National Watch and Clock Museum

514 Poplar St, Columbia, PA 17512

www.nawcc.org

ATTRACTIONS AND COST: Many options available for student groups which will vary in
length of time.
Teacher Self-Directed Museum Tour: suggested length 1-2 hours - Cost: $5.00 per student
Guided Tour: 1-1/2 hours - Cost: $6.00 per student
Animal Shape and Find: suggested length 1 to 1 1/2 hours - Cost: $6.00
Make a Clock Workshop: length of time varies - Cost: based on clock chosen to make
Will need bus transport
SAFETY CONCERNS: National Watch and Clock museum is handicapped accessible. Extra
chaperones needed due to some exhibits not being hands on. Small groups will work best for
hands on exhibits. Students will be video and audio recorded in museum; have wavier signed by
parents in advanced. Prepare for any allergy concerns. Discuss with students about what is
acceptable to touch and what is not.

DEVELOPMENTAL APPROPRIATENESS: For Pre-K students this will give open up

discussion about history, craftsmanship, careers, math, and science. This will give students the
opportunity to see, touch, listen and create while moving throughout the museum which will give
all learners a chance to learn in the way they learn best.

PA SOCIAL STUDIES STANDARDS- PRE-K:

Standard Area: 8.1: Historical analysis and Skill Development 8.1.PK.A: Identify a sequence of
events throughout a day.

Standard Area: 8.1: Historical analysis and Skill Development 8.1.PK.C: Understand that
information comes from many sources such as books, computers, and newspapers.
 FIELD TRIP PLAN for National Watch and Clock Museum, Pre-K

GRADES/AGES: Suitable for Pre-k through Adult. I will focus on Pre-k because if offers the
students a chance to view history, time and while creating a new experience.

SUBJECTS: Social Studies (see above), Science, Mathematics, Reading and Writing

TRIP OBJECTIVES:

After arriving at the museum students will be divided into small groups and asked to find a
source of information (person, pamphlet, map, etc.) about the museum then share with the class
what they have learned from that source.

After finishing at the museum, students will be asked to draw and label (with help when needed)
a sequence of their day on the sheet provided and explain one thing that was different about their
day today versus a typical day at school.

PRE-TRIP QUESTIONS:

1. Have you ever been to the National Watch and Clock Museum? What do you think you
will see at the National Watch and Clock Museum?
2. Why are clocks and watches important to us?

DURING TRIP QUESTIONS:

1. What is your favorite clock so far?

2. Why is that your favorite clock?
 Long’s Park

Harrisburg Pike, US-30, Lancaster, PA 17601

www.longspark.org

ATTRACTIONS AND COST: Offers 80 acres of public space, lake, petting farm, playground,
amphitheater and picnic areas.

Long’s Park (all included): Cost: Free

Will need bus transport

SAFETY CONCERNS: Long’s Park is handicapped accessible. Extra chaperones needed due to
vast amount of space, lake, animals, and the public. Small groups will work best. Prepare for any
allergy concerns due to public space. Discuss general safety, animal safety, and water safety with
students.

DEVELOPMENTAL APPROPRIATENESS: For Pre-K students going to this park will give
them a chance to learn about geography, history, careers, math, animals and science. This will
appeal to all types of learns and will offer the opportunity for many different activities involving
nature and landforms.

PA SOCIAL STUDIES STANDARDS- PRE-K:

Standard Area: 7.1: Basic Geographic Literacy 7.1.PK.A: Explain how a map is a representation
of places.

Standard Area 7.2: Physical characteristics of Places and Regions 7.2.PK.A: Describe the
characteristics of home and frequently visited locations to gain an understanding of physical
features.
 FIELD TRIP PLAN for LONG’S PARK PRE-K

GRADES/AGES: Suitable for infant through Adult. I will focus on Pre-k because if offers them
a chance to view geographical elements in a setting they can relate too.

SUBJECTS: Geography (see above), History, Science, Mathematics, and Reading

TRIP OBJECTIVES:

At the end of the trip the pre-k students will make a Venn diagram to compare and contrast the
land formations at the park with those at our school and find five similarities and five
differences. (School formations already documented)

During the trip to Long’s Park the pre-k students will draw five landmarks on maps provided
which will help them find their way to the treasure (playground).

PRE-TRIP QUESTIONS:

1. What do you think you will see at Long’s Park? Land formations, structures, creatures?
(Record induvial answers)
2. Do you think 80 acres is bigger or smaller than our classroom? School?

DURING TRIP QUESTIONS:

1. Compare your pre-trip thoughts to your after trip thoughts. What was different? What
was the same? (Record and compare to pre-trip question #1)
2. Draw a picture of the space in the park you like best and label it.
 Kindergarten Classroom

123 Across the Hallway Ave, Lancaster Pa, 17603

www.madeupschool.org

ATTRACTIONS AND COST: Offers a new set of rules, people, objects, culture, and schedule.

Cost: Free

SAFETY CONCERNS: The kindergarten classroom is handicapped accessible. Allergies will be

prepared for but same guidelines followed in both classrooms. Check room occupancy limit;
avoid exceeding limit. Remind children of safety rules before entering classroom.

DEVELOPMENTAL APPROPRIATENESS: For Pre-K students going to another classroom

that they will likely go to in the next two years will give them the opportunity to explore what
their peers are doing in their class as well as how the classroom functions. This will allow the
pre-k students the chance to learn about civics and government in a familiar setting (school
building) with their peers, which will allow them to see civics and government as a subject on
their level. This will interest the children because they will be with older children, a different
teacher, and new objects.

PA SOCIAL STUDIES STANDARDS- PRE-K:

Standard Area: 5.1: Principles and documents of government 5.1.PK.A: States rules and their
consequences.

Standard Area: 5.2: Rights and responsibilities of citizenship 5.2.PK.A: Identifies self
membership of a group such as class or family.
 FIELD TRIP PLAN for Kindergarten Classroom

GRADES/AGES: Suitable for infant through Adult depending on purpose. I will focus on Pre-k
because if offers them a chance to see a different classrooms system that they may be moving
into after pre-k.

SUBJECTS: Civics/Government (see above), Geography, Mathematics, and Reading

TRIP OBJECTIVES:

As a large group the pre-k students will create a KWL chart for the Kindergarten classroom we
will visit and once we have visited each student will offer at least one similarity or difference
between the two classrooms that will be added to the KWL chart.

At the end of the trip the pre-k students will be able to identify which classroom they are a part
of in at least two different ways (ex. Answers. Room 1, Miss Kirsten’s classroom, etc)

PRE-TRIP QUESTIONS:

1. What do you know about Kindergarten?

2. Name something that will change between pre-k and kindergarten.

DURING TRIP QUESTIONS:

1. Name one rule and its consequence in the kindergarten classroom.

2. Is this rule the same or different than in our classroom? Explain?
 Lancaster Central Market

23 Market St, Lancaster, PA 17603

www.centralmarketlancaster.com

ATTRACTIONS AND COST: Central Market houses 64 different stands that offer a wide
variety of items for sale. Teacher guided tour throughout the market. Some school tours available
with Market Manager.

Cost: Free

Will need bus transport

Students will be allowed to purchase a snack from a produce stand.

SAFETY CONCERNS: Central Market is handicap accessible, but only wheelchair accessible
at doors #1 and #2 which are located on the southeast corner. Prepared for any allergy concerns
and have wavier from parent with approved purchase of fruit student may purchase. Extra
chaperones needed due to how busy Central Market can get. Students encouraged to bring noise
canceling headphones if loud areas are an issue/trigger. Small groups will work best. Discuss
general safety with students.

DEVELOPMENTAL APPROPRIATENESS: In pre-k students are learning about economics

which is a huge part of what is happening at Central Market. Children love to see new sights and
have the chance to explore a new place as well as see new items will be enjoyed by the children.
Students will have the opportunity to talk to the local business persons and ask questions about
products, careers, and the financial aspects of their business. In speaking with the Market
Manager, the students will learn about the history of the Market as well as the economic impact
that Central Market has made on Lancaster.

PA SOCIAL STUDIES STANDARDS- PRE-K:

Standard Area: 6.2: Markets and economic systems 6.2.PK.D: Explain how money is used

Standard Area: 6.3: Functions of Government 6.3.PK.C: Identify local businesses

 FIELD TRIP PLAN for Lancaster Central Market

GRADES/AGES: Suitable for infant through Adult. I will focus on Pre-k because if offers
students a chance to explore a new location and learn about money, careers and local businesses.
Students will gain hands on experiences with picking out and paying for their own snacks.

SUBJECTS: Economic (see above), History, Geography, Mathematics, Writing and Reading

TRIP OBJECTIVES:

In small groups the pre-k students will identify ten businesses located inside the market and will
also discuss and record two details they have learned as a group from each of the businesses.

At the end of the trip the pre-k students will be able to explain/show how a transaction works
when asked by the teacher.

PRE-TRIP QUESTIONS:

1. Have you ever used money before? If so when/where/what?

2. What type of business would you like to see at the market?

DURING TRIP QUESTIONS:

1. If you had a business at Central Market, what would you sell and what would
your business be called?
2. Create a picture of what your business would look like and the sign
identifying your business.
Lesson Plan Format-Outline (revised 9/19)

Name: Kirsten Gregg EDUC 260 Date: 2-22-2020

TITLE: Making a purchase using real money

SUBJECT: Social Studies

GRADE LEVEL/AGE: Pre-K

DURATION: 20 minutes

RATIONALE: (NAEYC 1a) Students will do this purchasing activity to build on the knowledge
about the different values of money that we have been working on. Students are familiar with the
dramatic play store but will now be taught how to specifically pay for their items, count their
change, and check their receipt. This activity will prepare them for our field trip to Central
Market as well as build their understanding of money which they will need for everyday life.

ACTIVITY: (NAEYC 1a) In small groups students will each be given the freedom to choose
three items to purchase from the grocery store in the dramatic play section of the classroom and
will use real money to pay for the items. Each item will have attached price tags (ex.$0.50,
$1.00, etc.) that the students will bring along with them to the register where I will tell the
student the price. Students will then use their money to pay for the items and will receive their
change and a receipt for their purchase their items from me and then explain how they made the
transaction.

STANDARD AND LEARNING GOALS: (NAEYC 5c)

STANDARD AREA: 6.2 Markets and economic systems

STANDARD: 6.2.PK.D Explain how money is used.

OBJECTIVE: The Pre-k students will gain the knowledge of how to make a purchase using cash
by practice making purchases using pretend food and money.

CURRICULUM ALIGNMENT/CURRICULUM FRAMEWOR: (NAEYC 5c)

ESSENTIAL QUESTIONS: How does a government’s influence on economic performance

impact the balance of freedom and liberty?

ASSESSMENT (Formative): (NAEYC 3.b) Using a check list I will check off each skill as
student is able to perform it making notes as need and will adjust approach based on results.

LIST OF MATERIALS/EQUIPMENT: (NAEYC 4.b)

 Play food with price tags/money/cash register (store)

  Baskets/carts/bags to hold purchases/money
 Receipt paper/pen to write out receipts
 Pre made grocery lists and money in sleeves
 Checklist and pen (to record students achievements)

VOCABULARY: (NAEYC 4.b) Price, Freedom, Market, Produce, Dairy, Grain

PROCEDURES: (NAEYC 5c.)

1. Students will be in small groups to work on this activity which will be part of
the rotation.
2. I will explain to the small group of students that they get to make a purchase
at our classroom market. Each student will need to pick out three items from
the store and bring the items to the cash register. This is where I will ring up
their items and tell them the total purchase price. The student will pay for the
items and receive their change and receipt.
3. After explaining what the students need to do, we will go through an example
of choosing three items and taking them to the register to pay for them. I will
count out the money and pay. I will look over and match my items to the
items on the receipt.
4. Students will be asked if they have questions.
5. When questions are all answered, each student will receive their money and a
basket or bag to shop with.
6. Students one at a time will come to the register where I will scan each item
and tell the students their total.
7. Each student will receive the minimal help from me throughout the
transaction in order to give them practice with what they have learned about
money.
8. Students may choose to ask a friend for help if they get stuck. (Know which
students have the best understanding of money)
9. Students will connect money with being able to purchase item/s.
10. Ask students if this process is something they have seen/helped with before. If
so when? Any positive memories? Favorite things to purchase?
11. Timer will ding indicating students will have 2 minutes to put their items
away in proper sections such as produce, grains, dairy, etc.. Students will then
rotate to the next center.

RELATED MATERIALS AND RESOURCES: (NAEYC 4.b) “Bunny Money” by Rosemary

Wells, www.prekinders.com/preschool-money/, FamZoo Family Finance
ADAPTATIONS: (NAEYC 3.c)

Picture cards will be used when giving directions to students. The cards will also offer in writing
the directions in the spoken languages in the classroom.

Students who need will be given buzzer buttons to press for the correct answer or to help them
make a choice (ex. Do you want carrots: green button yes, red button no, green button grapes,
red button apples, etc.)

Premade grocery lists for those who may have a hard time deciding what to purchase.

Area is handicap accessible.

Students who need assistance may choose a friend to help with their shopping.

Know students who will want to put play coins in their mouth and discuss rules/consequences
with them; if coins likely to be placed in the mouth, offer the coin inside a plastic sleeve to avoid
them becoming a choking hazard.

Students who are gifted can choose to purchase more items or to help a friend throughout the
process.

EXTENSIONS: (NAEYC 2.c and 3.d) Families could allow the students to be help pick up items
from the shelf where ever the family shops. Families could help students read price tags and
allow student to help pay, cash, card, check, etc. and then get the receipt for the purchase.

Families could allow students the freedom to pick out one fruit or vegetable they would like to
have at home and help the student to read the price of the item. Allow student to weigh the items
and explain how that affects the cost.

Families could read a book (ex. “Farmers Market” by Carmen Parks) about going to the market,
locally grown food and paying for items with money.

STUDENT REFLECTION: (NAEYC 4.d)

I think some of the strengths of my lesson plan would be all the accommodations that I can
create to include all students as well as the wonderful new vocabulary words that they will be
taught. I believe that this activity can be appropriate for pre-k students who have spent time
learning about money. This activity would come at the end of being taught about different types
of money and how money works. In many cultures they use paper money or coins so this would
be appropriate for most cultures. This activity, following our time spent learning about paper
money and coins will help the students to feel independent which goes along with Erikson’s
stages. But of course this activity can only work in a classroom with students who have learned
the basics about purchasing goods and using money to pay for them, otherwise this activity will
become frustrating to students. Overall I believe this will be a fun and educational activity.