KinderMBa Teachers
Level 1\2: Economics in Fairy Tales(5-8 lessons)
Lesson 5
Consumption
Lesson objectives
Materials
Lesson objectives
Lesson goal: To learn with each student such basic concepts as "needs", "consumption" and "motivation"

Tasks:
  • reveal the essence of the concept "need";
  • introduce students to Maslow's hierarchy.
At the end of the lesson, students will:
  • be able to place needs in order of necessity for a person;
  • be able to assess your own needs and the needs of other people
A key point of the lesson: wrong values are formed in the consumer society. A man shouldn't only consume in order to satisfy his own needs, he should create and donate to other people if they are in need, particularly at the expense of satisfaction of his own needs.

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

Student's material: Whatman paper, pencils, colored paper, felt-tip pens, scissors, glue, opened LMS.
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
Hello innovators! The Kind King was very impressed with our proposals for the production of goods. Now his state is famous for not one, but the whole (number of children) extraordinary things! A lot of people now come to the Kind Land to buy these original goods. I would like to ask who not only described the production of the pie, but also made it? (checking homework) Today the Kind King turned to us with a very unusual request. I'll tell you about it now.
BACKGROUND TO THE STORY
"Hello, the Owl Lady Crea and a team of innovators!
You are already experienced guys and have helped me out many times. And you really helped me out! Investments in my Kingdom started coming from all over the world. Everyone wants to see my goods. The Kingdom is growing rich.
The king also started importing expensive equipment and foreign food from neighboring countries.
Only the residents of the state do not buy, everything is spoiling. Go to his Kingdom, guys, and find out what people need and what they want.

I'm waiting for your letter. Yours, the Kind King."
MEMMY
Teacher: Guys, today we will go to a neighboring state and visit three residents. But first we need to prepare a little. Let's remember what we do during the day. How does our morning begin?
Listen to the answers of children, you can write it on the board.
We wake up, wash ourselves, do morning exercises, have breakfast, etc.
What will happen if we don't have breakfast? If we don't eat at all? We will constantly want to eat, we will have little strength and energy to do other things.
Each person has different needs. They are not just desires, it is something that is very important and necessary for us to live.

For example, the need for food. What do we do not to be hungry? We go to have breakfast, buy food in the store, etc. Our society is built so that we have different places that help us cover our needs. For example, a store. All goods and services are connected with human needs. And we are consumers.

Theory for the teacher:


Consumption means the use of goods and services to satisfy needs.

Consumer a person who buys goods or services for their own use.

Motivation forces acting within the person that create a disposition to engage in goal-directed behavior.

Need the things that a person must have in order to have a satisfactory life.

Structure of the lesson: We come to visit to the character.
The teacher tells about the character. Finds out what needs the character have. Then does the task. All three stories should form Maslow's hierarchy on the Board. After each meeting, you write down the needs discussed on the board.
STAND
Before each task, the teacher tells about the child we came to visit.
Seven-year-old Indira lives with her parents, 2 brothers and 1 sister.
The whole family lives in one small room with one bed. Indira can't go to school, she needs to help her parents. She's been working since she was three. Indira dreams of having toys and clean water. Her favorite food is plain noodles
Teacher: Guys, how do you think what needs Indira has? Food, water, sleep, shelter, safety. These are basic needs for any person. A person will not be able to live without satisfaction of these needs. Let's understand what goods are the most important for a person. Or they are also called essential goods.

Exercise: essential goods
  1. Each team takes a card with a place: life in the city, a desert island, life in a tree house, life in the mountains
  2. Teams take 5 minutes to make a list of necessities for a week in this place (at lease 5-7 items)
  3. Teams come out and present their results, the teacher comments and gives feedback
APPLE
Ten-year-old Michael lives with his mother, grandfather and younger sister in a flat. His mother works a lot. Michael goes to school and does all the housework so that his mother can rest. He doesn't have any time to play with the guys in the yard. He wants to communicate more with the guys. Michael dreams of new cool sneakers that all the guys in the class have, but now it's more important to buy a coat for his little sister.

Teacher: What needs does Michael have? Michael's basic needs are satisfied, but he doesn't have time to communicate. A person has another important need for belonging, that is, for love, friendship, and communication. How does a person satisfy this need?

Exercise progress:

  1. Children open their notebooks and do their written task in the notebook. Arrange the needs from 1 to 6 in descending order of their importance to yourself (do it in the workbook). The need for chocolate, the need for a cell phone, the need for books, the need for friendship, the need for creativity, the need for computer games, the need for education.
  2. Ask children to share their choice on a selective basis, to tell why they put this particular subject in the first place.
  3. Discuss with your children what is really important and necessary, and what we can do without
i-Warm-up: "Adjective-noun"
Everybody is in a circle.
The teacher explains the rules and starts first: he says any word combination, consisting of an adjective and a noun (colored pencil). A bystanding participant takes a noun (pencil), derives an adjective from it (pencil-type) and adds any other noun to it (pencil-type moose). There is no time for making up "suitable" word combinations - two-three seconds for each. The teacher's task is to maintain a high tempo of the game. The most important thing is non-existent combinations (laughing brick - brick cucumber - cucumber eraser, etc.).

The game can be supplemented and consolidated in the following way: after the end of the game the teacher and participants discuss the most unusual word combinations and make up definitions for them. For example:

We had a "water computer". What is it and how can it work? - it works under water; it works without using electricity, but using water; a special computer that analyzes the purity of water; a spy computer that can only be seen in water, etc.
ALIZEE
Nine-year-old Alex lives with his parents and younger brother in a penthouse in the center of the city. He goes to a prestigious school and studies well, does judo and goes to the swimming pool. Alex strives to win first places in competitions and likes to talk about his achievements. When he grows up, he dreams of becoming a lawyer like his father.

Teacher's Introduction: What are Alex's needs? Alex is no longer worried about food, housing, and socializing. He has it all. When the basic needs are satisfied, the person focuses on the need for recognition, knowledge, and education. The need for recognition takes the fourth place. This means that it is important to a person how he is treated in society, whether he is respected. How can a person satisfy this need and gain respect from friends? The last place in importance is taken by the need for self-actualization (the need for knowledge). This means that it is important to develop yourself in some business, to become a professional.

But the level of needs of different people may differ from the generally accepted system of needs, for example, in Maslow's hierarchy. This is influenced by various reasons, such as age, education, social upbringing, a person's values, or other circumstances. The main need of a baby is the need for food, for the children who are older these are needs for safety at school and other places, in addition to the need for food. The older a person is, the more needs he has. We have put together the hierarchy of needs. It was invented by American psychologist Abraham Maslow.
Teacher: Guys, why do you think Alex is so eager to win? If a person does not want to do anything, will he achieve something? That's right, he won't. If we have something desirable and valuable, we try to achieve it. It may be a cake, or it may be first place in the competition. This is called motivation. Motivation is what motivates a person to perform a certain action. For example, we are very thirsty. What do we do? Look for water. Our need for water motivates us to find water. Or we want to win a running competition, that's our goal. It will motivate us to prepare hard for competitions and to train.

We have received two problematic situations from the Kind King. Let's watch the video and find out what we need to do. Switch on the first part of the video and ask the guys to answer the question of what you need to help the Kind King and its residents with.

Teacher's Instruction: We will split into two teams and help to come up with motivation. In one team, come up with the motivation for students to read, (consume) more books and to go to the library more often. In the other team, find the motivation for students to go to the swimming pool more often.

Task. Develop the motivation

Exercise progress:


  1. Divide children into two teams.

  2. Give each team their own case

  3. Ask each team to draw their own idea

  4. Ask children to discuss the ideas they have come up with

  5. Teams present their solution
Exercise 1: The librarians came to the Kind King and complained that the students did not go to the library at all. Based on your experience, create your own motivation for students to read (consume) more books and to go to the library more often.

Exercise 2: The Kind King wants students to be healthy and do more sports, namely, go to the swimming pool more often. The Royal swimming pool has become completely empty, now only fish swim there. The Kind King has invited you so that you and your team find the motivation for students to go to the swimming pool more often. Describe how you came up with-found such motivation?

Note: in online format, read the case and let children draw the solution to it themselves, then present what they have. The second option is to read the case, ask each of the children to offer his own solution in a chain, and write all solutions on a slide in the presentation.
VALUATO
Guys, we have come up with the motivation, and now let's watch the second part of the video about our guys and evaluate their solutions. Let's compare our solution and the idea of the guys and compare it with our solution. After watching, ask children to disclose the guys' decision and ask them to say what advantages there are in such a solution, then ask them to say what can be improved. You can also revise the basic terminology of the lesson. You give a word, choose a child who gives definitions.
CREA: Map of needs
It's time to write a return letter to the Kind King. Let's remember what he asked us to do. We have met the residents of a neighboring state, and now we can tell what their needs are. Refer to Maslow's hierarchy of needs, which you have on the board. And say again what needs we have. Let's now create a map of the city and draw the places that our residents need. For example, for Indira, stores with inexpensive food are important, and for Alex, a swimming pool is important.

  1. Children in teams draw maps.

  2. They present them to each other, tell how their city is organized, what needs can be satisfied in it.
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 consumption is, what needs there are in terms of importance, what the "consumer motivation" is and how the producers "motivate" us to buy their products.
What have you learned? Feedback=)
The main task: to consolidate the material of the lesson.

Procedure: children choose the beginning of the sentence and continue it logically: they tell what they found out, understood, and learned during the lesson.

Course of the conversation: "I realized that, I learned that,

This exercise showed me that I have learned Now I can Now I am able Now I know"

Example: "I have learned that a need is a human need.
HOMEWORK: "I am a business person"
Exercise 1. Draw a comic strip consisting of 4 parts based on one of the topics:
"I am a business person"
"The best day of a business person"
TESTING: Topic 4. "Consumption"
  • 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 she ought to give the correct answers to all children and discuss them with them.

  1. Which of these needs are the most important?

    • Need for water
    • Need for education
    • Need for safety

  2. Write these needs in Maslow's hierarchy, what will be at the bottom and what will be at the top?

  • Need for food
  • Need for safety
  • Need for communication with other people
  • Need for respect
  • Need to draw pictures

3.Who is the consumer of goods?

  • A person who uses and buys these goods
  • A person who sells these goods
  • A person who likes these goods

A person who uses and buys these goods

A person who sells these goods

A person who likes these goods

4. Motivation is
  • What makes a person act, do something
  • What prevents a person from acting, doing something
5. How is it possible to motivate a child to learn better? Give 3 examples

1) Free sweetie for every excellent mark

2)

3)

MENTAL MAP: Topic 4. "Consumption"
Children fill in the mental map in their notebooks. In places marked in red, they write or draw examples that they remember from the lesson.
Lesson 6
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 7
      Topic 5. "Trade. Market"
      Lesson objectives
      Lesson objectives
      Goal: provide students with basic knowledge about the organization of the trading process.

      Tasks:

      • reveal the essence of the concept "market" in the economic category;
      • help children understand the role of substitutable and complementary goods;
      • introduce students to the concepts of "demand" and "supply".
      At the end of the lesson, students will:
      • be able to explain the concepts of "market", "demand" and " supply";
      • be able to distinguish between "complementary" and "substitutable" goods;
      Message of the lesson:

      To sell something you don't need, you need to buy something you don't need. And we don't have any money.
      (Joke)
      INTRODUCTION/CHECKING HOMEWORK
      Greeting and checking homework
      BACKGROUND TO THE STORY
      "Once the Kind King decided to purchase foreign goods for all his Kingdom. Residents asked the King to buy sweets and food for their pets. There's nothing for it, the Kind King went to world exchange. He went there and realized that he did not know anything about trading.

      The King decided to ask our owls for help. He has sent out the questions and is waiting for an answer."

      Today we are going to talk about different places where trade takes place. Where do you think the goods can be sold? (a store, shopping center, farmers' market, or market). What is trade?
      Theory for the teacher
      Trade is a certain type of activity aimed at the implementation of purchase and sale

      Market or farmers' market - in everyday life, this word means a certain place in a city or another settlement where we can buy any thing (usually products), i.e. a market is a place where different goods are sold and bought.

      Material for explanation in the lesson, the teacher explains the concepts in simple language, displays on the screen the full definition with pictures, the material is explained in the format of a dialogue, the teacher asks children questions, and then gives definitions.

      Trade the activity of buying and selling, or exchanging, goods and/or services between people or countries:

      Market a place or event at which people meet in order to buy and sell things

      Fair a large public event where goods are bought and sold, usually from tables that have been specially arranged for the event, and where there is often entertainment

      Mall a large building or covered area where there are a lot of stores, restaurants, etc. close together.

      Quantity demanded is the quantity of a commodity that people are willing to buy at a particular price at a particular point of time.

      The quantity supplied is the amount of a good or service that is made available for sale at a given price point.

      Competition is the struggle or rivalry in order to gain a benefit or advantage.

      A substitute good is defined as a product or service that is used in place of another, for example: tea and coffee.

      A Complementary good is a product or service that adds value to another. In other words, they are two goods that the consumer uses together. For example, cereal and milk.
      MEMMY
      Guys, what goods are sold in the market or in the farmers' market? (food, clothing, electronics). How often do you go there, and why?
      Describe what a market or farmers' market looks like. (
      The picture of the market in large size: Draw attention to the fact that the market can be open-air, there is always a seller behind the counter, all goods must have price tags, but you can bargain like in the market)
      What does to bargain mean?
      Why does the buyer bargain?
      Why does the seller bargain? In what countries do you think people like to go to the market or to the farmers' market?


      Tell me, who of you knows what a fair is? How often do you go there, and why?
      Describe what the fair looks like. What does a weekend fair mean? What is the difference between a fair and a farmers' market? (
      Draw attention to the fact that the fair is a periodically organized open-air trade, often themed, the seller is always behind the counter, all goods must have price tags, but it is possible to bargain like in the farmers' market)
      i-Warm-up: "Stores of the future"
      The teacher shows examples of unusual buildings of the world on the projector (from Gaudi to the Tate Museum in London).
      Describe how you would like to see the buildings of Shopping Centers and stores of the future?
      How would they differ from today? draw your ideas.
      STAND
      Teacher's Introduction: guys, I invite you all to my magic store. And why it is magic, you will learn in the process.

      Exercise progress:

      1. Divide children into teams
      2. Give the teams a list of products and money
      3. Children come to the store. They need to calculate the correct amount on the price tags and give you the necessary funds, for this they get their product according to the list.
      4. Your task is to create different difficult situations. Give a bad product instead of a good one, give no change, cheat. It is important that children pay attention to these situations, and you discuss them
      5. As a result, children write down in their notebooks the difficult situations they have encountered, and you say the rules.

      It is necessary to look at the quality of the product and its expiry date
      To count the change near the counter, etc.
      APPLE
      Teacher's Introduction: Guys, what would happen if we didn't find the right product in the store? For example, we need to buy tea, and the store has run out of it? What can we buy from drinks instead of tea?

      Those goods that are similar in their properties, like tea and coffee – are substitutable goods. Give examples of intersubstitutability of goods: tea – coffee, water, milk, juice; sugar - candy, roses - carnations; cinema - circus, etc.

      Why do we need substitutable goods? What substitutable goods do you use? Guys, substitutable goods are also called Substitute goods or substitute products. These goods are very similar in properties, and we can easily replace one product with the other. Example: tea and coffee are two substitute products, they are similar in properties, so one product can replace the other, so if the price of coffee increases, the demand for tea will also grow, as people will buy more tea, because it is cheaper.

      Substitute goods are a group of goods and services for which an increase in the price of one of them will lead to an increase in demand for others, for example: tea and coffee, turkey meat and chicken meat.

      And there are complementary goods that complement each other, for example, a door, a lock and a handle complement each other. What can be a complementary product for a car? (that's right, for example, petrol). And for the computer? (right, a mouse). And for a toothbrush? (that's right, toothpaste). And for a pillow? (that's right, a blanket). All these goods complement each other and we will consume them simultaneously.

      Why do we need complementary goods? What complementary goods do you use? What do you think is the best way to sell complementary goods in a store? Will it be convenient for us if they are placed on neighboring shelves? (explain to children that the store sometimes specifically sells complementary goods in sets or puts them on neighboring shelves so that people buy the set).

      Complementary goods are also called complement goods, they are several products and/or services that complement each other and are consumed simultaneously.

      How do you think price changes affect demand, if these are complementary goods? For example, if the price of petrol increases significantly and it becomes very expensive, will this affect the demand for cars? (demand for cars will fall, people will buy few cars, because they need petrol to drive them, and the price is high and it is too expensive). Please give your own examples of complementary goods.

      Exercise progress:

      1)Children combine goods into groups in their notebooks (substitutable - red pencil, complementary - blue pencil). (it is better if after the explanation the first two pairs are gathered together with the children, and then give them the opportunity to finish themselves, and then check each child - be sure to ask guiding questions in case of a mistake, otherwise it will be difficult for children to perceive a simple correction)

      2)Each child takes turns to give one pair
      PHYSICAL ACTIVITY BREAK
      ALIZEE
      Teacher's Introduction: In fact, the concept of the market is much broader in Economics, it is not just a farmers' market where you can buy something.

      Market (a broader concept) is a system of economic relations that develop in the process of production, circulation and distribution of goods.(the definition can be simplified for children by explaining in their own words)
      Who do you think are the market participants? (That's right, there must be sellers and buyers in the market.) What do we mean when we say children's clothing market? Who are the participants in this market? (that's right, these are all sellers of children's clothing, all buyers of children's clothing, explain to children that we are not talking about one place where sellers and buyers gathered, but about a broader concept). And what about the global toy market? (these are all sellers (all stores) and buyers of toys in the world, explain to children that the market can be limited geographically, by country, by city). And what about the market for hairdressing services for animals? Who will be a participant in this market?Guys, what do you think is meant when people measure the size of the market in money and say, for example, that the children's books market is equal to 1 million a year? (this means that during 1 year, they sold and bought accordingly children's books worth 1 million.)

      Exercise progress:
      1. Read a task together with children.
      2. Each child highlights the necessary conditions with a pencil
      3. Show the solution on the board
      4. Write down the answer in a notebook

      Exercise 1: "The Kind King in his Kingdom has got 5 companies that produce magic candies. Last year each resident of the Kingdom spent 1 dobrodel (this is the coins that are used to pay in the Kingdom) to buy candies. In total, there are 120 inhabitants in the Kingdom. Evaluate the magic market of candies in monetary terms."

      Exercise 2: "People in the Kingdom of the Kind King like animals very much. Last year the Kind King spent 10 dobrodels to buy feedstuff for his pets, his entourage spent 20 dobrodels to buy food, and all other residents spent 70 dobrodels to buy food. How much was the market of pet food in the Kingdom? Can we determine the dog food market from the data of the task?"
      Read a task together with children.
      Each child highlights the necessary conditions with a pencil
      Show the solution on the board
      Write down the answer in a notebook
      VALUATO: favorable price
      Teacher's Introduction: Guys, how can we determine the price of each item in the store? If we are going to come up with a store, how do we figure out what price tag to write?

      Exercise progress:

      1. The teacher names one category, for example, when are warm jackets more expensive in summer or winter? She denotes in space where those who are for the summer and those who are for the winter go.
      2. Children stand in the corners.
      3. Children in pairs discuss why they are standing in this corner.
      4. Ask children on a selective basis and sum up.
      When are warm jackets more expensive in summer or winter? Why? (because people are ready to pay more for warm jacket in winter, because it's cold and they need them, and the seller knows this)

      Which apples will cost more: good or rotten? Why?

      Which will cost less: a large blanket for adults or a small blanket for a baby? Why? (it will be cheaper to produce a blanket for baby)

      The teacher names one category, for example, when are warm jackets more expensive in summer or winter? She denotes in space where those who are for the summer and those who are for the winter go.

      Children stand in the corners.
      Children in pairs discuss why they are standing in this corner.
      Ask children on a selective basis and sum up.
      CREA: market
      Teacher's Introduction: we have learned how the market works, and now we will create it ourselves

      1. Each child takes a card of what he will produce. Basically everyone will take a postcard with flowers, but there will be two cards of airplane production. Give 5-7 minutes for production
      2. The market opens. Give money to children. Children should sell each other what they have produced. Everybody must buy something.
      3. Discuss with children what happened, and explain what competition is by using the example of the game. Tell what supply and demand are using situations from the game.
      Theory for the teacher:
      Quantity of demand-the quantity of goods purchased by the buyer and consumed in the market in a limited time. Quantity of demand depends on the price of the goods, the income of buyers, the prices of substitute goods, additional benefits, tastes and preferences.

      And the demand for goods can change depending on the season? When is the demand for Christmas Trees higher, in winter or summer? And when is demand high for notebooks and school bags? And when does the demand increase for skis?

      Additional i-Game at the teacher's discretion: "Buyer-Seller"

      Two participants act as a buyer and a seller.
      The rest of the class comes up with the details of the scene together: the seller of what? Where does it all happen?


      When the teacher claps, the buyer is eager to buy the product, and the seller does not want to sell it. The next clap - vice versa: the buyer loses interest in the purchase, and the seller begins persuading to buy. And so on.

      The teacher explains the main rule: the change of mood of the players should be smooth and reasonable.
      What have you learned? Feedback=)
      The main task: to consolidate the material of the lesson.
      Procedure: children choose the beginning of the sentence and continue it logically:
      they tell 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 can
      Now I am able to
      Now I know"
      Example: "I have learned that a need is a human need."
      HOMEWORK: "Dream store"
      Exercise 1.

      Draw your dream store. What goods are sold in it? Use different colors to draw pairs of substitutable and complementary goods that are sold there.

      * Give 3 examples of such goods
      TESTING: Topic 5. "Trade. Market"
      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 she ought to give the correct answers to all children and discuss them with them.

      1) Which of these goods can be called substitutable, or substitute goods?

      • Coffee;
      • Tea;
      • Bread;
      • Juice.

      2) Which of these goods can be called complementary, or complement goods? Find pairs.

      • Door;
      • Car;
      • Lock;
      • Ink;
      • Petrol;
      • Pen.

      3) Can we say that if the price of coffee increases, the demand for tea will increase?

      • Yes;
      • No.

      4) Quantity of demand is

      • The number of people who want to buy a product at a certain price;
      • The number of people who want to sell a product at a certain price.

      5) Quantity of supply is

      • The number of people who want to buy a product at a certain price;
      • The number of people who want to sell a product at a certain price.

      6) Demand for Christmas trees will be higher

      • In the summer;
      • In winter.
      MENTAL MAP: Topic 5. "Trade. Market"
      Children fill in the mental map in their notebooks. In places marked in red, they write or draw examples that they remember from the lesson.
      Lesson 08
      Topic 6. "Welfare"
      Lesson objectives
      Lesson objectives
      Goal: introduce students to the basic concepts on the topic "Welfare"

      Tasks:

      • Lesson objectives:
      • Explain what welfare is
      • Help children understand the difference between spiritual and material wealth
      • Explain what the standard of living is
      At the end of the lesson, students will:
      • Know what determines the welfare of a country
      • Know what is the difference between spiritual and material wealth
      • Know what is possible to do to improve your welfare
      Teacher's materials: whiteboard, writing accessories for the board, projector, presentation, workbook, handouts, opened LMS.

      Student's materials: workbook, colored pencils 4 colors minimum, pen, pencil, eraser, glue, opened 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.)
      "Some days ago the Kind King went to other countries on a friendly visit. He was very surprised that everyone lived differently. In some places the houses are old, the roads are broken, and in other places there are large mansions and expensive cars, now the Kind King thinks, what he should do to make his state prosperous and flourishing."

      i-Game: "Magic finger"
      All participants move around the space randomly. The game consists of three parts and takes place simultaneously for all participants.

      First: everyone points a finger at any object/person in space and speaks out its name aloud.

      Second: everyone points a finger at any object/person, but call the previous one (respectively, at the very beginning of the second part, the participants do not say anything).

      Third: everyone points a finger at any object/person, and says anything but not the name of that object. The teacher makes sure that the third part is held at a high tempo.

      The game may be varied in two ways.

      1. Pointing a finger at the object in the third part, the participant begins to pronounce a sound and then comes up with a name from it.

      2. Participants are divided into pairs. One points at the objects, and the second says the names (for the third part of the task). High tempo is important.
      MEMMY. QUESTION_ANSWER
      Exercise progress
      1.The teacher shows two pictures - of a poor and a rich country. Asks the guys what the difference is. Write down all the ideas on the board. The teacher explains what the welfare and standard of living of people are. Focus on the factors of welfare. You can use children's examples. Factors in theory for the teacher.
      2. The teacher gives a task to do in a notebook, what else determines the welfare of the country. What else can help us understand that a country is with a good income?
      3. Children draw individually in their notebooks.
      4 Children in pairs discuss what they've got.
      5. The teacher adds options on the board.
      6. And now we'll see how people live in the state of the Kind King. Let's bet that you can't make up a question about the video that I can't answer. Watch and make up questions. It is very important to indicate the rule that they must ask questions about the topic or the plot, they cannot ask questions, for example, how many hairs on the head of the Kind King.
      7. Question-battle between the teacher and students. The teams take turns to ask their questions, and the teacher tries to answer them. Then he can ask his own questions.

      Theory for the teacher:
      Welfare means the provision of people with material, social and spiritual benefits.
      Wealth a large amount of money or valuable possessions that someone has Spiritual wealth is positive qualities of a person, something that cannot be bought with money (beauty of the soul, love of the beautiful, wisdom, talent).
      Poverty the condition of being extremely poor
      Standard of living refers to the level of wealth, comfort, material goods, and necessities available to a certain socioeconomic class or geographic area
      Living standard of people is one of the most important economic categories.
      The living standard is understood to be the provision of the population with the necessary material benefits and services.
      For example, someone has five pairs of rubber boots, and someone does not have the opportunity to buy rubber boots.
      Someone wakes up in the morning in a warm bed, and someone wakes up on the street on a bench. This is the different living standard of people.
      The teacher tells about rich people who lead a normal lifestyle (ordinary clothing, transport, etc.), reinforcing the understanding that the formal possession or non-possession of an expensive product may mean nothing.
      A rich person has more opportunities. But these opportunities can be used in different ways. It is very important to understand how and what you can spend money on. You can spend it entirely on yourself, satisfying your inflated or non-existing needs (expensive car, yacht). And not be happy. And you can use it to make the world a better place. And be happy. Guys, if you had the opportunity to spend money not only on yourself and satisfying your needs, what would you do?
      Welfare means the provision of people with material, social and spiritual benefits.
      Factors of economic welfare include general business activity, voluntary work, help to neighbors, charitable activities, availability of free time, leisure, environmental pollution, etc.
      The system of quality of life indicators developed by the United Nations (the latest version, currently in force) includes 12 main groups of indicators: birth rate and mortality; sanitary and hygienic living conditions; food consumption; housing conditions; education and culture; working conditions and employment; income and expenditure of the population; cost of living and consumer prices; means of transport; recreation organization; social protection; human freedom, etc.

      Note:
      you can divide the guys into two teams and offer them such game: now each team has a poor country, but after completing each task, they can improve their standard of living. Their main task is to become a country with a high standard of living.
      Print out the pictures of a poor and rich country. Hang them on the board. A rich country is above, a poor country is below. Print out the game pieces, by the number of the team. One team – one game piece. Divide the board with markers into several stages (there are 5 tasks). Place the game pieces of all teams at the bottom, where a poor country is. After each task completed by the team, move the team's game piece from the bottom edge (a poor country) higher. If the team does not do the task or conflicts during the process, their game piece remains in place.
        STAND. Spiritual and material wealth
        Exercise progress:

        1. There are two pictures on the slide, one is about material wealth, the other is about spiritual wealth. Wealth can be not only material, but also spiritual (kindness, love). A materially rich person may be unhappy and dissatisfied with his life, and a poor person may be happy, because he will not have money, but will be spiritually rich. But it may be the other way round. A materially rich person can be spiritually rich, and a poor person can be spiritually poor. In view of this, first of all it is important to acquire spiritual wealth, love, kindness, and then material wealth. You can discuss these issues with children.

        Spiritual wealth is the positive qualities of a person, something that cannot be bought with money (beauty of the soul, love of the beautiful, wisdom, talent).

        2. Print out pictures related to spiritual and material wealth: beauty of the soul, love of the beautiful, wisdom, talent, big house, car, phone, computer.

        3. Each child gets one picture, and their task is to hang where it refers to: spiritual or material wealth 4. The teacher summarizes the results. Children draw in notebooks what eventually turned out.

        APPLE: challenges of poor and rich life
        Procedure:
        1. The class is divided into teams of 3-4 people. Each team must come up with a common idea: How would your team live for a week if it had no money at all? How would you eat, where would you live? How would you spend your free time? Keep 3 minutes for generation.

        2. Teams come and present.

        3. Second challenge - how would your team live for a week if it got rich and had a lot of money? What would you spend it on? (it is important to convey a message to children that money could be invested, start a business, and some of the money must be donated to help other people, discuss with children why rich people should donate money)

        4. Teams come and present.

        5. Sum up
          PHYSICAL ACTIVITY BREAK
          ALIZEE: journey
          Procedure:
          1. The teacher says that there is a photographer Peter Menzel, who travels around the countries in order to create photos of families from different countries and their purchases for a week. We now know what welfare is so let's try to rank the pictures. In the first place, put the family that is the wealthiest, and in the last place less. 2. Children show and explain their ratings. You can say that the pictures show families from France, India and Chad. You can open the map and show the children where these countries are located.

          3. Ask the children why Peter is involved in this project? Can we call it a social project?

          4. It is important to make children understand that we must know how people live around the world. This project not only helps us discover the culture of the other country, but also see the standard of living, understand if our help is needed somewhere.
          VALUATO: how the ecology affects welfare
          Procedure:
          1. The teacher shows the picture and asks the children what they see in this picture. Children should offer as many associations as possible. The teacher helps children by asking the question "And what else...?"

          2. Guys, do you think this picture is from a poor or rich country? That's right, this state does not have a high level of welfare and life. Why do you think that it does not exist? Because people do not take care of their territory, do not take care of the environment in their state. There is a country called Norway, which has one of the highest living standards, and the inhabitants of this country are very careful about their territory. Show the pictures from this country.

          3. Tell the children that we also have such beautiful places. Give examples of nature reserves and special natural territories in your country. What can we do to preserve our nature and our welfare? Not to throw garbage, to protect nature, etc. So let's come up with rules that will help us protect our territory.

          4. Children make up a set of rules together with the teacher and execute it handsomely.

          Theory for the teacher about the impact of ecology on welfare: https://riss.ru/analitycs/982/ read to tell your children some facts in your own words.
          CREA: advice to the King
          Procedure:
          1. Guys, we have visited different countries, seen how people live in other countries and what affects their welfare. Let's help the Kind King and give him some advice on what to do to increase the welfare of his state. Only we will write him a video letter instead of an ordinary letter.

          2. Note the time. Children write or draw their ideas in their notebooks. They are preparing what they will say in the video letter. Children work in teams.

          3. Children present their ideas; the teacher records them using the camera.
          What have you learned? Feedback=)
          The main task: 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 found out that... This task showed me that... I've learned... Now I can... Now I am able to... Now I know...»
          Example: "I've learned that production is the process of creating a product."
          MENTAL MAP: "Welfare"
          Task: Children write down the word welfare in the center of the page and write five words which they associate with welfare, i.e. 5 associations and add pictures to them
          TESTING: "Welfare"
          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 an indicator of a person's immaterial wealth?

          o Knowledge;
          o Money;
          o Status.

          2. What is an indicator of a country's wealth?

          o Residents;
          o Nature;
          o Scientists;
          o Criminals;
          o Polluted water bodies;
          o Homes.

          3. What is welfare?

          o Welfare is provision of people with material, social and spiritual benefits;
          o Welfare is a state of good health and well-being.

          4. What do you think the concept of "standard of living in the country" means?

          Standard of living in the country is the degree of satisfaction of the material and spiritual needs of each resident of the country.
          HOMEWORK
          Exercise 1: Read and answer the questions:

          Why did the wizard do so?
          What talents have you got?
          What do you do to develop them?

          "There were 3 friends: Vova, Petya and Kolya. Once a good wizard came to them and gave them their talents. Vova was given 5 talents, Petya was given 2 talents, and Kolya was given one talent. Everyone received according to their abilities and capabilities. "I give you these talents, use them correctly. Soon I will return and see what has happened to your talents" - said the wizard and flew away. Vova worked very hard, he put his talents into the business, so soon he had 10 talents. Petya also used his 2 talents to acquire more talents, and soon he had 4 talents. Kolya was lazy and therefore buried his talent in the earth so that it would not be lost. Soon the wizard returned and saw that Vova and Petya were able to use their talents correctly, that's why their talents increased, and Kolya had one talent and this talent remained. Then the wizard got angry and took away Kolya's talent and gave it to Vova and Petya."

          Exercise 2: I
          magine that you have the opportunity to change the end of this story. Write your own ending and draw what Kolya had to do.