Subject:  Mathematics/Language Arts/Social Studies

Learner Outcomes:

• Students will learn about supply and demand.
• Students will create advertisements for a variety of apples products.
• Students  will buy and sell apple products.

Materials:

Technology Tools/Courseware:
Computer with internet access
Student Writing Center or a word processing program

Teacher notes:
Set up the classroom to look like a farmer's market for day 3.  Day 3 may take 2 class periods since the students will need to reverse roles.  Each student will use their desktop to display their apple product.  Prepare baggies of play money in different combinations that total $ 5.00 for each student.

Procedures:
Day 1:
Introduce the unit with a short slogan quiz-the students identify familiar advertising slogans:

1. "Have It Your Way"   BURGER KING
2. "M'm M'm Good."   CAMPBELL'S CONDENSED SOUP
3. "It's the real thing."    COCA COLA
4. "The milk chocolate melts in your mouth - not in your hand."   M&MS CANDY
5. "Two all-beef patties, special sauce, lettuce, cheese, pickles, onions on a sesame seed bun."    MCDONALD'S
6. "If it feels good then just do it."   NIKE SHOES
7. "Obey Your Thirst."    SPRITE SOFT DRINK
8. "Be all that you can be."   UNITED STATES ARMY
9.  "Snap! Crackle! Pop!"     RICE KRISPIES
10.  "Let your fingers do the walking"    YELLOW PAGES

Day 2:
1.  Tell the students that today everyone will be farmers and they are going to market to sell their goods.  The need to think of a  way to increase the demand for their product . (appeal, price, quantity)
2.  Brainstorm with the children to create a list of apple products.   Each farmer selects one apple product to advertise.  The farmers  must include in their ad- an illustration or picture of the apple product,  the price,  and a slogan which has to include an apple saying.  Remind them that slogans are those catchy little phrases that advertisers use to help identify their products. Have them think about how they can make their product look and sound more appealing.
3. Students may type their ads on the computer using the Student Writing Center.  Then glue them onto 12" x 18" sheets of construction paper.

Day 3:
1. Divide the children into two groups: one group will be farmers, and the other will be shoppers.
2. The farmers will each have a turn to advertise their product to the shoppers.
3. Give each shopper a baggie of money.  They are to use their money to buy the things they like at the farmers' market.
4. The  shoppers will discuss what they bought and tell how much they spent.
5. The farmers will count and tell how much money they made.
6. Then have the two groups switch roles, and repeat the activity.
 

Modifications:

• Modify lessons for special needs students according to their IEP needs.  Examples of modifications could include:  peer buddy, reduced assignment, extended time to complete assignment, redirection, and teacher assistance.
• Write ads (using markers or crayons) on 12" x 18" sheet of construction paper

Evaluation/Assessment:
Students will  name several apple products.
Completed advertisement that includes the price, illustration or picture and the slogan.
Self-Evaluation Form for the project.
 

State Standards:
Civics 3.11, 4.12
Economics 3.20, 3.21, 3.22, 3.23, 3.24, 3.25, 3.26, 3.27, 4.13, 4.14, 4.21, 4.23
Geography 3.29
Study Skills 3.45, 3.46, 3.47, 4.43, 4.44, 4.45, 4.47, 4.49
Computer/Technology 3.51, 3.52, 3.54, 3.55, 3.59, 3.92, 3.94, 3.99, 3.100, 4.50, 4.51, 4.52, 4.53, 4.54, 4.56,4.93, 4.95,4.99
Number Theory/Number Sense 3.1, 3.6
Probability/Statistics 3.29, 3.30, 3.31,4.1, 4.28
Patterns/Relationships 4.25
Listening/Speaking 3.8, 3.9, 3.11, 3.13, 3.14
Reading Comprehension 3.17, 3.37
Handwriting 3.45
Composition 3.46, 3.47, 3.48, 3.49, 3.50 , 3.51, 3.52, 3.54, 3.55
Spelling 3.56, 4.56
Language 3.66, 3.67,  3.76, 3.78, 4.69, 4.70, 4.75, 4.77, 4.78
Reading Vocabulary 4.46, 4.47
Writing 4.48, 4.49, 4.50, 4.51, 4.53, 4.52, 4.54, 4.55

National Standards:
Economics

• Understands the concept of prices and the interaction of supply and demand in a market economy

• Knows the location of places, geographic features, and patterns of the environment

• Uses a variety of strategies in the problem-solving process
• Understands and applies basic and advanced properties of the concepts of numbers
• Understands the general nature and uses of mathematics

• Uses the general skills and strategies of the writing process

• Uses the general skills and strategies of the reading process

• Uses listening and speaking strategies for different purposes

Authors: Carol Hastie, Joy Jackson, Sharon Stenson
                                    Spring Hill Elementary