EDEL453 Spring2013 DeniseCROSBY Unit 1 Economics Day 4

7/30/2019 EDEL453 Spring2013 DeniseCROSBY Unit 1 Economics Day 4

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Title of Unit: Economic Education Day 4

Title of Lesson: Dollars and Sense Submitted By: Denise Crosby

Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

A. Summary of the Lesson Plan:This social studies economic lesson is designed for 3rd graders to learn that people must

make choices because resources are limited and about making financial decisions and

money management. This lesson uses Dollars and Sense by Lynn Peppas, editor. (Crabtree

Publishing Company) 2011, ISBN-978-0-7787-4810-6, a trade book that focuses on

developing good money habits, including setting goals, making a financial plan, choosing

where to save your money and how to make smart purchases.

B. Target Population: Grade Level: 3rd grade

Skill Level: students at all learning levels

Grouping: whole group reading & discussions, independent for activity & assessment

C. Materials: Dollars and Sense by Lynn Peppas, editor. (Crabtree Publishing Company) 2011, ISBN-

978-0-7787-4810-6

Resources 1-9 ready for display

Resources 10 and 11: one copy of each cut apart for distribution to each group

Resource12: Be a Wise Buyer

D. Objectives: NV State Social Studies Standards

E11.3.2 Identify classroom resources that are limited and must be shared.

E10.3.2 Define banking terms, including saving, interest, and borrowing.

E10.3.3 Identify reasons people use banks.

Student-Friendly Standards

E11.3.2 I will show that resources in our classroom are limited and must be

shared.

E10.3.2/ E10.3.3 I will identify and understand steps to developing stronger

money management skills & identify and explain strategies forbeing a wise

buyer.

E. Procedure:1. Motivation Show book cover. Discuss title, pointing out the play on words:

sense/cents. Have students make predictions about what information may be included

in the book. Display Resource Sheets 1-9 randomly on the board and tell the students

that these are the steps to having good money sense that will be discussed in the

book. Have students work as a class to sequence the steps. Tell students that they will

be able to adjust the sequence as they listen to you read the book.

2. Teach the vocabulary words: bargain: something offered for sale or bought at a low

price deposit: describes putting money in a bank or other safe place interest: payment

for the use of money


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3. Read the book beginning with page 11 and ending with just the title of page 26. Tell

the students that you are stopping there so they can take a closer look at how to be a

wise buyer.

4. As you read the book, allow students to adjust the sequence of steps sequencedduring the Motivation.

5. Put students into groups of 3 or 4 students. Give each group one section of Resource

Sheets 10 and 11. Tell the class that each group will be responsible for creating and

presenting a skit which illustrates one of the strategies forbeing a wise buyer. These

strips come directly from pages 26 and 27 of the book.

6. Allow students time to workwith their groups to develop a skit illustrating one of the

steps involved in being a wise buyer.

7. Have each group share their skits with the class on day 5.

8. CLOSURE: Refer back to the steps displayed on the board during the Motivation.

Discuss the sequence as a class. Then focus on the last step, Be a Wise Buyer, and

review the 8 strategies shared during the skits.

F. Assessment: What will you use to measure student understanding?

Distribute and have students complete Resource Sheet 12 Be a Wise Buyer.

Explain how you will know students understand the concepts from the lesson.

Students must identify 3 specific ways of being a wise buyer.

G. Reflection:1. Which part of the lesson do you think will be the easiest for you to teach?

The easiest part of the lesson will be the sequencing as they have listened and

done this before in other areas of the curriculum. They are good at listening and

following a sequence.

2. Which part will be most challenging for you to teach?They most challenging part of this lesson will be helping the small groups stay

focused and plan their skits. They love to chat and visit. Helping them organize and

plan a skit to illustrate one of the strategies of a wise buyer will be a challenge but

also very fun.

3. How will you follow up or extend this lesson?

This lesson will be part of a whole unit on economics and will include the work

tickets for the previous lessons.


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4. What will you do for students who dont grasp the concepts?

Students having difficulty grasping the concepts of this lesson will be group with

stronger students in the skits portion of the lesson. I will also reteach and model the

strategies with them by giving examples of each strategy.

5. Which part of the lesson, if any, do you think might need to change?

I think this lesson is written well and I love the skit portion even though it presents a

challenge as far as classroom management might be concerned. It gives the

children the opportunity to feel the strategy in order for their understanding to be

more complete.

6. When you were writing this lesson plan, what was the most difficult part?

The most difficult part of writing this lesson was anticipating when to divide the

lesson into two parts. I am anticipating that preparing the skits will take some timeand that they should be given the next day. Then we will review the learning and

take the assessment.


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Resource 1

Understandcash flow

Resource 2


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Keepajournal

Resource 3


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Makeawish list

Resource 4


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Choose tospend nowor later

Resource 5


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Put yourgoalsin order

Resource 6


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Makeaplan

Resource 7


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Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page

10

Decidewhere tosave

Resource 8

\


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11

Open asavingsaccount

Resource 9


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12

Be awise buyer

Resource 10


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13

Before going shopping,make a list of exactlywhat you want to buy. Ifyou dont, you mayforget something or buysomething that isntpart of your plan.

Do your shoppinghomework. A shoppinglist is only the startingpoint. Check outnewspapers and flyersfor sales on items onyour list. Compare theadvertised prices tosee which store offersthe best deal.

Be a bargain hunter. If

there is something youwant, see if it is on salesomewhere. Look forother kinds of bargains,too. For example, if yougo to a movie in the

afternoon when ticketsare half-price, youll beable to go twice asoften for the same cost.

Learn about the things

you are going to buy.For example, are theskates you wantwellbuilt?

Are there otherskates that are just as

good but cost less? Areyou paying more just toown a brand with a coolname?


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Ask questions at thestore. Be polite. Kidsshould get as muchhelp as any adultcustomer.

When you buysomething, state theamount of moneyyoure handing to thecashier. For example,Heres $10.00. Thatway, there wont beany argument abouthow much you gavethe cashier.

Always count thechange that the cashiergives you.

Save the receipts forwhat you buy. You willneed the receipt if youdecide to return orexchange the item youbought. Receipts arealso good for keeping arecord of what you

spend.

Resource 12


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Be a Wise Buyer

You have decided to buy a _____________. Using what you have learned in

class for the last two days, explain 3 ways you could be a wise buyer. Be

specific.

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EDEL453 Spring2013 DeniseCROSBY Unit 1 Economics Day 4