Title of Unit: Money in the Bank Title of Lesson: Banking On It Submitted By: Amy Branstetter

A. Summary of the Lesson Plan: This lesson was designed for 4th grade students to learn about economic concepts of banking and writing checks. This lesson uses blank check templates and a Virtual Field Trip with a financial institution (Wells Fargo Bank) to explore bank deposits, interest, check writing, etc B. Target Population: Grade Level: 4th grade Skill Level: For all student skill levels Grouping: Whole group for discussion, partner & independent for activity, independent for assessment C. Materials: Financial Institution Virtual Field Trip (Junior Achievement from TeacherTube) http://teachertube.com/viewVideo.php?video_id=78599 One per student: Writing Checks (worksheets)see last page for sample Paper or Journals (note taker) Scissors Pencil D. Objectives: NV State Social Studies Standards E10.4.3 Discuss reasons why people use banks.

Student-Friendly Standards I can explain and write about the purpose for banks and writing checks.

E. Procedure: 1. Review the objective on the board. Have students read aloud and discuss what they already know about this subject. 2. Discuss & define the vocabulary words (checks, banking, and interest) on the board and review the word and definition for (incentives). 3. Pass out note taker and discuss how students will take notes during the bank presentation and virtual field trip. 4. Play the virtual field trip for students- Financial Institution Virtual Field Trip (Wells Fargo Bank) http://teachertube.com/viewVideo.php?video_id=78599

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Money in the Bank Title of Lesson: Banking On It Submitted By: Amy Branstetter

5. Discuss key concepts and review main ideas students should have recorded on their note takers. Students go on a trip to the bank and have an interview with John Reid from Wells Fargo Bank. Wells Fargos Mr. Reid teaches us about checking accounts, how to write checks, and keep balances. He takes us through the process of making deposits and talks about interest and savings. 6. Pass out Writing Checks (worksheets), two copies per student. 7. Review & show students how to fill out a check properly: Name, Date, To, Amount, Memo, and Signature. Display on the whiteboard or transparency on overhead. 8. Circulate amongst students to check on work and comprehension. 9. Have students cut-up their second worksheet of blank checks and partner-up with another student. Have them write a check to each other for a few pre-determined prices. You could use yesterdays budget prices and/or values or just make some up and write them on the board. 10. Review with students, the importance of each concept and review the vocabulary words. 11. Discuss any questions, comments, and answers. 12. CLOSURE: Point to the board and ask students to reread the objective aloud, I can explain and write about the purpose for banks and writing checks. Ask students to consider if they can meet that objective. Can they explain and write about the purpose for banks and checks.

F. Assessment: What will you use to measure student understanding? I will use student notes, discussion responses, and check writing skills to check student understanding of the benefits of banks and checks. Explain how you will know students understand the concepts from the lesson. I will use students confirmation of objective goal, their activity participation, and their explanations of key concepts of banking, keeping a balance, and the purpose of check writing.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Money in the Bank Title of Lesson: Banking On It Submitted By: Amy Branstetter

G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Having students watch the virtual field trip and record notes will be the simplest part of this lesson. 2. Which part will be most challenging for you to teach? The most challenging part will probably be the review and questions that follow the virtual field trip to the bank. Maybe, maybe not though, students could easily surprise me. 3. How will you follow up or extend this lesson? I would like to do that Checkbook Project, where students have actual play money that they use for budgeting and paying bills (rent, food, utilities, etc). Its quite elaborate, but once in place would be really full of authentic hands-on experience. 4. What will you do for students who dont grasp the concepts? I would work with a small group of students who were not grasping the concepts to review vocabulary and previous lesson connects. Students will be studying check writing and budgeting in Math as a supportive component of these lessons. 5. Which part of the lesson, if any, do you think might need to change? I dont want to through more worksheets at students, but I feel like students might need one more. I also found another read aloud that would connect to this and yesterdays (L6) lesson topic. 6. When you were writing this lesson plan, what was the most difficult part? I dont know. I wanted to use the Financial Institution Virtual Field Trip (TeacherTube) and practice writing checks. I feel like somethings missing or I should extend this lesson with an additional day to practice and learn more about keeping records/checkbook, interest, and taxes.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: Money in the Bank Title of Lesson: Banking On It Submitted By: Amy Branstetter

Writing Checks

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4