Project GLAD Ocean View School District (Oxnard) THIS IS THE ECONOMY (Level 2) IDEA PAGES I UNIT THEME – Consumers and Producers • Economy • Trade concepts • Farm to Table •Environment/Sustainability II FOCUS/MOTIVATION • Big Book • Inquiry Chart • Observation Charts • Poetry and Chants • Economist awards III CLOSURE • Process charts • Share Big Books • Personal explorations • Team explorations • Learning logs IV CONCEPTS - Grade CALIFORNIA STATE STANDARDS - Grade HISTORY/SOCIAL STUDIES 2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments 2.2.1 Locate on a simple letter-number grid system the specific locations and geographic features in their neighborhood or community 2.2.2 Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, mountain ranges Identify the essential map elements: title, legend, directional indicator, scale, and date 2.2.3 Locate on a map where their ancestors live(d), telling when their family moved to the local community, and how and why they made their trip 2.2.4 Compare and contrast basic land use in urban, suburban and rural environments in California This is the Economy, Level 2, CA D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) 2.4 Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources Understand the role and interdependence of buyers (consumers) and sellers (producers) of goods and services Understand how limits on resources affect production and consumption (what to produce and consume) CALIFORNIA ELA STANDARDS - Grade READING I.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts They apply this knowledge to achieve fluent oral and silent reading Decoding and Word Recognition 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading 1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonantvowel = su/per; vowel-consonant/consonant-vowel = sup/per) 1.3 Decode two-syllable nonsense words and regular multisyllable words 1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.) 1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/ flies, wife/wives) 1.6 Read aloud fluently and accurately and with appropriate intonation and expression Vocabulary and Concept Development 1.7 Understand and explain common antonyms and synonyms 1.8 Use knowledge of individual words in unknown compound words to predict their meaning 1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, - ing, -ly) 2.0 Reading Comprehension Students read and understand grade-level-appropriate material They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources) The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information) In grade two, students continue to make progress toward this goal This is the Economy, Level 2, CA D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Structural Features of Informational Materials 2.1 Use titles, tables of contents, and chapter headings to locate information in expository text Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 State the purpose in reading (i.e., tell what information is sought) 2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how) 2.5 Restate facts and details in the text to clarify and organize ideas 2.6 Recognize cause-and-effect relationships in a text 2.7 Interpret information from diagrams, charts, and graphs 2.8 Follow twostep written instructions 3.0 Literary Response and analysis Students read and respond to a wide variety of significant works of children’s literature They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters) The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students Narrative Analysis of Grade-Level-Appropriate Text 3.1 Compare and contrast plots, settings, and characters presented by different authors 3.2 Generate alternative endings to plots and identify the reason or reasons for, and the impact of, the alternatives 3.3 Compare and contrast different versions of the same stories that reflect different cultures 3.4 Identify the use of rhythm, rhyme, and alliteration in poetry WRITING Students write clear and coherent sentences and paragraphs that develop a central idea Their writing shows they consider the audience and purpose Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions) Organization and Focus 1.1 Group related ideas and maintain a consistent focus 1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas) Evaluation and Revision 1.4 Revise original drafts to improve sequence and provide more descriptive detail 2.0 Writing Applications Students write compositions that describe and explain familiar objects, events, and experiences Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0 This is the Economy, Level 2, CA D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Using the writing strategies of grade two outlined in Writing Standard 1.0, students: 2.1 Write brief narratives based on their experiences: a Move through a logical sequence of events b Describe the setting, characters, objects, and events in detail 2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature 1.0 Written and Oral Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level Sentence Structure 1.1 Distinguish between complete and incomplete sentences 1.2 Recognize and use the correct word order in written sentences Grammar 1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking Punctuation 1.4 Use commas in the greeting and closure of a letter and with dates and items in a series 1.5 Use quotation marks correctly Capitalization 1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people Spelling 1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why) 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly 1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation Comprehension 1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment) 1.2 Ask for clarification and explanation of stories and ideas 1.3 Paraphrase information that has been shared orally by others 1.4 Give and follow three- and four-step oral directions Organization and Delivery of Oral Communication 1.5 Organize presentations to maintain a clear focus 1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class) 1.7 Recount experiences in a logical sequence This is the Economy, Level 2, CA D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) 2.0 Speaking Applications Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0 Using the speaking strategies of grade two outlined in Listening and Speaking Standard 1.0, students: 2.1 Recount experiences or present stories: a Move through a logical sequence of events b Describe story elements (e.g., characters, plot, setting) 2.2 Report on a topic with facts and details, drawing from several sources of information CALIFORNIA ELD STANDARDS - GRADE LISTENING AND SPEAKING Beginning Level: • Answer simple questions with one­ to two­word responses.  • Respond to simple directions and questions by using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures).  • Begin   to   speak   with   a   few   words   or   sentences   by   using   a   few   standard   English grammatical forms and sounds (e.g., single words or phrases).  • Use   common   social   greetings   and   simple   repetitive   phrases   independently   (e.g., “Thank you,” “You’re welcome”).  • Ask and answer questions by using phrases or simple sentences.  • Retell stories by using appropriate gestures, expressions, and illustrative objects • Begin to be understood when speaking, but usage of standard English  grammatical forms and sounds (e.g., plurals, simple past tense, pronouns [he or  she]) may be inconsistent.  • Orally communicate basic personal needs and desires (e.g., “May I go to the bathroom?”) Intermediate: • Ask and answer instructional questions by using simple sentences.  • Listen attentively to stories and information and identify important details  and concepts by using both verbal and nonverbal responses.  • Ask and answer instructional questions with some supporting elements (e.g., “Which part of the story was the most important?”) • Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information This is the Economy, Level 2, CA D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) • Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules are not followed (e.g., third-person singular, male and female pronouns) Advanced: • Demonstrate understanding of most idiomatic expressions (e.g., “Give me a hand”) by responding to such expressions and using them appropriately • Negotiate and initiate social conversations by questioning, restating, Delivery of Oral soliciting information, and paraphrasing the communication of others READING WORD ANALYSES, FLUENCY AND VOCABULARY Beginning Level: • Recognizes phonemes that students can hear and produce Early Intermediate: • Recognizes phonemes that students can hear and produce and includes long/short vowels and initial/final consonants • Rhyming words Intermediate: • Add, delete, or change target sounds, blend and segment syllable words • Recognize basic sound/symbol relationship • Common abbreviations • Recognize and name upper/lower cases of alphabet • Recognize that sentences are made of words Early Intermediate: • Regular and irregular plurals • Use syllables • Recognizes and uses some spelling patterns • Reads fluently • Reads one syllable sight words • Generates sounds, patterns and blends into words • Compound words and contractions • Read common word families Advanced: • Decode multisyllabic words • Applies knowledge of content vocabulary • Recognizes/uses antonyms and synonyms • Prefixes and suffixes This is the Economy, Level 2, CA D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) READING COMPREHENSION Beginning Level: • Responds physically and non-verbally to show comprehension • One - two word answers • Follows two step directions Early Intermediate: • Draws and labels to show comprehension • Sequence and Inference Intermediate: • Writes captions Early Advanced: • Orally - main idea, factual questions • Write brief story summary • Read and use text features - Titles, etc • Read short poems, identify elements Advanced: • Oral or written summary • Read and respond to a variety of literature WRITING APPLICATION AND CONVENTIONS Beginning Level: • Copies words Early Intermediate: • Write short phrases/sentences about a familiar story/poem • Basic periods, capitals • Writes sentences using words from walls Intermediate: • Writes short narrative • Produces own story, inconsistent grammar • Uses writing process • Writes in content areas • Friendly letter Early Advanced: • Uses complex vocabulary • Formal letter Advanced: • Narrative - describing setting, characters V VOCABULARY Consumers – someone who buys or uses goods and services Income – money received for goods and services Money – what you earn by working and use to buy goods and services, for example coins or special pieces of paper Workers – someone who works for a company or organization; a laborer This is the Economy, Level 2, CA D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Harvest – a time when crops are gathered from the fields Producers – a person, company, or country that makes, grows goods, foods, or materials Earn – to get money for the work you Bank – the company or place where you can keep your money or borrow money Supplies – an amount of something that is available to be used 10 Trucks – a large road vehicle that is used for carrying heavy loads 11 Services – the work that you for someone or an organization, or a business that provides help or does jobs for people rather than producing things 12 Spend – to use money to buy or pay for things 13 Budget – a plan of how to spend the money that is available 14 Resources – something such as land, minerals, or natural energy that exists in a country or area and can be used in order to increase its wealth or something that can be used to make a job easier 15 Shipping – delivering goods 16 Goods – things that are produced in order to be sold 17 Scarce – when there is not enough of something available 18 Loan - the amount of money you can borrow from a bank 19 Transportation – a system or method for carrying people or goods from one place to another 20 Business - the activity of buying or selling goods and services 21 Marketplace – the business of buying and selling goods in competition with other companies 22 Farm – an area of land used for raising animals or growing food 23 Employment – work that you to earn money 24 Distribution – the act of supplying goods to stores, companies, etc In a particular area so that they can be sold 25 Factory – a building where goods are produced in large quantities 26 Buy – to get something by paying money for it 27 Buyer – someone who is buying or has bought something 28 Borrow – to use something that belongs to someone else and give it back to them later; to use a banks money and pay it back later 29 Ports – a place where ships can be loaded or unloaded 30 Export – to sell and send goods to another country 31 Sell – to give something to someone in exchange for money 32 Seller – a person or company that sells something 33 Interdependence – depending on each other 34 Occupation – job or profession 35 Import – to bring something in to the country from another country in order to be sold 36 Trade – to buy and sell goods and services 37 Economy – the way that money, business and products are organized in a particular country 38 Currency – a type of money a county uses 39 Free enterprise – freedom for companies and people to control their own businesses without being limited much by the government 40 Manufacturing – the process of making goods in factories This is the Economy, Level 2, CA D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) VII RESOURCES and MATERIALS BOOKS - Non-Fiction A Biography of Levi Strauss: Everyone Wears His Name - Sondra Henry and Emily Taitz Chocolate by Hershey: A Story About Milton S Hershey - Betty Burford Cotton - Millicent E Selsam Milk: From Cow to Carton - Aliki The Milk Makers - Gail Gibbons Dairy Products (Farm to Market Series) - Jason Cooper Corn is Maize - Aliki Farming - Gail Gibbons Ice Cream: The Full Scoop - Gail Gibbons Levi Strauss and Blue Jeans - Nathan Olson How Do You Raise a Raisin? - Pam Munoz Ryan Pioneer Farm: Living on a Farm in the 1880’s Pasta and Noodles: From Farm to You Series From Plant to Blue Jeans - L’Hommedieu From Cow to Ice Cream: From Farm to You Series Everyone Eats Milk; : From Farm to You Series Big Book of Cars - DK Publishing Richard Scarry’s Cars and Trucks from A to Z - Scarry Dairy Cows: From Farm to You Series Strawberry: From Farm to You Series The Car: History of the Automobile - Jonathan Glancey Farming by Gibbons – Gail Gibbons Farms Feed the World: From Farm to You Series Fiction The Carrot Seed - Ruth Krauss Click, Clack, Moo Cows That Type – Doreen Cronin Strawberry Girl - Lois Lenski The First Strawberries (Cherokee Legend) – Bruchac The Hungry Farmer - Michelle Wagner Nechaev TECHNOLOGY http://www.econedlink.org/lessons/popup.php? lesson_number=457&&flash_name=em457_story1.swf Listen along to learn more about consumers http://www.econedlink.org/lessons/popup.php? lesson_number=457&&flash_name=em457_story2.swf Listen along to learn more about producers http://www.moomilk.com/index.php? option=com_content&view=article&id=54&Itemid=88&limitstart=7 This is the Economy, Level 2, CA D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Take the virtual tour of milk production http://pbskids.org/rogers/picpic.html PBS Kids: These video clips developed for the PBS Mr Rogers series show how sneakers, plates, construction paper, wagons and other goods are made http://www.hersheys.com/discover/chocolate.asp Discover the world of chocolate making! http://www.agintheclassroom.org/060605/teachers/ag_books/agriculture%20books%20for %20children-wp%20document%202-041.pdf www.amazon.com Agricultural books for children http://en.wikipedia.org/wiki/Ice_cream http://www.zingersicecream.com/ Read about the history of ice cream http://www.interestingfacts.org/fact/facts-about-strawberries http://www.buzzle.com/articles/facts-about-strawberries.html http://www.econ.iastate.edu/classes/econ496/lence/spring2004/strawberries.pdf Many facts about strawberries! http://images.google.com/ Resource for picture file cards This is the Economy, Level 2, CA 10 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Nombre: _ Fecha: _ Enlace entre la escuela y el hogar #1 ¡Esta el la economia! Habla un adulto, padre/madre o algún miembro de tu familia acerca de que productos han consumido recientemente Cómo han sido producidos estos productos? Dibuja y/o escribe las ideas discutidas: Firma del adulto: _ Firma del estudiante: This is the Economy, Level 2, CA 35 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Nombre: _ Fecha: _ Enlace entre la escuela y el hogar #2 ¡Esta el la economia! Habla un adulto, padre/madre o algún miembro de tu familia acerca de el camino que toma tu comida favorita para llegar hasta tu mesa Cómo llega esta comida a tu mesa para ser consumida Dibuja y/o escribe las ideas discutidas Por ejemplo la fresa: semilla fruta cosecha tienda tienda mesa Firma del adulto: _ Firma del estudiante: This is the Economy, Level 2, CA 36 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Nombre: _ Fecha: _ Enlace entre la escuela y el hogar #3 ¡Esta el la economia! Habla un adulto, padre/madre o algún miembro de tu familia acerca de los servicios Cuál es un ejemplo de un servicio? Quién proporciona este servicio? Cuándo han usado este servicio? Dibuja y/o escribe las ideas discutidas Firma del adulto: Firma del estudiante: _ This is the Economy, Level 2, CA 37 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Nombre: _ Fecha: _ Enlace entre la escuela y el hogar #4 ¡Esta el la economia! Habla un adulto, padre/madre o algún miembro de tu familia acerca de tu grupo experto Dibuja y/o escribe las ideas discutidas Firma del adulto: Firma del estudiante: _ This is the Economy, Level 2, CA 38 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Expert Group – Automobiles PRODUCERS Automobiles are produced in different places all over the world Japan produces the most cars and North America produces the second most cars per year In 2008 there were 52,940,559 cars produced Cars are built in factories on an assembly line Henry Ford invented this process in 1914 CONSUMERS Millions and millions of cars are purchased each year Some cars are bought when they are new and some when they are used When adults with driver’s licenses purchase automobiles they must consume other products as well such as gasoline to run the engines TRANSPORTATION/DISTRIBUTION Cars are distributed in many different ways Because they are large and heavy they must be put on to big trucks, trains or even ships, depending on how far they must to travel The are transported from factories to car dealerships This is the Economy, Level 2, CA 39 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) RESOURCES Producing cars takes many resources For example, the main material needed to build a car is steel Steel is made from smelting together different metals and resources from the earth such as coal, iron ore, and limestone Other resources needed are rubber for tires and hoses, and people to put all the parts together LONG AGO/INTERESTING FACTS People had been trying to make automobiles since the 1600’s but the first recorded use of one was in 1769 in France and ran on a steam engine The first gasoline powered car was built in the United States in 1893 Henry Ford was the first person to mass-produce the automobile quickly right here in the United States Ford cars are still manufactured today and driven all around the world The first cars did not have steering wheels, instead drivers steered with a lever The first recorded speeding ticket was issued in 1902 This is the Economy, Level 2, CA 40 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Expert Group – Healthcare PRODUCERS Doctors produce a service not a good They provide people with different types of healthcare Sometimes they care for people in hospitals and in doctors’ offices Some doctors even go to a person’s home to care for them This is called a “house call.” Students must go to medical school before they become doctors CONSUMERS Grownups and children are the consumers of the service that a doctor provides It is called healthcare By going to see the doctor when we are sick, we become a consumer of that service TRANSPORTATION/DISTRIBUTION The distribution of healthcare happens in many different places Some people need to go to clinics to see a doctor, some may go to the hospital and some may go directly to the doctor’s office There are doctors all over the world – in big cities and even small villages This is the Economy, Level 2, CA 41 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) RESOURCES Many resources go into “making” a doctor A doctor has to go to school for a very long time so they read a lot of books and have many different teachers Doctors also use resources because they need many different tools to help people feel better such as a stethoscope or different medicines LONG AGO/INTERESTING FACTS A doctor’s job has always been to take care of people, but the way doctors that has changed over the years Long ago doctors made house calls because there were not a lot of big hospitals and sometimes people were too sick to travel to the doctor Once a person finishes high school it takes about 11 additional years of schooling to become a doctor This is the Economy, Level 2, CA 42 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Expert Group – Ice Cream PRODUCERS Ice cream can be made at home in small quantities, but most ice cream is mass-produced in factories all over the world In the U.S almost billion gallons of ice cream are made in one year California produces more ice cream than any other state in the United States CONSUMERS If billion gallons of ice cream are made per year in the U.S that means someone is consuming or eating all of that ice cream! Americans eat more ice cream than people from other parts of the world Vanilla is the most popular flavor and chocolate is the second most popular flavor TRANSPORTATION/DISTRIBUTION Ice cream, like many other products, is distributed, or sent in refrigerated trucks to many different places where it is sold Some of the places ice cream is distributed are: ice cream stores like Baskin Robbins, supermarkets like Albertson’s, and small neighborhood stores There are many different businesses that sell ice cream This is the Economy, Level 2, CA 43 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) RESOURCES Making ice cream takes many resources For example, one of the main ingredients in ice cream is milk Milk comes from cows Cows need to be fed lots of grass to produce the milk that we drink and use to make many other things Ice cream also has sugar in it Sugar comes from sugar cane plants, which need water, soil and air to grow Human resources (people) are a very important resource because they work in the fields to grow and harvest the sugar cane and they work in ice cream factories and stores LONG AGO/INTERESTING FACTS It is true that long ago ancient people had icehouses where they managed to keep food cold The ancient Greeks made snow cones with honey and fruit on them Arabs were the first to use milk to make ice cream The first recipes for ice cream come from almost 300 years ago! One of the major ingredients in ice cream is air Without it, ice cream would be as hard as a rock This is the Economy, Level 2, CA 44 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Expert Groups – Strawberries PRODUCERS Strawberries are grown on farms all over the world but many are grown in Oxnard, California It takes a lot of work to produce strawberries They are planted, grown, and picked by hand in the fields by field workers CONSUMERS Most strawberries are grown and eaten fresh by people like you and me Many strawberries are grown and used for other products like strawberry jam and strawberry ice cream Some are frozen to use later on for other things like smoothies and pies TRANSPORTATION/DISTRIBUTION Strawberries must be picked when they are just right and ready to be eaten Because they are very delicate, they are sorted and packed by hand as soon as they are picked Afterwards, they are put onto refrigerated trucks and transported or distributed to farmers markets or supermarkets as quickly and carefully as possible This is the Economy, Level 2, CA 45 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) RESOURCES Strawberries are part of a plant so they need seeds, soil, air, sun, water and nutrients to grow Strawberries also need land to grow on and people to take care of them and keep them healthy Human resources (people) are a very important resource in bringing strawberries to us Without them, who would pick and package them? LONG AGO/INTERESTING FACTS Strawberries were grown and enjoyed as early as 1300 – that is over 700 years ago They were also used as medicine to help sick people feel better There are about 200 tiny seeds in every strawberry They are also very high in vitamin C, which helps keep you healthy If all the strawberries produced in California this year were laid side by side, they would wrap around the world 15 times This is the Economy, Level 2, CA 46 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Process Grid – This is the Economy Goods & Services Producers Consumers Distribution Resources Jeans Strawberries Automobiles Doctors Ice Cream This is the Economy, Level 2, CA 47 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Long Ago & Interesting Facts Process Grid – This is the Economy Goods & Services Producers Consumers Jeans -fabric factory -jean factory -Levi Strauss and Jacob Tailor invented -people (shoppers) -retail shoppers Strawberries -farms around the world -Oxnard, CA -fieldworkers Automobiles Healthcare Ice Cream Distribution/ Transportation -trucks -trains -ships Resources -people -bakers -jam makers -ice cream makers -refrigerated trucks -packed by hand -farmer’s markets -supermarkets -delicate so transport with care -different countries -Japan #1 -North America #2 -factories -Henry Ford -Medical schools -doctors -hospitals/office -people 16 + -need gas and oil too -trucks -trains -ships -(sick) people -people -clinic -doctor’s office -factories -U.S billion gallons a year -CA most in U.S -people -Americans 9/10 homes a year -vanilla #1 flavor -Americans consume the most -refrigerated trucks -ice cream parlor -supermarket -stores -ice cream trucks -seeds -soil (nutrients) -air -water -sun -farmers -farmland -steel and labor -rubber -gas, oil -fabric -plastic -school -teachers -books -hospitals -hospitals (interns) -stethoscope and medicine -milk -cows -soil, air, sun, water -sugar -sugar cone and water -cotton (soil, air, sun, water) -human workers This is the Economy, Level 2, CA 48 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Long Ago & Interesting Facts -1847 “waist overalls” -gold miners needed sturdy pants with strong pockets -37 steps to make the jeans -1300’s -medicine -200 seeds -CA strawberries around the world 15 times -vitamin C -1769 steam engine car -1893 1st gas car -lever to steer -mostly house calls -11 years of schooling -ice houses -ancient Greeks snow cones -300 year old recipe -air This is the Economy, Level 2, CA 49 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) ... his new friends! This is the Economy, Level 2, CA 24 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) This is the Economy Poetry Booklet Name: This. .. buyer This is the Economy, Level 2, CA 21 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) Graphic Organizer – The World of Chocolate This is the Economy, ... Big Books This is the Economy, Level 2, CA 18 D Aguilar, M Downey, A McCormick, H Rehm, Ocean View SD, Oxnard - Project G.L.A.D (July 2010) The Big Book About the Economy The economy is very important