Yum-onomics:Cupcake EconomicsBabymouse & Fancy Nancy Teach Fancy Economics Words
Presented by: Deborah Kozdras: USF Stavros Center email@example.com Website: http://yumonomics.com
Key Points In English Language ArtsReadingStaircase of complexity (texts are multiple and multimedia)Reading classic & contemporary literature & informational texts (of different genres).Critical types of content: classic myths and stories, foundational texts, classic literature, primary source documents.
Key Points In English Language ArtsWritingWrite logical arguments based on substantive evidence (fact/opinion).Research- Both short focused projects and longer term in depth researchAnnotated samples for arguments, informational/expository, and narrative writing.
Key Points In English Language ArtsSpeaking & Listening/ViewingStudents gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.Focus on academic discussion: one-on-one, small-group, and whole-class. Formal presentation is important. But student collaboration is essential (answer questions, build understanding, solve problems).
Key Points In English Language ArtsLanguageGrow vocabulary (direct instruction, conversation, reading). Determine and expand word meanings (academic vocabulary & discipline specific vocabulary).Real life experiences in 21st century careers. Speak and communicate using formal English and through a variety of media.Vocabulary and conventions extend across all other literacies.
Key Points In English Language ArtsMedia and TechnologyJust as media and technology are integrated in school and life in the 21st century, skills related to media useboth critical analysis (text consumer) & production of media (text producer)are integrated throughout the standards
Text Consumer to Text Producer
PreviewPick-out (concepts)Put-in (new ideas)Produce (Create)buysellgoodsscarcity
Fancy Nancy ReadAloud/ThinkAloudBefore Reading: PreviewDuring Reading Pick out: Think Aloud/Read Aloud questions and prompts. Close reading of text.After Reading: Put In: Other textshttp://www.harpercollins.com/browseinside/index.aspx?isbn13=9780061882685 see inside the bookhttp://www.fancynancyworld.com/ everything Fancy Nancyhttp://www.fancynancyworld.com/#/kids/fungames/ kids gameshttp://www.fancynancyworld.com/#/educators/ educator resourceshttp://www.thinkpinkalicious.com/games/cupcake pinkalicious cupcake gamehttp://togetherville.com/games-for-kids/cupcake-frenzy
Babymouse: ReadAloud/ThinkAloudBefore Reading PreviewDuring Reading Pick out: Think Aloud/Read Aloud questions and prompts.After Reading: Put In: Other textshttp://www.readingrockets.org/articles/books/39637/ http://cupcakestakethecake.blogspot.com/2010/09/4-babymouse-cupcake-recipes-online.html http://www.readwritethink.org/parent-afterschool-resources/podcast-episodes/babymouse-extravaganza-30555.html book chat with authorshttp://www.randomhouse.com/catalog/teachers_guides/9780375832321.pdf babymouse teachers guidehttp://www.randomhouse.com/kids/babymouse/homepage.htm http://pbskids.org/dontbuyit/advertisingtricks/createyourownad_flash.html create your own ad PBS site
Econ. Standards Activities: KindergartenK:SS.K.E. 1.1. Describe different kinds of jobs that people do and the tools or equipment used.Before Reading: Quick drawjobs and tools to make cupcakes. View video (Writing, speaking, listening, viewing).During Reading: Thumbs-up (pick-out) when they see a job or tool as you read the story. After Reading: Put In their ideas about the jobs and tools needed to make and sell cupcakes. Make a shared digital story with one job/tool per page. PowerPoint + soundAfter Reading: Make pictures of all of the jobs and tools from the story. Place them inside a paper bag. Decorate the bag with words and images. As you take out images, discuss how they were used in story.Research: They create (produce) their own text (recipe, digital story, story, compare/contrast, poster, etc.)
Brown Bag IdeasMake pictures of all of the jobs and tools from the story. Place them inside the bag. Decorate the bag with words and images. As you take out images, discuss how they were used in story.Make puppets to retell parts of the story. Students do a retell of the story based on econ-cepts. Brown bag with characters and props from book for retell. Decorate the bag with images and words from the story. The bag is used to illustrate the main concepts:Wants: what did characters want in the story?Goods/services: what were examples of goods/services?Money: What did the different characters use as currency/money? Make some items and money. Price items.
Econ. Standards Activities: Grade 1Grade: 1 SS.1.E.1.6. Distinguish people as buyers, sellers, and producers of goods and services.Before Reading Predict: Vocab 3P-Guided Discussion using vocabulary/word-wall cards.
Standards Activities: Grade 1During Reading Pick-out: Each student has a set of the word cards you wish to use. Ask them to hold up a card when they hear a concept (Pick-out) in the story. After Reading: Students can get in small groups and create their own videos about the goods and services in the story. They can re-read parts of the story and discuss the goods and services.Put-In What are the ingredients (goods) necessary to make cupcakes (use recipes or video)? What are the services the characters provided in producing and selling cupcakes?Put-In new text: Fancy Nancy Recipe & There Was a Fancy Girl Produce: Students create their own recipes/videos discussing the goods and services necessary to produce cupcakes and sell them at a fundraiser. (advertisements, games, etc.)
Recipes: Instructional Texts
Paper Plate Pop-UpFold plate taco-style and cut tab as in image.Draw the character. Glue her on the pop-up tab.Choose economic concepts to illustrate or write. Decisions and consequencesGoods and services she used.Resources needed for cupcakes.Things you would need to make your food of choice. (image of self. Take photos and make into pop-up puppets!)
Standards Activities: Grade 2SS.2.E.1.1 People make choices because of limited resources. Before Reading Predict: Discuss the concepts: choices, scarcity, goods, services, and resources. When someone is cooking and has limited (scarce) resources, what choices can they make? During Reading: Students record (pick out) the scarce resources in the stories. In both stories, the characters made choices to sell cupcakes because the library had scarce resources (books). What choices did they make?After Reading Put In: Create a Decision Apron about what choices you could make if you had scarce resources. Then make a decision paper-plate activity.
Produce: Choose from ReadWriteThink.org interactives
Other Cool Cupcake Texts!Teacher domain NSF video on making cupcakes http://www.teachersdomain.org/resource/vtl07.math.number.fra.cupcakemix/ Hello Cupcake Anatomy of a Cupcakehttp://hellocupcakeonline.com/anatomy.htmlIf You Give a Cat a Cupcake: Decorate your ownhttp://www.harpercollinschildrens.com/Kids/GamesAndContests/Printables.aspxPinkalicious: Pinkalicious game with cupcake sprinkleshttp://thinkpinkalicious.com/games/cupcake Elmo http://pbskids.org/sesame/games/elmocupcakes.html#/elmo
Cupcake History TextsFood timeline http://www.foodtimeline.org/foodcakes.html#cupcakesSlideshare cupcakes story history http://www.slideshare.net/guesta44159a/the-history-of-cupcakescupcake history http://iml.jou.ufl.edu/projects/spring07/ayers/history.html http://iml.jou.ufl.edu/projects/spring07/ayers/sources.htmlnice timeline http://www.allculinaryschools.com/culinary-careers/article/the-rise-of-cupcakes
Other TextsHow To Make CupcakesFrom How Stuff Workshttp://videos.howstuffworks.com/tlc/41320-dc-cupcakes-three-minute-ganache-video.htm http://videos.howstuffworks.com/tlc/45128-dc-cupcakes-operation-cupcake-video.htm http://videos.howstuffworks.com/food-and-recipes/cupcake-videos-playlist.htm#video-43451 Creating AdvertisementsPublic Service Announcements Lesson Plan http://www.readwritethink.org/classroom-resources/lesson-plans/mytube-changing-world-with-1069.html PBS website http://pbskids.org/dontbuyit/advertisingtricks/
*While the jobs are not addressed directly in this book, this could be an interesting focus point for students. Prior to reading, you could ask the students what kind of jobs people need to do in order to make an apple pie. Ask students what jobs people need to do in order to make an apple pie. Have them complete a quick draw/quick write about jobs and tools for making apple pie. (see quickdraw/quickwrite instructions and page). Instructions, on this sheet draw the workers and tools necessary to make apple pie.Before Reading: Vocabulary-Focused K-W-L (Ogle, 1986) . Sorrt of like a KWL chart and work with large group to fill it in. buyers, sellers, consumers, and producers of goods and services. I would begin with goods and services. Select economic concepts as vocabulary words you want to expand through the use of the book.Use the concept cards included with the packet. Goods Lead discussion and ask students to state meanings they know (they can split into small groups and do some brainstorming)Introduce the meanings of the words (use the vocabulary cards included in the program)Have students develop questions (things they want to know) about the words or their own knowledge of the concepts.
List question pages