CEP Lesson Plan Form

Teacher: Ms. Stanbro Date: 2-16-18

School: Shelton Elementary Grade Level: 3rd

Content Area: Social

Title: Making choices

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Content Area: Economics

Standard 2: Describe how to meet short term financial goals
-

Inquiry Questions:
1. What would happen if an individual spent all earning on entertainment?
2. Why do individuals give away money?
3. How would an individual decide between purchasing a want or a need?

a. Identify sources of income including

gifts, allowances, and earnings (DOK
1)
d. Create a plan for a short-term
financial goal (DOK 1-3)
e. Describe the steps necessary to reach
short-term financial goals (DOK 1-2)

- Individuals must pan and make choices to achieve financial goals

Understandings: (Big Ideas)

- Cost and Choice

-
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select appli-
cable questions from standard)

1. What would happen if an individual spent all earning on entertainment?

2. Why do individuals give away money?
3. How would an individual decide between purchasing a want or a need?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)

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CEP Lesson Plan Form

1. What are we learning: We are learning about the importance of making wise choices when
spending money.

How will you know when your successful? I can make responsible choices when spending
money for my family on things we need and want.

List of Assessments: (Write the number of the learning target associated with each assessment)

Pre-assessment

- Ask students about what needs and wants are.

- Ask students what making responsible financial choices means.

Assessment during the activity

- Observe how well students are making financial choices. See if they are being wise in their deci-
sions.

Post Assessment

- Observe family sheet to see how well they were able to make decisions and if they have money left
over.

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 CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Making wise choices

uld be a creative title for you and the students to
ociate with the activity. Think of the purpose as
mini-rationale for what you are trying to accom-
h through this lesson.

Approx. Time and Materials Approximate Time:

w long do you expect the activity to last and what
erials will you need? - 45 minutes
- Family sheets
- Money
- Choice cards

Anticipatory Set What is a monthly budget?

“hook” to grab students’ attention. These are ac-
s and statements by the teacher to relate the ex-
ences of the students to the objectives of the les- How do families have to plan what they spend? What costs come up during the month
To put students into a receptive frame of mind. (rent, food, bills, activities).
 To focus student attention on the lesson.
 To create an organizing framework for the
ideas, principles, or information that is to fol- Do you think it’s a good idea to spend all your money at once? Or to save some for ext
low (advanced organizers) things that come up during the month?
anticipatory set is used any time a different activ-
r new concept is to be introduced.
How do we make responsible choices? Would it be wise to spend all your money on a
cation or video games?

What would happen if you spent all your money but still had to pay bills?

Procedures Teacher Actions Student Actions

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 CEP Lesson Plan Form

ude a play-by-play account of what students and 1. In a whole group on the rug, ask ques- - Group practice, guided
her will do from the minute they arrive to the mi- tions pre-questions about money. Ex-
e they leave your classroom. Indicate the length of plain the game to students. There will be
h segment of the lesson. List actual minutes.) five envelopes who will act as the
cate whether each is: banker. Students must put the amount
cher input money into the envelope before they
deling move on to the next scenario. Each sce-
estioning strategies nario will require students to spend
ded/unguided: money on something and pay the
whole-class practice banker. Remember, you only have a set
group practice allowance for the month you do not
ndividual practice want to run out and you do not know
ck for understanding what is coming so plan accordingly.
er 2. Put students into their families and bank-
ers at their stations. Give families money,
explain rotation and send each group to
their first scenario. Head of household
and money manager in each family.
3. Five-ten minutes at each scenario and (Unguided, small groups)
then groups switch, completing their
sheets.

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 CEP Lesson Plan Form

Closure - Bring back class after each scenario has been completed. Discuss what happen
se actions or statements by a teacher that are de- how families made choices and what they had to think about.
ed to bring a lesson presentation to an appropri-
conclusion. Used to help students bring things to- - Talk about how it applies to real life. How do families have to be conscious of
her in their own minds, to make sense out of what their decisions.
just been taught. “Any Questions? No. OK, let’s
- What type of things should families have a savings for (emergencies, accidents
e on” is not closure. Closure is used:
 To cue students to the fact that they have ar- - How should families decide their budgets?
rived at an important point in the lesson or
the end of a lesson.
 To help organize student learning
help form a coherent picture and to consolidate.

Differentiation - Students are pre-arranged in groups so that they can succeed. Students are mi
modify: If the activity is too advanced for a child, with a variety of levels so that they can support one another.
will you modify it so that they can be successful? - To further support students I will be walking around and helping students out.
xtend: If the activity is too easy for a child, how
you extend it to develop their emerging skills?
at observational assessment data did you collect
upport differentiated instruction?

Assessment Pre-assessment
w will you know if students met the learning tar-
ts? Write a description of what you were looking - Ask students about what needs and wants are.
n each assessment. How do you anticipate assess-
- Ask students what making responsible financial choices means.
ment data will inform your instruction?
Assessment during the activity

- Observe how well students are making financial choices. See if they are being
wise in their decisions.

Post Assessment

- Observe family sheet to see how well they were able to make decisions and if they ha
money left over.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to

I felt that this lesson went really well. During the pre-assessment, students were a little
unsure of what a budget was and how difficult it is for families to make decisions about spend-
ing money. However, after the game I think students became more aware of how hard it is to
spend money with only a little budget. Students all made wise choices and all had money left
over after going through the scenarios. They were all able to express and communicate how it
was hard for their family to make choices, especially with a lot of different wants and interests.
Overall, I felt that students were able to understand the purpose of the game and have experi-
ence feeling what it is like to manage your money and how you have to be wise with how you
spend it.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

If I could change one thing it would be to have a longer discussion about how to spend
money and to do a follow up lesson. I think a lesson on creating a budget would be beneficial to
students and also further implement the idea of what is to make wise choices and how it is very
important to manage your money. Another thing that would have been more beneficial is less
students in each group. With so many people in groups (five to six) it became very loud and stu-
dents became a little off task. Ideally groups of four would be more optimal.

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