Lesson Plan #3

Grade: 3rd Social Studies Strand: Economics

Submitted By: Vida Reljic

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

Lesson Plan #2 Economics

B. Summary of the Lesson Plan:

submitted by: Vida Reljic

This social studies lesson is designed for 3rd grade students to learn about using money wisely using banking terms. This lesson uses the Houghton Mifflin Social Studies textbook Communities (p. 266-269). C. Basic Information: Grade Level: 3rd grade Time to Complete this Lesson: approximately 50 minutes Groupings: direct instruction, discussion, independent for activity, assessment

D. Materials: Houghton Mifflin 3rd Grade Social Studies Book: Communities (TE 268 and TE 269)- for each student

(TE 268)

(TE 269)

Vocabulary words for each student (sample -TE 266). Review/ reading maps (sample on TE 267)

(TE 266)
Nevada State College EDEL 453 - Spring 2014

(TE 267)
Karen Powell- Instructor page 2

Lesson Plan #2 Economics

White board, dry-erase marker, and expo eraser

submitted by: Vida Reljic

Items to purchase, pencil, paper currency from the U.S, and paper currency from other countries

E. Objectives: NV State Social Studies Standards E10.3.2. Define banking terms including saving, interest, and borrowing. I can explain different terms used in banks such as interest, saving, and borrowing. Student-Friendly Standards

F. Vocabulary Budget- (n) Is a plan for using money. Bank- (n) A place where you can store your money to keep it safe. Borrowing- (n) Money the bank (or a person) gives you, but it has to be paid back over time. Income- (n) Is the money people earn for work. Interest- (n) Is the money the bank pays you for keeping your money there. Saving- (n) Not spending money and keeping it in a safe place such as a bank.

G. Procedure: 1. Refer to notes on TE 266- Using Money.

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #2 Economics

submitted by: Vida Reljic

Introduce the words bank, budget, borrowing, income, interest, and saving. Discuss how people use money- refer to TE 267. Call of students to share their answer.

2. Discuss earning and spending money- refer to TE 268. 3. Discuss different ways of saving money- refer to TE 269. 4. Students should write their response to the questions located on TE 269. (TE 268) Why do people make budgets? (TE 269) Name two ways people can earn money? Give students paper currency from the United State and other countries Have students explore the currencies.

5. Hands-on activity: Use Strategy 22- Currency as a Primary Source.

6. Set up different items with price tags that students can purchase. Give each student a budget. Have students walk around the classroom and purchase items according to their budgets.

9. Have students draw pictures of their items, the U.S. money they used, and money from other countries they used to purchase the items. 10. Answer the following questions: What could you buy with your money? How did you feel using different types of money? o Use 1 vocabulary word.

H. Assessment: What will you use to measure student understanding? I will measure students understanding by viewing how the students used their money when purchasing items and how they used a vocabulary word. Explain how you will know students understand the concepts from the lesson. Students must Give examples of different banking terms we discussed. Stand up and pair-up with another student and discuss the items they purchased with their budgets. Student must use vocabulary terms when speaking to each other. I. Closure: Each student will pick a random vocabulary word from the lesson hat. Students must define the vocabulary word or use an example, and share their answer with the whole class.

J. Refection: 1. Which part of the lesson do you think will be the easiest for you to teach?
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4

Lesson Plan #2 Economics

submitted by: Vida Reljic

I think using examples to describe different banking terms will be the easiest to teach because most students know these terms since they heard it from their parents/guardians. 2. Which part will be most challenging for you to teach? I think the most challenging part to teach will be having the students use different currencies from other countries to purchase the items. They might be slightly confused when they first start purchasing their items. 3. How will you follow up or extend this lesson? As an extension to the lesson, I would use Extend Lesson 1 (p.270) about Max Malone Makes a Million, where students read about Max Malone and try to figure out how to use money to make more money based on currency from U.S. and other countries. 4. What can you do for students who dont grasp the concepts? For students who dont understand the concepts in this lesson, I would use the Skill and Strategy diagram located on TE 266. I would work together with the struggling students to complete the chart using supporting ideas from the text. I would also read the questions before reading the text and have the students think about the questions as we read the text. 5. Which part of the lesson, if any, do you think might need to change? I believe there should be more examples in the text that students can relate to. Examples can include different ways of saving lunch money or allowance money by not buying unnecessary things. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of writing this lesson plan was deciding how to explain different currencies to students. Some students that never heard of different currencies will have difficulties completing the activity. 7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. The strategy that I chose to incorporate in this lesson plan was Strategy 22: Currency as a Primary Source. I believe this strategy fits into the lesson about banking systems because students will understand currencies from other countries and they will get to do hands on activities using different currencies by purchasing items based on their budgets. Students will be exploring their vocabulary words while doing hands on activities.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5