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Collectibles: Fad or Fortune

Grade 5, Social Studies

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Description of Unit

This unit focuses on collectibles and how they retain, lose, or gain value. (Are they a fad, or a fortune?) In each round of a trading simulation, students will learn more about the value of their collectibles and discuss why items gain or lose value. For each round, they will record and reflect on their strategies for assessing value of the collectibles, as well as their strategies for trading the collectibles. Students will discuss trading strategies and predict which collectibles will become a fad, and which will become a fortune. Students will discuss the factors that make a collectible a fad or fortune.

This guide links the Collectibles: Fad or Fortune unit to the Texas Essential Knowledge and Skills (TEKS) for fifth graders. Collectibles: Fad or Fortune is a social studies unit that allows students to explore and gain knowledge of history and science and the relationships between the three subjects. Collectibles: Fad or Fortune also has interdisciplinary connections to English language arts and mathematics. For example, students will describe relationships mathematically, which the Mathematics TEKS address. They will also listen and speak to gain and share knowledge of their own culture, the culture of others, and the common elements of cultures, as covered in the English Language Arts and Reading TEKS. The following document includes the applicable TEKS and the details of the Collectibles: Fad or Fortune unit.The asterisks indicate the TEKS that are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

A. Research process

  1. Introduce the concept of a collectible item. Discuss reasons something becomes collectible, and the processes of appreciation and depreciation over time. Explain some ways that collectors can determine the age of an item.
  2. As a class, examine trading collectibles. Look at the comparable value of different collectibles, and predict what will happen to their value in the future. Make a graph showing how collectibles gain or lose value over time. Come up with some examples of collectibles of similar current value that could be fairly traded.
  3. Examine fads. Describe the characteristics of a fad, and include examples, for instance:
    • Hula hoop
    • Silly Putty
    • Koosh balls
    • Cabbage Patch dolls
    • Flappers in the Roaring '20's

    What would the graph of a fad's value over time look like? How would it be different than a collectible whose value keeps increasing as the years pass?
  4. Discuss the differences between fads and collectibles. What happens to fads once their popularity fades? What are some ways in which collectibles get preserved for future generations to see?

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Each student should identify a collectible that they would like to study.
  2. Asking guiding questions. Once students have selected their collectible, each student should think of three to five guiding questions, such as:
    • Why did this item become collectible?
    • Is its value increasing as time goes on?
    • What was its approximate value in the past - 5, 10, and 20 years ago?
    • What is its current value?
    • How can you tell how old it is?
    • What is likely to be its value in 5 years? in 10?
    • What is an example of another collectible that could be considered of equal value to the one you have chosen?
    While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
  3. Designing a research proposal. The student should include numerous components in the research proposal:
    • A detailed description of the collectible, including its approximate value today
    • Three to five guiding questions he/she will investigate
    • Resources he/she will need to find answers to the questions, such as primary and secondary sources, correspondence with experts on the subject, etc.
  4. Conducting the research. After the teacher has approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a log, note cards, and/or resource process sheets for all the sources he/she uses and what he/she learns from each one.
  5. Drawing conclusions. Based on the research, each student should develop a theory about what will happen to the value of his/her collectible over time. Is it a fad or a fortune?

B. The product

Hold a class trading fair in which students bring their collectible to show and possibly trade. Each student will create a graph showing the approximate value of their collectible in the past, its value today, and the expected changes in the value of their collectible in the future. The student can either bring in their collectible, or show a picture of it, along with the graph.

C. Communication

Each student will present their collectible to the class, along with their graph showing the changes in its value over time. Time should be given for other classmates to offer to trade with each student. The student's talk should include unscripted questions from the audience.

D. A completed project consists of:

  1. A research proposal, including guiding questions and answers
  2. A research log, notes, or resource process sheets
  3. The product-a picture and description of the actual collectible, along with the graph of its past and projected future value
  4. A Works Cited Page
  5. A video or audio recording of the student’s talk, including the unscripted Q&A session

This unit may address the following TEKS.

110.7., English Language Arts and Reading, Grade 5, Adopted 2017

110.7(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.7(b)(7)(F)
respond using newly acquired vocabulary as appropriate
110.7(b)(12)(C)
compose argumentative texts, including opinion essays, using genre characteristics and craft
110.7(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.7(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.7(b)(10)
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
110.7(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.7(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.7(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.7(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

111.7, Mathematics, Grade 5

111.7(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.7(b)(3)
Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy.
111.7(b)(5)
Geometry and measurement. The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.
111.7(b)(7)
Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric.
111.7(b)(8)
Geometry and measurement. The student applies mathematical process standards to identify locations on a coordinate plane.
111.7(b)(9)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

112.7., Science, Grade 5, Adopted 2021

112.7(b)(3)
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
112.7(b)(1)(D)
use tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information;
112.7(b)(6)
Matter and energy. The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to:
112.7(b)(7)
Force, motion, and energy. The student knows the nature of forces and the patterns of their interactions. The student is expected to:
112.7(b)(12)
Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:

113.16, Social Studies, Grade 5

113.16(b)(5)
History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries.
113.16(b)(7)
Geography. The student understands the concept of regions in the United States.
113.16(b)(8)
Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live.
113.16(b)(10)
Economics. The student understands the basic economic patterns of early societies in the United States.
113.16(b)(11)
Economics. The student understands the development, characteristics, and benefits of the free enterprise system in the United States.
113.16(b)(12)
Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system.
113.16(b)(17)
Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity.
113.16(b)(21)
Culture. The student understands the relationship between the arts and the times during which they were created.
113.16(b)(22)
Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States.
113.16(b)(23)
Science, technology, and society. The student understands the impact of science and technology on society in the United States.
113.16(b)(24)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.16(b)(25)
Social studies skills. The student communicates in written, oral, and visual forms.
113.16(b)(26)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

117.117, Art, Grade 5

117.117(b)(1)
Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks.
117.117(b)(2)
Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.
117.117(b)(3)
Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures.
117.117(b)(4)
Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations.

117.106, Music, Grade 1

117.106(b)(1)
Foundations: music literacy. The student describes and analyzes musical sound and reads, writes, and reproduces music notation.
117.106(b)(5)
Historical and cultural relevance. The student examines music in relation to history and cultures.
117.106(b)(6)
Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances.

128.7., Spanish Language Arts and Reading, Grade 5, Adopted 2017

128.7(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.7(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
128.7(b)(7)(F)
respond using newly acquired vocabulary as appropriate
128.7(b)(12)(C)
compose argumentative texts, including opinion essays, using genre characteristics and craft
128.7(b)(3)(D)
identify, use, and explain the meaning of idioms, adages, and puns
128.7(b)(3)(B)
use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
128.7(b)(3)(A)
use print or digital resources to determine meaning, syllabication, pronunciation, and word origin;
128.7(b)(3)(C)
identify the meaning of and use base words with affixes, including trans-, super-, anti-, semi-, -logía, -ificar, -ismo, and -ista and roots, including audi, crono, foto, geo, and terr;
128.7(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
128.7(b)(10)
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
128.7(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.7(b)(11)(D)(viii)
subordinating conjunctions to form complex sentences;
128.7(b)(11)(D)(ix)
capitalization of initials, acronyms, and organizations;
128.7(b)(11)(D)(x)
punctuation marks, including commas in compound and complex sentences, em dash for dialogue, italics and underlining for titles and emphasis, and quotation marks for titles
128.7(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.7(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, reflexive, prepositional, and indefinite;
128.7(b)(11)(D)(v)
conjunctive adverbs;
128.7(b)(11)(D)(i)
complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
128.7(b)(11)(D)(ii)
irregular verbs;
128.7(b)(11)(D)(iii)
collective nouns;
128.7(b)(11)(D)(iv)
adjectives, including those indicating origin, and their comparative and superlative forms;
128.7(b)(11)(D)(vi)
prepositions and prepositional phrases and their influence on subject-verb agreement;
128.7(b)(12)(D)
compose correspondence that requests information.
128.7(b)(12)(B)
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
128.7(b)(11)(B)(i)
organizing with purposeful structure, including an introduction, transitions, and a conclusion
128.7(b)(13)(A)
generate and clarify questions on a topic for formal and informal inquiry;
128.7(b)(13)(B)
develop and follow a research plan with adult assistance;
128.7(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.7(b)(1)(B)
follow, restate, and give oral instructions that include multiple action steps;
128.7(b)(1)(A)
listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;
128.7(b)(1)(C)
give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.A.4
Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.B.1
Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1
Collaborate on joint projects.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.IV.B.1
Understand how scientific research and technology have an impact on ethical and legal practices.
S.V.C.1
Recognize patterns of change.

Social Studies:

SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.B.2
 Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3
 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.II.B.4
 Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.5
 Explain the concepts of socioeconomic status and stratification.
SS.III.B.1
 Apply social studies methodologies to compare societies and cultures.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.7
Compare and analyze how features of genre are used across texts.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.VII.C
Logical reasoning
M.VII.D
Real-world problem solving
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1
Analyze given information.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VII.D.2
Evaluate the problem-solving process.
M.VII.B.1
Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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