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Economics

3rd GradeMrs. Robin Harmon

EDUC 327December 11, 2009

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Table of ContentsIntroduction 3

Standards 5

Curriculum map 7

Parent letter 8

Trade books 9

Bulletin board 11

Guest speaker 12

Technology and literature 13

Pre-test/post-test 14

Lesson plans 18

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Introduction

Grade Level and Typical LearnerStudents at this age want to become more independent. They are still very

curious and want to explore within what they are learning. Their problem solving skills are becoming finer tuned. Students this age do not like to focus on one thing for too long but they still enjoy learning multiple things about one subject. These students still need plenty of time to play and explore. Because of their growing independence, these students require the chance to make to make their own choices and do things on their own. These students also enjoy making connections to their world.

Rationale for Unit Because students this age are gaining their independence, it is very

important for them to understand the economy because they are quickly becoming an active participant in it. These students are also becoming rapidly aware of the adult world around them and are curious as to the way it functions. Economy is such a large part of the adult world and we all interact with it sometimes multiple times per day. By helping students understand the basics of economy we are helping to make them more aware of the current events. We are also helping them to see the relevance to many other subjects being taught. By developing basic economic skills, we are helping to prepare students to handle their money in a smart way. We are also teaching them how important their future job is to society.

Goals Students will be able to give examples of both goods and services. Students will be able to define and give examples of interdependence. Students will know the characteristics of money. Students will know different ways people save money. Students will accurately count money. Students will be able to tell if they have enough money to purchase a certain

product. Students will develop an interest in the economic world around them.

Learning Objectives Social Studies 3.4.2 After drawing a slip of paper from the basket, students

will act out what is on their paper without using words or props so their classmates can guess what they are acting.

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Social Studies 3.4.2 After playing the ball toss game, students will write ten goods that were stated during the game with 90% accuracy.

Social Studies 3.4.2 After playing the ball toss game, students will write ten services that were stated during the game with 90% accuracy.

Social Studies 3.4.4 After having the definition of interdependence, students will tell a story using an example of interdependence

Social Studies 3.4.5 After participating in a class discussion about Jack and the Beanstalk, students will list on a piece of paper two roles or functions of money.

Math 3.2.1 Given grocery sale advertisements, students will round the price of each ingredient needed to complete a recipe to the nearest dollar with 90% accuracy.

Math 3.2.1 Given the rounded prices, students will add the prices to get their rounded total cost with 100% accuracy.

Math 3.5.11 Given a pricing sheet, students will circle what items they are able to purchase with a given amount of money with 90% accuracy.

English/ Language Arts 3.2.9 After being read The Go-Around Dollar, students will create a time timeline that includes five different people from the story and how they acquired the dollar bill.

English/Language Arts 3.5.3 After the guest speaker presents to the class, students will write thank you notes that include all five parts of a letter.

English/Language Arts 3.5.3 After the guest speaker presents to the class, students will write thank you notes that include how they have decided to save their money.

Science 3.5.1 Given a scale and an amount of money, students will tell the teacher how much the money weighs two times.

Science 3.5.1 Given the weight of the coins, students will individually answer to the teacher if the weight of money has a correspondence with its value.

PE 3.1.1 Given an amount of money to pick up, students will walk quickly to pick up the money

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PE 3.1.1 Given a place to put their money, students will place the given amount of money in its proper location 100% of the time.

PE 3.1.1 When throwing a ball, students will throw the ball in the manner specified by the teacher nine out of ten times.

Fine Arts-Music 3.4.2 Given a simple melody, students will create the lyrics of a song that tells what kinds of coins are needed to make a dollar.

Fine Arts-Visual Art 3.7.2 Given pottery clay, students will create something to hold their money in a way they feel will keep it best.

Academic StandardsSocial Studies 3.4.2 Give examples of goods and services provided by the local community.

Students write examples of goods and services and then act out the goods and services so that their peers can guess what they are acting out.

Students give examples of goods and services as they catch a beach ball.

Social Studies 3.4.4 Define interdependence and give examples of how people in the local community depend on each other for goods and services.

Students help the teacher develop a definition and examples of interdependence. Students then tell a story that uses an examples of interdependence.

Social Studies 3.4.5 List the characteristics of money and explain how money makes trade easierAfter reading Jack and the Bean Stalk the teacher will help students to list the

characteristics of money.As students weigh the money, they will form knowledge of the physical characteristics of

the money.

Social Studies 3.4.6 Identify different ways people save their income and explain advantages and disadvantages of each.

In their thank you notes, students inform the guest speaker what they have decided is the best way to save their money.

Students place the money they collect in a “piggy bank” or “savings account,” whichever the student feels is more safe.

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Social Studies 3.4.7 Explain that buyers and sellers interact to determine the prices of goods and services in markets.

As students go through the sale advertisements, they will compare how the prices differ from store to store and season to season.

Math 3.2.1 Add and subtract whole numbers up to 1,000 with or without regrouping, using relevant properties of the number system.

As students find the elements for their meal in the sale advertisements, they round the number to the nearest whole dollar and then add the whole numbers to form a total.

Math 3.5.11 Use play or real money to decide whether there is enough money to make a purchase.

Students are given a handful of coins. The students count the coins and then decide if they have enough money to purchase certain items with given prices.

English/ Language Arts 3.2.9 Identify text that uses sequence or other logical orderStudents use the text to help create a timeline that follows the path that the dollar bill

takes through the story.

English/ Language Arts 3.5.3 Write personal, persuasive, and formal letters, thank you notes and invitations that: show awareness of the knowledge and interests of the audience, establish a purpose and context, and include the date, proper salutation, body, closing, and signature.

Students write thank you notes to their guest speaker.

Science 3.5.1 Select and use appropriate measuring unitsStudents weigh coins. They must decide what the best measurement unit will be.

PE 3.1.1 Demonstrate mature fundamental locomotor and manipulative skills with variationsStudents walk quickly in a bent over fashion to collect the proper amount of money.Students toss the ball to other students in a fashion as told by the teacher. Students then

must catch the ball.

Fine Arts-Music 3.4.2 Create lyrics to match a given melody.Students write the lyrics to a given melody. The lyrics must include a number of coins

that equal a dollar.

Fine Arts-Visual Art 3.7.2 Identify, control, and use a balance of two-dimensional and three-dimensional media techniques and processes to effectively communicate ideas, experiences, and stories

Students use clay to design and make a container of some sort that will hold money.

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Curriculum Map

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December 9, 2009Dear Parents and Guardians,

We are beginning a unit on economics. This unit is Social Studies based but other subject areas will be covered at the same time. This unit will take several weeks to complete as we will not be focusing on it every day. When we do focus on economics, we will only do it for a lesson or two at a time.

Some of the things we will be focusing on are supply and demand, wants vs. needs, interdependence, the purpose of money, how to save money, and goods and services. We hope to have a guest speaker coming from a local bank to speak with the students on the importance of saving money.

To become more involved with this unit, I encourage you to share your family finances with your student. Have them help balance the checkbook or pay bills. Take them with you to the bank so they can see some daily transactions take place. Have your student help you go shopping and help them to distinguish between wants and needs.

If you have any questions concerning the unit or if you would like more information on how you can help teach your student about economics, please feel free to contact me at rjward@spartans.manchester.edu .

Yours in Education,Mrs. Robin Harmon

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Trade Books

Aston, D. (2007). An orange in January. New York: Dial Books for Young Readers.An orange’s journey is followed as it travels from the orchard to the delivery to a

warehouse, to the grocery store, to the end of its journey when it is bought and enjoyed by a child. This book has a heavy influence on interdependence and natural resources. The book helps children to understand how they can enjoy fruit in the middle of winter. The illustrations in this book closely follow the text.

Milway, K. (2008). One hen: How one small loan made a big difference. Toronto: Kids Can Press.Kojo, from Ghana, had to quit school after his father’s death so that he could help his

mother collect firewood to sell at market. Kojo’s mother took a loan from other villagers and gave her son part of the money. With the money, Kojo bought a hen. Soon Kojo’s investment helped him earn enough money that he could return to school.

Polacco,P. (1992). Chicken Sunday. New York: Philomel Books.Patricia and her friends often share a wonderful chicken dinner with Miss Eula after

church on Sundays. The children stop to admire a hat that they dream of getting Miss Eula but they are mistaken for the people who “egged” the store. To prove their innocence the children make Pysanky eggs which the owner of the store allows them to sell. In exchange the shop owner gave the children the hat they were admiring, so they gave the hat to Miss Eula to wear for Easter Sunday.

Schwartz, D. (1989). If you mad a million. Boston: Lothrop.In this book children work odd jobs and are paid for their work. The children must then

decide what to do with their money. The book teaches students about saving, writing checks, paying off loans, and even interest. The book’s main point is to teach students that after they make money they have decisions to make about their money and they need to make those decisions wisely.

Silverstein, S. (1964). The giving tree. New York: Harper & Row.At the beginning of the book, the tree provides the young boy with shade, apples, and a

place to play. As the boy ages into a man he needs money so he sells the apples and needs lumber to build a house so he cuts off the branches. When the man is old he cuts down the tree to make a boat but then there is nothing left of the tree so the man rests on the stump. The book’s end is very open ended leaving room for students to interpret the true meaning of the book as they may.

Slobodkina, E. (2008). Caps for sale: A tale of a peddler, some monkeys, and their monkey business. New York: Harper Collins.A peddler carries all of his goods, caps, on top of his head. One day no one purchases a

hat so the peddler decides that he will take a walk and a nap. He awakes to find that some monkeys have taken his caps. He has to work out a deal with the monkeys to get his caps back.

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Wells, R. (1997). Bunny money. New York: Dial Books for Young Readers. This book is about Max and Ruby, two rabbits, who go shopping for a birthday gift for

their grandmother. The two encounter many emergencies along the way and end up spending most of their money on things other than the gift. The book subtracts the amount of money the two spend from their total amount left as they progress through the book. The two learn the difference between wants and needs and how to budget money properly Wells, R. (1991). Max’s dragon shirt. New York: Penguin Books.

Max and Ruby go to the store to replace Max’s worn blue pants. Ruby sees many dresses she wants and Max decides that he does not want new pants but a shirt with a dragon on it instead. While Ruby is trying on dresses, Max tries on the shirt. Max gets ice cream on the shirt so they have to buy it and it costs all the money they have.

Williams, V. (1982). A chair for my mother. New York: Mulberry Books.A little girl, her mother, and grandmother save their spare coins in a jar. They will use

this money to go buy an easy chair as all of their other furniture was burned in a fire. The family goes to the bank and exchanges all the coins for paper bills. They then go to the store to find just the right chair.

Yin. (2006). Brothers. New York: Philomel Books.Ming arrives in San Francisco from China to be with his brothers. He finds out that

money is very tight so he begins to work at the general store with one of his brothers. By working at the store he befriends an Irish boy who teaches him some English. Ming uses his English to promote the store outside of Chinatown which increased sales greatly.

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Bulletin Board

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Guest Speaker

I would love to have a guest speaker come speak in my classroom about different ways

that students can save money. Saving money is a concept that many of the students are not

familiar with. I believe I would ask someone from one of the local bank branches to come speak

to the students.

I would probably have someone from Beacon Credit Union come because they can talk

about the Children’s savings accounts they offer. These saving accounts cater to younger

children and help them learn the importance of saving their money. The people at this bank can

also explain to students why keeping their money at home in a piggy bank may not be the best

idea.

By having someone from a local bank, the probability is higher that students may know

the bank workers. The bank worker will also be familiar with the community and the needs of

the students in that area. They will also be better able to provide students with information to

take home to their parents. If the parents are interested in what the bank worker tells their

student, it is much easier for the parent to be able to go speak with the bank employee

themselves.

Before the guest speaker comes to the class I will need to discuss the concepts of saving

money with students. I will also need to explain to the students how a bank works. I will also

need to tell students my expectations for them when the guest speaker is presenting. I should

give them an overview of what the speaker is going to be talking about. I will also need to tell

the students what they are going to need to know from the presentation and what they are going

to be doing with their new knowledge.

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Technology and Literature

I plan to use technology in this unit during the Science lesson. I will be using electronic

scales for students to weigh the money because that is what they are most likely to see used

outside of the classroom. I will also allow students to use computers to find prices for items used

in their menus during the cooking lesson if they are not able to find those items in the paper sale

advertisements. This will prove important especially if they are looking for items that are out of

season or if what they are looking for is not something traditionally eaten in the area. When

students perform the lyrics they wrote for their music lesson, I hope to use recordings of the

melodies, from the internet, so that I am better able to listen to what the students wrote and I am

better able to assess what they have written. If my student’s handwriting is not very good, I will

allow them to use the computer to type their thank you notes. I also hope to use technology to

keep communication open with parents and guardians about what the students are currently

doing in their units.

I hope to use the literature as a base for a few of the lessons. I do not want literature to be

seen as the base for this unit, so I am using it in lessons sparingly. By not forcing the books

upon the children, I hope that they will be curious about the subject and pursue it in their reading

on their own. I will have multiple books on various economic subjects available for the students

to read during their silent reading time. The literature used throughout the lessons will be

available for students to read again if they wish. I will also have many of the items posted

discussed during lessons posted throughout the room so students can read it and refresh on what

they have learned. As the students see the themes in the books I have provided them, I hope that

they will begin to see economic themes in the books that they are choosing.

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Pre-Test

1. Which of these is a good?

2. Which of these is a service?

3.Which of these makes $1.27 cents?

a.5 quarters and 4 penniesb.3 quarters, 4 dimes, 2 nickels, 2 penniesc.4 quarters, 3 dimes, 1 nickel, 2 pennies

4. What unit would you use to measure a penny?a.Kilogramb.Gramc.Milligram

5. What is most money made of?_________________

6. Add: 127+986

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Pre-Test Answer Key

1. Which of these is a good?

2. Which of these is a service?

3. Which of these makes $1.27 cents?

a. 5 quarters and 4 penniesb. 3 quarters, 4 dimes, 2 nickels, 2 penniesc. 4 quarters, 3 dimes, 1 nickel, 2 pennies

4. What unit would you use to measure a penny?a. Kilogramb. Gramc. Milligram

5. What is most money made of?__metal_____

6.Add: 127+986= 1113

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Post-Test1. List three goods and three services.

Goods: 1.____________________2.____________________3.____________________

Services: 1.____________________2.____________________3.____________________

2. Which one of these is not a characteristic of money?a. medium of exchangeb. can be recycledc. possesses store valued. a unit of account

3. What are the five parts of a letter?1.____________________________________2.____________________________________3.____________________________________4.____________________________________5.____________________________________

4. Write an example of interdependence.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Post-Test Answer Key

1. Can have multiple answers. A good is something that is made. A service is an action someone performs as a job.

2. B3. Heading, greeting, body, closure, and signature4. Can have multiple answers. Interdependence is

when someone depends on someone else to provide a good or service. The person being depended on then depends on the other for another good or service.

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Lesson: Economy Introduction: Jack and the Bank Stock- adapted from http://www.econedlink.org/lessons/index.php?lesson=EM66&page=teacherLength: 30 minutesAge/grade level: 3rd grade

Academic Standards:Social Studies 3.4.5- List the characteristics of money and explain how money makes trade easier

Performance Objectives:After participating in a class discussion about Jack and the Beanstalk, students will list on a piece of paper two roles or functions of money.

Assessment:Teacher will collect and check that each of the three roles or functions is correct.

Advanced Preparation:Get a copy of Jack and the Beanstalk (the original story)- if you cannot find one in your library one is available at www.usm.edu/english/fairytales/jack/k.htm

Procedure:Introduction:

“What is money?” (Bloom’s- Knowledge)“Why do we need money?”

Step-by-Step plan:1. Inform students of the three functions something performs to be accepted as

money. Ask them to try to explain each in a group discussion before you tell them what it means. The functions are: a medium of exchange (everyone has to accept that it is money. We might use a gold coin. Some ancient cultures used shells.), a unit of account (the money can be broken down- dollars into cents), and possess store value (it has to be made from a material worth something tomorrow).

2. Read Jack and the Beanstalk to the students. Make sure you, or the students, point out to the students how Jack gets the items in the story. (Gardner’s- Visual-Spacial)

3. Ask the following questions one at a time and allow plenty of time for student discussion about the answers after each question: “What did Jack’s mother ask to trade in exchange for the cow?” “Why did Jack’s mother not like the trade Jack made?” “Since we now know the functions of money, why would the beans not be money?” (Gardner’s- Verbal-Linguistic)

4. Have students return to their desks and write down two of the functions of money and what they mean.

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Closure:After the class is finished writing, have a class discussion about the three

functions of money. Have at least three students give the definition in their own words. (Bloom’s- Comprehension)

Adaptations/EnrichmentsFor a student with ADHD, have them sit near you. Also, have that student be an active part in the discussion.For a student with processing difficulties, provide the student with the questions before the lesson begins. For a high ability student, have them analyze how putting the beans into the ground is similar to putting money in the bank. Have that student report their analysis back to the students at the end of the closing activity. (Bloom’s – Analysis)

Self-Reflection

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Lesson: Counting Money- an original lessonLength: 30 minutesGrade level: 3rd grade

Academic StandardsMath 3.5.11 Use play or real money to decide whether there is enough money to make a purchase.

Performance Objectives:Given a pricing sheet, students will circle what items they are able to purchase with a given amount of money with 90% accuracy.

Assessment:Teacher will grade the pricing sheet to assure that students understand the concept.

Advanced Preparation:Make enough copies of the pricing sheet for each student.Gather enough fake money so each student has a handful of coins and at least one bill.Make enough copies of the pricing sheet for each student.Ensure each student has a box of crayons.

Procedure:Introduction:

Practice counting a handful of money together as a class.“What do you think we could buy with this much money?” (Bloom’s-

Application)“If I wanted a new book that cost $2.37 would I have enough?” (Bloom’s-

Comprehension)

Step-by-Step Plan1. Pass out to each student a pricing sheet and a handful of coins. (Gardner’s-

Logical-Mathematical) 2. Have each student count their money and then write the amount on the top of

the paper in red. 3. The students then go through the pricing list and circle with their red crayon

all the items they can afford to buy.4. Take the student’s money and give them a new handful of money. 5. Have them repeat the process using a blue crayon.6. Continue to repeat the process until each student has used four different colors

on their paper. 7. Collect all the money.

Closure: Allow students to compare the amounts of money they were given and what they were able to buy. (Gardner’s- Interpersonal) “Why is important to know how much money you have when you go to the store?” (Bloom’s- Knowledge)

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Adaptations/Enrichments:For a student with ADHD, I would have them use multiple pricing sheets so there is only one color per page. For a student who is color blind, I would have them use different thicknesses of lines. I would have them use a pencil, marker crayon, and them a fat marker.For a student with a math disability, I would give them fewer coins.For a high ability student, I would have them consider tax on the item before they circle what items they can afford. (Bloom’s- Synthesis)

Self-Reflection:

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Lesson: Goods and Services Charades Length: 30 minutesGrade Level: 3rd

Academic Standards:Social Studies 3.4.2 Give examples of goods and services provided by the local community.

Performance Objective:After drawing a slip of paper from the basket, students will act out what is on their paper without using words or props so their classmates can guess what they are acting.

Assessment:Teacher will check the student off on a checklist of all the students in the class if the student is able to act out the good or service so the class can guess what the student is acting within two minutes and with 3 verbal clues or fewer.

Advanced Preparation:Make slips of paper for students to write an example of a good or sevice.

Procedure:Introduction:

“What is a good? What is a service?” (Bloom’s- knowledge) “What is a good that is made locally?” “What is a service provided locally?”

(Bloom’s- comprehension)

Step by Step:1. Have students write both a good and service that is done/made locally on the

slips of paper. Gather the paper in a basket.2. Have the students gather on the floor leaving plenty of room at the front of the

gathering. 3. Ask for a volunteer.4. When the volunteer comes to the front of the group have them draw a slip of

paper out of the basket. 5. Explain that they have to act out what is on the paper using no words and no

props. Classmates are to raise their hand if they think they know what it is. Teacher will call on the students to give responses. If students do not guess by the end of one minute, the teacher will start giving clues to help the class guess. The actor has two minutes to act before another student should be chosen to act. (Gardner’s- Bodily-Kinesthetic)

6. At the end of each actor’s performance, ask the students if the person acted out a good or service. (Gardner’s- Verbal-Linguistic)

7. Choose another student to act.8. Repeat this process until every student has had the chance to act.

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Closure: Ask students what their favorite part of acting was. “What was the hardest part of acting?” “What makes a good a good and what makes a service a service?” (Bloom’s- analysis) “Explain the difference between a good and a service.”

Adaptations/Enrichments:For a student with processing difficulties, I would have them draw their slip of paper at the beginning of the activity so they would have time to plan their actions.For an ESL student, I would have them draw a slip of paper and then discuss what the action means with another student. That other student is then not allowed to guess what the other student is acting out.For a high ability student, I would allow a shorter acting period.

Self Reflection:Did the students understand the concept?What went well?What could I have done differently to make it flow more smoothly?Were there other adaptations I should have included?

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Lesson: Thank-you note (Writing)Length: 30 minutesGrade level: 3rd grade

Academic Standards: English/Language Art 3.5.3 Write personal, persuasive, and formal letters, thank you

notes and invitations that: show awareness of the knowledge and interests of the audience, establish a purpose and context, and include the date, proper salutation, body, closing, and signature.

Social Studies 3.4.6 Identify different ways people save their income and explain advantages and disadvantages of each.

Performance Objectives: After the guest speaker presents to the class, students will write thank you notes that include all five parts of a letter. After the guest speaker presents to the class, students will write thank you notes that include how they have decided to save their money.

Assessment: Teacher will read the thank you notes before sending them. Teacher will use a checklist to ensure that each student used all five parts of a letter and identified how they have chosen to save their money.

Advanced Preparation: ensure you have access to a chalkboard, dry erase board, or large pieces of paper

Procedure:Introduction: What did the guest speaker talk to us about? (Bloom’s- Knowledge) Make

a list of the ways people save their income. How can we show our appreciation to the speaker? (Bloom’s- Application) (Gardner’s- Existential) On the chalkboard write the five parts of a letter.

Step-by-Step Plan:1. The five parts of the letter are: heading (date), greeting, body, closure, and

signature. A postscript (PS) is optional.2. Have students come up with ideas of what to put into the five parts of the

letter. Jot those ideas under the correct are heading on the chalkboard.3. Write a sample thank you note together as a class. 4. Discuss the sample note. Are all the parts there? Did we explain our new

knowledge? 5. Remove the sample letter but keep the names of the five parts and the ideas of

what should go under those headings on the board. 6. Remind students that their thank you note should include all five parts of a

letter and also what they decided the best way to save their money was and why.

7. Have students write their own thank you letters to the guest speaker. (Gardner’s- Verbal-Lingusitic)

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Closure: How did you explain your decision on how to save your money to the guest speaker? (Bloom’s- Comprehension) Suppose you could write a thank you note to anyone in the world, past or present. Who would it be and why? (Bloom’s- Synthesis)

Adaptations/Enrichments:For a student with ADHD I would provide them with an outline of a letter to help keep them focused.For a student who speaks English as a second language, I would have them write the letter in their native language.For a high ability student, I would have them include in their letter why they did not choose other ways to save their money.

Self-Reflection:Did students include everything they needed to? Did I help students to know the parts of

a letter and use them properly? Did students remember the speaker’s content? If not, how could I have prepared them better?

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Lesson: How Much Will I Spend At the Grocery Store? - cookingLength: 35 minutesGrade Level: 3rd

Academic Standards: Social Studies 3.4.7 Explain that buyers and sellers interact to determine the prices of goods and services in markets.Math 3.2.1 Add and subtract whole numbers up to 1,000 with or without regrouping, using relevant properties of the number system.

Performance Objective:Given grocery sale advertisements, students will round the price of each ingredient needed to complete a recipe to the nearest dollar with 90% accuracy.Given the rounded prices, students will add the prices to get their rounded total cost with 100% accuracy.

Assessment: Teacher will grade the sheet that the students wrote the prices, rounded prices, and total rounded cost.

Advanced Preparation: Teacher should assign each student to bring a copy of their favorite recipe. Teacher should have extra recipes for students who do not bring a recipe. Teacher needs to make enough copies of the worksheet for each student. Teacher needs to gather grocery store advertisements from a variety of stores.

Procedure:Introduction: At a store, why are some products very expensive and other are fairly

cheap? (Bloom’s- knowledge) Are the products we need expensive or fairly cheap? Why? (Bloom’s- Comprehension)

Step-by-Step:1. Ask students to tell what their recipe is of. If two or more students have the

same or similar recipes, group them together. (Gardner’s-Interpersonal) 2. Have students go to an area but still sit with their similar recipe group

members.3. Tell students they are going to use grocery store sale advertisements to find

the items needed for their recipe. Before they begin looking through the sale ads they need to write each ingredient used in the recipe down on their worksheet. Allow students a few minutes to complete their writing.

4. Tell students that when they find an ingredient used in their recipe in the sale ad, they need to write the exact price of the item in the proper place on their worksheet.

5. If a price cannot be found, check in another sale advertisement. If not there then check with other members of the group. If it is not found anywhere then the student needs to ask the teacher. The teacher will use their best judgment to come up with a reasonable price.

6. When all the ingredients have been found, students will return to their desks and round each ingredient price to the nearest whole dollar. Remind students

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that if the cents are $.50 or higher they round up. If the cents are $.49 or lower, they round down.

7. Add all the rounded prices together. (Gardner’s-Logical-Mathmatical)

Closure: Was your recipe expensive to make? Did you use all of everything you bought to make your recipe or do you have leftovers to make the recipe again later? Why were some of the items more expensive than others? Why were some of the same items cheaper at a different store? (Bloom’s- Evaluation)

Adaptations/Enrichments: For a student with ADHD, keep them near you.For a student with reading disabilities, have them work in a group to help them find the ingredients needed.For a high ability student, have them figure out how much they spent without rounding and then with rounding.

Self-Reflection:Did my students grasp the concept?Did my students achieve the objectives?Is this something my students can use later in life?What worked well?What didn’t work well?

Ingredient Price Listed Rounded Price

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Total Rounded Price _____________________

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Measuring Money- Science

Academic Standards:Social Studies 3.4.5 List the characteristics of money and explain how money makes trade easierScience 3.5.1 Select and use appropriate measuring units

Performance Objective: Given a scale and an amount of money, students will tell the teacher how much the money weighs two times. Given the weight of the coins, students will individually answer to the teacher if the weight of money has a correspondence with its value.

Assessment: Have the student weigh a given amount of money for you. Make sure they use the proper label. Mark on a checklist if the student responded with the proper answer and gave the correct label.

Does how much the money weighs correspond with how much the money is worth? Teach the students how to use a scale. Zero out the scale before beginning. Place the item on the scale and then read the items weight. Be sure to include grams after each weight measurement. Ask students to predict how much each coin will weigh and if it will weigh more than the coin with a lesser value. Weigh each coin. Have students write down the weight of each coin. Have a class discussion featuring why the students think that certain coins weigh more than others. Did the weight of the coins correspond with their value? Why or why not? Now give each student a pair of coins and have them weigh the coins for you.

Harmon 30

Money Pickup- Fine motor

Academic Standards:PE 3.1.1 Demonstrate mature fundamental locomotor and manipulative skills with variationsSocial Studies 3.4.6 Identify different ways people save their income and explain advantages and disadvantages of each.

Performance Objective:Given an amount of money to pick up, students will walk quickly to pick up the money.Given a place to put their money, students will place the given amount of money in its proper location 100% of the time.

Assessment: Count the amount of money in the student’s savings account and piggy bank. If the student has the amount correct, then place a checkmark by their name.

Have the student’s write their name on two pieces of paper (one piece of paper is pink the other is light blue). The pink paper is their piggy bank the other is their savings account. Have students place their papers somewhere along the outside edges of the gym. Have students stand by one of their pieces of paper. Spread a large number of coins (plastic or real) on the floor, evenly over the center part of the gym floor. Tell students that you are going to tell them where the money they collect is going to go, in their piggy bank or in the savings account. You will also tell them the amount of money they are going to pick up. They are to walk quickly, No running, and pick up the proper amount of money and place it in the proper place. Ask students for questions. These are some possible combinations of what to tell the students to pick up:23 cents- piggy bank, 45 cents- savings account, 17 cents- savings account, 59 cents- piggy bank.Check each student’s bank occasionally to ensure that they are picking up the correct amount of money.

Harmon 31

Goods and Services Interdependence- Storytelling

Academic Standards:Social Studies 3.4.4 Define interdependence and give examples of how people in the local community depend on each other for goods and services

Performance Objective:After having the definition of interdependence, students will tell a story using an example of interdependence.

Assessment: Teacher will use a checklist to mark if the student used an example of interdependence in their story.

Help students develop a definition for interdependence. Each person needs something from someone else. Give an example. The baker needs flour so he buys it from the store. The store needs bread so they buy it from the baker. Once students understand the concept of interdependence, they need to come up with their own example of interdependence. They need to take that idea and develop it into a short story they can tell the class. Allow them 10 minutes to jot down ideas of what they are going to share with the class. After students have written down their ideas, have them return to the group and present their story. Put a checkmark by their name if they use an example of interdependence.

Harmon 32

The Go-Around Dollar/timeline-reading

Academic Standards:English/ Language Arts 3.2.9 Identify text that uses sequence or other logical order

Performance Objective:After being read The Go-Around Dollar, students will create a time timeline that includes five different people from the story and how they acquired the dollar bill.

Assessment: Teacher will give the student one point per character they wrote down. They will then check to see if the student wrote down a corresponding answer of how that person acquired the money. The teacher will give one point for every correct person to how they acquired the money correspondence. The teacher will then give two points if the answers are in the correct order of how they happened in the story. The assignment is worth a total of 12 points.

Before reading, the teacher tells the students they need to pay close attention to the characters and how they get the dollar bill. Teacher tells students that they are allowed to take notes as she reads. Teacher reads The Go-Around Dollar. Ask students what they noticed about the book and how it was arranged. Lead them to the answer “it is arranged in order.” Tell them that when a book is arranged in order that it is called sequence. Have the students go back to their desks to create a timeline using five of the characters of the book and how they got the dollar bill.

Harmon 33

How to Make a Dollar Song- music

Academic Standards: Fine Arts-Music 3.4.2 Create lyrics to match a given melody.

Performance Objective:Given a simple melody, students will create the lyrics of a song that tells what kinds of coins are needed to make a dollar.

Assessment: Teacher will use a checklist and mark if the coins in the student’s song added up to a dollar. They will also mark if the lyrics followed the melody.

Teacher makes a list of possible melodies for the students (Row, Row, Row, Your Boat, The More We Get Together, Yankee Doodle, and similar songs). Teacher will write the song choices on a slip of paper and each student will randomly draw the song choice. The teacher will explain to the students that the song they write must include coins that add up to a dollar. The lyrics they write must be school appropriate. To write the lyrics of a song the students must take the words out of the song they chose and put in their own. The words they choose to replace the original words need to have the same number of syllables for it to fit properly. Teacher will give the students 15 minutes to write their songs. The students will then perform their song for the rest of the students.

Harmon 34

Money Holder- Art

Academic Standards:Fine Arts-Visual Art 3.7.2 Identify, control, and use a balance of two-dimensional and three-dimensional media techniques and processes to effectively communicate ideas, experiences, and stories

Performance Objective:Given pottery clay, students will create something to hold their money in a way they feel will keep it best.

Assessment: Teacher will use a checklist to mark if the student can explain how their object can hold money.

Teacher will tell students that they will be using clay to make an object. This object must be able to hold money. They can design the object however they feel will best fit their needs. Maybe they want to make a lid for their container. Maybe they just want an open jar. The choice is theirs, as long as it will hold money. The students then make their creation. The teacher will fire the items. Before the students can decorate their items, with paint, glitter, or anything else, they must explain to the teacher how their object is able to hold money. Students then can decorate their container how they see best.

Harmon 35

Good or Service Beach Ball Toss- Gross Motor

Academic Standards:Social Studies 3.4.2 Give examples of goods and services provided by local business and industry.Physical Education 3.1.1 Demonstrate mature fundamental locomotor and manipulative movement skills with variations.

Performance Objectives:After playing the ball toss game, students will write ten goods that were stated during the game with 90% accuracy.After playing the ball toss game, students will write ten services that were stated during the game with 90% accuracy.When throwing a ball, students will throw the ball in the manner specified by the teacher nine out of ten times. Assessment:Teacher will grade the goods and services lists the students made. The assignment will be out of 20 points. Teacher will mark on a checklist if the students throw the ball in the correct manner as specified by the teacher.

Teacher asks students what a good is and then asks for some examples. Teacher then asks for students to tell what a service is and then asks for some examples. Teacher reviews with students that a good is something that is made and a service is something that someone does. What are some different ways we can throw a ball? Some good examples might be overhand, side arm, with two hands, and with one hand. Explain to students that they are going to be playing a game using goods and services and different ways to throw a ball. To play the game they will stand in a circle. The person tossing the ball will say either good or service. The person catching the ball will name a good or service depending on what the person who tossed the ball said. The same good or service cannot be said twice. The teacher will randomly tell the students how to throw the ball. When throwing the ball, students must toss the ball to different people. Ask if students have any questions. Allow students to play the game for ten to 15 minutes. At the end of the game have students return to their seats and get out a piece of paper. Students will write down ten goods and ten services they remember hearing from the game. They will then turn in the paper to be graded.