3) Saving for an unexpected want, using examples of items that are meaningful to them. Use opportunity cost to assess whether good decisions were made in each of the three situations.

Children’s Literature:

• Caple, Kathy, 1992. The Purse. Boston: Houghton-Mifflin Co., ISBN: 0395629810. After spending her money to buy a new purse, Katie must make some decisions about getting money to put in it.
• Freeman, Don, 1978. A Pocket for Corduroy. New York: Puffin Books, a division of Penguin Books USA, Inc., ISBN: 0140503528. Corduroy, a toy bear, wants pockets like Lisa uses to store things.
• Mendez, Phil, 1989. The Black Snowman. New York: Scholastic, Inc., ISBN: 0590448730. An incredible black snowman helps a family through some difficult times as two brothers want desperately to get their mother a special Christmas present. They save cans and bottles to save enough money to carry out their wish.
• Shaw, Nancy, 1991. Sheep in a Shop. Boston: Houghton Mifflin Company, ISBN: 0395706726. Five sheep take their piggy bank and go shopping for many things they want. When they dump coins out of their piggy bank, they find they don't have enough money. They decide to clip three bags of their wool and trade the wool for what they want.

Teacher Resources:

• Suiter, Mary. http://www.wisepockets.com. This is an online lesson in personal finance economics on the Wise Pockets World website. The lesson is based on a children’s book, Berenstain Bears' Trouble with Money (ISBN: 0394859170) by Jan and Stan Berenstain and is available in the schoolhouse section. Use this lesson to reinforce the concept of saving. The lesson may need to be adjusted for grade level.

Community Connection: Invite someone from the local Chamber of Commerce to the classroom to share information about community plans and future goals and what those goals will cost the community in immediate wants.

Writing Connection: Design a writing activity sheet in the shape of a large umbrella. Have students draw pictures on the umbrella, and write sentences under it, for a bulletin board titled, Saving for a Rainy Day.

Language Arts/Bulletin Board Connection: Have students work in groups to create acrostics using the letters "S-A-V-I-N-G-S." That is, have students write the letters vertically along the left side of a sheet of paper. Then they should write (or draw), next to each letter, a word beginning with that letter, and telling something for which students would like to save. Create a bulletin board entitled "Pocketful of Savings," making a large pocket and putting the students' acrostics for "S-A-V-I-N-G-S" on the pocket.

Children’s Literature:

• Blos, Joan W., 1989. The Grandpa Days. New York: Half Moon Books, ISBN: 0671882449. Phillip comes up with just the right project to build with Grandpa during their week together, but first he has to learn the difference between wishes and good planning.
• Mitchell, Margaree King, 1993. Uncle Jed's Barbershop. New York: Simon & Schuster, ISBN: 0689819137. Despite serious obstacles and setbacks, Sarah Jean's Uncle Jed, the only African-American barber in the county, pursues his dream of saving enough money to open his own barbershop.
• Stewart, Sarah, 1994. The Money Tree. Canada: Sunburst, Mississippi; ISBN: 0374452954. Mrs. McGillicuddy is growing a money tree (which grows all denominations) in her yard. Although the whole town seems to be overly interested in picking its “leaves,” the owner wants things to get back to normal.
• Williams, Vera B., 1982. A Chair for My Mother. New York: Mulberry Books, ISBN: 0688040748. A child, her mother, and her grandmother save coins to buy a comfortable armchair after all their furniture is lost in a fire.
• Williams, Vera B., 1982. Something Special for Me. New York: Mulberry Books, ISBN: ISBN: 0688065260. Rosa has difficulty choosing a special birthday present to buy with the coins her mother and grandmother have saved. She has many things she wants but only enough money to buy one.

Teacher Resource:

• Julio, Susan, 1998. Consumer Math: Activities to Teach Counting, Saving, Shopping, and Banking, Grades K-3. Carson-Dellosa Publishing Company, Inc.; ISBN: 0887244602. An excellent resource for teaching young children about living with money. For this lesson use the fourth activity, “Saving and Spending.”
  
  

Community Connection: Invite someone from the local Chamber of Commerce to the classroom to share information about community plans and future goals and what those goals will cost the community in immediate wants.

Writing Connection: Design a writing activity sheet in the shape of a large umbrella. Have students draw pictures on the umbrella, and write sentences under it, for a bulletin board titled, Saving for a Rainy Day.

Language Arts/Bulletin Board Connection: Have students work in groups to create acrostics using the letters "S-A-V-I-N-G-S." That is, have students write the letters vertically along the left side of a sheet of paper. Then they should write (or draw), next to each letter, a word beginning with that letter, and telling something for which students would like to save. Create a bulletin board entitled "Pocketful of Savings," making a large pocket and putting the students' acrostics for "S-A-V-I-N-G-S" on the pocket.

Children’s Literature:

• Blos, Joan W., 1989. The Grandpa Days. New York: Half Moon Books, ISBN: 0671882449. Phillip comes up with just the right project to build with Grandpa during their week together, but first he has to learn the difference between wishes and good planning.
• Mitchell, Margaree King, 1993. Uncle Jed's Barbershop. New York: Simon & Schuster, ISBN: 0689819137. Despite serious obstacles and setbacks, Sarah Jean's Uncle Jed, the only African-American barber in the county, pursues his dream of saving enough money to open his own barbershop.
• Stewart, Sarah, 1994. The Money Tree. Canada: Sunburst, Mississippi; ISBN: 0374452954. Mrs. McGillicuddy is growing a money tree (which grows all denominations) in her yard. Although the whole town seems to be overly interested in picking its “leaves,” the owner wants things to get back to normal.
• Williams, Vera B., 1982. A Chair for My Mother. New York: Mulberry Books, ISBN: 0688040748. A child, her mother, and her grandmother save coins to buy a comfortable armchair after all their furniture is lost in a fire.
• Williams, Vera B., 1982. Something Special for Me. New York: Mulberry Books, ISBN: ISBN: 0688065260. Rosa has difficulty choosing a special birthday present to buy with the coins her mother and grandmother have saved. She has many things she wants but only enough money to buy one.

Teacher Resource:

• Julio, Susan, 1998. Consumer Math: Activities to Teach Counting, Saving, Shopping, and Banking, Grades K-3. Carson-Dellosa Publishing Company, Inc.; ISBN: 0887244602. An excellent resource for teaching young children about living with money. For this lesson use the fourth activity, “Saving and Spending.”

Community Connection: Invite a veterinarian to the class to explain how veterinarians take care of pets’ medical needs. Ask the veterinarian to discuss the cost of medical care for pets. In follow-up discussion, explain that sometimes people give away pet dogs and cats because of expenses, such as health care.

Decision Making: Use the decision-making apron from Lesson 4 to have students make a spending decision when deciding to buy one of two popular videos. (See pages --- for Decision Making Activity.) Have students make a card for each pocket until they get to the star decision pocket. Then give every student a card on which to draw their choices and write (on the back if necessary) why they chose it.

Family Connection: By way of a note in the Message Pocket, ask parents to list things they consume as adults and to help students list things the whole family consumes. Students can bring these back to the school to compare/contrast among things consumed.

Science Connection: Have students find out about the purpose of “pockets” in hamsters’ mouths. Because they store food, stress the similarity of saving as a way to plan for future spending decisions.

Music Connection: Sing How Much Is That Doggy In The Window. Change the lyrics with other pet names that the students like.

Critical Thinking and Writing: Divide the class into groups of three or four students. Show the students a picture of a hamster or give each group a picture of a different breed of hamster. Tell students to choose a name for the hamster. The group must agree on the decision. Tell them to discuss what they think a hamster does all day. Then they are to write a description of what a hamster would do all day. They should include the goods and services a hamster would consume. Optional: Students who are too young to write the description can dictate their thoughts to the teacher after discussion. Allow each group to share the name for the hamster and the written description.

Children’s Literature:

• Berenstain, Stan and Jan, 1988. The Berenstain Bears Get the Gimmees. New York: Random House, Inc.; ISBN: 0394805666. The Berenstain Bears have many wants when they go shopping, and Gran and Gramps come up with a plan to help brother and sister bear get rid of a bad case of the "greedy gimmees." The plan involved choosing one thing before going shopping, then getting that one thing, or getting nothing.
• Inkpen, Mick; Ankpen, Mick 1999. The Great Pet Sale. Orchard Books; ISBN: 0531301303. With a pocketful of coins, a young boy must choose which animal to purchase at the ''Everything Must Go'' pet store sale. A self-marketing rat conducts a tour for the buyer, who finally exchanges his one hundred cents for all twenty-one critters.
• Lobel, Arnold and Anita, 1981. On Market Street. New York: Mulberry Books; ISBN: 0688087450. On a spending spree, a child buys presents from “A to Z” in shops along Market Street
• Russo, Marisabin, 1993. Trade-In Mother. New York: Greenwillow Books; ISBN: 0688114172. At first, Max wants to trade in his mother, but he soon decides that he would never trade her for a different mother.
• Trapani, Iza; Merril, Bob, 1997. How Much Is That Doggie in the Window. Charlesbridge Publishing; ISBN: 1879085747. A young boy wants to buy a puppy but he doesn’t have enough money. He comes up with a plan to earn money, but is not very successful. Each page in the story is a new verse of the popular children’s song by Bob Merrill.
• Viorst, Judith, 1980. Alexander, Who Used To Be Rich Last Sunday. New York: Aladdin Books, Macmillan Publishing Company, ISBN: 0689711999. Alexander receives a gift of one dollar and must decide how to use this gift.

Teacher Resources:

• Flowers, Barbara, Meszaros, Bonnie, and Suiter, Mary C., 1994. Economics and Children's Literature, 1994 Supplement. St. Louis: SPEC Publishers. This book contains 15 economics lessons, 7 of which are for students in grades 1-3. To reinforce the concept of prices, use the lesson for the book, Strega Nona Meets Her Match, by Tomie De Paola (ISBN: 0698114116).
• Hopkins, Martha C., Wright, Donna K., and Wood, William C., 1998. Economics and Children's Literature, Supplement 3. St. Louis: SPEC Publishers. This book contains 15 hands-on economics lessons for small children, based on familiar children’s literature, and feature basic concepts. To reinforce the concept of consumer spending, use Lesson 6, Just Shopping With Mom (ISBN: 0307119726). To reinforce the concept of barter, use Lesson 11, One Fine Day (ISBN: 0020436203).
• Julio, Susan, 1998. Consumer Math: Activities to Teach Counting, Saving, Shopping, and Banking, Grades K-3. Carson-Dellosa Publishing Company, Inc.; ISBN: 0887244602. An excellent resource for teaching young children about living with money. For this lesson use the sixth activity, “Store Smarts.”
• Phipps, Barbara J., Hopkins, Martha C., and Littrell, Rita, 1993. Master Curriculum Guide in Economics: Teaching Strategies K-2. New York: National Council on Economic Education. See Lessons 21 and 22, which teach about bartering. buy it

Community Connection: Invite a farmer or the owner of a retail store to visit the classroom and share information about planning for spending decisions in their professional activities. Ask the farmer or retailer to make a list for students of their planned spending. For a farmer this could include the cost of buying or renting land, fertilizer, seed and equipment. For the retailer this could include the cost of buying or renting the building, hiring sales people, buying goods to be sold, and the cost of utilities such as electricity.

Math/Family Connection: Using a grocery receipt from a recent shopping trip, have the parent and the child circle all the purchases that were unplanned. Ask parents to help students add the total of all the circled (unplanned) items. Then subtract this total from the total for the entire grocery receipt, to find out how much was spent on planned items. Compare this answer (planned spending) with the total of the circled items (unplanned spending). Which answer is greater? Did the family spend more on planned or unplanned spending? Discuss both the planned and unplanned spending decisions and how they both help to satisfy the family’s wants.

Art and Language Arts Connection: Give each student a piece of folded drawing paper to make a birthday card for Ms. Kim. Tell them to draw a birthday party picture on the front, and on the inside write a note to Ms. Kim telling her about the decision they helped to make in class. For older students, encourage them to include costs, benefits, and opportunity cost of the group decision.

Children’s Literature:

• Axelrod, Amy, 1999. Pigs Go to Market: Fun With Math and Shopping. Aladdin Paperbacks; ISBN: 0689825536. Grandma and Grandpa Pig win a prize at the local store, where they are allowed five minutes to get anything they want, so they must plan it just right to get the best stuff in the given amount of time.
• Brodmann, Aliana, 1998. The Gift. Aladdin Paperbacks; ISBN: 0689822405. Trying to decide how to spend her Hanukkah money, a little girl wanders past her favorite stores until the lovely melody of a street musician catches her ear.
• Caines, Jeannette, 1993. I Need A Lunch Box. New York: Harper Trophy/HarperCollins Publishers; ISBN: 0064433412 . An African-American child dreams of having a different lunch box for every day of the week.
• Hutchins, Pat, 1989. Don't Forget the Bacon. Mulberry Books; ISBN: 0688087434. A simple trip to the grocery store becomes a humorously complicated jaunt when a boy mixes up his shopping list.
• Kirk, David 1997. Miss Spider's New Car. Scholastic Trade; ISBN: 0590307134. Miss Spider and her fuss-budget husband Holley are test-driving cars through the bug buggy marketplace and decide on the very first car they had tried.
• Mayer, Mercer, 1985. Just Grandpa and Me. Golden Books Pub Co Inc; ISBN: 030711936X. Little Critter and his grandfather head for a shopping expedition in the city.
• Prelutsky, Jack, 1990. Something Big Has Been Here. The poem, "They Never Send Sam to the Store Anymore." New York: Greenwillow Books; ISBN: 0688064345. Because Sam does not follow the grocery list when he is sent to shop, but chooses many of his own unplanned purchases, his family won't send him to the store anymore.

Teacher Resources:

• "The Ant and the Grasshopper" in The Fables of Aesop. This fable contrasts an ant that works during the summer in the preparation for winter with a grasshopper that plays in the summer with no planning for winter.
• Buyer Be Wise. An 8 minute video from Disney Educational Productions, 105 Terry Drive, Suite 120, Newtown, PA 18940; Telephone 1-800-295-5010. The product number is 68584 and the current price is $59. Through excerpts from Disney cartoons, students learn terms such as consumers, wants, income, saving, and advertising. The program focuses on wise consumer choices, influences on consumers, and the importance of saving for future spending.
• Julio, Susan, 1998. Consumer Math: Activities to Teach Counting, Saving, Shopping, and Banking, Grades K-3. Carson-Dellosa Publishing Company, Inc.; ISBN: 0887244602. An excellent resource for teaching young children about living with money. For this lesson use the seventh activity, “Shopping Wisely.”

Social Studies and Art Connection: Show students one of the three videos listed in the Teacher Resources below (Buy Me That, Buy Me That, Too, and Buy Me That, 3). Discuss the appeals used to help sell products illustrated by the video. Have students consider products that they or their parents bought that were disappointing and not at all like the advertisements that influenced them to buy. Have students draw two pictures, one on the front of the page showing what their product was supposed to be like, and another on the back of the page showing what it was really like. Older students can write a sentence to tell about each picture.

Writing Connection: Have students write letters to a toy manufacturer, explaining what the students liked about a toy or voicing a complaint and providing reasons for their dissatisfaction. For younger students, have them dictate a class letter.

Mathematics Connection: Set up a mock classroom yard sale, and provide students with play money. To attract buyers, students should prepare advertisements for their products. Students will reverse roles as buyers and sellers at the midpoint of the activity. After the activity, have students compare money spent on each product and graph the results.

Children’s Literature:

• Barracca, Debra, 1999. Maxi, the Star. Puffin Books; ISBN: 0140565574. Maxi and Jim take their taxi cross-country, so Maxi can do a screen test for Doggie Bites.
• Berenstain, Stan and Jan, 1999. The Berenstain Bear’s Mad, Mad, Mad Toy Craze. Random House; ISBN: 0-679-88958-2. The peace and calm of life in Bear Country is disrupted by the arrival of Bearie Bubbies. The cubs will do anything to get their hands on these adorable, collectible little toys.
• Brown, Marc Tolon, 1997 Arthur's TV Trouble. Little Brown & Co (Juv Pap); ISBN: 0316110477. Seeing commercials for the Amazing Doggy Treat Timer, Arthur thinks that it would be the ideal gift for his puppy, Pal. The more he watches television, the more he becomes a commercial fan. But the Treat Timer’s lights, noises, and rocketing treats frighten Pal.
• Conford, Ellen, 1999. Nibble, Nibble, Jenny Archer, Little Brown & Co (Juv Pap); ISBN: 0316152064. When she appears in a television commercial, Jenny Archer envisions great success until she discovers that the snack food she eats in the advertisement is actually for gerbils.
• Hoban, Lillian, 1984. Arthur’s Funny Money. HarperTrophy; ISBN: 0064440486. Violet has a problem with numbers. She can’t solve her math problem. Arthur is broke and needs money to buy a T-shirt. They use advertising to promote their business and solve their problems..
• Hutchins, H. J., 1999. Robyn's Want Ad. Formac Publishing Co., Ltd; ISBN: 0887804586. Robyn advertises in the newspaper for a part-time brother.
• Mayer, Mercer, 1989. Just Shopping with Mom. Golden Books Publishing Co Inc; ISBN: 0307119726. A brother and sister have many wants when they go shopping with Mom.
• Silverstein, Shel, 1981. A Light in the Attic. Harpercollins Juvenile Books; ISBN: 0060256737. In his poem, “Clarence,” Shel Silverstein presents a young boy who is overwhelmed by television advertising and finally sends away for two new, improved parents.

Teacher Resources:

• Buy Me That, (28 minutes), 1989. Available from Public Media Home Vision by telephone at 1-800-826-3456. Current price is $19.95. This video introduces children to television advertisements for toys.
• Buy Me That, Too, (30 minutes), 1992. Available from Ambrose Video Publishing, Inc., 28 West 44th Street Suite 2100, New York, NY 10036. Order or from the website (www.ambrosevideo.com) or by telephone at 1-800-526-4663 (sold to schools and libraries only). Current price is $79.95. A kid’s survival guide to TV advertising.
• Buy Me That, 3, (28 minutes), 1993. Available from Public Media Home Vision by telephone at 1-800-826-3456. Current price is $19.95. This video introduces children to television advertisements for food.
• Julio, Susan, 1998. Consumer Math: Activities to Teach Counting, Saving, Shopping, and Banking, Grades K-3. Carson-Dellosa Publishing Company, Inc.; ISBN: 0887244602. An excellent resource for teaching young children about living with money. For this lesson use the eighth activity, “Buy Me!”

Family Connection: In a letter sent in the Message Pocket, ask parents to discuss borrowing in their family and how they pay back what is borrowed. Examples of borrowing may include sending a child next door to borrow an egg for a special recipe or receiving a bill in the mail from the doctor to pay today for services a family member received previously.

Teachers as Borrowers Connection: Teachers can model good borrowing behavior as they borrow things from each other, such as hole punches, staplers, books, or construction paper. Share these times with students, give them jobs of helping to remember to return items, and verbally remind all students how important it is to pay back what they borrow. Have the librarian come in and emphasize responsible borrowing.

Mathematics Connection: Have students interview the cafeteria manager in the school to learn how many students borrow lunch money during one month. Explain that receiving the benefits of borrowing now involves bearing the costs of paying back the loan later and giving up future spending. The teacher can calculate how much money this represents. This could be graphed by grade levels. Also have students make up story situations about someone borrowing and paying back lunch money, and then create addition and subtraction problems to go with each situation. Let students use calculators to determine the answers if necessary.

Children's Literature:

• Brisson, Pat, 1994. Wanda's Roses. Honesdale: Boyd's Mill Press; ISBN: 1563971364 Wanda saves a special "rosebush" by cleaning up its environment with the help and borrowing from neighbors. Excited by the promise of roses, she borrows library books on flower arranging.
• Deedy, Carmen Agra, 1994. The Library Dragon. Peachtree Publishers; ISBN: 156145091X. When a dragon named Miss Lotta Scales becomes the new librarian at Sunrise Elementary School, she is determined to preserve her precious books from the destructive clutches of the children, until little Molly Brickmeyer shows her that reading them is more fun than guarding them.
• Gibbons, Gail, 1988. Check It Out!: The Book About Libraries. Harcourt Brace; ISBN: 0152164014. Through reading this book children will learn how to check out a book and the importance of returning a book on time and in good condition. It discusses what is found in a library and how different libraries serve their communities.
• Kimmel, Eric A., 1993. Four Dollars and Fifty Cents. New York: Holiday House; ISBN: 0823410242. A cowboy gets in trouble by borrowing money from anyone who will lend to him. He knows if he repays one person, he'll have to pay back what he has borrowed to everyone. His refusal to do so causes more trouble for him, exaggerated in comical style.
• Lyon, George Ella, 1994. Mama is a Miner. New York: Orchard Books; ISBN: 0531068536. To avoid borrowing and keep the bills paid, a mother leaves a cashier's position for a a more responsible job in the coal mines, much to the dismay of her family.

Writing Connection: Have students write sentences (with an illustration) about a lending experience they have had and how the loan was repaid. For younger students, have them dictate sentences to accompany their picture.

Community Connection: Have the cafeteria manager visit the classroom to explain the credit system used in the cafeteria as well as the policies for handling nonpayment of borrowed lunch money. Ask the cafeteria manager to field questions from the students to help clarify any possible misconceptions they may have. What are the benefits and costs to the borrower of unpaid loans? Is it a wise decision not to repay?

Family and Community Connection: In a letter sent home in the Message Pocket, encourage parents to take students to a local library to get a library card. Suggest that parents discuss the following points with students:
a. Explain the library transaction in credit terms, emphasizing that the agreement between the library (the lender) and the student (the borrower) is built on trust.
b. Explain that the student is responsible for returning the book on time, according to the policy of the library.
c. Explain that the student builds a "good credit history" with the library by returning books on time. If the student breaks that trust by not returning books on time, the student borrower must pay a fine.

Math Connection: Make up scenarios in which someone lends money to two different people. Have students create addition problems to calculate how much money in all must be paid back by the responsible borrowers to the lender.

Children’s Literature:

• Fyleman, Rose, 1986. A Fairy Went A-Marketing. New York: E.P. Dutton; ISBN: 0140547517. A fairy borrows from nature but always takes good care of what she borrows, eventually giving back what she has borrowed.
• Jeffers, Susan, 1991. Brother Eagle, Sister Sky. Dial Books for Young Readers; ISBN: 0803709692. Chief Seattle's words emphasize the belief of American Indians that we only borrow from Mother Earth and must always take care of and give back or replace what we borrow in some way that is beneficial to preserving our earth.
• Potter, Beatrix, 1987. The Tale of Ginger and Pickles. Frederick Warne & Co; ISBN: 0723234779. Ginger, a yellow tom-cat, and Pickles, a terrier, run a very popular general store but soon run into trouble because they give everyone unlimited credit.
  

Community Connection: Invite a representative from a local bank to discuss credit decisions. Inform the guest speaker about what the students have studied concerning borrowing, lending and credit, so that the discussion will directly relate to recent classroom activities. Ask the speaker to explain how bankers make decisions about whether to lend money to individuals and how individuals pay back the bank for money they borrow.

Language Arts Connection: Introduce students to sayings and proverbs by using the saying "It takes money to make money." Discuss how this saying is related to Penny's decision to use credit and borrow money from Mr. Lopez to buy the nut and bolt for her wagon. She had to borrow in order to fix her wagon, so it could be used to deliver Ms. Kim’s seedlings. Penny could make more money by performing this job than it would cost to buy the nut and bolt. She would still have money left to put into savings for her bike. Penny also spent money on a book about dogs so she could learn about them and make money on her dog business. Investigate other sayings on the topic of money and money management, asking students to get help from parents and grandparents. Discuss the students' findings.

Bulletin Board and Mathematics Connection: Make and place two pockets on the bulletin board, one labeled “Goods and Services” and the other “Cash Available.” Put pictures and names of goods and services and their prices on cards in the “Goods and Services” pocket. Put smaller amounts on cards in the “Cash Available” pocket. (Use amounts that are lower than the lowest price of a good or service card.) Divide the class into pairs, and have each pair draw a card from each pocket. Using copies of Activity Sheet 4, have students cut out the correct amount of coins that represent the price. Ask students to compare the price with the amount on the cash available card. Next, have students determine the amount of credit needed by subtracting the price from the cash available card. Display the work of each pair of students on the bulletin board.

Music Connection: Teach students the song below. Discuss how the great number of wants that people have often exceeds their ability to pay. This may lead them to seek credit so they will be able to pay.
A-Wanting We Will Go
(Tune: A-Hunting We Will Go)
A-wanting we will go,
A-wanting we will go,
Heigh, Ho, for credit, oh,
A-wanting we will go.

Mathematics Connection: Have students write subtraction problems to go with each scenario in the Wild Wanter activity. Show students how subtraction can be related to credit situations. Explain to students that the difference is the word used to describe the answer in subtraction problems, and in this case is how much someone needs to borrow.

Children's Literature:

• Bluthenthal, Diana Cain, 1997. Matilda the Moocher. Orchard Books; ISBN: 0531330036. Libby's neighbor Matilda frequently borrows Libby’s belongings. Libby grows tired of lending and never being repaid, and she takes action.
• Bunting, Eve, 1997. A Day's Work. New York: Houghton Mifflin Paperbacks.; ISBN: 0395845181. Believing he should not borrow a day's wages until a day's work has been done, a Mexican-American decides not to accept pay in advance of work to be performed, even though he is in great need of the money.

Teacher Resources:

• Flowers, Barbara. http://www.wisepockets.com. This is an online lesson in personal finance economics on the Wise Pockets World website. The lesson is based on a children’s book, Four Dollars and Fifty Cents (ISBN: 0-8234-1024-2) by Eric A. Kimmel and is available in the schoolhouse section. Use this lesson to reinforce the concept of credit. The lesson may need to be adjusted for grade level.

Language Arts and Technology Connection: Divide students into small groups. Have each group create its own play or puppet show about earning income, spending money, saving money, and/or using credit. Instruct students to use as many economic concepts as they can in their plays. Videotape the plays and puppet shows to show to the class, other students, and/or parents.

Math and Technology Connection: On a cash register receipt, show students the place where the tax is listed. Ask them to bring cash register receipts from home. Send notes home to get parents’ help. As students bring in receipts, help them find and highlight the line where tax is added in. Then have them glue the receipts onto a sheet of posterboard, and add the title, “We Pay Taxes.” When the posterboard is filled with receipts, use a calculator to add up all of the tax, as students watch. Older students can read off the amounts as you enter them on the calculator. Write the total amount at the bottom of the poster.

Community Connection: Invite an official of the city government to visit the classroom and talk how tax money is collected. Ask this person to discuss the public goods and service provided with tax money in your community.

Children’s Literature:

• Berenstain, Stan and Jan, 1999. The Berenstain Bears Think of Those in Need. Random House; ISBN: 0679889574. When Mama Bear decides that the family has accumulated too many old toys, books, and games, they sort through all their extra stuff and take it to the Old Bears Home, the Beartown Children's Hospital, and the Bears-Who-Care store.
• Brisson, Pat, 1995. Benny's Pennies. Yearling Books; ISBN: 0440410169. Benny starts his day with five new pennies and is determined to spend them all on his family and pets. With the help of generous neighbors, Benny fulfills each family member's request with a penny.
• Gill, Shelley, 2000. The Big Buck Adventure. Charlesbridge Publishing; ISBN: 0881062944. This excursion into buying power disproves the notion that economics is by nature a dreary topic. When the narrator is given a raise in allowance, visions of new purchases fill her head.
• Glass, Julie, 2000. A Dollar for Penny. Random House; ISBN: 0679889736. On a beautiful summer day a young girl sets up a lemonade stand and sells enough cups of refreshment to add up to a dollar, the teaching of addition with a traditional rite of childhood entrepreneurship!
• Harris Richard, 1995. Who Taught You About Money. Hampton Roads Pub Co; ISBN: 1878901915. Anyone who is interested in being more effective with their personal finances would enjoy this book and gain the essence of effective money management.
• Searls, Michael J., 1997. Allowance Kit, Junior! A Money System for Little Kids. Summit Financial Products Inc; ISBN: 0964826518. This book with tape recording bridges an information gap that exists for children. It teaches the basic principals of money and finance. Winner of the Parents Choice award and the Most Innovative Product of the Year award.

Teacher Resources:

• McCurrach, David, 2000. Kids' Allowances - How Much, How Often & How Come, A Guide for Parents (includes an Allowance Workbook for children). Kids Money Press; ISBN: 0967767105. This system uses an allowance to teach kids to manage their money responsibly. It is also used as a tool to encourage saving, sharing and appropriate gift-giving.
• Teresa, Le Joly, Edward, and Chaliha, Jaya, 2000. Stories Told by Mother Teresa. Element; ISBN: 1902618653. This book contains a foreword describing Mother Teresa's early life, her calling, and the founding of her order, which precedes 11 poignant stories, derived from Mother Teresa’s personal experiences, and often used by Mother Teresa to illustrate her message. In one, she describes one Christmas when 150 of her abandoned children are transported above Calcutta and given an airplane ride. In another, schoolchildren give up prize money to help the orphanage. The sweet tales can be used to help young students see the value of giving to others, and the work that can be done through ordinary means and people, including children.

Art Connection: Have students draw pictures of themselves being responsible with money. Place the drawings on a bulletin board entitled "I Choose To Be Responsible With My Money."

Language Connection: Ask students to finish a story that starts, "If I am responsible with my money, I can...."

Math Connection: Help students make up a way to manage an imaginary child’s budget based on a given amount of income. Have them decide how much of the income would go to different categories, such as spending, saving, repayment of credit, taxes, and charitable gifts.

Physical Education Connection: As students review the concepts of income, spending, saving and credit, have them work on hand-eye coordination. Ask students to stand or sit in a circle. Give four different-size items such as a ball, a bean bag, a book, and a stuffed animal to four of the students. Have students pass the items around the circle while playing music on a tape recorder. When you stop the music, the four students holding the items share an example that represents one of the basic concepts — income, spending, saving, and credit. The student holding the ball may tell a story that represents income, the student holding the bean bag may tell about an example of saving; the student holding the book may tell about an example of spending, and the student holding the stuffed animal may tell about an example of credit. Continue the game. At a the end of each round of the game, have students pass the items in the opposite direction while the music plays.

Community Connection: After students have played the Pocketful of Winners game in Activity 1 and have won a badge, give them an opportunity to encourage and reward others for demonstrating good money management decisions. Give each student four more badges to color, decorate, and cut out. Have them keep their decorated badges in their Message Pockets until they are needed. Explain they should use two badges to reward classmates, family, or friends for demonstrating smart money management decisions—earning income, saving money, spending money, or using credit. Students who observe the $mart decision should give a badge to the person and place another badge with that person's name on it on a prepared bulletin board. Later, have students tell who received the badges and why.

Children’s Literature:

• Berenstain, Stan and Jan Berenstain, 1983. The Berenstain Bears' Trouble with Money. New York: Random House; ISBN: 0394859170. At first the Berenstain bears spend too much money. Then they earn money and become responsible money managers.
• Caudill, Rebecca, 1964. A Pocketful of Cricket. New York: Henry Holt & Company; Econo-Clad Books; ISBN: 0785774009. This is the story of a young boy who stuffs his pocket full of what he considers to be of value. One day he decides to empty his pocket for one special thing, a cricket.
• Godfrey, Neale S., 1998. Ultimate Kid’s Money Book. Simon and Schuster; ISBN: 0689817177. Facts, fables, advice, strategies, games, history, vocabulary, and more are presented in this exciting treatment of money and economics for kids. It tells the story of money from bartering to investing, with information about America's economic structure and the government's economic role; taxes; the laws of supply and demand; inflation and depression; and stocks and bonds.
• Levin, Anne, 1999. The Money Book and Hideaway Bank: A Smart Kid’s Guide to Savvy Spending and Saving. Somerville Home; ISBN: 1-58184-018-7. This is a kid's guide to money management with a wealth of tips about earning, budgeting, banking, spending, saving, and even investing.
• Williams, Vera B., 1986. Something Special For Me. William Morrow & Co Paper; ISBN: 0688065260. This is a story about a little girl, Rosa, who gets to choose her own birthday present. Knowing that her family has saved the money for a long time makes it difficult for Rosa to choose a gift. She finally decides on a gift she can share with her family.

Teacher Resources:

• Bodnar, Janet, 1997. Dr. Tightwad's Money-Smart Kids. Times Books; ISBN: 081292889X . “Dr. Tightwad" shows parents how to turn their kids into super savers, savvy shoppers, and cautious users of credit--and even have fun doing it.
• Godfrey, Neale S. and Carolina Edwards, 1994. Money Doesn't Grow On Trees: A Parent's Guide to Raising Financially Responsible Children. Fireside Publishers; ISBN: 0671798057. This guidebook about money management suggests activities for parents and youth from two years through the teen years, using age-appropriate exercises and concrete examples.
• Money for Kids. (Periodical). New York: Time, Inc. Time & Life Building, Rockefeller Center. This magazine, designed for students approximately, ten years of age and older, emphasizes the choices students have to make and how they make them.
• Pocket Bank: A Portable Money Management System for Kids: Calculator, Cassette and Pocket Bank, 1997. Summit Financial Products Inc; ISBN: 0964826577