Design Document for Lesson Plan

Name: Kaitlyn Oakley & Lauren Blanton

Grade Level: 5

Concept/Topic: Economics and Financial Literacy

Length of Lesson (in minutes): 1 hour

Learning Objectives: What are your learning objectives? (What new understandings will
the students have as a result of this lesson? Make sure learning objectives are measurable.)

● Students will be able to define budget, spending, and saving.

● Students will be able to explain how they budget, spend, and save money during the
Moneypalooza game.
● Students will be able to explain how budgeting, spending, and saving affects their lives in
the real world.

Under which standards from North Carolina Standard Course of Study (NC-SCOS) do
these learning objectives fall?

5.E.2.1 - Explain the importance of developing a basic budget for spending and saving.

5.E.2.2 Evaluate the costs and benefits of spending, borrowing and saving.

Key Tasks/Activities: What are the key activities or tasks that you plan to use?

● Launch: Opening Whole-Class Discussion (5 minutes)

○ “Can anyone tell me what money is?” (what you buy stuff with, bills, coins, etc.)
○ “Raise your hand if you have ever received money before.”
○ “Why was it given to you?” (Allowance, chores, birthday money, holiday money,
random gifts, working something like a lemonade stand, etc.)
○ “Where/who did the money you received come from?” (Parents, grandparents,
other family, guardians, friends, a person you worked for, etc.)
 ○ “Where do you think that money came from or where do you think money comes
from in general?” (piggy banks, a money factory, the bank, the ATM, work, etc.)
○ “What did you do with the money you received?” (I bought __, I saved it, I gave
it to someone else, etc.)
○ “Raise your hand if you have ever heard the word ‘budget’ before.”
○ “What does budget mean?” (when people plan how they’re going to spend their
money, when people save their money, when people decide to not spend all of
their money right away, etc.)
○ “Has anyone ever given you advice about money before? What did they tell you?”
(don’t spend it all in one place, if you save up then you can buy something nice,
think about what you want to spend it on, etc.)
○ “Today we’re going to be talking about money, and the importance of creating a
budget for spending and saving to help you make the most out of the money you
receive or earn. This is an important skill to learn even now because it might help
you make a plan to save up for something big that you want from a store!”
● Mini-lesson about budgeting, spending, and saving:
https://docs.google.com/presentation/d/1PH5kUoSjfbxki3fXABR1EZXadrIu5J4EZJes3z
DpX-A/edit?usp=sharing
● Concept Formation Method: Moneypalooza game:
https://assets.speakcdn.com/assets/2455/moneypalooza_lesson_plans_111711.pdf
○ Teacher will group students into groups of 5
○ “We are going to play a game called moneypalooza! This is a board game that
allows you to make choices about how to spend, save, and share your money!”
○ To play “You will take turns rolling the dice, you will move the number of spaces
that landed on the dice clockwise (show students what clockwise is) around the
board.You will then look at the rule sheet to see what you are supposed to do
when you land on the space that you do.”
○ “For example, if you land on the EARN space, take an EARN card from the deck.
If you decided to use the earning opportunity, you will take the amount of money
on the card from the bank, but you have to skip your next turn since you will be
 working. If you do not decide to use the earning opportunity, you do not get
money from the bank, or skip a turn.”
○ “For each EARN, SPEND, SAVE, or SHARE card, there are different ways you
can use your money! It is all up to you!”

What is your rationale for why you have selected these particular tasks/activities to meet
your learning objectives?

● Mini-Lesson: this mini-lesson will introduce important vocabulary

● “Moneypalooza” game: students are put in a simulation in which they get the opportunity
to make choices about how to earn, spend, save, and share money.
● Lesson plan wrap up: students conclude their ideas from the mini-lesson, and board game
to understand what it means to earn, save, spend, and budget money.

Anticipating Students’ Responses: How do you anticipate that students will respond to
your planned activities/tasks? This does NOT mean their response affectively, but instead
their response academically (e.g., What prior knowledge or conceptions might they bring?
How do you think they will approach or solve the task(s)?). When necessary, please insert
images of your handwritten anticipated approaches/strategies. Be specific! Use your
anticipated responses to help you plan your questions in the lesson plan.

Unless students' caregivers have discussed money or budgeting with them, some students
may have no prior knowledge of saving, budgeting, or spending money. They may not
understand the meaning and importance of budgeting money. Students may not understand the
concept of money, and how it works (having to make money, to then spend it, and save for
emergencies).

Responding to Students’ Responses: Describe how you will provide scaffolding for students
who are stuck, and describe how you will extend the thinking of students who have a firm
grasp on the target content/objectives.

● Relate to real life experiences and give examples (for example: if a student has $50, I
could give them suggestions to save some of the money, and spend a part of their $50 for
their needs)
 ● With moneypalooza game money, demonstrate the vocabulary
○ Spending
○ Saving
○ Borrowing
● Give sentence frames (display on the board)while playing the moneypalooza game
○ “I have _______ amount of money so far. Since I landed on _______ I want to
_______ because ______.”
○ Ask questions such as “why did you do that?” and “why did you make that
decision?”

Development of Practices among Students: Which disciplinary practices does your lesson
aim to develop? (e.g., “construct viable arguments and critique the reasoning of others”,
“develop and use models”) How do the task(s) develop the target practice(s)?

● Construct viable arguments: students should make sense of their choices while saving,
spending, borrowing, and budgeting their money (moneypalooza game)
● Students will critique the reasoning of others, and ask questions such as “why did you do
that?” and “why did you make that decision?”

Assessment: Describe your assessment plan for the targeted learning objective(s). What
specific data/information will you use, and how will that data/information tell you that the
students have/have not met the objective?
● Summative Assessment- Exit Ticket Reflection on the Moneypalooza game
Vocabulary/Language Function: Define vocabulary that students will need to know in
order to access the content and goals of your lesson. Be precise and careful with your
language. Please attend to three types of vocabulary:
● Content vocabulary (e.g., obtuse, molecule, civil rights)
● Academic language (e.g., represent, model, compare)

Content Vocabulary

● Budget - a plan for how income will be used for both spending and saving.
● Spending - to pay money for goods or services.
● Saving - putting money aside that is not spent.
● Borrowing- money one has received from another party with the agreement that it will be
repaid.
● Bank- holds currency.

Academic Language

● Compare- finding similarities and differences.

● Share- giving someone a portion.
● Represent-express a term.
Classroom Management Plan: Describe your classroom management plan. Explain how
you will motivate students to engage in the lesson, how you will set and enforce
expectations, and how you will ensure that transitions are smooth and efficient.

● Engaging students in productive collaboration

● Asking questions, and encouraging students to answer with their evidence
● Explain the importance of the lesson, and how we use these terms in daily life
● Create rules
○ When playing the game (indoor voices)
○ Not speaking when others speak
○ When the teacher rings the bell, that means to stop and listen

Resources Used:

https://www.scholastic.com/teachers/sponsored-content/unexpected-math/17-18/basics-in-
building-a-budget/

https://files.nc.gov/dpi/documents/files/social-studies-5th-grade-unpacking-document.pdf

https://www.takechargeamerica.org/wp-content/themes/tca/pdfs/teaching-resources/grade-five-
saving-and-creating-a-personal-budget.pdf

https://assets.speakcdn.com/assets/2455/moneypalooza_lesson_plans_111711.pdf