KinderMBa Teachers
Level 1\2: Economics in Fairy Tales(1-4 lessons)
Lessоn 1
Introduction
Lesson objectives
Materials
Lesson objectives
Lesson goal: motivate students to take training in module 'Economics in Fairy Tales'.
Tasks:
- get to know each other, make friends and build a team- get students involved in a game scenario
- set individual goals for each student- introduce the rules of work
- pass diagnostics

At the end of the lesson, students will:
- be able to know what the module is about- be able to know each other
- be able to know the rules of work
- be able to know what the objective is
Lesson materials
Materials for the teacher:
blackboard, writing supplies for the blackboard, projector, presentation, workbook, handout.

Materials for the student:
workbook, pencils of at least 4 colours, pen, eraser, glue.
Introduction
Teacher: 'Hey, kids. Let's get acquainted. My name is Ivan Ivanovich.' The teacher writes his name down on the whiteboard. 'We are in the school called the KinderMBA.
Hands up those who have already studied at the KinderMBA.
Great, so you already know this is not an ordinary school, but a special one because here you can learn how to become a businessperson.

Who can tell me who a businessperson is?
A businessperson is a person who has his own company, his own coffee-room, for example, his own bakery or his hairdressing saloon, he helps people by selling them bread, for example, and they pay him money instead. A businessperson solves the problems of others.
I will be teaching a very interesting module called 'Economics in Fairy Tales'. What do you think we will do in classes?

The teacher engages kids in a dialogue. Children answer.

Teacher: We will help the Kind King and his friends solving various problems in his state with the help of our wise owls. And we will also do interesting projects. Watch the video 'Live love with your pet' https://www.youtube.com/watch?v=iV9QUiYLK6g .

Discuss what the project is.
A project is a temporary enterprise aimed at creating a unique product, service or result, aimed at solving a problem or achieving a goal. Who wants to help the Kind King?
And do the same awesome projects? It is not so easy to get into the kingdom of the Kind King. We need to collect the magic key. Not everyone can visit the Kind King.

He has prepared various tasks for us. And for each successful task we will receive a piece of the key. And at the end we will collect it together and get into a fairy tale.

It is important to come up with a ritual with the children that shows that the lesson has begun, allows you to concentrate attention, focus. I suggest the following option: All the students form a circle holding their hands. The presenter says that each of us came with a different mood; we all need to unite and tune in to the lesson. The presenter asks everyone to close their eyes and transmits an impulse (shake hands twice). The one who received the impulse to the right or to the left should transmit it to the next one in the chain. The game is over when the presenter receives the signal he has transmitted.
Exercise 1 'Names'
Teacher: We are in tune for a lesson, and now I propose you to know each other

Objectives: It is easier for children to feel that they belong to a group when they can use their bodies.
Precisely this opportunity is provided to them in this game. It also helps children remember each other's names at the beginning of their acquaintance and gives them the opportunity to introduce themselves to the group in the most unusual and fantastic way.

Children like that the whole group repeats their gestures. As the game develops, the desire to stand in the center of the circle and 'capture' your movement in the group becomes more and more powerful.
For a few moments, each child becomes a Director, according to whose will everyone else, including the teacher, acts. At the same time, children not only remember each other's names, but also get a great opportunity to laugh.

Procedure: Form one large common circle. Now each of you will pronounce your name and at the same time make some movement using your hands, legs, whole body. The whole group all together says the name of the child and repeats the movement made by him. I'll start first. (After that, pass the move to your neighbor on the left or right).

Exercise analysis:
- Whose names were easy for you to remember?
- Whose moves did you like the most?
EXERCISE 2. Exercise 'Bang Bang'
Objectives: check how the children remembered the names of each other.

Procedure:
Teacher's Introduction:
And now it's time for the first task from the Kind King. Here is the owl Lady Memmy.
She wants to see how well you remembered each other's names.

Exercise progress: Participants stand around the presenter.
The presenter is in the center and, stretching out his hand in the form of a pistol, points to one of the players standing in the circle, while pronouncing the phrase 'bang'.
The player, to whom the presenter pointed, should sit down as quickly as possible, while his neighbors on the left and on the right begin a 'duel'.
The duel rules are simple: put out your hand towards the opponent, imitating a pistol and pronounce the name of your opponent.
The one who does it faster wins, his opponent, accordingly, becomes the loser.
Moreover, if the person, whose name was named by the presenter, did not manage to sit down before the phrase 'bang' from the neighbors, he becomes a loser, since caught between two gunmen. The losing participant becomes the presenter and the game continues according to the same scenario.

Teacher's summary: you all successfully memorized each other's names and we get the first part of our magic key. Give a piece to the children. It can be said that it is very important that everyone calls each other by name and the Kind King appreciates this very much.
EXERCISE 3. Star in an air tie
Teacher: And here is the task from the owl Mr. Stand.
So we learned each other's names, and do we know anything else about each other? No.

1. Pair the children.

2. The teacher sets the topic to the children. They talk for 2 minutes. After each topic.
The teacher asks the children what the partner said. He asks questions, encourages, shows interest in the personality of each child. - your favorite cartoon - your favorite food - your favorite animal - your hobby

3. At the end everyone forms a circle. Propose to remember what we have learned about each child. What have we learned about Masha? Everybody says. Then we applaud Masha and so on with every child.

4. You guys are so cool! The Kind King is impressed. Our owl Mr. Stand brings you another piece of the key.
EXERCISE 4. Exercise 'Drawing together'
Teacher's Introduction:
Here is the owl Lady Apple. She wants to understand how we can work in pairs. So she has an interesting task for you.

1. Pair the children. Each has one pencil and a piece of paper. Children need to draw a picture holding a pencil together. Note the time for 5 minutes. Ask the children when they are ready to make a house using their palms together.

2. At the end of the work, the children present their drawings and give names to their paintings.

3. Ask what needs to be done to work well in pairs.

Teacher: owl Mr. Stand has brought us the second part of the magic key. She asks us to remember that when we work in pairs, we show our readiness with the help of a house using our palms. We're going to practice now. When I say 'do-do' we walk around the class, we dance. When I say 'ready', you pair up with someone nearby and build a house using your palms.
Break
Take a rest for a couple of minutes
EXERCISE 5. Diagnostics
And now the owl Lady ALIZEE wants to check what we guys know. Now we are going to pass the test. This is not a simple test, but a fabulous one.

The Kind King has prepared such interesting questions for you! Students go to the website to write a test.

The teacher announces the first competence in the test, for example, 'Finance and calculation', explains it briefly to the children, and then the children do the tasks.

The teacher reads the questions aloud, children check the correct answer at the same time, but each kid answers for himself.

Until everyone answers, don't move on to the next question. If the children do not understand the question, the teacher can explain it without analyzing the answers!

To answer some questions online, it is necessary to complete the tasks offline, which the teacher distributes to the children within the framework of separate questions.

For more information, see the testing methodology.
After the end of the test for each competency, the child rewrites the scores in a notebook, the teacher gives feedback at the very end, when the tests are completed for all competencies, in the following form: 'You did very good, you have scored a lot of points in System Thinking, and you need to work some more on your Creativity.

Next time we will write a test at the end of our course, and then we will be able to compare our results.' If a child or even the whole group has scored just a few points, teacher needs to tell them, that they have not yet studied with us and have not studied the module 'Economics in Fairy Tales', just at the end of the course they will be able to answer all the questions.

Guys, you are so clever, you have completed such a difficult test, you receive a piece of the puzzle.
EXERCISE 6. My goal
Teacher: At the Kind King's city, all residents set goals for themselves and successfully achieve them. Do you know what a goal is? Let's see. The Owl Lady Crea and the Kind King want to teach us. Watch the video 'The piggy and the cookies' https://www.youtube.com/watch?v=DIzwf1a26MU

Questions to kids:
1. Why does the piggy want the cookies? Why would he want it?
2. Are cookies a goal or a dream for a piggy? Why? What the objective is?
3. What did the piggy do to get the cookies?

It is important to tell the children that a desire comes first. You can just sit, do nothing and just dream, or you can make a plan, think over the steps, understand what you want, designate the time and what is needed for execution. Then the dream turns into a goal.
Let's practice setting goals. I invite each of you now to think about what we really want and draw it. The teacher adjusts the goals of the children, asks them what they need to achieve the goal, when they want it to be fulfilled. Finally, you can create a gallery of goals.

The teacher tells the children that 4 weeks is needed to achieve these goals. Every week, when we meet in class, I will ask you what you have managed to do according to your goal. And at the 6th lesson you will need to present your result to all the children in the class. I congratulate you little heroes, the Kind King and the Owl Lady Crea like your goals, and they give you one more piece from the entrance to the land of fairy tales.
EXERCISE 7 -TEAMBUILDING
Here is our owl Mr. Valuato. He wants to see how we can work in a team.
Guys, what is a team?

a. All kids sit and form a circle.
b. They need to count to 10 with their eyes closed, so that no one repeats. If someone says a number together, we start all over again.
c. State the rules of teamwork: we should listen to each other, do not interrupt, do not answer all at once, but by raising a hand.

Ask the children what rules they think are important.

Write down all the rules, say that now you have your own set of rules in class.
To remember the rules, do several teamwork tasks. Let's try one more task. To do this, I ask you to line up and join hands. The first participant begins to twist around its axis.

As a result, everyone should twist. Ready? Now wrap the resulting spiral with rope.
And in this condition, the team should walk a certain distance without disengaging their hands or breaking the rope (thread).

The teacher can turn on festal music to make it more fun for the children to complete the task, and at the end it is necessary to get feedback. At the end it is necessary to get feedback.

Teacher: Is it easy to work in a team or not, and what worked and what didn't?
One-legged Joe
The group lines up.

Each one places one hand on the shoulder of the player in front and raises one leg. With the other hand, he catches the leg of the player standing behind.
The task of the group is to jump a certain distance without breaking.
At the end it is necessary to get feedback.

Teacher: Is it easy to work in a team or not, and what worked and what didn't? I congratulate you, little heroes, the Kind King and owl Mr. Valuato saw that you are friendly guys and give you a piece of the puzzle. Let's see if we can already put together the key and get into a fairy tale?

Collect the key with the children. And invite them to a fairy tale. Watch the first cartoon in the series.
EXERCISE 8. Results
Be sure to summarize the results with the children at each lesson.

The teacher asks the children:
- What did you like, little heroes? What seemed difficult?
What would you change? What would you do differently? What new have we learned today?
- Children's answer: ... - Have we known each other?
- Children's answer: ... - Now your team of friends will become more and more friendly with each of our meetings! It is also important to finish the lesson using the ritual.

Applause in a circle

Goals:
In this wonderful and extraordinary ritual, everything happens according to a paradoxical logic.
The latter become the first.
The game is organized in such a way that the intensity of the applause gradually increases and reaches its climax when the last child receives applause from the whole class.
This game is one of the most beloved in almost all age groups.

Procedure:
How many of you can imagine how an artist feels after a concert or performance, standing in front of his audience and listening to thunderous applause?
Perhaps he can feel this applause not only with his ears. Maybe he perceives ovations with all his body, with all the fibers of his soul, as a pleasant all-embracing excitement.


You are very good students and each of you deserves applause. I want to offer you a game in which the applause sounds softly at first and then gets stronger and stronger.
The game proceeds as follows.You form a circle.

One of you starts: he comes to one of the students, looks into his eyes and gives him applause, clapping his hands with all his strength. Then they both choose the next student, who also gets applause
they both go up to him, stand in front of him and applaud. Then all three choose the next candidate for ovation. Each time the one who was applauded has the right to choose the next one. So the game continues, and the applause gets louder and louder.
Lesson 02
Topic 1. "Society"
Lesson objectives
Lesson objectives
Lesson objective: Introduce students to the basic concepts of the topic "Society", discuss the features of the society functioning.

Learning objectives:
- Explain to children using simple examples what the society is;
- Help children understand the role of the society in people's lives;
- Introduce students to the concept of "division of labor".

At the end of the lesson, students will:
- know the basics of the society organization;
- be able to explain the concept of "division of labor" by the example of their family;
- be able to navigate the rules of behavior in the society;

Teacher's materials: whiteboard, writing accessories for the board, projector, presentation, workbook, handouts.

Student's materials:
workbook, colored pencils 4 colors minimum, pen, pencil, eraser, glue.
Story
"In a great Kingdom called "Kind Land" there lived the Kind King. This is the most good-natured king in the whole world. Everyone loves him, he is very fair, kind and honest. In his Kingdom there is everything that a sovereign can desire. The Kind King always cares about the inhabitants of his Kingdom."

Recently, the Kind King has sent me a letter. I haven't opened it yet. Let's do it quickly, what if something has happened to him.

Note. How we work with the letter. It is very important to introduce an element of immersion in the fairy tale. To do this, it is necessary to print out the letter each lesson and to bring it to the children. You can ask children to read the letter in a circle, or each time choose one child to read the letter.

Letter of the Kind King:


"Hi, guys. A most unpleasant thing has happened to me. One day I woke up in the morning and realized that everything was topsy-turvy in my fairyland. The kings of the neighboring kingdoms are jealous of me and have cast a curse on me:
I didn't know what to do, so I turned to the wise men for help. They advised me to ask the Owl Lady Crea for help. On that day the decree was issued to appoint the Owl Lady Crea to be my key advisor. The Owl Lady Crea has received the message and is assembling a team of innovators to help me restore order in my Kingdom. You are my only hope. Find the Owl Lady Crea and help me restore order, or my Kingdom will be destroyed.

I'm waiting for your letter. Yours, the Kind King." ∎

Guys, things must be really bad. We need to help the Kind King urgently. Are you ready to join the team of innovators? (Yes!)
To do this, we need to find the Owl Lady Crea. But it's not that easy.

They say that the Owl Lady Crea sets the most difficult tasks, and in order to solve them, we must first meet with the other owls. This is not an easy path. Today we need to show the Kind King what the society should look like. That's why we will have a photo quest. After each task, we will take a photo and send them all to the Kind King.
MEMMY:
Teacher's Introduction:
Tell the children about what society is like. Give examples of societies.

Society - a large group of people who live together in an organized way, making decisions about how to do things and sharing the work that needs to be done.

Society can be formed on the basis of:

- common interests;
– general culture;
- common religion;
- common territory;
- general laws;
- joint work.
STAND
What is the society?

Exercise progress:


You have a diagram of the society below. It is necessary to create the same one with the help of children. You take one child and put him in the center, he's our hero. Ask what his name is, what he does, what he likes. It is desirable to choose a child leader for this role. Who does he have connections with? With parents. Choose who of the children will be the parents, indicate what connections between them, and so on. It is also necessary to ask each child to show some gesture that symbolizes connections with others. At the end, you should get a live sculpture and each of the children in turn tells about their place and what connections they have in this structure.
Plan for placement:

1) Put a person in the center – this person is each of us. Who is around him?

2) Choose parents and grandparents.

3) Choose friends nearby.

4) Now let's start to identify the societies. To do this, let's think, what is the connection between a person and parents? (Kin relations). We say that parents and a person, the society called "Family" have kin relations. We do the same with friends and think, what connection a person can have with friends? (Common interests). Thus, the "Friends" society is united by common interests.

5) "Now, let's clear up what connection is between all of them? (Common territory, all of them live in the same country and are subject to the same laws) The Society of citizens of the Russian Federation is united by a common territory and laws.

6) We conclude that the Society is a group of people connected to each other through some kind of relationship (relations, common interests, culture, territory, laws, common cause, or something in common).

7) Choose a few more people, such as teachers or doctors. Identify relations.

8) We make conclusion No.2 (alternative wording): the Society is also a group of people who have come together to communicate or work together.

9) Children give examples of such societies and name the connection between the people of this society. For example, a society of cat lovers, a society of office workers of a company, etc.

10) Discuss the relationship of subordination. Some ovals (groups of people) are higher than the person, some ovals are lower. Parents and teachers are higher, and the President of the Russian Federation is higher than all groups of people living in Russia.

11) Some groups of people are higher, because they help in some way to organize the life of those groups who are drawn below, using certain rules, laws, and other methods of control and influence. The relationship of these groups is called subordination. For example,

• parents make sure that children do their homework or have lunch, helping them not to get a bad mark or to be hungry;

• the teacher explains a new topic to the children so that they know more;

• the President of the Russian Federation signs new laws to ensure that Russian citizens live in peace and prosperity, etc.

12) Listen to children's examples.

13) Take a general picture of the structure of the society.


Notes: during the online lesson, we recommend drawing a diagram of the society, for example, in Power Point together with children, using the same elements. Highlight the elements of the society, and then the connections between them. An example of the picture that should be obtained can be seen in the methodology.

Invite your children to become co-authors of the story picture. Prepare pictures of different characters in advance. Offer the children to choose a character - a boy or a girl. Ask him to give a name, ask who else is usually next to the person. Children will answer - parents. Put parents on the slide, ask them to give them the names, ask what connection the hero and his parents have. Ask children to show this connection using gestures. And so on with each element. At the end, go through the picture again, name all the characters, show all the connections. Give the definition of the society.

Remember the task by doing it in the notebook.
Teacher's Introduction: now let's help the Kind King to build the same structure of the society. Sign roles in the society and connections.

  1. Give children some time to complete tasks in their notebooks and help them if necessary.
  2. Children show their work in pairs and tell what they did
  3. Sum up

Example:
i-Game: "All-fairy-tale society"
Exercise progress:
In front of you there are two packs of cards that make up the name of the society. The first pack contains nouns, the second - adjectives. Each team takes one card from each pack and gets the name of their society, for example, "Flower Roly-Polies". The team's task is to come up with an emblem, the purpose of creating a society, its rules and type of activity.

Pack 1 - nouns: clouds, Roly-Polies, monsters, unicorns, Kind Kings, sweets, chocolates, T-shirts, plates, books, hedgehogs, raccoons, kittens, foxes, wolf cubs.

Pack 2 - adjectives: cheerful, friendly, dangerous, sweet, kind, round, fluffy, torn, glass, multi-layered, prickly, marine, affectionate, cunning, harsh.

In this game, it is not necessary to use cards and it is possible to come up with the society yourself. The option is at the discretion of the teacher.

Example:
"Society of lovers to run during the breaks. We are bored to stand still, we run a race."
APPLE: Division of labor
Part 1

Teacher's Introduction: From the video, we found out that even in a fairy-tale society, it is important that each member of the society fulfills its duties and follows the rules. Imagine what would happen if the doctor and the chef switched places. So each person should do it job to avoid confusion.

And in our society, do people perform their functions (duties)? What do doctors, teachers, and policemen do? This is called division of labor. Let's gain insight into it.

Exercise progress:

1. Children write down in their notebooks the name of the profession, and what this professional does.

2. Then everybody stands in a circle. The teacher says what the person does, and the child names the profession. Pass an object around to each other. For example, treats people - a doctor, or performs in the theater - an actor. It is necessary that every child should name a profession.
ALIZEE: division of labor in the society and in the family
Exercise progress:

1.Children draw their family in their notebooks and sign who is who and what they do in the family.

2.Children pair up and tell each other about their family for 1 minute each

3.The teacher interviews children "What did your partner say"? on a selective basis

4. Teacher: In addition to the division of labor in the society, it is also important to observe the rules. What rules are there in your family?

Children pair up again with another person and discuss what rules their family has. The teacher interviews some children on a selective basis and sums up.

5. Then divide the children into teams of 3 people and ask them to write down "What rules are there in any society", for example, in Russia? Children present their answers, you can ask questions: What rules are there in the world? Are these rules similar to those in other countries?
VALUATO
Teacher: Do you think society has rules? Why do we need rules in society?
Exercise progress:

  1. The teacher reads out the statements. Children are divided into two corners. One corner with the inscription "good", the other corner with the inscription "bad". When children split into corners, Ask to discuss in pairs in the corner why they are in this corner. Give everyone 30 seconds to respond. Then ask for 1-2 opinions from each corner and sum up the overall result. Even if no one stood in the corner, we still hold a discussion.
List:
- fight, to hurt others
- throw out garbage wherever you want
- help the elderly, give up the seat
- paint inscriptions on a bench in the park
- plant trees

And so on – you can ask children to make up their own options.

  1. Children write down a few examples in their notebook, what is good and what is bad
To make the life of the society better, you need to start with yourself. How can you start with yourself? (take out the rubbish, be polite, etc.)

It's time to meet with the Owl Lady CREA. I
hope that the owls have taught us everything that we need now, that we will complete the task of the Owl Lady CREA and get into the team of innovators. Each of us will try to create his own society, with its own rules, rights and responsibilities. But the main thing is to make sure that our societies benefit the world around us.
CREA: your own society
Exercise progress:
  1. Give the task. Indicate that children need to invent their own society and depict it as a living picture. Each child should take a place in the society and talk about his element.
Be sure to specify:
  • what unites people in this society
  • what rights and responsibilities the members of this society have
  • rules of this society
  • how the society affects the lives of other people/animals/plants, etc.
  1. Listen to children's presentations. Take a photo of each team.
Well, we have done a good job. It seems that we have now fully understood what the society is and how it lives. It's time to help our Kind King, but we need to hurry. But so that we do not make mistakes, let's try to play one game and understand what societies our Kingdom cannot live without.
i-Game: "One for all"
Exercise progress:
The teacher chooses one volunteer from the class. In front of him there is a pack of cards, face down.
There is a name of the society on each card. The volunteer selects one of them and reads the name on the back of the card.
No one except the teacher and the player should know the name of the society that was written on the selected card.
The task of the volunteer is to represent the society using gestures so that the others can guess the name. The one who guesses is the next who takes the card. In a simplified version of the game, the society can be described in words, with the exception of cognate ones, it is also possible to say the rules of the society, describe the logo and, if possible, the type of activity.

The pack – societies: society for the protection of animals, society for the protection of the environment, society of students, society of KinderMBA teachers, society of cat lovers, society of dog lovers, society of turtle lovers, society of builders, society of doctors, society of citizens of the Russian Federation, the family, society of travelers, society of trendy persons, society of lovers of milkshakes.

It's possible not to use the cards and make up your own societies.
For example, the teacher makes up the first society and whispers in the ear of a volunteer, and then the volunteer.makes up his own society and whispers in the ear of the next one, and so on.
What have you learned? Feedback=)
The main task to consolidate the material of the lesson.

Exercise progress: children choose the beginning of a phrase for themselves and continue it logically: they tell about what they found out, understood, and learned during the lesson.

Course of the conversation:
"I realized that,
I learned that,
This task showed me that,
I have learned
Now I am able to,
Now I can, Now I know"

Example: "I learned that my class is the society, but it is part of the Russian society»
MENTAL MAP
  1. The teacher writes three terms on the whiteboard - society, division of labor, and norms.

  2. In notebooks in the field for the mental map children must come up with three graphic symbols that reflect the essence of this definition.

  3. Children pair up and show each other the symbols they have drawn and explain why they chose such symbols.
TESTING: Topic 1. "Society"
Read the question and answer options to children. At this time, they tick the correct answers in their notebooks. After the entire test is read and everyone has ticked their options, the teacher gives the correct answers, and children check themselves or check the neighbor's notebook (exchange notebooks with a deskmate). Mark +/- or circle the correct answers with another pen if there is a mistake. It is important to make sure that children have their own answers in their notebooks. Correction, strikethrough can be considered a mistake. If there is time, the tests can be checked by the teacher, but he ought to give the correct answers to all children and discuss them with them.

1. What is the society?

A group of people who have joined together to communicate or work together
A group of people connected to each other through some kind of relationship
A group of people who do not interact with each other

2. How is it possible to become a member of the society?

  • To wash the floors at home
  • To start going to a drawing club
  • To go for a walk in the yard
  • To move to another cit
3. Which of the following is the society?

  • Kittens in the yard
  • Houseplants
  • Family
  • Musicians
4. Tick the statements that are the rules of the society of school children.

  • Not to run during the breaks
  • Wash your hands before eating (not everywhere)
  • Be a member of the environmental protection society
  • Clean the whiteboard after class
  • Carry textbooks and notebooks
  • Wear school uniforms (not everywhere)
  • Jump rope in the school yard
5. Tick those items that are a description of good behavior in the society.

  • Plant a tree near your house
  • Help an old lady across the street
  • Eat cake with your hands
  • Give place in public transport
  • Throw a candy wrapper on the road
  • Throw batteries into the litter bin (batteries are given to special reception points, as when they decompose, dangerous substances are released, they cannot be thrown into the litter bin)
  • Take care of animals from the shelter
6. How can you influence the lives of people around you? Write a sentence.
    HOMEWORK: "I'm in the society"
    Task 1.
    Make up an interesting story about what adventures happen to you in the society. Be sure to tell us what good you do for society, and how society helps you. Your story should not be longer than 3 minutes. Film a video with your story and upload the video and drawing to the section: Homework, topic 1 or write your story in a notebook and hand it over to the teacher at the beginning of the next class.

    Task 2. Draw a picture to your story on the topic "I am in the society".

    Don't forget to bring: pencils, colored paper, felt-tip pens, scissors, glue, and foil to your next class (you can even use foil paper from chocolate).
      Lesson 03
      Topic 2. "Money"
      Lesson objectives
      Lesson objectives
      Goal: introduce students to the basic concepts on topic "Money", consider the functions of money, analyze the process of money turnover.

      Tasks:

      • reveal the essence of the "money" concept;
      • help children understand the role of money in people's lives;
      • introduce students to the functions of money;

      At the end of the lesson, students will:
      • understand the role of money in their life
      • know the history of money origin
      • know the functions of money;
      • be able to navigate the types of currencies.

      Teacher's materials: whiteboard, writing accessories for the board, projector, presentation, handouts, computer with open LMS.

      Student's material: Whatman paper, pencils, colored paper, felt-tip pens, scissors, glue, foil for coin (foil paper from chocolate can be used), a computer with open LMS.
      INTRODUCTION/CHECKING HOMEWORK
      Hello innovators!
      The Kind King was very happy with the rules that you proposed and immediately issued a decree that all citizens of the state must comply with them. Order was restored in the society. However, we should check the Homework from the Owl Lady Crea.
      The Owl Lady Crea is very passionate about homework of her innovators
      (checking homework).
      Well, I think I have a letter from our King somewhere. Let's see what he wrote this time.
      Maybe there is a new task for our team?!

      i-Warm-up: "Mechanism"
      Procedure: The teacher divides the students into two circles – outer and inner. Children in the outer circle raise their palms up and think of any action for each of the hands. At a signal from the teacher, the others start walking and "pressing" the buttons (hands). If there was a pressing on the right hand, it starts reproducing the intended movement, if there was a repeated pressing on the right hand, it stops moving. The same applies to the left hand. Then the children change their places.

      The game can be varied by adding sounds to the movements, as well as by pressing both "buttons" simultaneously.
      BACKGROUND TO THE STORY
      Letter of the Kind King:

      "Hello, a new innovator! You and the Owl Lady Crea have helped me and my Kingdom a lot. But I have a new problem. All money in the state has disappeared. Now no one can buy or sell anything. The Royal Treasury is completely empty. People have to exchange goods, sellers of apples exchange 2 apples for one egg, and sellers of eggs demand 3 apples for one egg. In the state, everyone quarrels.
      I'm waiting for my letter. Yours, the Kind King."

      Note: how we work with the letter. It is very important to introduce an element of immersion in the fairy tale. To do this, it is necessary to print out the letter each lesson and to bring it to the children. You can ask children to read the letter in a circle, or each time choose one child to read the letter.

      Children together with the teacher open and read the letter of the Kind King.
      MEMMY: money and its functions
      Teacher's Introduction: Guys, how do you think why the Kind King was so upset that all the money had disappeared in the state? What do we need money for? Yes, we need money to exchange it for the goods and services we need.

      What do we spend our money on? Let's analyze this question in the form of a game.

      1. Each child in a circle names an item or service that money is usually spent on.

      2. The teacher sums up that we spend money on food, clothing, we pay for a house, entertainment, etc. Explain the function of money: Measure of value - money helps us measure how much a product or service we want to buy costs, and what the price of the product or service is. Situation: the baker baked pies. And in a situation, a passerby asks how much the pie costs (50 rubles) and leaves, saying that the baker next door sells a pie for 40 rubles. Means of circulation - money allows us to buy and sell a product or service.
      Do you need to spend money as soon as it appears or can you save it and spend it later? If we want to buy something expensive, such as a large house, we can save money. Do you save for something or spend it? Let's analyze this question in the form of a game: Put the children in a circle, each in turn names what he/she would save money for. As a result explain the function of money: Store of value and wealth — we can collect or save money if we want, for example, to buy something expensive. Situation: I want to buy a bicycle, but it is very expensive, I do not have money. Where is the money stored? (in a wallet, in a bank). Tell about the bank.

      Glossary for the teacher:

      Money is a measure of value or measurement for all types of goods, works, and services. This is a unique medium of exchange.

      Goods are items that are usually (but not always) tangible, such as pens, physical books, salt, apples, and hats; a product produced for sale.

      Services are activities provided by other people, who include doctors, barbers, waiters.

      Bank an organization where people and businesses can invest or borrow money, change it to foreign money.

      The Central Bank is the main bank of the country that issues money and monitors the other banks.

      Notes are paper money.

      Coins are metal money.

      Money functions:

      • medium of exchange - money allows us to buy and sell a commodity or service.store of value - we can save money if the store of value we want, for example, to buy something expensive.unit of account - money helps us measure how much the product or service we want to buy costs, what is the price of the product / service.
      • world money - money is different in different countries, by exchanging one money for another, one country can trade with another country
      STAND
      Teacher's Introduction: We have remembered what money is. How did it appear? To help the Kind King and return money to his Kingdom, we will need to find out how money appeared, its history of development and what money is now. An exciting quest with adventures and secrets are waiting for us. Masha and Vanya will help us, we will do the task and see what happens to the guys. Ready?

      Our first stop is the ancient world. Let's close our eyes and move to the caves of an ancient man. We are all cavemen now. Let's now draw a picture of a day in the life of a caveman.

      Exercise:
      One child stands in the center, he is a caveman, all the other children must tell who they are and find their place in the picture. You can make several such pictures. For example, use the words dinosaur, hunting. You say a word, children create a picture. Everyone must find a place in the picture.

      After doing the exercise, ask the children: What do you think people did in ancient times, when money was not invented yet, but they needed to get some goods? Imagine that you have caught a mammoth while hunting that your neighbor needs, and the neighbor has berries that you want to get. What should one do if money hasn't been invented yet? That's right, you can exchange these products of labor. This is called barter exchange.
      i-Game*: "Barter exchange"
      1. Children receive cards with different goods, they need to collect a set - a chicken leg, potatoes and strawberries. Give each child a different set, for example, someone receives two strawberries and potatoes, someone receives bread, a chicken leg and strawberries, etc. Time for exchange is two minutes.

      2. Sum up, highlight the disadvantages of barter exchange based on the exercise. For example, someone didn't get what they needed. The conclusion that children should come to: barter is very inconvenient.

      3. Pair up the children and ask each child to tell during 30 seconds what barter is and what its disadvantages are.

      Teacher's Introduction:
      Well done, guys, you've coped with the task successfully.
      STAND: choice of unusual currency
      Teacher's Introduction: We have exchanged the mammoth, we have taken part in barter exchange. Now it's time to move on. Ancient people also realized that barter was not very convenient. And then they started looking for one item that could be exchanged for different products. What do you think such item should be? For example, people used to use stones, salt, and animal skins as money. Let's see where and what items were valuable. We are now going to move to different places. I will tell you the place, and each of you will have to portray yourself in this place. For example, I will say that we are under water and all of us will turn into fish or other sea inhabitants.

      The teacher gives a picture, the children draw a picture, at the end of each picture the children freeze, and you ask the question what could be used as money in the following situations?

      -li
      fe on a desert island;
      -life in the deep forest;
      -life in the mountains,life under water.

      The teacher divides children into several groups.

      He gives each group ancient money in the form of picture - skin, shell, chocolate, cheese, salt. Each group should depict a scene of a trip with such money to the store. Children must show how this money is stored, how they carry it, how they use it to buy, and whether they can get change. Your task in each scene is to show the imperfection of such currency. Skins are not convenient to carry, cheese and chocolate can melt, the shell can break, some currency is difficult to exchange (skin). It is important to draw children's attention to the fact that not every product can be money. It is necessary to explain the properties of money: portability, liquidity, divisibility. portability is how easy it is to use currency (skins are inconvenient to carry) liquidity is how quickly you can exchange your currency for a product. (It's not quickly to exchange the skin, it's quickly to exchange money, the liquidity of paper money and money on the account depends on the country) divisibility is if a part of the nominal value has its value? In some cases yes, in some cases no. (in case of money, it doesn't have, in case of skin, it has) uniformity – all the same (money is the same, shells are not the same)

      Teacher: Well done, guys, you've coped with the task successfully.
      ALIZEE: world money
      Teacher's Introduction:
      It is inconvenient to carry a kilogram of pearls or armfuls of animal skins, and a man came up with the idea of casting metal coins from copper or bronze. Metal coins quickly conquered the world: they were easy to transport, store and break into pieces. Year of 910 turns the history of money upside down — that's when China began to use paper banknotes for the first time.

      Part 1.

      I've hid the notes from different countries in the classroom. We will split into two teams and compete to see who will find more.

      Exercise progress:

      1. In advance, hide the printed money from different countries (rubles, euros, dollars, yuans, etc.) in the classroom. The place should be accessible, but not easy to find. For example, you can hide it in a book. It is also important to remember about security

      2. mark particularly dangerous places that there is nothing there

      3. divide the children into two teams

      4. start the timer. If the time is running out, and the children have not found anything, play the hot and cold game, give hints. They need to find all money.

      5. After searching, organize a battle between the teams. Children should take turns to name the money of which countries they found. If it's difficult, give each team hints. As a teacher, display a map on the board and paste the money found on the map.

      6. Then children compare the found banknotes, what they have in common, how they differ.

      Compare all the money and tell us how we can distinguish this money, if I have several banknotes of Russian rubles, euros and US dollars in my wallet?

      During the games, the teacher introduces a new theory.

      Theory for the teacher:


      (Give an example of the currency of your country) national currency can only be made only by the Central Bank of the country. Why do you think it is called "Central"? Discussion of ideas. Because this is the main bank in the country - it helps all other banks work. And with its help, new money is printed – this is called "emission".

      The teacher shows the most common banknotes (dollars, euros, rubles) on the projector.

      Euros are common in Europe. Who of you has seen Euro? What kind of money it is, describe it. What were the currencies used to be called in these countries (francs, marks, etc.)? The teacher shows the pictures of this money on a projector and briefly explains the reasons why there is one single currency in Europe now.

      The US dollar is common in the USA. Who of you has seen US dollars? What kind of money it is, describe it. Since this is NOT the money of our country, it is called foreign currency.

      Why is the dollar valued everywhere? Discussion of ideas. Because this is the currency that everyone knows and accepts. Is this money a national or foreign currency? Why do you think so? Do you think it is possible to exchange the currency of one country for the currency of another country? What is this process called? The teacher introduces the concept of "conversion".


      Another function of money is World money. Money is different in different countries, by exchanging one money for another, one country can trade with another country.


      Part 2. Online exercise. Getting acquainted with the world's currencies

      1. Children work independently in LMS for 5 minutes

      2. Discussion: what currencies have you learnt about?


      IMPORTANT. Pair up the children and ask each child to tell during 30 seconds what world currencies they have learned about today.

      If you don't have enough time to play an online game in class, you should give it to your children as homework. All tasks in LMS are evaluated and taken into account when calculating final scores at the end of the semester.

      Well done, guys, you've coped with the task successfully.
      CREA: design of the Royal currency
      Teacher's Introduction:
      Dear children, the Kind King asked you for help again. He doesn't like the way money looks in his fairy-tale Kingdom. Help him come up with new money for his Kingdom (color, shape, size)?

      Exercise progress:

      1. On the tables in front of the students there are blanks of paper of different shapes: the child is asked to make his own design of these notes, as well as cut his own shape independently. Different materials are used. A brief presentation of the works includes the name of the money. Each child makes a design for his own currency.

      2. To sum up, you can organize the gallery space. Hang all the pictures on the wall and go over each drawing with children. The creator of the drawing talks about his design.
      VALUATO: cards versus note
      Teacher's Introduction:
      We've learned about barter exchange, found out what items were used instead of money, created our own design of the note, and now it's time for us to return to our time. What money do we have now? Yes, now we have electronic money, the money that we store on a bank card. Who of you has got a card?

      Exercise progress:

      1. Divide children into two corners: in one corner - those who believe that electronic money will replace paper money, in the other corner - those who believe that paper money will still remain. Question: will electronic money replace all paper money in the next 5 years?

      2. - in the corners, children in pairs express their opinions. Be sure to indicate the time, and who is the first to speak in a pair.

      3. - ask on a selective basis what your partner said from each corner

      4. - fix the pros and cons of e-money
      Summing up the lesson. It is important to give feedback to each child
      Guys, today we have remembered what money is, learned what functions it performs, learned what was used as money in ancient times. We need to draw the history of money for the Kind King and send him a return letter that he will be able to return it to his Kingdom.

      1. Children draw the history of money in the team
      2. Teams tell each other what they did
      3. Summarize the overall results.
      Homework
      "My first million"

      Exercise 1. Imagine that you have already earned your first million. Think how you'd like to spend it. Write your short story.

      Exercise 2. Depict what your first million was spent on.

      Don't forget to bring with you to the next lesson: pencils, colored paper, felt-tip pens, scissors, glue.
      TESTING: Topic 2. "Money"
      Read the question and answer options to children. At this time, they tick the correct answers in their notebooks.
      After the entire test is read and everyone has ticked their options, the teacher gives the correct answers, and children check themselves or check the neighbor's notebook (exchange notebooks with a deskmate).
      Mark +/- or circle the correct answers with another pen if there is a mistake. It is important to make sure that children have their own answers in their notebooks.
      Correction, strikethrough can be considered a mistake. If there is time, the tests can be checked by the teacher, but he ought to give the correct answers to all children and discuss them with them.

      1. Place these concepts in historical order from the moment they appeared.

      • Coins
      • Barter exchange
      • Banknotes
      • Electronic money
      • Money in the form of shells

      1. You want to buy a toy, but it's very expensive, you don't have enough money. Your parents give you pocket money every week. What function of money will allow you to buy this toy in a month?

        • Measure of value
        • Means of payment
        • Store of value and wealth

      4. Place goods from more liquid to less liquid?

      • Gold
      • Money
      • Boots
      5. Which money is the national currency in the USA?

      • Rubles
      • Euro
      • Dollars
      MENTAL MAP: Topic 2. "Money"
      • The teacher writes three terms on the board - Barter, note, bank, coin.
      • In notebooks in the field for the mental map children must come up with three graphic symbols that reflect the essence of this definition.
      • Children pair up and show each other the symbols they have drawn and explain why they chose such symbols.
      Lesson 04
      Topic 3. "Production"
      Lesson objectives
      Lesson objectives
      Goal: Introduce students to the production process.

      Tasks:

      • reveal the essence of the "production" concept;
      • teach students to identify the stages of the production process;

      At the end of the lesson, students will:
      • be able to determine the resources necessary to produce a product
      • be able to determine the stages of the production process
      • be able to distinguish between material and nonmaterial production
      • be able to create an algorithm for product production
      A key point of the lesson: money is only a means which enables to carry out an effective exchange of goods, to measure their value, but not the purpose of human existence. Rather have a hundred friends than a hundred roubles.

      Teacher's materials:
      whiteboard, writing accessories for the board, projector, presentation, computer with open LMS.

      Student's material: Whatman paper, pencils, colored paper, felt-tip pens, scissors, glue, game money, a computer with open LMS.
      INTRODUCTION/CHECKING HOMEWORK
      Hi, guys! I am glad to meet you again.
      I have already received a new task from the Owl Lady Crea and I can't wait to share it! A lot of interesting things are waiting for us. But first, the Owl Lady Crea asked me to check your Homework.
      (Checking homework.)

      STORY
      Each Kingdom is famous for its unique goods. Fruit Land is famous for unusual fruits, Chocolate Land is famous for fantastic chocolate that melts in your mouth. A lot of tourists come from all over the world and want to get such exquisite goods. Kingdoms are growing rich, and the people are happy and contented.

      The Kind King became thoughtful, he was sorry for his State.
      He decided to take up the production, too. But it is not a simple task - nobody in the Kind Land knows how to start your production and what it needs for. The King called his people together to offer him the ideas, but that was not what he wanted.


      The Kind King decided to ask our Owl Lady Crea for help again.
      That's why there is a new task for us from the Owl Lady Crea: to understand what production is and to help the Kind King make his State famous, and what is more, for unusual, high-quality goods. Let's go!


      Note:
      how we work with the letter. It is very important to introduce an element of immersion in the fairy tale. To do this, it is necessary to print out the letter each lesson and to bring it to the children. You can ask children to read the letter in a circle, or each time choose one child to read the letter.
      MEMMY
      Those items that you can touch are material benefits. Material benefits that a person uses in the course of his life's activity may differ in various ways. It is customary to distinguish between material benefits: given by nature and produced by people. And their creation is called material production. Give examples of material production that are not relevant to our classroom environment.

      What else is there around us? Things that you can't touch are intangible benefits. What are these things? Mandatory discussion of many ideas. (name, health, life, honor) And their creation is called nonmaterial production. Give examples of nonmaterial production related to our environment in the classroom. (acquiring of knowledge)

      Production is the process of creating a product. Content, that is, not having a value expression.

      Ask children to note which are material benefits in their notebook.

      Teacher's Introduction:
      Today we'll split into three teams and try to start three productions for the Kind King. The first thing we need to do is to choose the line of activity. What can we do and produce? The product that we will choose should be first of all necessary and useful to people. The Kind King has three problems in the state.

      • It is difficult for him to reach other states.

      • The houses are very gray and cheerless.

      • All toys only entertain and teach nothing.

      Divide children into three teams. The team captain pulls a piece of paper with the company's product from the teacher. Ask the children which company solves which problem of the Kind King.

      We will have three companies:

      • Production of aircrafts for travel

      • Home decorations

      • Children's educational toys
      • We have decided on the products, and what do we need to do next? That's right, to understand how and from what we will produce our product. The first rule is to decide how we will produce our product! The teacher shows the children what she has in the magic shop. Children in teams make a list of resources.
      • Then we need to find out how much it all costs? How much money do we need for production? What will our costs be? (list that paper costs ... rubles, felt-tip pens cost ... rubles, etc. Add everything and get the cost of organization of production) So the next rule is to calculate costs!

      • And where do we get money to buy resources in a magic shop? I suggest earning it. We will complete team tasks and you will receive money for each task.
      STAND. Treasure hunt
      Teacher's Introduction:
      Instruction: the Kind King has suffered a great misfortune. He wanted to revise what we had already learned, but a strong wind suddenly blew and scattered his notes all over the room. Let's help him find them and revise everything together.

      Procedure:

      1. The teacher hides the pieces of paper with terms from previous lessons (society, money, production) in the classroom. Don't use banal places, but easily accessible and safe (hide in a book, attach under a table, etc.).
      2. Children search for pieces of paper by teams. Each team gets money for the number of pieces of paper they found. Give one dobrodel for 1 term. Each team has the opportunity to increase their budget. Each team needs to explain the terms they found. It's not allowed to use words with the same root. If a team can't explain the term, the right goes to the other team. The team can get 1 dobrodel for each explained term.
      APPLE: production process
      Part 1.
      Procedure:


      1. Each team receives a card with production. They need to draw the production process of the following products in a notebook, indicating the relations between the elements. What costs will we have for production of these products?

      Elements (pictures):
      Milk
      Candies
      Orange juice

      1. The teacher checks each team's results

      2. Pair up children from different teams. Each child has 30 seconds to tell each other about his production process.

      3. Give 10 dobrodels for the completed task. If the team did well, everyone was involved: give 10 dobrodels, give 9 dobrodels if there are any comments, give 8 dobrodels if they were naughty.
      i-Game: "Live factory"
      The group is divided into teams of 3-5 people.
      A team takes one card from each pack:


      Pack-nouns: buns, fizzy drink, candies, chewing gum, trousers, plates, cars, rollers, hoverboards, spinners, computers, smartphones, robots, toys;

      Pack-adjectives: made of dough, bubbly, sweet, stringy, denim, glass, fast, glowing, unstable, spinning, smart, one-button, walking, talking.

      Two cards form the name of their "live factory". The more unusual the name, the better. The team must determine the main stages of production in the factory and start (depict) the production. Factory is started with the person depicting the first stage, then the person-second stage joins in and so the whole factory starts working. There may be a sound accompaniment and a parallel explanation (for example, Hello, I'm a robot manipulator, I'm screwing up the screws).

      Example:
      name of the factory "denim buns". Stage one: load the denim into the recycling machine. Stage two: knead the denim dough in a denim mixer. Stage three: form the bun shape using a special manipulator. Stage four: bake in the oven.

      If the team did well, everyone was involved, give 9 if there are any comments, give 8 if they were naughty.
      ALIZEE: plants for the production of helicopters
      Procedure:
      Learn the process of helicopter production in enterprises.
      (The teacher explains to children that the cost price is the cost of production of one helicopter, dobrodels is money, the teacher helps children compare these two plants) what is the difference between these factories?

      Describe the process of the production of helicopters in the first factory.

      Describe the process of the production of helicopters in the second factory.

      If the team did well, everyone was involved: give 10 dobrodels, give 9 dobrodels if there are any comments, give 8 dobrodels if they were naughty.
      CREA: own production
      Procedure:

      1. Children with a list of resources go to the magic shop and buy everything they need for production. Say that following the results we will have a fair where it will be possible to sell your products.

      2. When the children have completed their production, the teacher says that it is necessary to set a price for the fair. First, we need to understand how much we spent on a single product. Children in teams count. The teacher says that this is called the cost price of the product. But we need a profit. Therefore, we need to make the price a little higher so that our product pays off, that is, we have the opportunity to buy more resources for the production of the next batch. Children set the price, the teacher helps.

      3. One buyer is chosen from each team. The teacher gives him money. Organize space for the fair. No buyer can leave the fair empty-handed and he cannot buy his own products.
      VALUATO: the idea of state-scale production
      Teacher's Introduction: Help the Kind King to start a new production in the Kingdom.

      Procedure:

      1. Each child should draw his own production of the product.

      2. Create your own version of production. Give it a name

      3. Tell us what resources you need for production. Tell us what products you produce.

      4. Hang all the works on the wall or board. Give dobrodels to all children. The number of dobrodels is equal to the number of children. In turn, each child tells about his production. The rest of children should estimate how possible such production can really be launched. If the production is such, each child gives 1 dobrodel to the speaker. If a child is not given a dobrodel, the teacher should finish his idea, ask questions and give dobrodel. Every child should get something for his production. In the end the teacher says that all ideas will be sent to the Kind King.
      Questions that can be discussed during the presentation:

      • Describe the processes that take place in your production. Explain the rules for producing goods/services.

      • Comment on why this production is necessary, what benefit this product will bring to people, why it is needed.

      • How will you take care of your employees who work at the place of production? (here it is important to discuss with children that it is important to create good working conditions for employees, to ensure safety, so that people do not work longer than their working day is, that they have a vacation, social support)
      Summing up the lesson. It is important to give feedback to each child

      And now let's sum up the results of the lesson, please tell us what have you learned today. The teacher interviews each child, finds out if he liked the lesson, what new things he has learned. In the process, the teacher comments on what each child did well in the lesson.

      At the end, summarize the overall results.

      Guys, today we have learned what production is, how the production process is organized, how to calculate the cost of starting the production, what the cost price of a product is, and also came up with our own production.
      What have you learned? Feedback=)
      The main task is to consolidate the material of the lesson.

      Procedure: children choose the beginning of a phrase for themselves and continue it logically: they tell about what they found out, understood and learned during the lesson.

      Course of the conversation:
      "I realized that, I learned that,
      This task showed me that,
      I have learned
      Now I am able to, Now I can, Now I know"

      Example: "I've learned that production is the process of creating a product."
      HOMEWORK: "Bake pies"
      Exercise 1. You probably have a favorite pie, cake, or pastry that mum, grandma, or dad make at home. Calculate the cost of making 1 cake, 1 pastry, or 1 pie.

      To do this, you need:
      1. Find out the recipe from your parents
      2. Find prices for the necessary ingredients
      3. Calculate how much it will cost to make a cake or a pie
      4. Fill out the form in the workbook
      * You can earn an extra point if you can make a cake at home and paste photos of how you were doing that
      Don't forget to bring to the next lesson: Whatman paper, pencils, colored paper, felt-tip pens, scissors, glue.
      TESTING:Topic 3. "Production"
      Read the question and answer options to children.
      At this time, they tick the correct answers in their notebooks.
      After the entire test is read and everyone has ticked their options, the teacher gives the correct answers, and children check themselves or check the neighbor's notebook (exchange notebooks with a deskmate).
      Mark +/- or circle the correct answers with another pen if there is a mistake. It is important to make sure that children have their own answers in their notebooks.
      Correction, strikethrough can be considered a mistake. If there is time, the tests can be checked by the teacher, but he ought to give the correct answers to all children and discuss them with them.

      1. Which of these is an intangible benefit?
      • Knowledge
      • Candies
      • Reputation
      • Helicopter

      2. Arrange these actions in the correct order: home production (manufacturing).

      • Buy raw materials: strawberries and sugar
      • Add sugar
      • Wash the berries
      • Pack the jars in gift paper
      • Pour into jars
      • Put strawberries in a pot, add water and put on the gas to cook

      3. How does the production process at a factory or plant differ from production at home?

      • Technology and scale
      • Cheaper
      • What is made at the factory can be sold

      4. How is it possible to determine, what is cheaper: to buy a finished product or make it at home, make up an algorithm.

      • Compare the cost of production at home and the price in the shop
      • Calculate the cost of production at home
      • Study the prices for the finished product in the store
      • Study the prices of ingredients for production at home
      5. Calculate the cost of production of a toy?

      cotton wool – 3 coins
      cloth – 7 coins
      buttons – 5 coins
      threads – 4 coins
      MENTAL MAP: Topic 3. "Production"
      Children in their notebooks in the field for the mental map, in the center of the page write down the word "production" and write five words that they associate with production, i.e. 5 associations.

      The teacher shows on the blackboard what it looks like.