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    Unit Plan #4: People At Work

    Submitted By: Alyce Mack

    EDEL 453: Teaching Elementary School Social Science

    Nevada State College Spring 2013

    Instructor: Karen Powell

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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

    UNIT PLANNER#4: People At Work Week 1 of 2

    Summary of Lesson Plan NV State Social StudiesObjectives

    Notes

    M O N D A Y w e e

    k # 1

    This is an introductory lessonon a unit about why peoplework. This lesson is the firstpart of a two day lesson onneeds, wants and choiceswhere students will be ableto identify the differencebetween a need and a want.

    E9.2.1 Give examples of what isgiven up when choices are made.

    Whiteboard Elmo Houghton Mifflin Social

    Studies Text Pencils Lesson 1

    Vocabulary/Study Guide

    T U E S D A Y w e e

    k # 1

    This lesson extends theprevious days lesson onneeds, wants, and choices.Students will understandthat people make choices tosatisfy their needs andwants.

    E9.2.1 Give examples of what is

    given up when choices are made.

    Pencils KWL Chart Houghton Mifflin Social

    Studies Text Writing journals Unit Resources p. 46

    W E D N E S D A Y w e e

    k # 1

    This lesson will introducewhat producers andconsumers do. Students willbe able to describe ways that

    people earn income topurchase what they wantand need.

    E9.2.2 Identify consumers and

    where they make purchases.

    Pencils Stationary Prop items for lemonade

    and bake sale Popsicle stick names Unit Resources p. 49

    T H U R S D A Y w e e

    k # 1

    This lesson introduces theconcept that people earnmoney from working.Students will understandthat there are many types of

    jobs to earn income.

    E9.2.4 Discuss why people work.

    Butcher paper-white Markers Computer lab Houghton Mifflin Social

    Studies Text

    Writing journals

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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

    UNIT PLANNER#4: People At Work Week 1 of 2

    Summary of Lesson Plan NV State Social StudiesObjectives

    Notes

    F R I D A Y w e e

    k # 1

    This lesson explains whatgoods and services are andthe jobs people do thatprovide goods and services.Students can identify familiar jobs and the skills needed toperform them.

    E11.2.1 Identify businesses in thecommunity.

    Houghton Mifflin SocialStudies Text

    Writing journals

    http://youtu.be/8EcYlnbywXM

    Venn Diagram

    http://youtu.be/8EcYlnbywXMhttp://youtu.be/8EcYlnbywXMhttp://youtu.be/8EcYlnbywXMhttp://youtu.be/8EcYlnbywXMhttp://youtu.be/8EcYlnbywXMhttp://youtu.be/8EcYlnbywXMhttp://youtu.be/8EcYlnbywXM
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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

    UNIT PLANNER#4: People At Work Week 2 of 2

    Summary of Lesson Plan NV State Social Studies Objectives Notes

    M O N D A Y

    w e e

    k # 2

    This lesson introduces howpeople make choices aboutspending and saving theirmoney. Students willunderstand why peoplesave money and use banks.

    E10.2.2 Identify reasons for savingmoney.

    Houghton MifflinSocial Studies Text

    Writing journals http://www.kidsmathg

    amesonline.com/money/funshopping.html

    Colored pencils

    T U E S D A Y w e e

    k # 2

    This lesson explains thatpeople save money overtime to buy things or addinterest. People use banksto save money because

    banks provide a service.

    E10.2.2 Identify reasons for savingmoney.

    Book, Alexander, WhoUsed to Be Rich Last Sunday

    Coin Manipulatives 12 x18 papers with

    boxes

    Writing journals T-chart

    W E D N E S D A Y w e e

    k # 2

    T H U R S D A Y w e e

    k # 2

    F R I D A Y w e e

    k # 2

    http://www.kidsmathgamesonline.com/money/funshopping.htmlhttp://www.kidsmathgamesonline.com/money/funshopping.htmlhttp://www.kidsmathgamesonline.com/money/funshopping.htmlhttp://www.kidsmathgamesonline.com/money/funshopping.htmlhttp://www.kidsmathgamesonline.com/money/funshopping.htmlhttp://www.kidsmathgamesonline.com/money/funshopping.htmlhttp://www.kidsmathgamesonline.com/money/funshopping.htmlhttp://www.kidsmathgamesonline.com/money/funshopping.htmlhttp://www.kidsmathgamesonline.com/money/funshopping.html
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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

    A. Summary of the Lesson Plan :This is an introductory lesson on a unit about why people work. This lesson is the first partof a two day lesson on needs, wants and choices where students will be able toidentify the difference between a need and a want.

    B. Target Population:

    Grade Level: 2nd

    Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students

    C. Materials: Whiteboard Elmo Houghton Mifflin Social Studies Text Pencils Lesson 1 Vocabulary/Study Guide

    D. Objectives:o NV State Social Studies Standards

    E9.2.1 Give examples of what is given up when choices are made.

    o Student-Friendly Standards

    I can understand what my needs and wants are.

    E. Procedure: 1. Teacher will ask students, Think about what kind of choices you have had to make

    when you went shopping for food and clothes? Then share with your shoulder partner. Is your choices the same or different? One student from each group willshare a choice that was the same or different.

    2. Teacher will show Unit 4 video Growing Our Food. Teacher will discuss and sharewhat farmers need to grow a food crop and list all the needs on the whiteboardunder column labeled Needs. Teacher will also take suggestions on a separatecolumn labeled Wants and list student responses.

    3. Teacher will have students look on pg. 157 of their Houghton Mifflin Social Studiestext and ask students, What are these girls doing? What do you think they will dowith the money they earn from the yard sale? Have you ever been to a yard sale or have one? What did you sell/buy? What choices did you have to make?

    4. Teacher will create a two bubble map with needs in one bubble and wants inanother bubble and have students provide their responses to discussion on the

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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

    bubble map as either a need or want of what they have or wanted to purchasefrom a yard sale.

    5. CLOSURE: Teacher will hand out Lesson 1 Vocabulary /Study Guide worksheet for students to work on independently.

    F. Assessment:

    What will you use to measure student understanding?Students responses and participation in group and partner discussions will benoted. Lesson 1 vocabulary/Study Guide will also be used for a grade.

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

    Whether students actively participated in group and partner discussions and if theywere able to complete the worksheet and turn it in will be used to know if studentsunderstand the concept.

    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 engaging the students in a discussion abouttheir needs and wants.

    2. Which part will be most challenging for you to teach?

    The most challenging will be listening to every group conversation to make surethe students stay on task.

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

    An extension could include students interviewing parents/caretakers to whattheir needs are and have students compare their needs to their parents/caretakers needs.

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

    I would model a bubble map of my own wants and needs to show the studentthe difference between something needed to survive and something wanted

    just because.

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

    The video may need to be changed for time purposes if the discussions lastlonger than expected.

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

    No difficulties for this lesson.

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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

    A. Summary of the Lesson Plan :This lesson extends the previous days lesson on needs, wants, and choices. Studentswill understand that people make choices to satisfy their needs and wants.

    B.Target Population: Grade Level: 2nd Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students

    C Materials: Pencils KWL Chart Houghton Mifflin Social Studies Text Writing journals Unit Resources p. 46

    D. Objectives:o NV State Social Studies Standards

    E9.2.1 Give examples of what is given up when choices are made.

    o Student-Friendly Standards

    I can understand that my choices reflect a need or a want and needs arethings that people need to survive and wants are things that people wouldlike to have.

    E. Procedure: 1. Teacher will have students look at the picture on pg. 160 of their Houghton MifflinSocial Studies text and ask them if they can identify if the person in the picture has aneed and/or a want.

    2. Teacher will create a KWL chart on the whiteboard and have students respond bypicking names from Popsicle stick jar with students names on them. Students willrespond to what they know about the picture and what they want to know about thepicture in the text.

    3. Teacher will have students read pg. 161 of thei r Houghton Mifflin Social Studies Text

    and have students share any choices they have had to make with money they havereceived. Students will share their responses with their shoulder partners. Teacher willask students, If Sally buys the computer game, what does she give up?

    4. Teacher will reflect back to KWL chart to have students add to the last column ofwhat they have learned about needs, wants, and choices. Teacher will have studentswrite in their writing journals about a time when they had to make a choice aboutsomething they bought or wanted to buy.

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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

    5. CLOSURE: Students will share what they wrote in their writing journals in their groups.Students will also complete Unite Resources p. 46 as homework.

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

    Students responses and participation in group and partner discussions will be

    noted. Homework will also be used to measure student understanding. Explain how you will know students understand the concepts from the lesson.

    Whether students actively participated in group and partner discussions and ifthey were able to complete the worksheet and turn it in will be used to know ifstudents understand the concept.

    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 engaging the students in a discussion abouttheir needs and wants.

    2. Which part will be most challenging for you to teach?

    The most challenging will be listening to every group conversation to make sure thestudents stay on task.

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

    Students can become dictionary detectives and look up the vocabulary wordsneeds, wants, and shelter to define them in their journals.

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

    I would have pictures of things like food, water, clothing and shelter that representneeds along with various pictures of objects like toys, candy, and pets to representwants and have students categorize them.

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

    The KWL chart may be changed to a bubble map.

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

    No difficulties for this lesson.

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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

    A. Summary of the Lesson Plan :This lesson will introduce what producers and consumers do. Students will be able todescribe ways that people earn income to purchase what they want and need.

    B. Target Population: Grade Level: 2nd Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students

    C. Materials: Pencils Stationary Prop items for lemonade and bake sale Popsicle stick names Unit Resources p. 49

    D. Objectives:o NV State Social Studies Standards

    E9.2.2 Identify consumers and where they make purchases.

    o Student-Friendly Standards

    I understand where people get the things they need and want.

    E. Procedure: 1. Teacher will write this message on the whiteboard: What are some jobs peoplehave? Teacher will have students write a letter to their shoulder partner about a jobthat they would like to have someday. When students are finished they will leave theletters on their desks for later.

    2. Teacher will then have students read pg. 166 in their books and then write consumer and producer on the whiteboard. The teacher will then have students discuss in eachgroup one example of each. One student from each group will write their example onthe whiteboard under corresponding title.

    3. Teacher will then prompt discussion by asking students, Why is a farmer a producer?If a farmer buys supplies to grow his products then what is he? Teacher will call onstudents using Popsicle sticks.

    4. Teacher will have students practice role play activities where they create a plan tohave a lemonade stand or bake sale. Teacher will have students take turns being theconsumer and producer and act out their roles in groups.

    5. CLOSURE: Students will share their letters with their shoulder partners. Teacher will alsohave students complete Unit Resources p. 49 to draw conclusions from the reading.

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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

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

    Students responses and participation i n group and partner discussions will be noted.Homework will also be used to measure student understanding.

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

    Whether students actively participated in group and partner discussions and role playactivity will be observed to know if students understand the concept of the lesson.

    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 would be having students provide examples ofproducers and consumers.

    2. Which part will be most challenging for you to teach?

    The most challenging would be the role play activities and making sure studentsstay on task.

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

    An extension would be to have parents of students write them a letter abouttheir job.

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

    For students who do not grasp the concept, I would demonstrate a sentence I

    am a producer, I make_____. I am a consumer, I buy______.5. Which part of the lesson, if any, do you think might need to change?

    The role play activity may need to be changed into a real bake sale wherestudents can make money and donate to a charity.

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

    The most difficult part would be the assessment.

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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

    A. Summary of the Lesson Plan :This lesson introduces the concept that people earn money from working. Students willunderstand that there are many types of jobs to earn income.

    B. Target Population: Grade Level: 2nd Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students

    C. Materials: Butcher paper-white Markers Computer lab Houghton Mifflin Social Studies Text Writing journals

    D. Objectives:o NV State Social Studies Standards

    E9.2.4 Discuss why people work.

    o Student-Friendly Standards

    I can understand that people who work earn income to pay for things theyneed and sometimes want.

    E. Procedure:

    1. Teacher will pose a question to students that they will discuss with their facepartners. Teacher will ask, What do people usually get or earn for the work that theydo?Teacher will then have students look at the pictures in the text on pg. 168 and ask them what type of work the people in the pictures are doing.

    2. Teacher will then create a bubble map on a large piece of butcher paper andhave students take turns with different colored markers to create as many jobs as theycould think of for the map.

    3. Teacher will then have students identify any jobs that are listed on the bubble mapand ask students if any of these jobs can be considered both a producer and

    consumers. Students will respond and teacher will circle correct responses andindicate whether they are producers, consumers, or both.

    4. Teacher will then have students write in their writing journals a job title that they areinterested in pursuing and research on the computer what is needed to have that job.Students will utilize the website: http://kids.usa.gov/jobs/index.shtml

    5. CLOSURE: Students will present what they want to do for work and what is requiredto pursue that job and any other findings to the whole class.

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

    Students responses and participation in group and partner discussions will benoted. Student presentations on their findings of their jobs will also be used tomeasure student understanding.

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

    Whether students actively particip ated in group and partner discussions and ifthey were able to present any findings from their job search will help me determineif students understood the concept.

    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 discussions and having students writetypes of jobs on bubble map.

    2. Which part will be most challenging for you to teach?

    The most challenging would be the research for students to find what is neededto pursue a job they desire.

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

    An extension would include having a career day at school.

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

    For students who do not grasp the concept may need to be taught by usingmusic that have a career focus such as: Ive Been Working on the Railroad.

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

    Students may need to research what is needed for a particular job at home dueto time and/or resources.

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

    No difficult part in this lesson.

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    A. Summary of the Lesson Plan :This lesson explains what goods and services are and the jobs people do that providegoods and services. Students can identify familiar jobs and the skills needed to performthem.

    B. Target Population: Grade Level: 2nd Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students

    C. Materials: Houghton Mifflin Social Studies Text Writing journals http://youtu.be/8EcYlnbywXM Venn Diagram

    D. Objectives:o NV State Social Studies Standards

    E11.2.1 Identify businesses in the community.

    o Student-Friendly Standards

    I know that the things I buy from a store are goods and people who helpothers in their jobs provide a service.

    E. Procedure: 1. Teacher will pose a question to students and ask them if they know how their clothing or toys were made. Teacher will read to students pg. 172 -173 in the text.Teacher will ask students if they have ever been to a factory or warehouse wheregoods are produced.

    2. Teacher will then show a video about 5 kids who were sent to a factory in Asia tolearn about how their favorite things are produced. The link to the video is:http://youtu.be/8EcYlnbywXM

    3. Teacher will have students share their thoughts of the video to their groups. Teacher will create a Venn Diagram on the whiteboard and label one side goods and theother services. Students will use examples from the video to fill in the diagram anddecide what can be considered both goods and services.

    4. Teacher will have students write about the difference a good or service is in their writing journals and pretend that they can open up their own factory or service andwhat they would choose and why.

    http://youtu.be/8EcYlnbywXMhttp://youtu.be/8EcYlnbywXMhttp://youtu.be/8EcYlnbywXM
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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

    5. CLOSURE: Students will share their writings with the whole class and answer up to 3questions from the class.

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

    Students responses and participation in group and partner discussions will be

    noted. Student presentations will also be used to measure student understanding. Explain how you will know students understand the concepts from the lesson.

    By listening to student presentations will help determine if students understand theconcept.

    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 showing the 9 minute video.2. Which part will be most challenging for you to teach?

    The most challenging will be the writing assignment.

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

    A extension could include a field trip to a factory.

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

    For students who do not grasp the concept, I would utilize a graphic organizer

    with picture cards and model if the picture is something produced like a goodor a service like a dentist.

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

    No changes for this lesson.

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

    The most difficult part was finding an appropriate video.

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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

    A. Summary of the Lesson Plan :This lesson introduces how people make choices about spending and saving their money. Students will understand why people save money and use banks.

    B. Target Population:

    Grade Level: 2nd Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students

    C. Materials: Houghton Mifflin Social Studies Text Writing journals http://www.kidsmathgamesonline.com/money/funshopping.html Colored pencils

    D. Objectives:o NV State Social Studies Standards

    E10.2.2 Identify reasons for saving money.

    o Student-Friendly Standards

    I understand that people make choices about their money.

    E. Procedure: 1. Teacher will prompt students to look at the picture in text on pg. 180 and tell their shoulder partners what they think the young boy is doing. Students will makepredictions and teacher will write their predictions on the whiteboard.

    2. Teacher will have students read pg. 180 and respond to question in their writing journal, suppose you are given $2.00 from a neighbor. What will you do with it? Will youbuy something now, or keep it for later?

    3. Teacher will have students complete activity in the comput er lab by utilizingwebsite: http://www.kidsmathgamesonline.com/money/funshopping.html Studentsare able to purchase items from a store trying to use the least amount of money. Thesite offers several games about money and savings.

    4. Teacher will have students discuss why it is important for people to save money andnot spend their money as they earn it. Students will provide responses and teacher willhave students write a story in their writing journals about someone who saved moneyand what he or she did with their savings. Student will also provide illustrations.

    5. CLOSURE: Students will share their stories to the whole class. Teacher will display their stories on a bulletin board.

    http://www.kidsmathgamesonline.com/money/funshopping.htmlhttp://www.kidsmathgamesonline.com/money/funshopping.htmlhttp://www.kidsmathgamesonline.com/money/funshopping.htmlhttp://www.kidsmathgamesonline.com/money/funshopping.htmlhttp://www.kidsmathgamesonline.com/money/funshopping.htmlhttp://www.kidsmathgamesonline.com/money/funshopping.htmlhttp://www.kidsmathgamesonline.com/money/funshopping.html
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    EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #4 Submitted By: Alyce Mack

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

    Students responses and participation in group and partner discussions will benoted. Students writing will also be used to measure student understanding.

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

    Whether students actively participated in group and partner discussions and ifthey were able to complete the writing activity and illustration will determine ifstudent understood concept.

    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 interactive game on the internet.

    2. Which part will be most challenging for you to teach?

    The most challenging part of the lesson will be for students to spend only $2.00.3. How will you follow up or extend this lesson?

    An extension could be challenging the students to save money and keep arecord till the end of the school year and report their earnings and savings.

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

    Items in the classroom could be labeled with price tags and pretend moneycould be used to show students the amount of an item compared to the cost ofan item and they will need to determine if there is enough or not and why.

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

    The game may need to change for time purposes.

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

    The most difficult part of the lesson is the assessment.

    A. Summary of the Lesson Plan :This lesson explains that people save money over time to buy things or add interest.People use banks to save money because banks provide a service.

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    B. Target Population: Grade Level: 2nd Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students

    C. Materials: Book, Alexander, Who Used to Be Rich Last Sunday Coin Manipulatives 12 x18 papers with boxes Writing journals T-chart

    D. Objectives:o NV State Social Studies Standards

    E10.2.2 Identify reasons for saving money.

    o Student-Friendly Standards

    I understand that people use banks to save money and over time the moneycan become bigger because of interest.

    E. Procedure:

    1. Teacher will read " Alexander, Who Used to Be Rich Last Sunday " to students.

    2. Divide the class into pairs, and give each a set of coin manipulatives. Tell them thatyou are going to read the book again and that they are to remove the number ofcoins Alexander spends at each point in the story from their manipulatives. When

    you've finished the book, check to see if any pair still has "unspent" coins. 3. Teacher will provide a work page that is 12 x 18 which contains 10 boxes markedoff for the student to record each transaction that is made. Read the book again,stopping at each "transaction" so the students can record it on the paper. For example, have students write the amount of money Alexander receives from hisgrandparents in the first box. Then in the second box, have them calculate how muchmoney Alexander has left after he buys all his gum. Continue this way throughout thestory until Alexander has spent his last 20 cents.

    4. Teacher will create a T- chart on the whiteboard titled Needs and Wants. Students

    will provide examples from the story to add to the chart and decide if Alexander could have saved his money instead of purchasing things he wanted.

    5. CLOSURE: Students will write about if they receive an allowance for chores at homeor if they would like to receive an allowance at home and what they would save their money for.

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

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    Student responses from discussions will be noted and writing activity to measurestudent understanding.

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

    Students who are able to follow along with the story and spend all the money fromthe story will help determine if students understand the concept of the lesson.

    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 reading the story to students.

    2. Which part will be most challenging for you to teach?

    The most challenging will be having students keep up with how much money isspent throughout the story.

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

    An extension would be for students to interview someone who is saving moneyfor something and share their interview with the class.

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

    I would work one on one with students who do not grasp the concept usingcoin manipulatives.

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

    The writing lesson may need to be changed or as homework due to time.

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

    The most difficult part was the assessment.