EDEL453 Spring2013 MarthaRENDON Unit 2 Economics DAY 5

7/30/2019 EDEL453 Spring2013 MarthaRENDON Unit 2 Economics DAY 5

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Title of Unit: Economics

Title of Lesson: Budgets & Money LimitsSubmitted By: Cathy Galvan & Martha Rendon

A. Summary of the Lesson Plan:This social studies lesson is designed for 2nd grade students to learn about

how money has limits and that budgets can help in managing our money,so we do not overspend. The students will also learn how to use a budget

planner.

B. Target Population: Grade Level: Second Grade Skill Level: Students at all learning levels Grouping: Whole group for steps 19, independent/group practice for

step 10, whole group closure

C.

Materials: Elmo projector and screen 32 copies of budget worksheet pencils

D. Objectives:o NV State Social Studies Standards

E10.2.1. Discuss the concept that money is limited.o Student-Friendly Standards

E10.2.1I will know that money is not never-ending.E. Procedure:

1. Teacher will ask students, How many of you know that when your

parents make money, they pay for bills? (i.e.: rent, carpayments, creditcard, utilities.)

2. Ask students if they have ever heard of the word budget.3. Explain that adults typically use a budget to keep track of how much

money they start off with and what they need to use the money for.

4. Explain that a budget is a sum of money allocated for a particularpurpose.

5. Ask students if they are given an allowance or given money for food atschool.

6. Explain to students that they also need to budget (whenever theyreceive money for lunch or money for a toy at the store.) If they do notpay attention to how much money they start off with compared with


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how much they spend, they may spend too much money or not have

enough money.

7. Review examples with students. For example, if a student has $5.00and wants to buy a big bag of chips (and takes note of the price) for$2.50 and sees another big bag of chips for $3.00, but decides it is out

of his budget, would he have made the right choice?

8. Teacher will display budget worksheet on elmo and have studentshelp in filling out the worksheet by telling the teacher how much theyreceive for allowance, chores or even on their birthdays. Then, the

teacher will ask the students to name some of the items they use theirmoney for (snacks or toys.) Teacher will explain that income is the

money we receive, fixed expenses is money we need to spend (like

our parents utility bills) and other expenses is the money we spendon other items.

9. Pass out budget worksheet to each student and explain that theyneed to write down how much money they receive (and how they

receive that money, from chores or allowance.) Then, they need towrite down where and how they are spending money (snacks, toys.)They will then use simple math to see how much money they have left

over.

10.Students can work with their table groups to work on their worksheets.11.

Students will turn in their worksheets to the teacher.

1. CLOSURE: The teacher will review what a budget is and how we canmanage our money to make sure we do not overspend. The teacherwill inform the class that tomorrow we will be learning about savingmoney.

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

Teacher will use student interaction throughout the lesson and thebudget worksheet to check for overall understanding of budgets.

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

Students will show comprehension by correctly showing income and

expenses in the corresponding columns and know how to effectivelyuse the budget worksheet for their own income and expenses.


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Teacher will also listen in on student discussions while at their table

groups.

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

teach?

I think the easiest part of this lesson will be to introduce the

vocabulary words and check for understanding.

2. Which part will be most challenging for you to teach?The most challenging will be to have the students complete their

worksheets on their own because so many questions can arise andall at once.

3. How will you follow up or extend this lesson?I would have students write a story about a day at the store after

they received their allowance and how they knew they could or

could not buy an item. This could also easily by transitioned into

Math because some math is used to complete the worksheet.

4. What will you do for students who dont grasp the concepts?I would make a poster that covers the vocabulary and anotherposter that outlines how to use a budget. I would also allow

students who need additional help to meet me at the back table

for smaller group or one-on-one assistance.

5. Which part of the lesson, if any, do you think might need to change?I could maybe slowly bring in the concept of a budget instead of

having the students more or less jump into using budgets.

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

The most difficult part while writing this lesson plan was trying to

introduce the concepts that were necessary, but putting it in

student friendly language and writing it in a way that the students

would start to understand the concepts.


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http://pbskids.org/itsmylife/money/managing/print_blank_budget_sheet.html

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EDEL453 Spring2013 MarthaRENDON Unit 2 Economics DAY 5