Lesson Game Make Apple Pie
Usa Fredericks Fairfax CountyfTerra Centre Elementary Teaching Economics Through Children's Literature June 1999 Title: How to Make an Apple Pie and See the World Author: Marjorie Priceman ISBN: 0-679-88083-6 Copyright: 1994 Grade Level: First iliade Virginia SOL: 1.9,1.10 Economic Concept: consumers and producers; resources; natural, human, and capital Other Subjects: Language Arts--beginning, middle. and end; Science--natural resources; Social Studies--geography Synopsis: A young girl wants to make an apple pie, but she finds that the market is closed. She then travels around the world to gather the ingredients necessary to bake an apple pie. As she gathers the ingredients, the reader learns about the natural resources necessary for the production of an apple pie. The reader also encounters workers such as farmers, harvesters, and gatherers who aid in the production process. Once the girl gathers the natural resources, she then has to grind the wheat, boil the sugar cane, churn the milk, and eventually bake the apple pie. Time Frame: Two lessons spread over two days. Materials: map of the world game board for each group of students (2-4 players) 2 sets of cards for each game board a game piece for each child an extra set of cards (optional) Procedure: Day One 1. Read the book How to Make an Apple Pie and See the World 2. Have the students locate the different locations on the map as you read the story. You may want to mark the locations with a piece of tape. 3. Introduce the term natural resource- '''Things not made by people, but used by people." 4. After finishing the story. refer back to the map. Have the students identify the natural resources that the girl got from each location. 5. Fill in any natural resources that the students have trouble identifying. Also point out that both the apple tree and the apples are natural resources; both the cow and the milk are natural resources; both the chicken and the egg are natural resources. 6. Ask: ''What did the girl have to do to the milk before she could use it in the pie?"
9. You can also introduce the concept of "intermediary resources" while discussing what the natural resources were turned into. Intermediary resources are "goods used up in production of other goods and services." In this case, and because of the age of the students, I would probably refer to them as "in-between" resources. This tenn is not one of the objectives for this particular lesson. The main reason to bring it up is to insure that students don't confuse products such as flour and butter with natural resources such as wheat and milk. This is necessary for correct identification of natural resources. 10. Introduce the tenn "human resources". Define human resources as workers. Workers can use their mind or their physical strength to work. 11. Ask the students to identify different human resources in the story. Day Two
1. Ask the students to summarize the story by dividing the story into the beginning. midille, and end. 2. Ask the students to identify the natural resources in the story. 3. As students identify natural resources in the story, try to have them identify the human resources associated with each resource. For example, a dairy fanner might work with the cows; a harvester might gather wheat. In addition have the students identify other human resources mentioned in the story (eg. pilot. ship captain, etc.). 4. Ask the students to identify the "in-between" resources that she needs to tum the natural resources into in order to bake the pie. S. As the students identify the "in-between" resources, have them identify the capital resources used in the process. 6. Point out to the students that if the main character in this story were a true producer, she would sell the pie at the end to a consumer. 7. Once you have reviewed the story with the class. you can di vide the class into groups of 3-4 students. 8. Give each group a game board with a deck of cards (two copies of the game cards for each game), and a game piece for each person. Place the picture cards face down on the board. 9. To play, the players alternate turns. Take a picture card from the stack and move to the corresponding word on the board. For example, if you pick an apple tree, you would move to the first spot on the board that says "natural" for natural resources. There are natural resources, capital resources, and human resources in the game. There are also two cards of "in-between" resources. If you get one of these cards, then you lose a tum. The winner is the first person to get to the end of the game. Assessment: While the students are playing the game, you can walk around the room and listen to their conversations about the different resources. This would be a good way to determine if they grasp the concept of the different kinds of resources. Lesson Extensions: There are many extensions that could be done. Students could make additional cards to go along with the game. Students could create their own stories such as "How to Make Ice Cream and See the World", or "How to Make a Peanut Butter and Jelly Sandwich and See the World."
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9. You can also introduce the concept of "intermediary resources" while discussing what the natural resources were turned into. Intermediary resources are "goods used up in production of other goods and services." In this case, and because of the age of the students, I would probably refer to them as "in-between" resources. This tenn is not one of the objectives for this particular lesson. The main reason to bring it up is to insure that students don't confuse products such as flour and butter with natural resources such as wheat and milk. This is necessary for correct identification of natural resources. 10. Introduce the tenn "human resources". Define human resources as workers. Workers can use their mind or their physical strength to work. 11. Ask the students to identify different human resources in the story. Day Two
1. Ask the students to summarize the story by dividing the story into the beginning. midille, and end. 2. Ask the students to identify the natural resources in the story. 3. As students identify natural resources in the story, try to have them identify the human resources associated with each resource. For example, a dairy fanner might work with the cows; a harvester might gather wheat. In addition have the students identify other human resources mentioned in the story (eg. pilot. ship captain, etc.). 4. Ask the students to identify the "in-between" resources that she needs to tum the natural resources into in order to bake the pie. S. As the students identify the "in-between" resources, have them identify the capital resources used in the process. 6. Point out to the students that if the main character in this story were a true producer, she would sell the pie at the end to a consumer. 7. Once you have reviewed the story with the class. you can di vide the class into groups of 3-4 students. 8. Give each group a game board with a deck of cards (two copies of the game cards for each game), and a game piece for each person. Place the picture cards face down on the board. 9. To play, the players alternate turns. Take a picture card from the stack and move to the corresponding word on the board. For example, if you pick an apple tree, you would move to the first spot on the board that says "natural" for natural resources. There are natural resources, capital resources, and human resources in the game. There are also two cards of "in-between" resources. If you get one of these cards, then you lose a tum. The winner is the first person to get to the end of the game. Assessment: While the students are playing the game, you can walk around the room and listen to their conversations about the different resources. This would be a good way to determine if they grasp the concept of the different kinds of resources. Lesson Extensions: There are many extensions that could be done. Students could make additional cards to go along with the game. Students could create their own stories such as "How to Make Ice Cream and See the World", or "How to Make a Peanut Butter and Jelly Sandwich and See the World."
$-..4
(J)
g
t:..H
-+--l
o
.""'" ~
~
chef
harvester
kurundu tree
ij
gI
...0
egg ....
apple
milk
J
I
IflourJ
flour
./
~u wheat
apple tree
chicken
sugar cane
· mill
butter chum
water
pot
stove
How to Make an Apple
put cards facedown here
start
~ie
and See the WorId
discard
used cards
here
lll!lIJl1J.J
c8
( t
~
~?7
\~11'\~~ (J
~ ....... No
~
~
~
s
§
z ~....... ~
-
finish
