Title of Unit: Economics Everywhere

Title of Lesson: Spending, Saving, & Banks

Submitted By: Kelli Pavalon, LaQuisha Johnson

A. Summary of the Lesson Plan: This economics lesson plan is designed for fourth graders to learn about the economic concepts of spending, saving, and what banks are used for. Students will use learning centers to complete objectives.

B. Target Population: Grade Level: 4th grade Skill Level: all skill levels Grouping: whole group, small groups, individuals C. Materials: (5) computers books: The Bernstein Bears' Dollars and Sense, The Berenstain Bears' Trouble with Money, Alexander, Who Used to Be Rich Last Sunday, One Cent, Two Cents, Old Cent, New Cent: All About Money (Cat in the Hat's Learning Library), Little Critter: Just Saving My Money paper/pencils handouts D. Objectives: o NV State Social Studies Standards o E10.4.2 Identify instances in which people might pay interest or receive interest. E.10.4.3 Discuss reasons people use banks

Student-Friendly Standards E10.4.2: I will be able to tell you when people pay interest and get it back. E.10.4.3: I will know why people use banks

E. Procedure: 1. Each student will have a warm up on their desk, the warm up will have 3 items to buy on that and a certain amount of money, students will circle the item they will buy and tell why. As a class, we will discuss it. 2. We will watch a video on banking: http://www.youtube.com/watch?v=HA8voAVn1jk
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor

Title of Unit: Economics Everywhere

Title of Lesson: Spending, Saving, & Banks

Submitted By: Kelli Pavalon, LaQuisha Johnson

3. We will discuss why people use banks, how to save money, and when to spend money 4. Students will be broken up into groups of 5. Students are to attend each learning center: banking: read more information on (1) banking, complete an online simulation of banking, write down experience and what you learned (2) reading, the book a choice of 5 books: The Berenstain Bears' Dollars and Sense, The Berenstain Bears' Trouble with Money, Alexander, Who Used to Be Rich Last Sunday, One Cent, Two Cents, Old Cent, New Cent: All About Money (Cat in the Hat's Learning Library), Little Critter: Just Saving My Money , read book and write down the money lesson that was learned (3) spending and saving: video, complete worksheet and simulation (4)then game on banking, spending, and saving: students are to complete the game, write down the results and write a paragraph. At each station, students will have to complete either a worksheet and write a paragraph on the center and what they learned. Each center will be 15 minutes; all students must turn in their own completed center packet. 5. We will re-group and discuss each learning center, answer questions, and review what was learned today. 6. CLOSURE: Students will be asked to complete a note card, something exactly like their warm up(the warm up will have 3 items to buy on that and a certain amount of money, students will circle the item they will buy and tell why. ) and see if their answers were to change and why F. Assessment: What will you use to measure student understanding? The explanations from each center and the comparison of their warm up and closure cards. Explain how you will know students understand the concepts from the lesson. If students use key words, give examples, and are able to give complete thoughts on the selected topic, that will let me know they understand. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The saving and earning segment will be the easiest to teach. 2. Which part will be most challenging for you to teach?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor

Title of Unit: Economics Everywhere

Title of Lesson: Spending, Saving, & Banks

Submitted By: Kelli Pavalon, LaQuisha Johnson

Banking, because banking is a little more complicated, although they are just learning the basics, it can be a little tedious to get them to understand. 3. How will you follow up or extend this lesson? I would have students calculate their allowance and see how much money they spent and earned throughout a month. 4. What will you do for students who dont grasp the concepts? Review the lesson, ask them what they do not understand, and go over exact material for what they do not get. 5. Which part of the lesson, if any, do you think might need to change? None. 6. When you were writing this lesson plan, what was the most difficult part? Finding the books was most difficult.

Name: Date: Center: What did you learn? What did you do?

What did you read?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor