VOLUME
5 ISSUE 1
February 2004
Costs and Benefits of 'The Three Little Pigs'
When we make decisions, it is good to compare
costs and benefits. In the "Three Little Pigs," two little pigs could have used this decision
making skill!
This
lesson is written for K-2 students
and the teacher version can be found at the following web address:
http://www.econedlink.org/lessons/index.php?lesson=EM282&page=teacher
Guess Who's Coming to Dinner
This lesson introduces regulation and
information as two tools used by government to
promote fair competition and complete
information in a market economy. Using the 1906
Pure Food and Drugs Act as a case study,
students explore the reasons buyers and sellers
asked the federal government to intervene with
respect to food safety and quality. In a second
activity, students examine how government has
improved consumer access to food and nutrition
information – more specifically, how government
requires sellers to provide accurate,
standardized information and how it provides
information directly through federal agencies.
Students then use this information to make a
choice
between two food products.
This
lesson is written for 6-8 | 9-12 students
and the teacher version can be found at the following web address:
http://www.econedlink.org/lessons/index.php?lesson=EM522&page=teacher
WIDGET PRODUCTION: Producing More, Using Less
In the first part of the lesson students take a
quiz to review the major concepts taught in
Lesson 7, "Widget Production," from Master
Curriculum Guide in Economics: Teaching
Strategies 5-6. Students then search the web
for examples of the many ways in which
productivity has been increased over the years.
Finally, they identify a situation where an
increase in productivity could alleviate a
problem and create a way to solve this problem.
They also analyze the costs and benefits of
implementing their solutions.
This
lesson is written for 3-5 and 6-8 students
and the teacher version can be found at the following web address:
http://www.econedlink.org/lessons/index.php?lesson=EM539&page=teacher
Money Comes and GoesStudents read two online stories that introduce them to the elements of a budget and show that a successful budget balances money coming in (income) with money going out (expenses and savings). Follow-up activities point out the value of a budget. Students learn that a budget can help us make sure we buy the things we really need and want. A budget can also help us save for things that we can’t afford to buy right now. In a culminating activity, students create a budget they could use to achieve a savings goal.
This
lesson is written for 3-5 students
and the teacher version can be found at the following web address:
http://www.econedlink.org/lessons/index.php?lesson=EM4834&page=teacher
A Case Study: United States International Trade in Goods and Services - January 30, 2004
Real gross domestic product (GDP) during the
fourth quarter (October through December) of
2003 increased at an annual rate of 4.0 percent.
Real GDP increased at an annual rate of 4.3
percent during the entire year of 2003 as
compared to an increase of 2.8 percent during 2002.
and the teacher version can be found at the following web address:
http://www.econedlink.org/lessons/index.php?lesson=EM225&page=teacher
| Other Areas of Interest: |
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NCEE is interested in your opinion of its current Virtual Economics: An Interactive Center for Economic Education CD-ROM and in your opinion of what should be featured on the revision. The revised Virtual Economics will be a CD-ROM with an interactive Web site. If you complete the survey by Friday, March 12, 2004, you will receive a 50% discount on the new Virtual Economics, which will be available in January 2005. You will be notified when the new Virtual Economics is available. The existing Virtual Economics has a Gallery where you can listen to explanations and applications of economic concepts. You can also do this using the Map. Virtual Economics also has a Resources section or library of 150 documents and 30,000 pages of instructional materials in .pdf format, which is searchable by topic, grade level, and national content standard. We anticipate that the new Virtual Economics will have even more features. Your responses on this survey will help determine what these features will be. You may respond to this survey whether or not you have ever used Virtual Economics. To complete the survey, visit the following web site: http://www.ncee.net/surveys/ve.php?s=9 Join GATE - today
GATE is a new national and international membership organization sponsored by the National Council on Economic Education exclusively for K-12 teachers and others who are interested in economic and financial education. For more information and application visit http://www.ncee.net/gate/ 2004 National Council on Economic Education / National Association of Economic Educators Annual Conference For more information visit the conference web site at http://www.ncee.net/conference/ Frequently Asked Economic Questions
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Edited
by John LeFeber, Curriculum and Instructional Developer National Council on Economic Education Technology Office 215 N. 8th Street, Suite 215 Lincoln, NE 68508 Phone: 402-438-6929 | Fax: 402-438-6867 | Email: jlefeber@ncee.net |
National Council on Economic Education
1140 Avenue of the Americas
New York, NY 10036
Phone: 212-730-7007 | Fax: 212-730-1793 | http://www.ncee.net
Leading the charge for economic & financial literacy for 55 years
The National Council on Economic Education (NCEE) is a nationwide network that leads in promoting economic literacy with students and their teachers. NCEE's mission is to help students develop the real-life skills they need to succeed: to be able to think and choose responsibly as consumers, savers, investors, citizens, members of the workforce, and effective participants in a global economy.