Wesleyan College Lesson Plan Template - Revised 8/7/12

Educating Exemplary Teachers

Name: Anna Jones Title of Lesson: Introduction to Saving and Spending Time Frame: 1 hour Lesson #1

Date: April 8, 2013 Grade Level: 2nd

EDU 370

Rationale / Purpose for Lesson: (Why is this lesson important?) This lesson supports positive life skills related to spending and saving. Summary of Lesson: (Brief description of the lesson) The class will read and discuss Georgia Studies Weekly-Savings and Spendings. Then, the class will play The Game of Life with discussion focused on spending and saving and the impact of both. STANDARDS
IRA/NCTE STANDARDS GEORGIA COMMON CORE STANDARDS

1. Students read a wide range of print and

1. SS2E2 The student will identify ways in non-print texts to build an understanding of which goods and services are allocated (by texts, of themselves, and of the cultures of the price; majority rule; contests; force; sharing; United States and the world; to acquire new lottery; command; first-come, first- served; information; to respond to the needs and personal characteristics; and others). demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students use a variety of technological and 2. SS2E4 The student will describe the costs
information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. and benefits of personal spending and saving choices.

TECHNOLOGY STANDARD(S)

5.Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

Learner Outcomes / Objectives (What do I

want students to learn and be able to do?)

ASSESSMENTS/ EVALUATIONS (How

will I know that students have achieved my objectives/outcomes) Include copies and/or

(Use active verbs.)

Stem: Students will be able to. . .

descriptions of assessments.

a. Students will be able to explain why we spend and save and what saving and spending means. b. Students will be able to explain the benefits of putting money in a bank. c. Students will be able to explain that the money earned by keeping money in a bank is called interest.

a. Teacher will ask questions based on the reading related to spending and saving and listen for accuracy in student responses. b. Teacher will pose the question, Why might you put money in a real bank rather than a piggy bank? and listen for accuracy in student responses. c. Teacher will ask students what interest is, and why a bank would pay interest. Students will be assessed based on class discussion.

RESOURCES/MATERIALS/SETTING, AND GROUPS What will I need to teach this lesson

and where will I teach it? If groups are incorporated, how will they be selected and utilized?

Georgia Studies Weekly- Spending and Saving iPad My Savings and Spendings Charts (23)
MOTIVATION How do I increase students interest in the lesson and activate prior knowledge?
How do I set a purpose for the lesson?

Opening (Motivation/Anticipatory Set/Hook/Building or Activating Schema):

You all have been spending and saving money all last week. This week you are going to continue to spend and save money based on your behavior, but we are also going to turn this saving and spending into a game. So, lets make sure we know all about saving and spending so you all will be successful in The Game of Life. PROCEDURES OF THE LESSON

1. Last week, you all talked about scarcity. Can anyone remind us, what is

scarcity. (When you dont have enough of something, when you run out...)
2. When money is scarce, people often have to save their money. Can someone

tell us what it means to save money? (When you keep money...etc.)

3. And when money is not scarce, when we have a lot, what do you think

people do? (Spend!)

4. Well, this week your Georgia Studies Weekly is called Saving and

Spending. We are going to read and listen all about when people spend and save and why they make the decisions they do.
5. Read Georgia Studies Weekly, pausing for questions and comments as

annotated on handout. (for example: Many things cost both money and time. What does that mean? You have to give someone a day?, etc.) 6. Now that we have discussed what it means to save and spend and why we do it, and where we can keep our money, lets actually do it! 7. Has anyone ever played The Game of Life? (If yes, ask student to tell class what happens in the game). Well, in this game, you get to make decisions like whether you will go to college or start a job, which job you will get, where you will live, and some other decisions. Once you have a job, you will start earning money. Does everyone know what it means to earn money? (Pause and address students response. This game will also put you in situations where you have to spend money. You might land on a place where you have to pay for a leaky roof, and you hope you have the money to pay! Lets play on a see some spending and saving and how it affects us. 8. We will play the game. Pausing to vote on decisions as needed and emphasizes the terms spending and saving as appropriate in the game. We will also discuss where our money is coming from and going to (the bank). 9. At the end of the game (or when we run out of time), we will discuss how we spent and saved and what choices we made and didnt get to make.
ACCOMMODATION/MODIFICATION/DIFFERENTIATION How will I adapt the lesson to
meet the requirements of all students (including special needs learners, gifted learners, and culturally and linguistically diverse learners)?

Students will be able to move as needed to address visual needs.

Closure: (How will I end the lesson smoothly?)- (e.g., reflections, brief discussion, questioning, etc.)

Part of saving and spending money is keeping track of how much money you are saving and spending. You all have already been saving and spending, but for the rest of the week, at the end of the day, you are going to write down how much you saved and how much you spent for the day. Each of you have your very own My Savings and Spendings chart in your groups box. At the end of the week, we will see whether you spent more or saved more. Keep saving with good behavior! :)
HOMEWORK: If homework is assigned, it should be a reinforcement of the classroom assignments. It should not be a new skill or one that the students are unable to complete.

None assigned.