Group+Mini+Lecture





**Group Microteaching Lesson Plan** **Aligned with PASS Lesson Model and Integrated with Technology**
 * **Lesson Info**
 * **Members:** **Brenna Sprague, Ashley Neil, Ashley Estep, Sara Roy, Kellina Keown, and Tiffany Deiter**
 * **Coordinator:** **Tiffany Deiter**
 * **Lesson Topic:** **Economics**
 * **Subject Area:** **Social Studies**
 * **Grade Level:** **6**
 * **Time:** **One week**
 * **Pennsylvania Standards**:
 * **6.5.5.G:** Identify the **costs** and benefits of saving.
 * **6.5.3.G:** Define saving and explain why people save.
 * **6.1.6.B:** Compare ways that people meet their needs with how they meet their wants. Describe how resources are combined to produce different goods and services.
 * **6.2.6.C:** Explain how advertising influences economic decisions.
 * **6.5.6.F**: Explain the role of the entrepreneur in Pennsylvania.
 * **6.5.6.G**: Identify the costs and benefits of saving.
 * **NCSS Standards**:
 * Time, Continuity, & Change
 * Production, Distribution, & Consumption
 * Individuals, Groups and Institutions
 * Power, Authority, & Governance
 * **Essential Questions**:
 * In what ways have past events changed United States currency?
 * What are some ways to manage your money properly?
 * **Learning Objectives**:
 * **1)** Students will create and use an online bank account.
 * **2)** Students will create a checkbook and properly construct checks.
 * **3)** Students will list and classify resources into groups of capital, natural, and human resources.
 * **4)** Students will recall examples of capital, natural, and human resources from specified areas in the school.
 * **5)** Students will sort and classify new examples of resources to demonstrate understanding.
 * **Concepts and Vocabulary**:
 * Checkbook, savings, bank account, checking account, savings account, funds, goal, allowance, resources, goods, natural resources, labor, entrepreneurship, capital
 * **Materials**:
 * Construction paper
 * 8.5x11 paper
 * Check templates
 * Laptops or individual computers
 * Scissors
 * Markers
 * Crayons
 * **Book/Textbooks**:
 * __How A Crayon Is Made__ by Oz Charles
 * Instruction Activity**
 * __**DAY 1:**__
 * Warm-up Activity: Ask Students: Where does most of your money go?
 * Students have already started to collect “bear bucks”. (good behavior/excellent grade= bear buck) **[Meaningful]**
 * Form of classroom management put into place within the classroom
 * Students will count their bear bucks to determine their total.
 * [|__http://pbskids.org/itsmylife/games/mad_money_flash.html__] -
 * Game where students manage their money for 30 days
 * Save bear bucks for a prize
 * Game will prepare students for the project done in their groups.
 * [|__http://www.youtube.com/watch?v=5Z8uw1zjjiE&feature=related__]
 * Watch the video of “Where the Money Goes” by School House Rock
 * Each group of students will be given a scenario: They will be told how much money they will make a month. Students will then have to figure in the following costs: **[Challenging]**
 * Rent/House payment
 * Electric/Water/Sewer/Cable/Internet
 * Food
 * Car payments/Car insurance/Gas
 * Fun activities
 * Answer the following questions: How much money goes toward each bill? How much money they have left over? Is there money put in a savings account? How much money is left over for fun activities?
 * Students will learn about how money has changed over the years.
 * [|__http://www.newmoney.gov/currency/history.htm__] This site gives information about the history of currency in the United States and how it was developed.
 * Students will research what the U.S. currency looked like: **[Integrative]** [|__http://www.newmoney.gov/currency/images.htm__]
 * Students will then use the website below to create their own currency.
 * [|__http://www.newmoney.gov/newmoney/dyob/index.html__]
 * **Cross-Curricula:**
 * __Math__: Counting money, solving word problems on how much money is left over
 * __**DAY 2**__:
 * Ask Students: Who here receives an allowance? What do you have to do in order to receive your allowance? What do you do with the allowance you receive?
 * Students will watch a School House Rock video called //Money Rock// to activate their prior knowledge and introduce saving and spending money. <[|__http://www.youtube.com/watch?v=A-kj7CnbLeo__]>
 * Students will then create their own mock bank account using the website <[|__http://s2.mykidsbank.org/__]>. They will utilize the online bank account to monitor their spending and savings. They will also transfer funds from their checking account to their savings account. Finally, they will make a deposit and a withdrawal online. **[Value-based]**
 * Students will practice writing a check on the internet <[|__http://www.themint.org/kids/writing-a-check.html__] >. **[Make social studies meaningful]**
 * Using the check template found at <[|__http://www.dltk-kids.com/t.asp?b=m&t=http://www.dltk-kids.com/crafts/miscellaneous/image/bchecks.gif__]>
 * Students will create their own checkbook to manage at the teacher’s store in the classroom. When a student needs a supply, such as a pencil, crayons, scissors, etc., he or she must write a check and balance his or her check register. **[Integrative: Math and Language Arts]**
 * Students will continue to use “Bear Bucks” in the classroom.


 * Assessment:** Formative- observe that the student’s check is written correctly each time
 * __**DAY 3**__:
 * Ask Students: Has anyone ever saved their money for something special? What were/are you saving for?
 * Build off of previous days teaching of check books
 * Discuss the issue of saving money towards a goal and that you can only spend money that you have. **[Value-based]**
 * Have students play online game about practical money skills. [|__http://www.practicalmoneyskills.com/games/moneymetropolis/__]
 * Money savings game: How you have a goal to save money for something and you can earn money by working and saving your allowance. Keep in mind; you //can// spend some money, as well.
 * Give students a chance to experience a real-life example with their checkbooks. Set up a **classroom store** where students can buy and sell designated items that the teacher has provided. Each student will begin with $100 in their checkbooks. They all must have money left in their checkbook by the end of the day. **[Active]**
 * **Cross-Curricula:**
 * __Math__: Counting money, saving money, subtracting what has been spent.
 * __**DAY 4**__:
 * Ask Students: How do you think a crayon is made? Where do they come from? How are they all the same size?
 * Teacher will read the book __How A Crayon Is Made__ by Oz Charles to engage students.
 * Watch video: [|__http://pbskids.org/rogers/R_house/picpic.htm__]
 * Follow up video: Crayola Factory How crayons are made: [|__http://www.crayola.com/factory/preview/factory_floor/crayon_mfg.htm__]
 * **Cross Curricula:**
 * __Reading__**:** Sharing the book “How a Crayon is Made”
 * __Writing Activity:__ Have students make a list about what materials were used to make crayons. As a class, make a chart to divide the materials into natural, human, and capital resources.
 * __Math Activity__: Have the students collect data to find out student’s favorite colors from an 8 box of crayons. Have students create a bar graph from the data. **[Active]**
 * __Art Project__: Make/use homemade crayons **[Active]**
 * __**DAY 5**__:
 * Ask Students: What are advertisements you see daily or have seen before?
 * Following the class discussion, students will be shown this site on the smart board
 * <[|__http://www.econedlink.org/lessons/docs_lessons/645_Advertising%20is%20All%20Around%20Us2.pdf__]>
 * As a whole class, an activity to take notice where advertisements are placed and why will be completed. **[Meaningful & Active]**
 * Using the smart board; students will look at images and notice where advertisements may be placed. <[]>
 * **Cross-Curricula:**
 * __Science__: Researching ads for animal products, medicines, and “go green” products
 * ASSESSMENTS:**
 * Monitor student’s bank accounts weekly to see if they are accurately transferring, withdrawing, and depositing money
 * As a class, create a chart to divide the materials into natural, human, and capital resources.
 * Students will be assigned a project to be turned in the following week. They will design their own ad for their favorite food or toy. They will create their ad on white 8.5x11 paper. Goal: Use art and ideas to persuade classmates to buy their product.