Teaching Second GradeTeaching Second Grade

By: Kim CruzBy: Kim Cruz

Sarah DaggsSarah Daggs

Melissa GarciaMelissa Garcia

What is Junior What is Junior Achievement?Achievement?

The Junior Achievement Program uses hands-on experiences to help young people understand the economics of everyday life. In partnership with businesses, educators and the many volunteers Junior Achievement brings real world situations to students at a level each can understand. It is said the altogether the Junior Achievement reaches approximately 6.6 million students worldwide. Here in the Costal Bend the Junior Achievement Program is headed up by a Mrs. Jayne Woodall.

Junior Achievement Junior Achievement OrientationOrientation

In order to do this teaching project, we first had to go to In order to do this teaching project, we first had to go to orientation. The orientation itself lasted about an hour.orientation. The orientation itself lasted about an hour.

After filling out multiple papers, we were each assigned After filling out multiple papers, we were each assigned to a school and a class of students, along with this we to a school and a class of students, along with this we were given a satchel. This included, a lesson plan for were given a satchel. This included, a lesson plan for five weeks, and all the materials such as stickers, five weeks, and all the materials such as stickers, worksheets, table tents, posters, ballots, and play worksheets, table tents, posters, ballots, and play money. All of these items would have been needed in money. All of these items would have been needed in order for us to deliver and complete the curriculum. order for us to deliver and complete the curriculum.

Also at orientation we learned how to dress, how to Also at orientation we learned how to dress, how to contact the teacher, prepare for our lessons, and we contact the teacher, prepare for our lessons, and we received general knowledge about how to teach the received general knowledge about how to teach the class.class.

Dress Code: What to Dress Code: What to wear?wear?

Students should wear:Students should wear: Slacks/Khakis properly sized and fittedSlacks/Khakis properly sized and fitted Polo style or button up shirtsPolo style or button up shirts College logo t-shirts/sweatshirtsCollege logo t-shirts/sweatshirts Closed toe shoesClosed toe shoes Skirts/dresses no higher than 2 inches Skirts/dresses no higher than 2 inches

above the kneeabove the knee Hair must be neatly groomedHair must be neatly groomed

Dress Code: What not Dress Code: What not to wear?to wear?

Students should not wear:Students should not wear: Tank tops, halter tops, spaghetti straps, Tank tops, halter tops, spaghetti straps,

midriffs, or low cut topsmidriffs, or low cut tops Muscle shirtsMuscle shirts Clothing with foul language/obscene Clothing with foul language/obscene

imagesimages Torn clothingTorn clothing Hats or capsHats or caps Flip flopsFlip flops Unconventional hairstylesUnconventional hairstyles

Preparing for ClassPreparing for Class For each upcoming lesson my partner and For each upcoming lesson my partner and

I, set aside time and got together the I, set aside time and got together the night before class to review the night before class to review the curriculum. During this time we gathered curriculum. During this time we gathered all the materials, cutting and separating all the materials, cutting and separating everything we needed to complete the everything we needed to complete the lesson, in order to fully maximize our lesson, in order to fully maximize our time teaching. We also took this time and time teaching. We also took this time and brainstormed for additional ideas we brainstormed for additional ideas we could use to motivate the children to could use to motivate the children to learn. learn.

Lesson OneLesson OneHow does a community How does a community

work?work? In this first lesson the students studied a poster In this first lesson the students studied a poster illustrating a community to identify typical jobs. illustrating a community to identify typical jobs. They developed an awareness of how people live They developed an awareness of how people live and work together in a community. and work together in a community.

In the activity we had the students place stickers In the activity we had the students place stickers on their smaller posters that identified a certain on their smaller posters that identified a certain person, and asked them:person, and asked them:

What is this person doing?What is this person doing?Why do we need this person in our Why do we need this person in our

community?community?Do you know someone who does this?Do you know someone who does this?Would you like to do this? Why or why not?Would you like to do this? Why or why not?

At the end of the activity we went around asking At the end of the activity we went around asking the students what they wanted to do when they the students what they wanted to do when they grow up, and asked what sort of work their parentsgrow up, and asked what sort of work their parents

Lesson TwoLesson TwoSweet O’ DonutsSweet O’ Donuts

In the second lesson, the students learned about In the second lesson, the students learned about different production strategies to see which one different production strategies to see which one would make the most donuts and the most money.would make the most donuts and the most money.

The students learned that there were two types of The students learned that there were two types of production, production, unit productionunit production, where one worker , where one worker makes a complete product, and makes a complete product, and assembly line assembly line productionproduction, when several workers make a product, , when several workers make a product, each doing a special part.each doing a special part.

They were separated into two groups, in the unit They were separated into two groups, in the unit production group each student cut out their donuts, production group each student cut out their donuts, put stickers and colored them by themselves. They put stickers and colored them by themselves. They made 15 donuts in 3 minutes.made 15 donuts in 3 minutes.

The assembly line production group was arranged in The assembly line production group was arranged in a line and each student was assigned a different a line and each student was assigned a different task, one student cut donuts, different students put task, one student cut donuts, different students put stickers, one student colored. They made 9 donuts stickers, one student colored. They made 9 donuts in 3 minutes.in 3 minutes.

Lesson ThreeLesson ThreeThe Role Of The Role Of GovernmentGovernment In lesson three, students learned about the In lesson three, students learned about the

economic role of government in a community economic role of government in a community by identifying services that government by identifying services that government provides for its citizens. They also learned provides for its citizens. They also learned about why the government must collect about why the government must collect taxes.taxes.

We talked about different jobs in the We talked about different jobs in the community , both government and civilian. community , both government and civilian. And also what it would be like if we didn’t And also what it would be like if we didn’t have a firefighter, police officer, etc.have a firefighter, police officer, etc.

In the activity 8 students were picked, each In the activity 8 students were picked, each having a different job, they were give 5 having a different job, they were give 5 dollars play money, and told that two of those dollars play money, and told that two of those dollars would have to go towards payingdollars would have to go towards paying taxestaxes money that businesses and people money that businesses and people must pay for government goods and services.must pay for government goods and services.

Lesson FourLesson FourA New BusinessA New Business

In lesson four, the students learned the importance In lesson four, the students learned the importance of decision making when they voted for a new store of decision making when they voted for a new store in their community. in their community.

Three candidates were running for mayor and each Three candidates were running for mayor and each one wanted to bring a different business into the one wanted to bring a different business into the community. The three options were: an animal community. The three options were: an animal shelter, skate park, or a toy store.shelter, skate park, or a toy store.

We made a decision tree listening the pros and We made a decision tree listening the pros and cons of each business.cons of each business.

We had each student individual place their ballot.We had each student individual place their ballot. In this lesson the students learned about decisions, In this lesson the students learned about decisions,

and how they are important, they also learned and how they are important, they also learned about voting, making your sure your voice counts, about voting, making your sure your voice counts, and about how majority votes win. and about how majority votes win.

Voting timeVoting timeVote

Here

The winning business at Meadowbrook Elementary was the skate park.

The winning business at Flour Bluff Primary was the animal shelter.

Lesson FiveLesson FiveMoney MoversMoney Movers

In this lesson, the students learned about In this lesson, the students learned about how how moneymoney flows through a community. flows through a community.

In this activity we had 8 students come In this activity we had 8 students come up to the front and each were assigned to up to the front and each were assigned to work at a different shop. To go along with work at a different shop. To go along with this activity, was a cassette that played a this activity, was a cassette that played a song, showing how money travels from song, showing how money travels from the back, to the consumer and through the back, to the consumer and through the community before finally reaching the the community before finally reaching the bankbank..

How money circulates?How money circulates?

GraduationGraduation

At the end of the program, each child received a Certificate of

Achievement for completing the Junior Achievement Program.

Pre and Post-Pre and Post-QuestionnaireQuestionnaire

1. Name two jobs that you would like to do in 1. Name two jobs that you would like to do in your community when you are older?your community when you are older?

2. What is unit production?2. What is unit production?

3. What is an assembly-line production?3. What is an assembly-line production?

4. Who pays the police officer and public school 4. Who pays the police officer and public school teacher?teacher?

5. Why do people make choices?5. Why do people make choices?

6. What is money?6. What is money?

Pre and Post-Pre and Post-Questionnaire Questionnaire

AnswersAnswersOuestionnaire: Pre-Answers

Percentages

28%

72%

Questionnaire: Post-Answer Percentages

100%

0

5

10

15

Number of Responses

1 2 3 4 5 6

Question Number

Questionnaire: Post-Answers

Series1

Series2

0

5

10

15

Number of Responses

1 2 3 4 5 6

Question Number

Questionnaire: Pre-Answers

Series1

Series2

Student ReactionsStudent Reactions

The students enjoyed the lessons and The students enjoyed the lessons and activities in the book.activities in the book.

Their favorite activities were the donuts, Their favorite activities were the donuts, voting and the money movers, which were voting and the money movers, which were visual and hands on activities.visual and hands on activities.

The students were always excited when we The students were always excited when we came to visit and were interested in the came to visit and were interested in the activities.activities.

The students looked forward to us coming The students looked forward to us coming back and asked us when we would next be back and asked us when we would next be there, they would also hug us as soon as we there, they would also hug us as soon as we walked in the door, up until the time we had walked in the door, up until the time we had had to leave!had to leave!

Working with a Working with a Partner Partner

vs. Working Alonevs. Working Alone I worked alone on the project and had I worked alone on the project and had

22 students in my Flour Bluff Primary 22 students in my Flour Bluff Primary class. I never had a problem with class. I never had a problem with passing out papers or keeping the class passing out papers or keeping the class busy. busy.

I asked different students to help me I asked different students to help me pass out papers in the class and I came pass out papers in the class and I came early when they were still in P.E. and early when they were still in P.E. and set up everything that I would need to set up everything that I would need to pass out that day.pass out that day.

Working with a Working with a Partner Partner vs. Working Alonevs. Working Alone

Since there was two of us, and only 13 Since there was two of us, and only 13 students so things ran rather smoothly.students so things ran rather smoothly.

Each class day we would arrive 10 minutes Each class day we would arrive 10 minutes early to set up while the students were still early to set up while the students were still working on their math journal. working on their math journal.

When we started the lesson we always had the When we started the lesson we always had the students sit on the carpet, this is where we students sit on the carpet, this is where we had our discussion, and when it came time for had our discussion, and when it came time for the activity we had them return to their seats.the activity we had them return to their seats.

Each week we alternated one of us would lead Each week we alternated one of us would lead the discussion while the other lead the the discussion while the other lead the activity.activity.

What we learnedWhat we learned

In the program we learned:In the program we learned: PatiencePatience Learning how to communicate with the Learning how to communicate with the

students at a level that they would students at a level that they would understandunderstand

DisciplineDiscipline What it’s like to prepare and be a What it’s like to prepare and be a

teacherteacher Learn that all students are different in Learn that all students are different in

their own unique waytheir own unique way

The EndThe End