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Unit Plan: Economics Educated

Grade: 3rd
Social Studies Strand: Economics
Submitted By: Nancy Vargas-Cisneros


EDEL 453: Teaching Elementary School Social Science
Nevada State College Spring 2014
Instructor: Karen Powell

Lesson Plan for Friday Strand - Economics submitted by: Nancy Vargas-Cisneros

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2
B. Summary of the Lesson Plan:
This social studies lesson is for
3rd
grade students to learn about money used in another
country. This lesson uses the Integrating Language Arts and Social Studies strategy 22:
Currency as a Primary Source (p.157-163)
C. Basic Information:
Grade Level: 3rd
Time to Complete this Lesson: approximately 50 minutes
Groupings: Small group participation during research of history of the penny, dime,
dollar, peso, or euro. Independent participation completing worksheet comparing
the U.S money to the money of the other country.
D. Materials:
Coins or paper currency from the Unites States
Coins or paper currency from the other country or countries.
Objects that students can pretend to buy. (erasers, pencils, paper, crayons ect.)
Magnifying glasses for students who want to take a closer look at the physical of the
money.

E. Objectives:
NV State Social Studies Standards
E10.3.1 Identify forms of money used by people across time and place.
Student-Friendly Standards
E10.3.1 I will be able to identify types of money used by people in other
places and time.
F. Vocabulary
Currency- a system that determined the value of money used in a certain country.
Peso- basic unit of money used in Mexico
Euro- basic unit of money used in Europe

G. Procedure:
1. First teacher will provide students with money from the United States and other
countries. (Dollar, Peso, Euro)
Lesson Plan for Friday Strand - Economics submitted by: Nancy Vargas-Cisneros

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3
2. Students will be placed in small groups to examine the money compare and contrast
its physical characteristics to the U.S money. You may take out magnifying glasses for
students to take a closer look at the physical of the money.
-Teacher will ask students questions while they observe and compare the money.
(Questions may relate to size, shape, color, weight, or pictures on the money).
-Have students answer questions in Exploring Money data sheet p.162-163
3. Teachers can then have students point to a map of the country in which the money is
used.
4. Teacher and students will discuss the currency of the money.
5. Students will then proceed to the class store or learning station store for them to
purchase items with their currency. (teacher will be the store keeper)
6. Finally go over conclusions and Exploring Money data sheet.
H. Assessment:
What will you use to measure student understanding?
To measure students understanding I will have students answer the questions on the
Exploring Money Data Sheet p. 162-163.
Explain how you will know students understand the concepts from the lesson.
I will know if students are making observations about the physical aspects of and
images contained on currency. Also, when students are able to use the money from
the other countries to purchase items and when they are comparing and contrasting
both currencies.
I. Closure:
Whole group classroom discussion comparing and contrasting the money from other
countries to the U.S. What is similar? What is different?
J. Reflection:
1. Which part of the lesson do you think will be the easiest for you to teach?
I think the easiest part of the lesson to teach will be, teaching students about the
physical differences of the money from different countries. I think this will be the
easiest because students are able to see and compare the physical differences in
the money.
2. Which part will be most challenging for you to teach?
I think the most challenging part to teach in this lesson will be teaching them the
value of the money from the other countries. I think this will be the most difficult
because it is hard enough for 3
rd
graders to be taught the value of money in their
country and teaching them the value of money in another country might be twice
as difficult since they are not familiar with it.
Lesson Plan for Friday Strand - Economics submitted by: Nancy Vargas-Cisneros

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4
3. How will you follow up or extend this lesson?
As a follow up to this lesson I would give students fake Euros, pesos, or dollars to buy
items in the classroom store for the rest of the week. On Friday I will put up special
items and if they want to purchase those special items they will have to save the
money they have during the week.
4. What can you do for students who dont grasp the concepts?
For students who are not grasping the concepts I would give them extra time when
shopping for items. Also, have these students create a table that demonstrates what
each coin is worth compared to the U.S coins so they can have a visual.
5. Which part of the lesson, if any, do you think might need to change?
I dont think there is anything I would change on our lesson. I am content with every
part of my lesson. I think it is easy to understand and would be able to do the lesson in
just that order.

6. When you were writing this lesson plan, what was the most difficult part?
Every time I write a lesson plan, the most difficult part for me is the procedure. I have a
hard time deciding what I should do first when teaching the lesson. Should I go over
the worksheet first or go over the lesson first. That is what I struggled with the most.
7. Explain the strategy from Integrating Language Arts & Social Studies that you
included in this lesson plan.
The strategy I used in my lesson plan was strategy 22 Currency as a Primary Source. This
strategy used currency from other countries to compare it to the U.S currency.
Students will examine the features of the money from various countries, point out the
countries in a map and then use the money to buy items in their student classroom.