EDEL453 Spring2013 DeniseCROSBY Unit 1 Economics Day 5

7/30/2019 EDEL453 Spring2013 DeniseCROSBY Unit 1 Economics Day 5

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Title of Unit: Economic Education Day 5

Title of Lesson: Dollars and Sense Submitted By: Denise Crosby

A. Summary of the Lesson Plan:This social studies economic lesson is designed for 3

rdgraders to learn that people must make

choices because resources are limited and about making financial decisions and money

management. This lesson uses Dollars and Sense by Lynn Peppas, editor. (Crabtree Publishing

Company) 2011, ISBN-978-0-7787-4810-6, a trade book that focuses on developing good money

habits, including setting goals, making a financial plan, choosing where to save your money and

how to make smart purchases.

B. Target Population: Grade Level: 3rd grade

Skill Level: students at all learning levels

Grouping: whole group reading & discussions, independent for activity &

assessment

C. Materials: Dollars and Sense by Lynn Peppas, editor. (Crabtree Publishing Company)

2011, ISBN-978-0-7787-4810-6

Resources 1-9 ready for display

Resources 10 and 11: one copy of each cut apart for distribution to each

group

Resource12: Be a Wise Buyer

D. Objectives: NV State Social Studies Standards

E11.3.2 Identify classroom resources that are limited and must be

shared.E10.3.2 Define banking terms, including saving, interest, and

borrowing.

E10.3.3 Identify reasons people use banks.

Student-Friendly Standards

E11.3.2 I will show that resources in our classroom are limited and must

be shared.

E10.3.2/ E10.3.3 I will identify and understand steps to developing

stronger money management skills & identify and explain strategies for

being a wise buyer.

E. Procedure:1. Review the Motivation from yesterdays lesson Show book cover. Discuss

title, pointing out the play on words: sense/cents. Have students make

predictions about what information may be included in the book. Display

Resource Sheets 1-9 randomly on the board and tell the students that these

are the steps to having good money sense that will be discussed in the book.

Have students work as a class to sequence the steps. Tell students that they

will be able to adjust the sequence as they listen to you read the book.


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2. Review the vocabulary words: bargain: something offered for sale or bought

at a low price deposit: describes putting money in a bank or other safe place

interest: payment for the use of money

3. Allow students 10 minutes with their groups to practice their skit illustrating one

of the steps involved in being a wise buyer.

4. Have each group share their skits with the class on.

5. CLOSURE: Day 5: Refer back to the steps displayed on the board during the

Motivation. Discuss the sequence as a class. Then focus on the last step, Be a

Wise Buyer, and review the 8 strategies shared during the skits. DistributeResource Sheet 12 Be a Wise Buyerand have students complete.

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

Distribute and have students complete Resource Sheet 12 Be a Wise Buyer.

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

Students must identify 3 specific ways of being a wise buyer.

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 sequencing as they have listened and done this

before in other areas of the curriculum. They are good at listening and following a

sequence.

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

They most challenging part of this lesson will be helping the small groups stay focused

and plan their skits. They love to chat and visit. Helping them organize and plan a skit to

illustrate one of the strategies of a wise buyer will be a challenge but also very fun.

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

This lesson will be part of a whole unit on economics and will include the work tickets

for the previous lessons.

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

Students having difficulty grasping the concepts of this lesson will be group with

stronger students in the skits portion of the lesson. I will also reteach and model the

strategies with them by giving examples of each strategy.

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


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I think this lesson is written well and I love the skit portion even though it presents a

challenge as far as classroom management might be concerned. It gives the children the

opportunity to feel the strategy in order for their understanding to be more complete.

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

The most difficult part of writing this lesson was anticipating when to divide the lesson

into two parts. I am anticipating that preparing the skits will take some time and that

they should be given the next day. Then we will review the learning and take the

assessment.

Resource 1


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Understandcash flow

Resource 2


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Keepajournal

Resource 3


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Makea

wish listResource 4


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Choose tospend now

or laterResource 5


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Put yourgoals

in orderResource 6


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Makea

planResource 7


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Decidewhere to

saveResource 8

\


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Open asavingsaccount

Resource 9


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Be awise buyer

Resource 10


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Before going shopping,

make a list of exactlywhat you want to buy.Ifyou dont, you mayforget something orbuy

something that isntpart of your plan.

Do your shopping

homework. A shoppinglist is only the startingpoint. Check outnewspapers and flyersfor sales on items onyour list. Compare the

advertised prices tosee which store offersthe best deal.

Be a bargain hunter. Ifthere is something you

want, see if it is on salesomewhere. Look forother kinds of bargains,too. For example, ifyougo to a movie in the

afternoon when ticketsare half-price, youll beable to go twice asoften for the same

Learn about the thingsyou are going to buy.

For example, are theskates you wantwellbuilt?

Are there otherskates that are just asgood but cost less?

Areyou paying more just toown a brand with acool


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cost. name?

Ask questions at thestore. Be polite. Kidsshould get as muchhelp as any adultcustomer.

When you buysomething, state theamount of moneyyoure handing to thecashier. For example,Heres $10.00. That

way, there wont beany argument abouthow much you gavethe cashier.

Always count thechange that thecashiergives you.

Save the receipts forwhat you buy. You willneed the receipt if youdecide to return orexchange the item youbought. Receipts are

also good for keepingarecord of what youspend.


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Resource 12

Be a Wise Buyer

You have decided to buy a _____________. Using what you have learned in class

for the last two days, explain 3 ways you could be a wise buyer. Be specific.

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EDEL453 Spring2013 DeniseCROSBY Unit 1 Economics Day 5

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