Title of Unit: Making Economic Choices Title of Lesson: Day 2: Using Money Submitted By: Caitlin Andrews

A. Summary of the Lesson Plan: This is the 2nd lesson in a unit about money and economics. This lesson focuses on money, bartering and making a budget. Students will reference the Houghton Mifflin 3rd grade social studies textbook: communities, pages 266-269. B. Target Population: Grade Level: 3rd grade Skill Level: at grade level Grouping: Whole group instruction, paired reading, independent work and journal entries C. Materials: Houghton Mifflin 3rd grade social studies textbook: communities, pages 266-269 Social studies journals K-W-L chart Pencils Post-it notes D. Objectives: o NV State Social Studies Standards o E.9.3.4- Demonstrate an understanding of income and give examples E.10.3.2- Define banking terms, including saving, interest and borrowing

Student-Friendly Standards I will demonstrate an understanding of income and be able to give examples through word problems and discussion. I will define banking terms though a personal narrative.

E. Procedure: 1. Introduce students to lesson by introducing vocabulary words. Students will write words and definition in the vocabulary section of their social studies journals (income, budget, and interest- definitions are on page T266) 2. Allow students to pair or team read pages 266- 269 o While students read, they should each write 2 things they have learned about money, bartering, spending and saving on post-it notes

3. Conduct a whole group discussion about reading o Allow students to place post-it notes on L section of K-W-L chart

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Making Economic Choices Title of Lesson: Day 2: Using Money Submitted By: Caitlin Andrews

Discuss student post-it notes

4. Students will write a personal narrative based on the following prompt: Write about a time that you have earned money. What did you do to earn the money? Did you save the money? Spend it? Explain in detail how you decided to use/save your money and why. o o o Narrative should be short- more like a free write Spare in small groups If more time is needed- can use writing block

5. CLOSURE: Write in social studies journalso Word Problem: Amy earns $2.00 a week for helping at home. She has saved $10.00. How many more weeks will it take her to save $20.00?

F. Assessment: What will you use to measure student understanding? Informal assessment through discussions, K-W-L chart, narratives and journal entries will be used to measure student understanding. Explain how you will know students understand the concepts from the lesson. I will know students understand this concept when they can define income and give examples, also when they demonstrate knowledge of banking terms. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the concept of this lesson will be easy to teach because most students should be fairly familiar with banks and various banking terms. 2. Which part will be most challenging for you to teach? I think the challenging part of this lesson is going to be the narrative. Because I am asking students to write about a time they earn money, it might be a struggle for some students to write. I understand that not all students might actually earn or get money at home, but the idea is the same. These students will then be asked to write about something they would like to do with money if they had the opportunity to earn it or if it were given to them. 3. How will you follow up or extend this lesson? Banking and saving money will continually be expanded upon throughout the rest of the unit along with the vocabulary used in this lesson. 4. What will you do for students who dont grasp the concepts?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Making Economic Choices Title of Lesson: Day 2: Using Money Submitted By: Caitlin Andrews

I will pull small groups and work individually with the students who dont seem to understand the concepts being taught. 5. Which part of the lesson, if any, do you think might need to change? I dont think any part of the lesson needs to be changed. Depending on how receptive students are to the writing prompt, that could always be adjusted to meet other needs. 6. When you were writing this lesson plan, what was the most difficult part? Again, the most difficult part of writing this lesson was finding standards that matched the content I was going to be using.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3