34703f11kellina - 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. <http://pbskids.org/dontbuyit/advertisingtricks/betheaddetective_1.html>
- 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.

Social Studies Mini Lecture.doc