Student Teaching Lesson Plan Template

(Indirect Instruction)

Subject: Social Studies Central Focus: Spending, Saving, Taxes

Essential Standards/Common Core Objective (2): Date submitted: Date taught:

4.E.2.1 Explain how personal financial decisions such as April 3, 2020

spending, saving and paying taxes can positively and/or
negatively affect everyday life

Daily Lesson Objective (1):

The students will be able to explain how financial decisions can affect everyday life through playing Moneypalooza
then writing a reflection answering the question the teacher provides.

21st Century Skills (1): Academic Language Demand (if Handbook applicable)

Collaboration- in the game, each group Language Function: understand

will have to decide on what to buy and
what to save Vocabulary: understand, communicate, create, collaborate, solve

Communication- the groups have to

make decisions together

Creativity- what is to be saved or spent

Critical Thinking- what to save on and

what to spend on

Problem Solving- how to get certain

things by saving and what to spend
money on

Prerequisite knowledge and skills

needed (1):

Concept of money

Activity Description of Activities and Setting Time

1. Focus & Review “Does anyone know what the word spending means?” 5 mins
(Using what money you have; spending money; trading)
 “Why do we spend money?” (To get something we
want; to buy things)

“Now that we know what spending means, what does

saving mean?” (Keeping your money; not spending it)

“Why do we save money?” (Get something we want;

get something better; just cause; in case something bad
happens)

2. Kid Friendly Objective Statement I will explain how the concept of paying taxes, spending
money, and saving money effected me in
Moneypalooza.

3. Teacher Input “You guys are exactly right with what spending money 5 mins
and saving money is and why we do these things.”

(A slide show will be made to show information below

or added to already made slide show for the day.)

“Money can be used in three ways: to spend, to save,

and to give (also known as charitable giving). Money
can be spent for things that we need and for things that
we want but don’t really need. A budget is a plan we
make to use money wisely. The plan includes money
that we receive and choices about how we use that
money: to save, spend, or give to help others. A budget
helps us to make sure that we have enough money to
pay for the things we need

Questions

1. Why would someone give money away?

2. What have you spent your money on?

3. Have you ever saved your money to get

something you really want?

4. How do you decide what you want to spend

your money on?

4. Guided Practice 4. “Now we are going to make our own budget using 4. 7-10 mins
the activity sheet I will handing out to you.”
5. Independent Practice 5. 20 mins or
whole class

6. Assessment Methods of all
objectives/skills:
7. Closure (make this an activity based
closure like an exit ticket):
8. Assessment Results:
time (lesson
split into 2
days)
5. Play Moneypalooza with their assigned group
“We are going to play a game called Moneypalooza. I
will put you in groups, when you get in your groups, the
first thing you will do is wait for me to give you the
materials. Then you will read the instructions, then you
can start playing the game. Someone repeat what you
are going to do.”
Materials:
https://assets.speakcdn.com/assets/2455/moneypalooz
a_lesson_plans_111711.pdf
6. Informal assessments during game by walking around 5-10 mins
and asking questions; reflection; a few questions on
their thinking process during the game; questions on
the affect their decisions had on the rest of the game
7. Exit ticket/Reflection
Reflection Questions: How did your spending decisions
affect you during Moneypalooza? How did your saving
affect you during Moneypalooza? Open response on
Moneypalooza the game and how you think you did.
8. I was not able to teach the lesson so I don’t have any
 assessment results.

Student(s) & Student/Small Group Student/Small Group

Modifications/Accommodations (2):
Early Finishers: They can Struggling Readers: I can help read
Autism Spectrum: They will do the same create/write down the budget they some of the instructions and I will
game but the instructions will be refined used during the game. have at least one students reading
and easier to understand. on grade level or above in their
group to help out.
ELL’s: A Spanish version of the game will
be provided and, if possible, they will be
paired with a bi-lingual student.

Materials/Technology (1): “Using Money Wisely” worksheet, slide show (or no slides), Moneypalooza, exit ticket
(either paper, google docs, or daybook)

Reflection on lesson:

-standard selection: I picked this standard because I could do a lot of cool hands on stuff with spending and saving. I
also think fourth graders need to start learning about how to budget and manage their money since they will be
entering middle school soon and they may have to deal with money and budgeting sooner rather than later
(depending on family situations).

- assessment selection: Reflecting will help the teacher dive into the students mindset in working through the game. It
will help the teacher better understand what the students are grasping or not grasping.

- strengths: There is a lot of activities and games in this lesson, which is not in a lot of social studies lessons. This will
get kids attention and it will lead to the students being excited to learn about social studies.

- weaknesses: There’s not enough time provided for social studies so everything is smooshed together and very fast
paced. Some kids might not fully understand a concept. This lesson would have to be plot into two, maybe three,
lessons to get students to fully perform what needs to be done.

- teacher feedback: I was not able to teach the lesson so I did not get teacher feedback.

- student knowledge/interests to plan: I did get to talk to the students about this lesson and they seemed really
excited about it. They were intrigued about playing the money game with groups but they wanted to pick their groups
(not going to happen).