SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Shannon Johnsen

Thematic Unit Theme/Title/Grade Level: Financial Literacy/ Budget and Savings/ Fourth Grade
Wiki space address: ______________________________________________________________________
Daily Lesson Plan Day/Title: Banking
LearningGoals/Objectives LearningGoal:
Whatwillstudents
The students will demonstrate knowledge of financial literacy concepts such as
accomplishbeabletodoat needs, wants, savings, budget and interest.
LearningObjectives:Thestudentwillbeableto identifywaysthatpeoplecan
theendofthislesson?Be
choosetosavemoneyinmanyplaces
suretosetsignificant
1. Thestudentwillbeabletoexplainwhybanksandfinancialinstitutions
(relatedtoSSS/CCSS),
paypeopleinterestwhentheydeposittheirmoneyatthoseinstitutions.
challengingandappropriate
2. Thestudentwillbeabletoexplainthatwhenpeopledepositmoneyinto
learninggoals!
abank,thebankmaypaytheminterest.
3. Thestudentwillbeabletodiscussthatinterestisthepricetheborrower
paysforusingsomeoneelsesmoney.
4. Thestudentwillbeabletoidentifywaysthatpeoplecanchoosetosave
moneyinvariousplaces.
5. Thestudentwillbeabletodemonstratemathskillstocalculateinterest
rateandmoneyvalue.
NCSSThemes
NCSStheme(s):
FloridaStandards(FS)
Production,Distribution,andConsumption
NextGeneration
CivicIdeasandPractices
SunshineStateStandards FloridaStandard(s):
(NGSSS)Listeach
MAFS.K12.MP.4.1:Modelwithmathematics.Mathematically
standard.Cuttingand
proficientstudentscanapplythemathematicstheyknowtosolve
pastingfromthewebsiteis
problemsarisingineverydaylife,society,andtheworkplace.
allowed.
MAFS.4.NBT.2.5:Multiplyawholenumberofuptofourdigitsbya
http://www.cpalms.org/Publ
onedigitwholenumber,andmultiplytwotwodigitnumbers,using
ic/
strategiesbasedonplacevalueandthepropertiesofoperations.
Illustrateandexplainthecalculationbyusingequations,rectangular
arrays,and/orareamodels.
LAFS.4.RI.4.10:Bytheendofyear,readandcomprehend
informationaltexts,includinghistory/socialstudies,science,and
technicaltexts,inthegrades45textcomplexitybandproficiently,
withscaffoldingasneededatthehighendoftherange.
LAFS.4.SL.1.1:Engageeffectivelyinarangeofcollaborative
discussions(oneonone,ingroups,andteacherled)withdiverse
partnersongrade4topicsandtexts,buildingonothersideasand
expressingtheirownclearly.
LAFS.4.SL.2.5:Addaudiorecordingsandvisualdisplaysto
presentationswhenappropriatetoenhancethedevelopmentofmain
ideasorthemes.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

NextGenerationSunshineStateStandards:

Assessment
Howwillstudentlearning
beassessed?
Authentic/Alternative
assessments?
Doesyourassessmentalign
withyourobjectives,
standardsandprocedures?
Informalassessment
(multiplemodes):
participationrubrics,
journalentries,
collaborative
planning/presentation
notes,etc.

SS.4.FL.1.4:Peoplecanearninterestincomefromlettingotherpeople
borrowtheirmoney.Explainwhybanksandfinancialinstitutionspay
peopleinterestwhentheydeposittheirmoneyatthoseinstitutions.
SS.4.FL.3.3:Identifywaysthatpeoplecanchoosetosavemoneyin
manyplacesforexample,athomeinapiggybankoratacommercial
bank,creditunion,orsavingsandloan.
SS.4.FL.3.5:Explainthatwhenpeopledepositmoneyintoabank(or
otherfinancialinstitution),thebankmaypaytheminterest.Banks
attractsavingsbypayinginterest.Peoplealsodepositmoneyintobanks
becausebanksaresafeplacestokeeptheirsavings.
SS.4.FL.4.1:Discussthatinterestisthepricetheborrowerpaysfor
usingsomeoneelsesmoney.
Unit Pre-Assessment:
Kahoot will be used as a pre/ post assessment. The questions will
include basic questions about needs, wants, saving, interest, and
budgeting as the first day is a basic overview of everything and on the
last day to track students progress. Students will be using iPad to take
assessments.
Unit Post-Assessment:
This is the same as the pre-assessment. Including the Kahoot quiz,
IPads, and the IWB.
Rubric/ Checklist:
Student will be provided with a checklist that they will check off daily
as they add things to their safety deposit box as well as a way to keep
track of all items.
On-going daily (progress-monitoring) Assessment:
Use Marzano scale to review from the previous day. By doing this, I am
ensuring that all the students have enough prior knowledge in order to
move forward with the lesson. Later on, when the students are in
centers, I will pull out any students who said they were at a 1 or 2 when
self assessing themselves at the beginning. I hope to clear any
confusion they may have during the allotted time so they can be
successful while moving forward. Then I will walk around the room
while the students are in centers answering any questions they may
have while making sure they are on task. Here is the scale I will be
using to allow students to self-assess:
4- I fully understand the concepts of needs, wants, savings,
budgeting and interest and I can teach friend.
3- I fully understand the concepts of needs, wants, savings,
budgeting and interest.
2- I need more practice understands the concepts of needs,
wants, savings, budgeting and interest.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

1- Do not understand the concepts of needs, wants, savings,

budgeting and interest.

Design for Instruction

Student Activities &
Procedures
Whatbestpractice
strategieswillbe
implemented?
Howwillyoucommunicate
studentexpectations?
Whatproductswillbe
developedandcreatedby
students?
ConsiderContextual
Factors(learning
differences/learning
environment/learning
styles)thatmaybeinplace
inyourfutureclassroom.
Exceptionalities
What accommodations or
modifications do you make
for ESOL
http://teachsocialstudies.wik
ispaces.com/file/view/ESOL
StrategiesComprehensibleIn
struction.pdf/42902857/ESO
LStrategiesComprehensibleI
nstruction.pdf
and ESE (Gifted/Talented
students, Learning/Reading
disabilities, SLD etc.)
http://www.udlcenter.org/ab
outudl/udlguidelines/udlgui
delines_graphicorganizer

1. Review(5 minutes):
a. I will review yesterdays content before starting this lesson. I
will focus on the lesson they learned from Money Metropolis;
the topic of saving money to purchase an item that they want. I
will have them turn to their shoulder partner and share what they
had learned from the day prior.
ESOL 2,4,5,10, 13,; ESE 3.1,8.3
2. Introduction to Lesson (10 Minutes):
a. After we review, I will ask, What comes to mind when you
hear the word bank? By a show of hands, who already has a
bank account? Next, I will pass out a Piggy Bank Worksheet
and I will bring up the virtual Piggy Bank on the IWB. I will
ask, Who has a Piggy Bank? How do you save money in your
Piggy Bank? Can you easily take money from it? How much is
in your bank? I will allow the appropriate wait time for
students to turn to their shoulder partners to answer these
questions. I will then allow one volunteer to come to the IWB
to play, Feed the Piggy for the class. While the student is up at
the board, the remaining children can complete the worksheet if
time permits it. This game and worksheet will not only get the
students thinking about Piggy Banks, and different ways to store
their saved money, but also this will allow the students to
practice their skills of identifying money and use proper math to
Feed the Piggy Bank.
Now that the students are thinking about banks, we will
watch a short video on the IWB from Biz Kids about using a
real bank over a Piggy Bank. After the video, I will have them
take out their Safe Deposit Box as we prepare to transition into
centers.
ESOL 1,2,4, 6,7,10,11,15,16,18,19,22,30; ESE
1.3,2.1,2.5,3.1,3.2,4.2,5.1
Recourses:
Feed the Piggy- https://www.macu.com/tools/learningcenter/youth-center/kids-games/feed-the-piggy

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Piggy Bank Worksheet:

Biz Kids Video- http://safeshare.tv/v/ss571e93aac21a5 (stop at

1:31)

3. Centers (35 Minutes) If the students have completed their work from
yesterday, they may begin todays centers; if not they will use this time
to complete their work before moving on. I will monitor class work and
assist as needed. Each center has a timer set for 10 minutes to allow this
lesson to start on track.
ESOL 2,5,6,7,9,15,16,17,18,19,22,23,30; ESE
1.1,1.2,2.1,2.5,3.1,3.2,4.2,5.1,5.2,6.4, 7.1,7.2,7.3,8.3,8.4,9.3

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Center 1(10 Minutes): The students will watch a video on

an iPad from Biz Kids and complete the Personal Finance
Packet. Using scissors and a glue stick, the students will cut
and glued on to green construction paper. They will place
the worksheets and Foldable in their Safe Deposit Box.
o Biz Kid Video:
http://safeshare.tv/v/ss571f0400bc53c (Start at 1:32
and stop at 4:28)

o Personal Finance Packet:

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Center 2 (15 Minutes): The student will come to the back

table with me (the teacher) and I will start by clarifying any
questions they have. Next, we will watch the video using my
laptop on BrainPop together (Closed Captions available)
about interest and how banks use this. During the video I
will pause for questions, and allow them time to complete
the vocabulary worksheet. After this, I will challenge them
to complete the worksheet about interest rate. They will
place the worksheets in their Safe Deposit Box.
o BrainPop Videohttps://www.brainpop.com/math/ratioproportionandp
ercent/interest/

o BrainPop Vocabulary Worksheet-

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

o BrainPop (challenging) Interest Worksheet:

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Center 3 (10 Minutes): At this station, the students will

have the opportunity to play The Game of Life. Prior to
starting the game, they will fill out the K part of the KWL
Chart. When the students finish the game, they will fill out
the rest of the chart. They will place the worksheet in their
Safe Deposit Box.
o The Game of Life (link for online if hand copy
isnt available)http://www.bigfishgames.com/games/7432/thegame-of-life/

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

o KWL Chart-

4. Conclusion (10 Minutes):

a. After the students have completed the centers and have taken a
seat back at their desks, I will perform a temperate check using
the Marzano scale. I will address the students that are at a 2 or
below by calling them back to the small groups table. We will
review what is necessary. For the students that are at a 3, I will
allow them to use this time to complete their work from the
centers. The students at a 4 level will be paired with my students
who feel at a 2 or below level.
ESOL 1,2,3,6 ESE 2.1, 8.3,8.4,9.1, 9.3
Materials:
Safe deposit box
Pencil
IWB
Piggy Bank Worksheet
iPad
Personal Finance Packet
Scissors
Green Construction Paper
Glue stick
Laptop
BrainPop Vocabulary Worksheet
BrainPop Interest Worksheet
The Game of Life
KWL Chart Handout
Recourses:

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

http://minds-in-bloom.com/2015/05/personal-financialliteracy-for.html
https://www.teacherspayteachers.com
https://www.brainpop.com
http://bizkids.com
https://www.macu.com/tools/learning-center/youthcenter/kids-games/feed-the-piggy
http://safeshare.tv/v/ss571e93aac21a5
http://safeshare.tv/v/ss571f0400bc53c
https://www.brainpop.com/math/ratioproportionandpercent/i
nterest/
http://www.bigfishgames.com/games/7432/the-game-of-life/

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,field
trips,orextensiontotheunitplanideas.