Unit Plan: Economic Experience: Needs & Wants

Lesson Plan for Monday Grade: 2nd Grade Social Studies Strand: Economics

Submitted By: Rebecca Waltz

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan for Monday

Strand: Economics

submitted by: Rebecca Waltz

B. Summary of the Lesson Plan: This social studies lesson is designed for 2nd grade students to learn to distinguish between wants and needs. Students will also learn to identify that because money is limited, they will have to make choices about their needs and wants. The lesson uses inspiration from the Houghton Mifflin Social Studies textbook Neighborhoods (p. 160-161) and Integrating Language Arts and Social Studies: 25 Strategies for K-8 Inquiry-Based Learning textbook (p. 159-163). C. Basic Information: Grade Level: 3rd grade Time to Complete this Lesson: 50 minute Groupings: Whole Class Discussion, Table Groups, and Independent

D. Materials: Coins and paper currency from the U.S. Coins or paper currency from other countries Magnifying glasses for each table group or student if available Copies of U.S. paper currency or pseudo currency for student pretend purchases from classroom store Any materials needed to assemble a classroom store where students can purchase or pretend to purchase articles 1 copy currency illustration worksheet per student * Copies of Needs/Wants T-Chart and Needs/Want worksheet for each student* 1 Needs sign and 1Wants sign for each table grouping* 1 copy of choice scenario table for each table group* All items with * are included at the end of the lesson. E. Objectives: o NV State Social Studies Standards o E9.2.1 Give examples of what is given up when choices are made E10.2.1 Discuss the concept that money is limited E9.2.1 I can explain that when I choose something I also choose to give something up. E10.2.1 I can explain that my choices can by limited by the amount of money I have.
EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Student-Friendly Standards

Nevada State College

Lesson Plan for Monday

F. Vocabulary

Strand: Economics

submitted by: Rebecca Waltz

Needs things that people must have to live Wants things that people would like to have Shelter something that protects or covers

G. Procedure: 1. Pre-Lesson: Set up a classroom store where students can either purchase or pretend to purchase items using either copies of U.S. currency or an established classroom currency. Items should be clearly priced and store rules should be established and modelled in a separate lesson. (Consider integrating C13.2.1 Identify and follow classroom and school rules that guide behavior and resolve conflicts OR C13.2.3 Participate in class decision-making, i.e., individual responsibilities in the classroom when developing those rules and roles). As this is the beginning of a unit, the store can be used to illustrate other Economic objectives and standards. The teacher or a responsible student should be the shopkeeper. Items should be priced to allow students to pay without excessive change (whole dollars or dollars and quarters). To incorporate this lesson further, items can be marked with foreign currency equivalents. 2. Warm Up Activity: o o Compare and Contrast Currency Group Activity In table groups, allow students to observe and handle the physical aspects of paper and coin currency. If available, allow students to use magnifying glasses to observe details. Encourage decisions about what is seen or noticed. Observe to each table group and provide directions to direct the inquiry. Students should be encouraged to discuss their own background experience about currency and foreign currency.

Have the students complete Figure 22.1 from and Integrating Language Arts and Social Studies: 25 Strategies for K-8 Inquiry-Based Learning textbook page 162 or use worksheet included at end of lesson plan to illustrate currency independently. Talking-Chips Group activity to answer questions from and Integrating Language Arts and Social Studies: 25 Strategies for K-8 Inquiry-Based Learning textbook page 163 or the similar questions below: How are the US currency and the foreign (other countries) currency alike? How are the US currency and the foreign (other countries) currency different? What could you buy with your money? How did you feel about touching and seeing the different types of money?

3. Transition: o o Have an open class discussion by asking students, What do we use money for? Write students ideas down on a butcher paper, poster, or white board so that the ideas are clearly displayed as they brainstorm.
EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Nevada State College

Lesson Plan for Monday

Strand: Economics

submitted by: Rebecca Waltz

4. Introduce Vocabulary (needs, wants, shelter). o Use descriptions from the reading on page 161 of the Houghton Mifflin Social Studies textbook Neighborhoods if necessary. Provide each table group with 2 signs. (The teacher can make alter this assignment to have each student have a sign using an index card with wants on one side and needs on the other so they have to display their thoughts individually. Another alteration would be to have students in pairs one partner with a different sign). One with the word Needs with pictures of shelter, food, and clothing on it. The other with the word Wants with pictures of toys, candy, and games. (If time allots, a teacher could have students make their own signs.) Have students form opinion as a group as the teacher reads an item from their brainstorming list theyve created. As the students hold up their signs, the teacher reorganizes each item onto a T-chart of Needs and Wants on a separate piece of butcher paper, poster or space on white board. Readdress and redirect students as clarification is needed. Provide each student with a worksheet that contains pictures and words that are either a want or need (worksheet provided at end of lesson) and a blank T-Chart. Students should independently sort each picture into the T-Chart. Introduce the idea of making choices because of money constraints. Read the paragraph at of page 162 of the Houghton Mifflin Social Studies textbook Neighborhoods if necessary. Model example by displaying a pencil and a toy with a price tag for one dollar. Explain to the students the scenario that you NEED the pencil to do homework, but you WANT the toy as well. Now explain that you only have ONE DOLLAR. Have the students discuss in table groups the following questions either in free manner or assign each student in grouping a question: o What are the choices? What was given up? What did I get? (Recorder) This person writes down the answers from the group in a table.)

5. Group Activity o

6. Independent Activity: o o

7. Connection to Currency o

Have the Retell person be the recorder as students complete a blank table that answers each question. Repeat the experience but this time using two WANTS like a toy and a candy.

H. Assessment: What will you use to measure student understanding? Explain how you will know students understand the concepts from the lesson.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4

Lesson Plan for Monday

Strand: Economics

submitted by: Rebecca Waltz

The students three times during this lesson: The first time is an informal assessment at the classroom level as the students hold up signs to indicate whether the item is a want or need. The teacher can immediately see if the vocabulary terms need more explanation or not. The second time is during the independent activity when the students sort the items on their own without the support of their table groups or teacher. This allows the teacher in individually assess their specific level of understanding of the vocabulary terms Want and Need. Students should be able to sort 15 out of 20 items correctly. The third assessment is the blank table where the students have to assess a real life scenario and provide their answers in the table as to whether or not they understand the idea that their money ONLY lets them purchase one of the items and the other must be given up. Students should be able to fill in each area correctly as a group without errors. Spelling and grammar not key to the concept (but should be encourage as all the words are clearly displayed in the question.)

Closure: Quick discussion of the two questions in the Review and Assess section of TE 161. o o I. In what way are needs and wants different? What are the costs and benefits of making and buying choice?

Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of the lesson to teach with be the part where students hold up signs about needs and wants as they help reorganize the items. I will be able to provide immediate feedback and redirect misconceptions. 2. Which part will be most challenging for you to teach? I think the warm up activity will be the hardest to teach with the coin currency. I think actually locating foreign currency might be a little difficult and keeping track of all the currency could also be difficult. I also think making a connection that foreign currency is used to buy items in other countries, but doesnt carry the same monetary value could also be difficult to explain. 3. How will you follow up or extend this lesson? The next standards E9.2.2-E9.2.4 all focus on consumers, producers and the concept of work. The classroom store can be used an extension and model of these next standards. Also, because the lesson linked the idea of wants and needs to currency, students can follow up with the lesson E10.2.2 about saving money. I think a classroom store is an ideal way to extend this lesson through the unit and the next standards easily follow up on the standards taught in the lesson.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5

Lesson Plan for Monday

Strand: Economics

submitted by: Rebecca Waltz

I also think I would like to make our reading time dedicated to supporting this lesson by reading one of the suggested books from Integrating Language Arts & Social Studies. I also feel that the literature element could help extend the concepts for those in need of extra help. 4. What can you do for students who dont grasp the concepts? Ive tried to avoid misunderstanding by providing several scaffolds in the lesson and built in a gradual release of responsibility as well. First, students work as a class to identify wants and needs in general. Then students work as a table group to help the teacher model sorting wants and needs. Both of those activities are done prior to students being expected to do it independently. Additionally, the signs with wants and needs support ELL learning by having pictures of wants and needs on the signs for additional support. Students are also in dynamic grouping to encourage peer conversation using content vocabulary. 5. Which part of the lesson, if any, do you think might need to change? I think I would remove the worksheet where students illustrate US currency and foreign currency. I think it detracts from the lesson overall and doesnt help promote the idea of standards. 6. When you were writing this lesson plan, what was the most difficult part? Including the Integrating Language Arts & Social Studies lesson plan was the most difficult part. There are a lot of activities included in the book that support history and geography, but I didnt find the activities for civics or economics to be very easy to incorporate to the grade level standards that I hadnt yet used. I wish that we had been assigned these integrating activities when designing Lesson 1 & 2, so that I would have had more options for trying to align standards and grades to these very specific activities. 7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. I used strategy 22: Currency as a Primary Source from the Integrating Language Arts & Social Studies textbook. The warm up activity where students study, handle, and illustrate U.S. currency and foreign currency is directly from this strategy. The same strategy also suggests using a classroom store which was also integrated into this lesson. The strategy suggests more time discussing patterns and integrating cross-strand themes by identifying currency origination on a map or discussing historical significance of the coin design and facts. The book also suggests a more in depth conversations in which students create data sheets to answer and state their observations. Further, it suggests an assessment of the illustration of the currency, which I omitted as I didnt feel it supported the objectives. The lesson also suggest including a childrens literature to illustrate concepts which I mentioned I would like to include as an extension.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 6

Lesson Plan for Monday

Strand: Economics

submitted by: Rebecca Waltz

Name: Draw a picture of U.S. Money:

Draw a picture of another countries currency:

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 7

Lesson Plan for Monday

Strand: Economics

submitted by: Rebecca Waltz

Needs

Wants

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 8

Lesson Plan for Monday

Strand: Economics

submitted by: Rebecca Waltz

Video games

Food

Fruits

Toys

Clothes

Shelter

Candy

Pencil

Water

Shoes

Jewelry

Hula Hoop

Toys

Lolipop

Backpack

Sleep

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 9

Lesson Plan for Monday

Strand: Economics

submitted by: Rebecca Waltz

Names:

Choice Scenario: The pencil cost one dollar. The toy cost one dollar. You NEED the pencil to do homework, but you WANT the toy too. You have only one dollar to spend in the class store. What are my choices? What do I give up? What do I give up

Choice Scenario: The toy cost one dollar. The candy cost one dollar. You WANT both but you have only one dollar to spend in the class store. What are my choices? What do I give up? What do I give up

Nevada State College 10

EDEL 453 - Spring 2014

Karen Powell- Instructor

page

Lesson Plan for Monday

Strand: Economics

submitted by: Rebecca Waltz

WANTS

NEEDS

Nevada State College 11

EDEL 453 - Spring 2014

Karen Powell- Instructor

page