Tara Soule
3rd Grade Financial Literacy Lesson Unit
Childrens Literature Assignment
Educ 128/228
1. Name of Childrens Book:
Loewen, N., & Jensen, B. (2004). Lemons and lemonade: A book about supply and demand.
Minneapolis, Minn.: Picture Window Books.
2. Summary of Childrens Book:
Karly, an innovative and determined girl, gets the idea to earn money by opening a
lemonade stand. Karly first set up her stand in her local neighborhood, and neighbors of all ages
enjoyed her cold, sweet lemonade. Through this process, Karly learned how to run a successful
business and the definition of terms, such as gross profit and demand.
When Karlys neighborhood friends opened up their own lemonade stand right across the
street, Karly had to hatch a brilliant plan to get her customers to return. Even though the addition
of fruit snacks made business boom again, Karly decided it would be more fun to team up with
her friends and create a bigger and better lemonade stand.
3. Questions:
Pre-Reading:
Do a picture walk to the class
1. Cover: Predict where and when this book is set?
2. Have you ever created or went to a lemonade stand?
During Reading:
3. P. 14: Consider if lemonade would sell well when its chilly out?
4. P. 16: Decide if you would go to a stand selling one item, or the stand selling more?
5. P. 20: Identify where you think would be the best place to sell lemonade
Post-Reading:
6. Point out who the main and supporting characters were
7. Summarize what occurred in this book
8. Explain what is needed to start a lemonade stand
9. Discuss ways you could attract more customers
10. Infer if you think a lemonade stand would make a profit everyday
Iowa Common Core Standard
Social Studies: Economics SS.35.E.1
Essential Concept and/or Skill: Understand the role of scarcity and economic tradeoffs and how
economic conditions impact peoples lives.
4. Activities to follow the Book. Do this for EACH activity.
ACTIVITY ONE related to the book:
Supply and Demand Sort
a. Content Discipline: Geography, history, creative writing or reading/language, drama, music,
expressive arts, science, math, science, OR economics, etc.
b. What NCSS strand(s) fits this activity? Tell why (one sentence)
The Production, Distribution, and Consumption strand fits this activity, as students are learning
about economic terms, such as goods and services.
c. State the goal or objective of what you plan to accomplish in this activity? (May have more
than one)
Third-grade social studies students will classify items that are high demand and low supply and
low demand and high supply, using picture cards and a T chart, with a goal of 7 out of the 8
correct.
d. Describe the activity
Materials: Lemons and Lemonade book, anchor chart (prepared in advance by teacher), supply
and demand picture sort cards, iPad (tablet or laptop would be fine too)
Steps:
o Complete a picture walk of Lemons and Lemonade to class
o Read aloud Lemons and Lemonade (Ask questions above before, during, and after
read aloud)
o Provide an anchor chart with supply and demand defined- do choral reading of
anchor chart
o Teacher will pick one picture sort card and model determining where it goes on
the T chart
o Pair students up to complete supply and demand picture sort (see attached
documents)
Adaptations:
o Learners needing support can be allowed extra time to complete picture sort, and can be
given less cards to classify using the T chart
o TAG students, and those who finish early, can practice creating their own lemonade stand
using the interactive game found on
http://www.classbrain.com/cb_games/cb_gms_bag/lemonade.html
e. How would you assess this activity? INCLUDE the rubric or checklist with specific
performance expectations.
The teacher will walk around and use summative assessment to highlight the degree of
expectations met by students. The objective states students are to strive to place 7 put of the 8
picture cards in the correct category.
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
8 out of 8 correct
7 out of 8 correct
6 or less out of 8 correct
ACTIVITY TWO related to the book:
Earning Money Math
a. Content Discipline: Geography, history, creative writing or reading/language, drama, music,
expressive arts, science, math, science, OR economics, etc.
b. What NCSS strand(s) fits this activity? Tell why (one sentence)
This activity encompasses Individual Development and Identity, as students are looking at math
problems about helping with chores around home, which is part of ones culture.
c. State the goal or objective of what you plan to accomplish in this activity? (May have more
than one)
Third-grade math students will calculate the answers to 8 math problems about chores, using
addition or multiplication, with a goal of 7 out of the 8 problems correct.
Third-grade math students will create 2 addition or multiplication math problems about earning
money from chores, meeting the checklist criteria.
d. Describe the activity (What would you have kids do?)
Materials: Earning money math worksheets, pencil, iPad, paper, laptop, document camera,
projector
Steps:
o Review previous days lesson of supply and demand by pulling up the interactive map
(on document camera) and asking students for each product what the demand and supply
would be
o Students will solve 8 chore math problems from provided worksheet
o Once students are done and have teacher approval, they can use the scan code and an
iPad to check their answers
o If they missed a problem, they are to circle it and go back and correct the problem
o Students will create and solve 2 math problems (written out on paper) to do with earning
money through chores
(See resource list for website)
Adaptations:
o Learners needing support can solve an adapted or shorter list of math problems
o Learners needing support will create 1 math problem of their own
o Learners needing support can use math manipulatives to solve and create problems
o TAG students can create and solve an additional amount of problems
e. How would you assess this activity? INCLUDE the rubric or checklist with specific
performance expectations.
After students have solved the math problems, the teacher will check the earning money
worksheets to determine the students degree of success.
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
8 out of 8 correct
7 out of 8 correct
6 or less out of 8 correct
The teacher will circle the appropriate choice to determine if a student followed directions and
was accurate.
Math Problem Checklist
Did the student create 2 math problems?
Yes No
Are the math problems both chore/money earning related? Yes
Did the student solve both of the problems correctly?
Yes
No
No
ACTIVITY THREE related to the book:
Create Your Own Stand Writing
a. Content Discipline: Geography, history, creative writing or reading/language, drama, music,
expressive arts, science, math, science, OR economics, etc.
b. What NCSS strand(s) fits this activity? Tell why (one sentence)
Civic Ideas and Practices ties into this lesson because when students write about what they
would sell at their stand, they must consider how it could help the community and make a
difference.
c. State the goal or objective of what you plan to accomplish in this activity? (May have more
than one)
Third-grade writing students will write and illustrate about what they would sell at their own
stand, while meeting hamburger rubric criteria for writing.
d. Describe the activity (What would you have kids do?)
Materials: Writing template, pencils, crayons or colored pencils
Steps:
o Read students writing prompt: If you could have a lemonade stand but sell something
besides lemonade, what would you choose?
o Show students a teacher example
o Encourage and remind students to use their best handwriting, capitalization, punctuation,
spelling, and many descriptive details
o When students finish their writing, they can illustrate what their stand sign would look
like
Adaptations:
o Students in need of support can be given a goal of sentences to write that is attainable for
them
o TAG students will create an additional project- making a diorama of their stand
e. How would you assess this activity? INCLUDE the rubric or checklist with specific
performance expectations.
Resources
Lemonade stand game
http://www.classbrain.com/cb_games/cb_gms_bag/lemonade.html
Supply and demand map
http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g3_u5/index.html
Book cover art
https://www.google.com/search?q=lemons+and+lemonades+about+supply+and+demand&biw=
1138&bih=548&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMI_Mzyo8T6xw
IVx6w-Ch0gBwpU#imgrc=P34XJNZOaOSX8M%3A
My stand writing template
https://www.pinterest.com/pin/62135669831922966/
Supply and demand sort
https://www.teacherspayteachers.com/FreeDownload/Supply-Demand-Sort-FREEBIE
Earning money math activity
https://www.teacherspayteachers.com/FreeDownload/FREEBIE-Personal-Financial-LiteracyTask-Cards
Hamburger writing rubric
https://www.teacherspayteachers.com/FreeDownload/Writing-Rubric-for-PersonalNarrativesStories
