Grade 3
Social Studies
Unit: 11
Lesson: 01
Suggested Duration: 3 days
El lenguaje de la economía
Lesson Synopsis:
Students learn about Mary Kay Ash, an example of an entrepreneur who found great success in the free-market system.
Students learn how economic concepts are related.
TEKS:
3.6
Economics. The student understands the purposes of earning, spending, saving and donating money. The student
is expected to:
3.6A
Identify ways of earning, spending, saving and donating money.
6.6B
Create a simple budget that allocates money for spending, saving and donating.
3.7
Economics. The student understands the concept of a free enterprise economic system. The student is expected to:
3.7A
Define and identify examples of scarcity.
3.7B
Explain the impact of scarcity on the production, distribution, and consumption of goods and services.
3.7C
Explain the concept of a free market as it relates to the U.S. free enterprise system.
3.8
Economics. The student understands how businesses operate in the U.S. free enterprise economic system. The
student is expected to:
3.8B
Explain how supply and demand affect the price of a good or service.
3.8C
Explain how the cost of production and selling price affect profits.
3.8E
Identify individuals past and present, including Henry Ford and other entrepreneurs in the community such as Mary
Kay Ash, Wallace Amos Milton Hershey, and Sam Walton and other entrepreneurs who have started new
businesses.
Social Studies Skills TEKS:
3.17
3.17E
3.18
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
Interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
3.18A
Express ideas orally based on knowledge and experiences.
3.18B
Use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers
to express ideas.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
 Create a set of vocabulary cards (Frayer model) for economic terms. Choose 5-10 cards to arrange on a poster to
show relationships between the words. Use the words as you explain your arrangement to a classmate. (3.6A,
3.6B; 3.7A, 3.7B, 3.7C; 3.8B, 3.8C; 3.17E; 3.18A, 3.18B)
4D, 4G
Key Understandings and Guiding Questions:

En un sistema económico hay varios factores que operan juntos y se influyen entre sí.
— ¿Cómo afectan la oferta y la demanda el precio de un bien o servicio?
— ¿Cómo afectan el costo de producción y el precio de venta las ganancias?
— ¿Por qué es el espíritu empresarial importante en la creación de negocios?
— ¿Por qué hay que donar?
Vocabulary of Instruction:
 interdependencia
 economía
 sistema de libre empresa
©2012, TESCCC
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escasez
distribución de producción
espíritu empresarial
05/10/13
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consumo
donar
page 1 of 4
Grade 3
Social Studies
Unit: 11 Lesson: 01
Materials:

Refer to Notes for Teacher section for materials.
Attachments:



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Handout: Mary Kay Ash (1 copy per student)
Teacher Resource: Mary Kay Ash KEY
Handout: Money in the Free Market (from Unit 10 Lesson 1)
Handout: Frayer Model Templates (3 copies per student)
Teacher Resource: Frayer Model KEY
Handout: Connecting Concepts Arrows
Resources and References:

None identified
Advance Preparation:
1. Become familiar with content and procedures for the lesson, including economic concepts and proper use of
technology to display concepts.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this
lesson.
4. Preview materials and websites according to district guidelines.
5. Prepare materials and handouts as necessary including an Anchor Chart of economic terms.
Background Information:
In previous lessons students have learned about basic economic concepts and the free enterprise system. Additionally,
students gained an understanding of economic concepts at work within the free market system. The teacher will need to
be familiar with the significant individual, Mary Kay Ash, as she will be the focus of this lesson.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Starting a Business
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
TEKS: 3.6A, 3.6B; 3.7A, 3.7B, 3.7C; 3.8B, 3.8C;
3.17E; 3.18A
1. Students brainstorm about a business they would like to start
someday.
2. In pairs, students create a list of things an entrepreneur would
have to consider to start a successful business.

Instructional Note:
Consider scribing student response as a guide
for their group discussion.
3. Facilitate group discussion with questions such as:
 How would I decide pricing?
 How would scarcity affect pricing?
 How would I advertise to reach consumers?
 What would be the cost?
 What would be the profit?
 If I made a great deal of money, how would I choose a
charity?
 Why donate?
 What are the steps in creating a business?
©2012, TESCCC
05/08/13
page 2 of 4
Grade 3
Social Studies
Unit: 11 Lesson: 01
Instructional Procedures
Notes for Teacher
4. Students write out their suggested steps for starting a new
business. They can refer to information from the last lesson to
describe steps.
EXPLORE – Mary Kay, Cosmetics Entrepreneur
1. Explain to students the four factors of production…land, labor,
capital, and entrepreneurship…needed to begin a business.
Suggested Day 1 (continued) – 15 minutes
Attachments:
 Handout: Mary Kay Ash (one copy per student)
2. Read the Handout: Mary Kay Ash. Ask students to listen for
Purpose
the four factors of production in the story as they follow along.
TEKS: 3.6A; 3.7A, 3.7B, 3.7C; 3.8B, 3.8C; 3.8E;
3.18A
EXPLAIN – Mary in the Middle
1. Students explain how and why Mary Kay Ash was successful
in business by drawing a picture of Mary Kay in the center of a
piece of blank paper and labeling it with her descriptive
attributes.
2. Facilitate a discussion on the factors that contribute to a
successful business by asking questions such as
 Why is entrepreneurship important to creating a
business?
 Why did a free market contribute to Mary Kay Ash’s
success?
EXPLORE/EXPLAIN – Teaching Economic Terms
1. Students review the chart from Lesson 1, Unit 10: Handout:
Money in the Free Market.
2. Teacher will create blank copies of Frayer model vocabulary
cards using the Handout: Frayer Model Templates. (Run two
to a page.) Each student will need four models, or two sheets.
3. Teacher provide the following list of vocabulary terms on an
anchor chart:
 Entrepreneurship
 Profit
 Cost of production
 Free enterprise
 Market
 Economics
 Interdependence
 Trade
 Labor
 Capital
 Private property
 Competition
4. Student trios will choose four economic words from the anchor
chart to fill in on the Frayer model blanks. (12 words, each
student trio gets 4 words)
Suggested Day 1 (continued) – 15 minutes
Attachments
 Teacher Resource: Mary Kay Ash Attributes
KEY (one for teacher as class example)
TEKS: 3.6A, 3.6B; 3.7A, 3.7B, 3.7C; 3.8B, 3.8C;
3.8E, 3.17E; 3.18A, 3.18B
Instructional Note
 Avoid students copying the image of Mary Kay
Ash. Make sure they do their own thinking.
Especially encourage students to draw a better
picture representing Mary Kay than a stick
figure.
Suggested Day 1 and 2 – 30 minutes
Materials:
 Textbooks or other approved resources to
help with definitions and information about
the economic terms
Attachments:
 Make available the chart from Lesson 1, Unit
10: Handout: Money in the Free Market
 Frayer Model Templates (2 copies per
student)
 Teacher Resource: Frayer Model Example
KEY (1 copy for the teacher)
TEKS: 3.6A, 3.6B; 3.7A, 3.7B, 3.7C; 3.8B, 3.8C;
3.17E; 3.18A, 3.18B
Instructional Note:
 Create an anchor with the vocabulary words.
5. Ensure all the terms are addressed by the trio.
©2012, TESCCC
05/08/13
page 3 of 4
Grade 3
Social Studies
Unit: 11 Lesson: 01
Instructional Procedures
Notes for Teacher
6. Students discuss and conduct research for showing and
understanding of the terms.
7. Trios will teach each other about the words on each of their
Frayer organizers.
8. Student trios will share and explain their word choices with
another trio.
ELABORATE – Connecting Concepts
1. Distribute the Handout: Connecting Concepts Arrows
2. Students use the arrows to create a reason that connects two
of their concepts. This prepares the student for the
Performance Indicator.
Suggested Day 2 (continued) – 25 minutes
Attachments:
 Handout: Connecting Concepts Arrows
TEKS: 3.6A, 3.6B; 3.7A, 3.7B, 3.7C; 3.8B, 3.8C;
3.17E; 3.18A, 3.18B
3. Students can conduct research with classroom resources if
needed.
4. Facilitate connections by asking questions such as:
 How does supply and demand affect the price of a
good or service?
 How does the cost of production and selling price
affect profits?
EVALUATE

Create a set of vocabulary cards (Frayer model) for
economic terms. Choose 5-10 cards to arrange on a poster
to show relationships between the words. Use the words as
you explain your arrangement to a classmate. (3.6A, 3.6B;
3.7A, 3.7B, 3.7C; 3.8B, 3.8C; 3.17E; 3.18A, 3.18B)
4D, 4G
©2012, TESCCC
05/08/13
Suggested Day 3 – 50 minutes
Instructional Notes:
 Consider approaching this Performance
Indicator by combining student groups to create
a hybrid set of connections among their terms.
Additionally, consider saving this Performance
Indicator to facilitate the Lesson 3 Performance
Indicator of this unit.
page 4 of 4