Are you looking for a great text to use in your classroom to expand economics concepts? Then you have come to the right place. On this post, I provide Economic-Based Questions (EBQ’s) for How to Make an Apple Pie and See the World and then follow the questions with CCSS tasks for K-3 educators to use with Florida NGSSS for Economics.
Cover: If you wanted to start your own store, what would you need? need (see wants)? An entrepreneur
Page 1: What ingredients or productive resources does the little baker need to bake her pie?
Pages 2-3: Oh no! The store is closed, so she has scarce resources. What choices do you think she has to solve her problem of scarce resources? (You can stop and record their ideas).
Page 4: What does she decide to do?
Page 6: Watch for the goods she gets and services she uses on her trip. For example, on page 5, what transportation service is she using? On page 6, what good is she gathering?
Page 11:The little baker’s incentive was that she wanted to find the best ingredients in the world. What might be the consequences?
Page 12: What are the productive resources? Let’s watch for/label some natural, human, and/or capital resources with sticky notes (you may want to go back and label these together).
Pages 24-25: What are the tools or capital resources the little baker uses to make the pie?
Pages 26-27: Remember on pages 2-3 when the store was closed for ingredients. Let’s review our choices. Now, what alternatives does she have if the store is closed and she wants ice cream? (Possible choices: buy at another store, make it, travel around the world to get the best ingredients to make it, or don’t buy it).
Page 29: Aha! So she decides not to buy the ice cream. What is the opportunity cost of her decision? Remember the opportunity cost is the next best choice among alternatives…
Last Page: What were the possible consequences of the little baker’s decision to travel the world to make her pie? Did she use money or other currency? What would her adventure cost?
Think about the decisions you would make if you were the baker. What would you do?
After Reading: Use “Focus Econ-cepts for Grades” to reinforce specific standard concepts.
FOCUS EBQ’S FOR K-3 EDUCATORS:
FOCUS ECON-CEPTS FOR GRADES BASED ON STANDARDS (ECON-CEPTS IN ITALICS)
K: K:SS.K.E.1.1 Describe different of jobs that people do and the tools and equipment used.
Before Reading: What are the tools and equipment needed to make an apple pie? What jobs do people do to make pie (ingredients)?
During Reading: Thumbs up for tools or jobs.
After Reading: Let’s review the tools and jobs.
1st Grade: 1 SS.1.E.1.6. Distinguish people as buyers, sellers, and producers of goods and services.
Before Reading: Pretend you want to make an apple pie. What goods/services would you use?
Who would be the buyers, sellers, producers?
During Reading: Thumbs up for econ-cepts.
After Reading: Let’s review the goods and services. Who were the buyers, sellers, and producers of these goods and services?
2nd Grade: SS.2.E.1.1 Recognize that people make choices because of limited (scarce) resources.
Before Reading: In this story, the little baker wants to make an apple pie but has scarce ingredients. Let’s see what choices she makes.
During Reading: Thumbs up for scarcity/choices.
After Reading: Complete a decision tree (p. 140 in Teaching Economics Using Children’s Literature)
3rd Grade: SSS: Recognize that buyers and sellers exchange goods and services through trade or money.
Before Reading: What goods/services would you want to make a pie? How could you use money or trade? Who would be the buyers and sellers?
During Reading: Focus on the problem of scarce resources. Then thumbs-up for other econ-cepts.
After Reading: How did buyers and sellers interact to exchange goods and services? What was missing? (money discussion—find prices or trade for goods).