Fifth
Grade Financial Foundation
Lake Central School
Corporation
Homan Elementary School
The Continuation Grant at Homan Elementary School enabled
fifth graders to further their economic education. The daily system of children earning mini-economy money continued
to serve as a means of encouraging children to become responsible citizens
not only at school, but also in the community.
Through budgeting money for rent, paying for classroom enrichment activities,
paying fines, accurate record keeping, and planning for the future through
saving, children are better prepared to handle life’s monetary challenges.
As last year, a portion of the money was used to buy clay
pots. Replacement paint and brushes
were also purchased. Fifth graders sold the decorated pots to other students.
Since these entrepreneurs were last year’s fourth graders, they had
definite ideas about how to market their products.
They decided that it would be a good idea not to advertise as much
as last year. They believed that this would make it easier
for everyone to have a chance to purchase.
A valuable lesson in advertising was learned. There were about twenty pots left after a two-day sale. Last year, there were no pots left after about
two hours. The profits of the flowerpot
sale were given to the local DARE program. The DARE officer was very appreciative of the donation that will
help next year’s DARE program.
Children who were interested were encouraged to select a
company, and keep track of its earnings on the Stock Market. The children checked their stocks both on line
and in the newspaper. The teachers learned a valuable economic lesson through
the purchase of printers and digital cameras. We were able to purchase these objects by using comparison, supply
and demand, and advertising that piqued consumer interest. Printers and cameras
were used for record keeping, as well as documentation of class projects.
The remainder of the grant money was used to buy economic
games and videos. The games were used
as mathematics enrichment activities. Teachers
were also able to purchase dry erase boards that were useful in keeping score
with the games.
Contacts:
| |
Karen
Finley, Kris Johnson, Dawn Toms,
and Ann Ziemkiewicz
Homan
Elementary School
210
East Joliet Street
Schererville,
IN 46375
(219)
322-4451
|
INDIANA
TWISTER
SCHOOL CITY OF
MISHAWAKA
HUMS ELEMENTARY
SCHOOL
The 2001-2002 Economic Education Continuation Grant provided all
students in the fourth grade at Hums Elementary School the opportunity to
learn Indiana Academic Standards in economics and others subject areas through
first-hand, interactive experiences.
Students began their endeavors by learning basic economic concepts.
They maintained economic portfolios using materials and curriculum established
during previous grants. Teachers carefully
structured lessons to promote the development of composition skills, as well
as economic skills. In this way, students met several standards for language
arts.
Fourth grade students updated and marketed the Indiana Twister
Game, Jr. and Sr. to children
throughout the state, helping them learn about basic economic terms. Students acted as economic tutors to children
in grades K-3, using this game as the basis of instruction.
Adding to the economic content,
fourth grade students established contacts with numerous Indiana businesses,
which produced goods and services used throughout the world. Using interviews,
the Internet, and family business connections, students located and communicated
with these businesses. Following a closely developed outline, students created
reports that consisted of written, oral, and graphic components. These reports
were compiled and saved on CD Rom to share with other Indiana students. Through
this research, students gained an understanding of the importance of Indiana
in the world and met Indiana standards in language, composition, technology,
and research skills.
A fun-filled Family Economic Twister Night with a crowd of about
two hundred students, parents, and siblings, culminated this year’s study.
Students used the Indiana Twister games to teach parents and siblings
about economics. Students’ Indiana business reports were shared with the group.
All feasted on twisted ice cream, topped with generous amounts of edible debris.
Contact:
| |
Susan Bella Howland
Hums Elementary School
3208 Harrison Road
Mishawaka, IN 46544
(574) 254-3814
|
WORLD
ECONOMICS
Western Wayne Schools
Lincoln High School
The
2001-02 Economics Education Grant provided Lincoln High School economics students
the opportunity to apply textbook principles to world situations. The students were also able to compare economic
practices and events in the United States to similar events in eastern European
countries. The goals were to cause
the students to think globally, apply economic principles, and to retain the
information they learned.
The
Lincoln High School economics class formed a team with Archive Management
Solutions in Warsaw (AMS), Poland. Our
foreign partner provided the class with the weekly business journals from
Warsaw, Budapest, and Prague, and daily business newsletters from Poland,
Hungry, and the Czech Republic. Lincoln
High School provided similar publications from Indianapolis. The manager of AMS was also available for live
conversation with the students once a week via telephone amplifier.
Once
a week the students were divided into four teams representing Indiana, Czech
Republic, Hungry, and Poland. Significant
economic concepts from the week’s classroom discussion were selected.
Each team searched their business journals and newsletters for articles
related to the concepts for the day. After
selecting the articles and discussing them with the team, the students would
present the most interesting and significant stories to the class.
Questions were also selected for the foreign correspondent. Our foreign correspondent was then contacted
by telephone. After a short presentation
by our partner in Poland, students were given time for a lively question and
answer period. The partner in Poland
also took digital pictures of related sights in Poland and emailed them to
the classroom. The students kept charts
of their countries’ currency rates and population growth using a website.
To conclude the day’s activities the students selected an occupation related
to the daily discussions.
The
grant provided funds to pay for the newspapers, telecommunications, and student
marketing projects. Each year the
project has used grant funds to develop the capacity to become self-sustaining
when the grant is concluded.
Through
the project students learn about other countries, and the similarities and
differences with their country. When
the economic concepts are linked with vivid stimuli, the knowledge is retained
longer and recalled much easier. The
experiences with the Polish partner have created a lasting understanding and
appreciation.
Contact:
| |
David
Bowers
Western
Wayne Schools
519
Queen Street
Pershing,
IN 473370
(765)
478-5375
|
REALITY
FAIR
Tri Creek
School Corporation
Lowell
Middle School
The 2001-2002 Economic Education Continuation Grant facilitated
the expansion of the Reality Fair for eighth grade students at Lowell
Middle School. The Reality Fair
gave students a venue to practice economic decision-making and communication
skills.
The first phase was a Reality Store, a program based on activities
developed by the Business and Professional Women of Indiana. Students learn during this activity to keep
a realistic budget, while participating in a true-to-life economic scenario. Fifty community and business leaders manned
21 booths in order to provide students a realistic experience. Several weeks before the event students chose
their occupations, marital status, children, and pets during class time in
preparation for the day. On the day
of the event students were given a monthly salary for their chosen occupation.
At the tables students paid income taxes, utilities, housing costs,
phone, transportation, childcare, and insurance cost.
Many came to the realization that they could not live the day-to-day
life they dream of on the income they had been given them.
Fifty-six career specialists participated in the expanded
second phase. These specialists were
able to discuss their careers one-on-one with the students who had prepared
questions in advance. This portion of the Fair enabled students to examine
career expectations for the future.
Eighth grade teachers used the Reality Fair as part
of a interdisciplinary life skills unit.
Teachers spent time in class working with students on creating a list
of questions to ask the specialists, filling out job applications, writing
resumes, balancing checkbooks, discussing advantages and disadvantages of
using credit, practicing interviewing techniques, and discovering the importance
of borrowing and lending money through the use of bank loans.
The Reality Fair created an excellent public relations
event. Over 100 community volunteers
participated in the day and came in contact with over 280 eighth students.
Students benefited from the exposure to this wide variety of volunteers
from local businesses, universities, organizations, and labor unions.
The community enjoyed spending the day with young people and saw the
potential of today’s youth. The day
was a worthwhile experience and an excellent learning event for all.
Contacts:
| |
Laura
Eller and Jennifer Watanapongse
Lowell
Middle School
200
West Oakley Avenue
Lowell,
IN 46356
(219)
696-7701
|
Everyday
with Nature
South
Spencer County School Corporation
Luce
Elementary School
The 2001-2002 Economics
Education Grant enabled students in grades K-5 the opportunity
to start a mini-economy. The teacher-directed
school/business partnership program addressed specific economic concepts as
outlined in the K-8 Indiana Academic
Standards for Social Studies.
Grade five students and the nature club spearheaded this
endeavor. The project emphasized the
production of nature calendars and Christmas cards. With teacher guidance, students submitted drawings for the calendars.
Students in grades four and five produced the cards, kept track of
orders, and estimated profits. Grade five students applied for job openings
including production, specialization, advertising, sales, accounting, and
secretarial duties. Sales were placed in a savings account daily.
The students gained first-hand experience of the economic process by
engaging in these activities.
Resource people, entrepreneurs, bankers, and teachers instructed
the students during this successful business venture. Econ and Me, Play Dough Economics,
and The Classroom Mini- Economy served as excellent resources. Students
gained understanding of important economic terms and concepts. Business decisions were addressed and terms
such as wages, profits, and job skills were defined. During the unit of study, fifth students presented the economics word of the day to grades
3-5. Field trips were scheduled to
further the understanding of the economic process.
A pretest and posttest were administered. Results showed tremendous improvement in economics
after the unit of study. Everyday with Nature was indeed a successful
business venture.
Contact:
| |
Patricia Keith
Luce Elementary School
1057 North County Road 700 West
Richland IN 47634
(812) 359-5403
|
ECLECTIC
ECONOMICS
Avon
Community School Corporation
Maple
Elementary School
Interest in economics has
continued due to a 2001-2002 economics grant.
Previous programs have continued to grow and expand, and new activities
have been added. The third annual
Entrepreneur Day was just held. For
Entrepreneur Day, each interested class produces one or more products that
are marketed to other students. During
the first year, nine classes participated.
This year eighteen classes participated.
For the event, the students produced dog toys, homemade soap, paper
mache bowls, tubes of cookie dough, American flag pins, scented play dough,
and other interesting items. As the
students created these various items, each teacher provide economic instruction
using children’s literature along with materials from the Indiana Department
of Education and the National Council on Economic Education.
At Maple Elementary School, children’s literature has become
the key component of the economic program.
Teachers in kindergarten through fourth grade began with literature,
and then integrated appropriate economic lessons and activities. Fourth grade students thoroughly enjoyed reading
The Richest Kids in Town and The Toothpaste Millionaire. These books allowed the students to analyze advertising, product
development, and business organization.
This year the Maple
Paper Post was established.
Each classroom had an address posted outside the door and a freestanding
mailbox just inside the door. Because
of the Maple Paper Post, students had the opportunity to correspond
with others within the building. Notes
and letters were written during free moments in the classroom, delivered by
the class postal carrier to the central post office in the library, processed
at the post office, and then delivered by the postal staff to the appropriate
address. Wee
Deliver, a program set
up by the National Postal Service, was used as a model for setting up the
Maple Paper Post. The Post had fifteen regular workers who performed their duties during recess.
The Avon School Corporation has a completely refurbished
1840’s log cabin that sits directly behind Maple Elementary School. This cabin is known as the Lindsey Blair House;
it belonged to Solomon Blair , a State Representative in 1855. Adjacent to the cabin, herb garden has been
designed and planted. A Boy Scout
built the frame and the Hendricks County Master Gardeners helped the students
design the garden and select herbs. The
selected herbs will be used for natural dying, and for making craft projects
such as wreaths, potpourri, and scented stationary. It is hoped that the herbs will generate revenue that will be used
to furnish the Lindsey Blair House.
Contact:
| |
Linda
Corcoran
Maple
Elementary School
7237
East U.S. Highway 36
Avon,
IN 46123
(317)
272-7709
|
JOB
SHADOW PROJECT
Milan Community
School Corporation
Milan Middle School
The 2001-2002 Economic
Education Grant enabled six seventh and eighth grade classrooms to participate
in a job shadowing experience. This
opportunity emphasized each student’s aptitudes and talents, based on The
Keirsey Temperment Sorter and the Holland Career Interest Inventory survey.
Each student spent approximately four hours of quality time with members
of the local business community to see how school and work are related. This
enabled students to gain a better understanding of the world of work, and
to explore possible career choices for the future.
Students participated by performing specific tasks,
which were supervised by the job site employer, recording observations and
completing a detailed questionnaire regarding the occupation. Upon completion of the shadow experience, students
created a PowerPoint presentation detailing theiractivities. Occupations were in the fields of: banking,
education, computers, cosmetology, medicine, law, and automotive.
Students enjoyed their job-shadowing encounter
immensely. Students now have an understanding
of the ramifications of full-time employment. Students also gained an awareness of the increased
need for the power of planning for their future and the need to set realistic
and obtainable goals for their age levels with heightened expectations for
the future.
Contact:
| |
Zachary
T. Wade
Milan Middle School
609 Warpath Drive
Milan, IN 47031
(812) 654-1616
|
ALL
AROUND OUR TOWN
Mooresville Consolidated
School Corporation
Neil Armstrong, Newby, North Madison &
Waverly Elementary Schools
The 2001-2002 Economic Education Grant allowed more than
800 students to take part in All Around Our Town, a program for kindergarten
through second graders to participate in a local economy. For one day, the
students worked at various booths which represented area businesses. Students earned money for completing work at
each business: reading blueprints at a tool and die, practicing 9-1-1 calls
for the police station, sorting items at a grocery, reading X-rays and using
a stethoscope at the hospital, working in an assembly line at a baby wipe
packing plant, and sorting wood by species at a veneer plant.
The students earned money based on how well they completed
the job, if they used good business etiquette, and if they knew whether each
business produced a good or service. After the work session, students were
able to spend their money at a general store.
The goal of this event was to help students understand the
direct relationship between classroom learning and the real world. Students
had discussed the meaning of economic terms such as services, goods, production,
income, spending, saving, while using decision-making skills. By creating
this mini-economy, students obtained hands-on experience with key economic
concepts. This created an awareness of interdependence
in the community. This created a forum for discussing economic concepts by
creating opportunities for financial decision-making, rewarding dependability
and skills, and providing opportunities for role-play within a community setting.
The event gave students more than an economic education.
Through All Around Our Town, students experience positive one-on-one
time with adult role models, gain an understanding of work ethic, an appreciation
of the important jobs people do, and are introduced to local businesses. Local businesses, parents and teachers
have expressed their desire that All Around Our Town be implemented
at all of the elementary schools in the corporation.
Contact:
| |
Susan
Haynes
Mooresville
Consolidated School Corporation Education Center
11
West Carlisle Street
Mooresville,
IN 46158
(317)
831-9200
|
Continuing
to Integrate Economics into the Curriculum
Muncie Community School Corporation
North View Elementary
School
The 2001-2002 Economic Education grant continued to allow
teachers at North View Elementary in
grades 2-4 to integrate economics into the curriculum for their grade level
by using such programs as Play Dough Economics, The Classroom Mini-Economy,
and Teaching Economics Using Children’s Literature. The main focus
of this grant project was to involve the first grade teachers in the economics
program. The grant allowed first grade teachers to consult with a teacher
who had taught first grade economics.
She conducted a workshop on Gingerbread Economics. Also the project
included a workshop for all teachers, grades 1-4, on state standards for economics
and how to meet them, and teaching economics using children’s literature.
First grade teachers took the idea from Gingerbread Economics
and created Teddy Bear Economics. First they used team teaching to instruct
the first grade students on economic principles and vocabulary using hands
on activities. This centered around the theme of teddy bears. Then they used
the idea from the Gingerbread Economics, only they used bears. It was
a huge success. They produced a written
curriculum.
To culminate the project the grant paid for the first grade
to visit a Build A Bear store and
for each student to have a bear.
Each grade level, 1-4, established a mini-economy in their
classrooms. Teachers taught their students all about banking, and earning
a paycheck. At the end of May a mini-economy
fair was held in the gym.
To help fund the program next year each grade level opened
a business one day a week, selling various items to the other students for
real money. Part of this money was donated to help save the rainforest.
During this whole project many community members
came and talked to the students. Field trips to various businesses were also
conducted. Each teacher was given grant money to help with the expenses.
Contact:
| |
Linda
Receveur
North
View Elementary School
807
West Yale
Muncie,
IN 47304
(765)
747-0044
|
Designing
and Operating A Business
Elkhart Community Schools
Osolo Elementary School
Designing and Operating
a Business developed as a result of a graduate class called Problem-Based
Learning. Two teachers who developed the project had utilized a mini-economy
system in their classrooms for several years.
Students applied for jobs for which they were eventually hired and
paid with the salary based upon the type of job they had. Students were also paid for grades with the amount dependent upon
the assignment. The students also
learned how to maintain checking accounts and pay monthly bills such as rent,
utilities, and insurance. Money in
the students account, after expenses, was used to purchase items in the class
store.
The objective of this project was to help students evaluate
the risk of forming partnerships, borrowing capital to purchase supplies for
their businesses, advertise, and eventually operate a business. The goal of each student was to earn more money
to use in the classroom store.
The unit began with each student writing a business letter
to a local loan officer seeking information on starting a business. Soon after the letters were sent a loan officer
visited and discussed the process of applying for loans and the criteria that
bank officials use when approving loans. The teachers then met with students and discussed
the cost for rental space in the school gym for one day to run a business.
Students then spent time researching and constructing market
surveys to determine a product which would likely be most successful. The
economic grant allowed the teachers to meet more effectively with small business
groups to assist in developing products, applying and interviewing for loans,
making advertising billboards and videos. On the day of mini-mall, students
from fourth, and fifth grades along with staff and parents, shopped with mini-economy
money.
The Continuation Grant allowed additional classes to become
involved this year with the mini-mall project.
Three new teachers were trained in the mini-economy and mini-mall process
and three teachers from a neighboring school observed classroom sessions in
preparation for the mall. Two additional
teachers were added to the project to assist students in the use of technology
to keep spreadsheets of their records and to create final computerized graphs.
Contacts:
| |
Tonya
Stoltzfus-Miller and Cindy Whittaker
Osolo
Elementary School
County
Road 6 East
Elkhart,
IN 46514
(574)
262-5590
|
YOU
CAN’T READ WITH CHAPPED LIPS
Benton Community School Corporation
Otterbein Elementary School
The 2001-2002 Economic Education Continuation Grant
for Benton Community School Corporation allowed our students to complete two
projects. Activities were designed
to link economics with literature, science, mathematics, and art. Over sixty
students and three teachers participated.
To teach the economic concepts, we used the curriculum
unit Teaching Economics Using Children’s Literature. The students
also viewed the Econ and Me video series. The school also participates
in the Junior Achievement program. A parent visits the classrooms and teaches
several lessons to the students about businesses.
Money
from the grant was used to purchase three copies of the curriculum unit Teaching
Economics Using Children’s Literature and three sets of the books listed
in the unit. Each book has an economic teaching activities already designed
for it. The books were put in three file boxes along with a copy of the curriculum
unit. Also in the binder with the curriculum unit was a copy of Indiana’s
Academic Standards for Social Studies and the economic benchmarks for each
grade level. The boxes are housed
in the library and available for check out by classroom teachers.
The students also marketed and produced Otterbalm,
lip balm. The students brainstormed ideas for the name of their lip balm.
The students surveyed other classrooms to decide on which flavor to produce.
It was decided to produce only one flavor to avoid cross contamination of
flavors. The students decided on the price to charge for the lip balm. The
students designed advertising posters. Otterbalm
was sold to the public at a school
program. Students organized a system where Otterbalm
was sold in each classroom every morning for a week. The students produced and sold 600 tubes of
Otterbalm.
This project was very successful. The students
where very enthusiastic during all phases of the project. Economic materials
that were purchased will available to all students at Otterbein Elementary
School and to the other elementary schools in the corporation. Profits from the sales were used to purchase
two Accelerated Reader quiz compact disks for the school, a new balance for
the science department, a trip to the ice cream stand for all of the workers,
and the balance put into an account to fund next years lip balm sale. Smooth
talking salespeople made sure there were no more chapped lips at Otterbein
Elementary School.
Contact:
| |
Julia
Chambers
Otterbein Elementary School
111 West Oxford Street
Otterbein, IN 47970
(765) 583-4401
|
P.C.
Landscapers
Perry Central School
Corporation
Perry Central High
School
P.C. Landscapers is a project that combined horticulture
curriculum with an authentic business venture. Students operated their own business and practiced
horticulture skills by providing a landscaping service to the community.
This project provided a hands on application of classroom knowledge
and practical economics related to the operation of a business.
A two-hour block was used to implement this class.
The students involved bought shares in the company to cover
start up cost and put their money at risk if the project failed. Officers were elected to oversee business decisions.
A marketing plan was developed that included travel, charges to customers,
advertising, billing and how the profits would be distributed.
Potential expenses and equipment changes were also discussed.
Grant money was used to purchase additional tools, computer
design programs, and reference material needed for the business to provide
design, site evaluation, construction, and installation of complete landscapes.
Company profits were allocated at the end of the first semester
based on grades in the class. Income
received varied from $35 to $55 return on a $5 investment. Second semester vertical integration involved
immature nursery stock purchased, grown in the school’s greenhouse facilities
to be resold for use in landscape designs. Plants were purchased by the company due to a shortfall of locally
available material.
Contact:
| |
David
Goodrich
Perry
Central High School
18677
Old State Road 37
Leopold,
IN 47551
(812)
843-5121
|
ROOM
230 INC.
Randolph
Southern School Corporation
Randolph
Southern Elementary School
The
2001-2002 Economic Education Grant enabled a class of second and third graders
to start their own business. Room
230 Inc. produced, sold, and packaged products for sale during regular
school hours as well as after school and extra-curricular events held at the
school. Profits earned from the classroom business were earmarked to buy letters
for the school corporation sign.
Using state standards in economics along with Play Dough
Economics, students were provided instruction in basic economic principles.
Students learned the concepts of scarcity, opportunity cost, bartering,
consumers/producers, natural resources, capital resources, human resources,
money, and supply and demand.
Room 230 Inc. was a student run company in which each
student was involved with all phases of the business. Each student was involved with manufacturing, selling, packaging,
and delivering products. The students kept time cards for hours worked and
were paid from company profits.
The students implemented the concepts learned from Play
Dough Economics lessons to gauge how much of a particular product to produce
and to establish a price. The students
also used the economic concepts they’ve learned in other aspects of their
life.
Room 230 Inc. was a learning experience that enabled
second and third grade students to better understand how important economics
is and how it affects their lives now and in the future. The students were very proud of their products and equally proud
that the goal of new letters for the school sign was fulfilled because of
their hard work.
Contact:
| |
Mark S. Kosisko
Randolph Southern Elementary
#3 Rebel Drive Box 314
Lynn, IN 47355
(765) 874-1141
|
CONNECTING
TO THE STANDARDS
Delaware
Community Schools
Royerton
Elementary
The 2001-2002 Economic Education Continuation
Grant enabled the staff to revise the economics curriculum at the school to
align with Indiana’s Academic Standards for Social Studies.
Two teachers from each grade level, kindergarten
thru fifth grade, examined the standards for their respective level and evaluated
the current materials being used in the classrooms. Once areas in need of growth were determined,
new resources were examined to reinforce these areas. Special attention was given to the materials
being used at each grade levels so that activities were not duplicated.
A curriculum for each grade level was developed
with the materials correlated with the concepts to be taught. Grade level copies of all materials were assembled
in binders to allow for ease in accessing.
Supporting literature books and resources were placed in grade level
containers. The Economics Evaluation Package published by the Indiana Department
of Education was used for program evaluation.
Additional resources were also previewed and
selected to reinforce grade level concepts.
A variety of literature books were purchased for each grade level. The software Virtual Economics was utilized
to access additional student activities and teacher information. Internet sites dealing with personal finance
were previewed for student use, and teachers accessed the sites of Centers
for Economic Education for additional lessons and opportunities for student
projects. A listing of available community speakers, presentations, and field
trips was also compiled.
New curriculum materials were introduced by
team teaching at the grade levels. This
allowed other teachers to become familiar with the materials. In the fall, all teachers will receive curricular
binders.
This was a wonderful opportunity for the school
to develop a curriculum that will not only benefit students but also provide
a blueprint for economic education in the corporation.
Contact:
| |
Deborah
Christopher
Royerton Elementary School
1401 East Royerton Road
Muncie, IN 47303
(765) 282-2044
|
BUTTERFLY/HUMMINGBIRD
GARDENING IN SCOTT COUNTY
Scott
County District 2
Scottsburg High School
The 2001-2002 Economic Education Continuation Grant once
again allowed biology students at Scottsburg High School to implement a project
that educates the Scott County community about the role of butterflies/hummingbirds
in the environment and the importance of habitat conservation. This project
helped the students understand the interdependence of economic reasoning with
an environmental issue. The problem for the monarch butterfly is an economic
issue. The monarchs over wintering sites in California and Mexico are being
destroyed. In California the sites are being destroyed as land is developed,
and in Mexico the Oyamel trees are a valuable lumber source for the local
people who depend on the lumber for much needed income.
Three years ago it was decided by Scottsburg’s biology students
to implement a project in which homeowners could obtain a kit with all the
necessary ingredients to produce their own “butterfly” garden at their home;
complete with plants and an informative brochure. This year included hummingbird
plants in the kit. The brochure contains information on “butterfly/hummingbird”
plants, provides instructions on how to plant, and explains how to attract
hummingbirds to the homeowner’s backyard, while describing the famous monarch
butterfly migration to Mexico.
The past two years Scottsburg High School biology students
have introduced an economic/science issue to middle school students. This
has proved to be a unique opportunity to have students from both schools participate
in a collaborative science project.
Members from the community have been very excited about what
this grant has provided for students and community members. This economic
grant has helped students become aware of a species of animal whose very existence
could become threatened by their habitat destruction. The students learned
that they have the ability to have an impact on the world. Proceeds from the
grant have helped the butterfly/hummingbird garden at school and a donation
to reforest the area of the monarch roosting site in Mexico. Monies from the
grant were used to purchase seeds, potting supplies, grow lights for the middle
school science class, and a digital camera. It is hoped this exciting project
will continue to grow in scope.
Contact:
| |
Shari
James
Scottsburg High School
500 South Gardner Street
Scottsburg, IN 47170
(812) 752-8927 |
JUG
ROX ENTERPRISES
Shoals Community
School Corporation
Shoals Elementary
and Shoals Junior-Senior High School
Jug Rox Enterprises continues as an expansion of a
1998-1999 start-up grant. Twenty-one teachers participated with individual
and collaborative activities that teach economic concepts to students at all
grade levels in regular education and special needs classes.
Mrs. DeAndrea Wasil taught personal economic concepts with
Wasil bucks to use at a classroom store. This elementary special needs class
studied counting money, check writing and figuring taxes with fun and interactive
money simulations and shopping games. Mrs. Paula Ringwald’s class continued
to operate Krafty Kids Korner. The craft store provided opportunities for
students to engage in producing and exchanging activities. Mrs. Ringwald writes
reading books for her students. The latest book features economic concepts
encountered during a trip to the laundromat.
Mrs. Marilyn Kent’s high school special education students
gained economic experience during Fall and Christmas sales. Classroom publishing
was an important part of their grant activities as they integrated economics
and language arts. A cookbook, poetry book, and badges for numerous occasions
were included in publishing activities. The class experienced great support
from the community. Mr. Scott Fishback used the on-line Stock Market Simulation
in the 12th grade economics classes to expose students to the daily
fluctuations of the market and examples of supply and demand. Jug Rox Cookie
Factory continued to be a project of the family and consumer sciences classes.
Two new projects were added this year. Elementary Market
Day allowed each class to operate a business. Students were excited as they
produced products, planned advertising, shopped at the Market, and counted
profits. Classes contributed ten percent of their profit to buy books with
an economic theme for the library. Many classes are making plans for Market
Day 2003. Piecemaker Project helped senior high special needs students develop
employability skills. Several seasonal items were produced for craft sales.
Ragtime quilts gave students an opportunity to use computer technology to
do machine embroidery and transfer photos to fabrics.
Contact:
| |
Linda
Bennett
Shoals Junior-Senior High School
R.R. 2 Box 1a
Shoals, IN 47581
(812) 247-2090 |
Springfield S.L.E.U.T.H.S. – Phase II
(Students Learning Economics Through Hands-on
Simulations)
Michigan City Area Schools
Springfield Elementary School
The 2001-2002 Economics Education Continuation
Grant provided a wide variety of opportunities for the students and staff
of Springfield Elementary School.
Fourth and Fifth grade multi-age classes continued the mini-economy
started last year. Experienced students helped guide the new students in filling
out job applications and gave ‘on the job’ training for classroom jobs.
Students continued learning basic economic concepts through activities
in Play Dough Economics and the Financial Fitness for Life curriculum. One class also began selling Otis Spunkmeyer
cookies for a classroom business. Students
produced posters, created commercials, and baked and sold cookies.
An inservice was conducted on the new state social studies
standards and the Mini-Economy in the Classroom publication. As a result of this training, two special education
teachers, two fifth grade teachers, and a fourth grade teacher began mini-economies.
Another inservice was provided for nine Springfield Elementary
School teachers and three teachers from another school. Teachers learned basic economic concepts through
fun, hands-on activities, and found out how economics can be taught at any
grade level and integrated into any subject. Teachers were provided a multitude
of materials. Some teachers began
activities right away and others began making plans for the following school
year. The school’s School Improvement Team will be meeting to make plans for
the entire building to become involved in economic education in 2002-2003.
The benefits of this grant were more far-reaching than we even anticipated.
Contacts:
| |
Daryl
Penfold and Kathryn DeLaBarre
Springfield Elementary School
3054 West 800 North
Michigan City, IN 46360
(219) 873-2117 |
Pig Mania
Springs Valley
Community Schools
Springs Valley Elementary
School
The 2001-2002 Economic Education Grant provided four third
grade classes the opportunity to learn economic concepts that were integrated
into the art, mathematics, language arts, and social studies curriculum.
Each third grade class sold small plastic pigs to students
in all grade levels. The pigs were
“adopted” for 25 cents, by completing adoption forms that had to be signed
by guardians. The pigs were kept in
farms designed by students in each classroom and were fed money. When a pig was filled it was turned in and
emptied and the process started over. Students
were awarded prizes for filling pigs. There were different prizes for different
levels of money raised. The prizes
for these levels were a pig bank, a candy bar and corn dog, a “BIG” pig cookie,
two Putt-Putt passes, and a stuffed dog named Courage.
To expand across the curriculum students studied pig farms
by viewing the film Where Pork Comes From,
supplied by Indiana Farm Bureau, Inc. A representative, from the American Cancer Society, talked to the
students about the organization and how the money will be used for cancer
research. Students wrote about their
pigs in journals and published a book of pig poems. Many students personalized their pigs with collars and spots. The
third graders also counted money, banked money, and delivered prizes as needed.
Students helped keep track of prize inventories, pig inventories, and
how much money each person brought in. Throughout Pig Mania students worked
closely with adults and students of many ages which helped reinforce many
social skills.
The project was very successful. All the profits went to the school’s Relay-For-Life team. The students really enjoyed this activity.
Since our students raised so much money, the principal actually kissed
a real pot belly pig on the last day of school.
Contact:
| |
Kay Lynn
Kaiser
Springs Valley Elementary School
356 South Larry Bird Boulevard
French Lick, IN 47432
(812) 936-4820 |
Mini-Society
in the Middle
Richmond Community Schools
Test Middle School
The
2001-2002 Economic Education Grant enabled 100 sixth grade middle school students
in five classrooms to experience a mini-society.
·
Students had the
opportunity to create a society with rules, jobs, currency, and businesses.
·
Each society selected
a name and designed a flag.
·
Students completed
applications and interviewed for civil servant positions for which salaries
were determined by the individual societies. Jobs were: treasurer, secretary,
paymaster, money-cutter, and paper passer.
·
All students involved
in the societies voted on and chose a standard currency.
·
Each class voted
on three daily tasks for which they would be paid on a weekly basis. Tasks
included such activities as being in class on time, having all necessary supplies,
and having all work completed.
·
Students recorded
income and expenses on an individual account sheet.
·
Students were given
the opportunity to bring in one item from home for an auction.
·
A local businessperson
spoke to the classes about his experience in starting and operating a local
business.
·
A warehouse was created
by buying student requested items of interest that could be used to create
a product to start a businesses.
·
Students applied
for a small business license to begin operation of their company.
·
Students developed
advertising for their product and business.
·
After manufacturing
their product, students operated their businesses in a profitable manner.
·
Students visited
each other’s classrooms to purchase goods.
·
A culminating auction
was held of items purchased from local businesses.
·
A Reality Store was
held and all sixth grader students participated.
A special education class was involved in
the project as well, creating their own society with jobs, currency, and tasks.
They operated a classroom restaurant.
This was a positive classroom activity for
students and teachers. It led to many decision-making cooperative discussions.
Students enjoyed the unit and were very serious about their jobs, money,
and businesses. They were able to experience the rewards and
disappointments of owning and operating a business in a non-threatening environment.
A pre and posttest was administered.
Contacts:
| |
Cheryl
Richardson and Steve Surles
Test Middle School
33 South 22nd Street
Richmond, IN 47374
(765) 973-3412 |
Reality
Store
Tippecanoe Valley School
Corporation
Tippecanoe Valley
Middle School
The 2001-2002 Economic Education Continuation Grant enabled
the eighth grade students at Tippecanoe Valley Middle School to participate
in a simulation based on the realities of real world economics developed by
the Business and Professional Women’s Association.
Students were assigned a job/career, based on their
grade point averages. Students then were required to visit various booths
and pay monthly bills based on the size of their family and monthly salary.
Some of the realities students faced were: house and car payments, utilities,
insurance costs, grocery expenses, childcare, entertainment, clothing costs,
and voting. During this project, students learned how to operate and maintain
a checkbook, budget money, and better understand the responsibilities of working
people.
This project was popular with the staff, students
and the community. Business representatives and parents worked at the booths
and enjoy watching the kids’ reactions to the cost of living. Student comments
were positive and included the realization that better grades could help them
achieve a higher standard of living. Teachers noticed that students were not
quick to ask for candy in the classroom after realizing how much teachers
made after taxes and other bills.
The continuation grant helped to purchase supplies
for the simulation including calculators, snacks for students and presenters,
certificates of appreciation for presenters, table covers, display materials,
and supplies for new booths.
Contact:
| |
Diana
Hoyt
Tippecanoe Valley Middle School
11030 West 800 South
Akron, IN 46910
(574) 353-7353 |
INTERNATIONAL
CONNECTIONS
Jay School Corporation
West Jay Middle School
The 2001-2002 Economic Education Grant enabled students in
the seventh grade to develop a basic understanding of economics. The economics
program allowed the students to gain an understanding of the economic world
that encompasses their everyday life.
The program began by introducing the students to several
basic economic concepts using different sources from the Indiana Council for
Economic Education, and the Federal Reserve Bank system. The next phase involved
the students writing several different embassies to gain knowledge about trading
partners, practices, resources, tariffs, and Gross Domestic Product. Once
the information was received, the students used it to develop charts, graphs
and tables for mathematics classes. They used different methods involving
economic principles to back up their conclusions or to develop comparisons.
They used this information to construct informative displays about their countries.
These displays were placed in the International Connections Fair. Students
were judged upon their illustrations and explanations of economics.
Students were also involved in a simulation called International
Cutthroat. This simulation had students developing their own countries from
the name to economic systems. Students began trading with each other and compiling
the information. The instructions from the simulation gave each country several
cards that effected their situation and overall economic situation. Students
based decisions upon the resources, government, and climate of their country.
A local international glass company taught students the processes
involved in running an international business. They explained trade practices
and economic principles used by the company. Also, a local banker visited and discussed
exchange rates in an international business. One class worked closely with
the company and set up a display at the International Careers Connection Expo
put on by the local newspaper. Students also read books to learn about economics
in English classes.
International connections was a very exciting and rewarding
experience for all involved.
The students, parents, and community all gained a better
insight into economic principles and the students were provided with a true
to life experience in economics.
Contact:
| |
Michael
F. Crull
West Jay Middle School
140 Highland Avenue
Dunkirk, IN 47336
(765) 768-7648 |
ECONOMICS THROUGH OUR
PAST
West Washington
Schools
West Washington Elementary
School
The 2001-2002 Economic Education Grant enabled ninety-five
fifth grade students to develop a basic understanding of economics. The program helped the students to gain an
understanding of how economics aided in the development of the United States.
The class began with a study with how the American Indians
traded without the benefit of paper money.
They researched various tribes as they exchanged with other tribes. The students studied various aspects of Native
American life, and plotted the location of villages according to the supplies
that were needed and used by each tribe. Model villages were created, and Native American survival skills
were celebrated during a special day.
Discussion began into the age of Exploration and the Colonial
Era. The students discovered how economics
played a role in the development of the United States. They simulated decisions made by local governments,
such as planting and harvesting, building homes, and trading with the Native
Americans. Students assessed the principle
of supply and demand in the Colonies in their relationship with England.
They charted the products that were exchanged between the countries.
Each student participated in journal writing to experience the daily
lives of the colonists.
As we moved into the present, the students read a story about
how money is produced. They engaged in a money exchange game. All bills were alike, except different colors.
An exchange code was listed on the board.
The goal was for students to figure out which color was worth the most.
The favorite color was not the most valuable. When the students realized this, then trade took on an added excitement.
Economics Through
Our Past was very exciting and a rewarding experience for all of the students.
They gained a greater appreciation for the development of the country
and how economics played such a tremendous part, as it still does today.
Contacts:
| |
Marla
Baker and Brenda Boling
West Washington Elementary School
8030 West Batt Road
Campbellsburg, IN 47108
(812) 755-4294 |
Economics: Panther Style
Northeast Sullivan
School Corporation
Shelburn Elementary
School
The 2001 – 2002 Economic Education Continuation
Grant allowed students in kindergarten through fourth grade the opportunity
to develop and expand economic understanding by participating in numerous
hands-on economic activities. Also,
it allowed teachers the means to expand economic based classroom libraries,
purchase curriculum materials, promote professional development, and purchase
a variety of supplies to motivate students.
Economic curriculum
materials utilized included: Winnie the Pooh and the Value of Things,
Econ and Me, Play Dough Economics, Economics and Children’s
Literature, Master Curriculum Guide in Economics, and Mini-Economy,
Integrating Economics into the Elementary and Middle School Curriculum .
Highlights included:
-
Classroom mini-economies - students performed jobs and were paid; student
purchases included
items from the classroom store, and special privileges
-
Pizza production - activities correlated with the trade book Little Red
Hen Makes a Pizza; students bartered for toppings with tokens earned in
the classrooms; students earned the opportunity to play “Pizza Trivia”
-
Market Day - nineteen student businesses participated in a Market Day; the
all-day market attracted customers from the entire student body, families,
and community; 25% of the profits were donated to the American Red Cross
-
Earth Day celebration (at Shakamak State Park) - students and parents enjoyed
going back to nature and learned how to protect natural resources; guest speakers
and nature activities made the day a memorable one
-
Cotton candy - students who met the goal of 100% returned homework were rewarded
with
cotton candy
-
Auction - students spent their classroom money to purchase items at an auction;
a local auctioneer
conducted the
auction
This grant was beneficial to the school in many ways. The variety of activities gave students a broad
sense of economics and its role in their everyday lives. Parental and community support of the program
grew with each additional activity. The
excitement for economic education continues to grow. Everyone involved had
a positive learning experience because of the grant.
Contacts:
| |
Lisa
Hollingsworth and Sheryl Turner
Shelburn Elementary School
620 North Washington Street
Shelburn, IN 47879
(812) 397-5390 |
BRUIN
SPECIALTIES
Blackford
County School Corporation
Blackford
County High School
The 2001-2002 Economic Education
Grant allowed special needs students, grades 9 – 12, an opportunity to gain
experience in developing a program which allowed them to choose a project,
develop the project, and design items to be sold. Students marketed their project and were able
to develop an understanding of a variety of economic terms. They learned about scarcity, productivity,
specialization, profit and loss, revenue, and costs.
The first project was to make
Valentine’s Day bookmarks for the elementary teachers to give to the students.
The students created several possible styles and then chose six styles
to sell. The students made three sets of the six different bookmarks and
created displays at the elementary buildings within the corporation. They prepared order forms for the bookmarks
and checked orders on a regular basis. The
students began by making ten of each style of bookmark. Each student was in charge of a specific style.
This taught the students the value of specialization and division of
labor and demonstrated how productivity could be increased.
Once the orders arrived, the project became quite demanding.
The Life Skills class recruited the study hall students to assist.
This project turned was very successful.
Everyone from the students making the bookmarks to the elementary students
who received them from their teachers, were pleased.
After the project was completed,
the students figured the cost of producing the bookmarks, the actual revenue,
and determined whether the project had a profit or a loss. The money brought in from the project was used
to help purchase a few specific items for the project. Some of the profits
will be shared with Blackford County Family Services.
This year proved to be a successful
first year. The students learned valuable
lessons that were learned through hands-on experiences. The Economic Education Grant made it possible
for the Bruin Specialties to get a great start. It was really nice to see how different departments
and students worked together to make this year a great learning experience.
Contact:
| |
Sandy
Robbins
Blackford County High School
2392 State Road 3 North
Hartford City IN 47348
(765) 348-7560 |
The End
of the 2001-2002 IDOE Economic Education Grant Profiles.