University of West Alabama

5E Lesson Plan Template

Teacher: Ms. Scott

Date: 05/17/2021

Subject area/course/grade level: Life Skills (Math): Living on a Budget/Transition/6th Grade

Materials: Attached at the end of the lesson plan.

Standards (State and ISTE Standards for Students):

Objectives: 7. Use analytical, numerical, and graphical methods to make financial and economic
decisions, including those involving banking and investments, insurance, personal budgets, credit
purchases, recreation, and deceptive and fraudulent pricing and advertising.

Differentiation Strategies (How will the lesson address the various learning styles of the students and the
needs of those with special needs?):
The school is 83% Black which is reflected in the class; however other ethnicities are represented in the
class. Students with disabilities are 8% of the total student population. The classroom has students with
different learning styles and disabilities. All 17 of the students in the classroom have IEP’s so, the lessons
are modified to accommodate the various learning abilities for student’s strength and needs. The lower
level readers in the classroom can answer questions and get involved by using their own knowledge and
understanding of what they learned about the lesson. Most of the class has trouble in solving various math
problems if the lesson is too difficult for the students to understand the teacher will be reteaching and
breaking down the lesson for better understanding to the students. The plan of this lesson is to allow the
students to become more hands on and engaged by the teacher making the lesson very enjoyable for the
students to learn and get involved in their life experiences.

ENGAGEMENT:
The central focus of this lesson is to introduce students to the concept of learning how to budget their
money. On the secondary level students are not being taught fundamental lessons of budgeting, including
how to make a financial plan or how to live on a budget. Although, making financial decisions has brought
issues to students after graduating and living in the real world, concerns about what and how to handle
money and banking in the real world. By students following spending habits and making a financial plan
are two parts that can help students make wise decisions with their money. When students realize where
their money is going, a financial plan can help characterize where students need it to go. By allowing
students to make a financial plan based on daily living expenses is an excellent example for students in
balancing financial well-being. Students spending and going through cash without a financial plan
resembles in students wasting money on things that are not necessary to buy.

The two activities I will use by utilizing technology will be allowing the students to watch two YouTube
videos on how people in the world live their life on budgeting. Learning Target: Students will be able to
understand financial decisions based on daily living expenses for students to balance financial well-being.
These are the scenario questions I asked the class during the lesson from the power-point slides. Each
student in the class was able to respond to the questions and provide feedback on how their money can be
used on various budgets on a different basis. By starting this instructional material at the beginning of the
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lesson the class was able to think and brainstorm, though this made a great attention grabber. The lesson
was adopted /referenced from Budgeting Your Money by Practical Money Skills. The first thing I used to
allow my students to work independently in learning is making a power-point to teach the lesson and not
teaching from the regular whiteboard I knew that technology is one of the things that grasp student’s
attention thoroughly. Using the regular classroom board would not allow the students to focus and get into
the lesson. While teaching the lesson, I was aware that the students were moving independently and
maintaining engagement. The students were able to provide feedback just like some of the other students
in the class. Since the class followed my instructions, they were able to lead towards the primary learning
target of being able to understand how to make financial decisions based on being taught how to live on a
budget.
EXPLORATION:
This was the first baseline assessment done to involve my students in explaining to the class the idea of a
want and a need based as of making life decisions that are choices people make in daily living. The
household monthly budget spreadsheet was a template that all the students used to input decisions based
on budgeting people make in life. The income and the bills/expenses balanced out, and the students knew
the different comparisons, for example, one of my students knew that Texas Roadhouse is a want and
cooking food at home is a need to save money. The need is based on any food that can be cooked and
home and save money instead of going out to eat at a restaurant. The second baseline assessment
involved my students by using the academic language that is used by demonstrating how to make financial
decisions through balancing money and making a budget on daily living expenses on a record sheet.
On this activity, the class provided feedback to the teacher to improve their learning performance related to
the subject area of mathematics.
During the lesson, I call on various students to check for understanding and high order thinking strategies
to help the students connect and comprehend the point of the experience. Also, something that increased
the class performance is reading the vocabulary words. Most of the students' primary academic language
function and allows the teacher to include some problem-solving skills. By allowing the students to
demonstrate, understand, explain, and summarize they can realize the primary learning target of each
lesson that is taught. The class was also able to write any questions that he/she had for me to answer.
Some of the students did not feel comfortable asking the question out loud in front of the whole class; I was
able to read their response on the exit ticket and give it back them the next day.
EXPLANATION:
Language demands: Students will be able to understand financial decisions based on daily living
expenses for students to balance monetary well-being.

Language functions: Define, Demonstrate, and Understand.

Vocabulary: Tier 2: Finances, Income, Expenses, Salary, Wages, Budget, and Savings.

Tier 3: Want, Need, and Allowance

Discourse: Where does your money come from? Where does it go?
Syntax: This lesson is used to help students manage living on a budget. The students will accomplish an
expanded comprehension of why and how to set up and keep up with a spending habit while making a
personal budget.

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The students were able to accomplish and expand comprehension of why and how to set up and keep up
with a spending habit while making a personal budget. The instruction focused on students deciding in
their own life the value of needing this to survive and just wanting things to have. The students will then set
up their personal budget, and the class will decide on what costs and items are used to make their budget.
I provided feedback and incorporated student engagement throughout the lesson. I also checked for
students’ knowledge and understanding of living on a budget and how it can help within their daily lives.
The exit ticket was from a power-point slide: The Importance things to remember in living on a budget?
Each student must come up in front of the class and share the things that were important to them. The
lesson was adopted/referenced from Budgeting Your Money by Practical Money Skills.
I will be incorporating the content standard in using each assessment in the lesson by developing a
monthly budget with imaginary wages and necessary expenses. The class will be able to demonstrate how
to make financial decisions by balancing money and banking on a budget. The handouts are visual and
allow my students to see how finances are broken down while involving banking strategies. The second
baseline assessment was a step further in teaching my student’s about banking on a budget. This was a
monthly budget worksheet divided into two sections on the left the checking account and the right had the
savings account. The checking account and savings account I gave a student a thousand-dollar limit to
purchase things he/she would use or buy if they lived on their own and had to live by their self with only
working one job. The checking account had different bills or things that they could purchase with a five-
hundred-dollar limit. Each student did an excellent job on the assessment of the items this one student
checking and savings account balanced out, and she decided to budget the extra money she had left over
and kept it in the savings account.
ELABORATION:
https://create.piktochart.com/presentation/saved/37261079 Gmail: latasha.scott@mps.k12.al.us

Before the lesson started, I provided the class with the words and terms of each definition for budgeting.
Most of my student in the class are visual learners; the more the students seen the word visually, they
were able to grasp the correct understanding and relate to how the terms tied to the lesson. As the lesson
went on the students was able to match the words with the definition of an activity that we did in class. The
lesson was about living on a budget all the words on the sheet relates to the title of the lesson (living on a
budget). I gave an individual project to one of the students in the class on a vocabulary sheet and she had
to identify the correct word with the right definition. On the second page of the assessment and procedures
is the post-vocabulary test that she completed after I went over the lesson and provided her with feedback
after reviewing the lesson. She did very well on the post-vocabulary test her knowledge increased of what
the lesson was about, and she was able to explain how the lesson related to her living skills.
The second baseline assessment was done to see what my students knew as a group project to see how
much he/she gained in learning their vocabulary words by the end of the lesson. The class did a great job
on the assessment my focus was not about how much he/she could write down about the lesson, but could
the students be able to tell me any key details of what the meaning of the lesson was about. The class
answer on the project was correct, the class learned “How to budget your money and how to buy certain
things with your money that are necessary to live on a budget.” By the class providing me with that answer
I automatically knew that the students were focused and paying attention during the lesson. All the
students understood how to live on a budget and save money.
EVALUATION:
Diagnostic/pre-assessment(s): Ask the class what do they know about living on a budget? Then the
teacher will pass out the vocabulary words for the pre-assessment.
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Formative assessment(s)/feedback to learners: The class will have a hands-on assessment and break
off into small groups by writing on the post board their own personal budget. The teacher will remind the
student that each group budget plan should not be the same since everyone has different wants and needs
of budgeting.

Summative assessment(s): The teacher will end the assessment by allowing the students to tell the
teacher what they learned about the lesson. Then provide a short assignment by giving the students new
vocabulary words plus a bonus question to check for knowledge and understanding of the students. The
teacher will finish the lesson and listen for the student’s feedback of what the students learned.
The way my materials, supports, and instructional strategies supported the student's progress toward the
lesson objectives for the primary learning target is allowing the. The students' work was completed and on
task throughout all of the lessons. Every student was able to answer some of my questions and provide
feedback about the lesson. During the activities in the classroom, I was able to provide my class with help
of how to use check writing skills. This was an instructional strategy much needed to teach for future
references. By showing an example of check writing this was something used to help the students use
reflecting, evaluation, and refinement. This helped the students understand the use of banking skills for
future references. The other materials, supports, and instructional strategies supported the student’s
progress towards the lesson objectives for the primary learning target is providing the students time to
reflect on a piece of notebook paper about where they keep their money and why. The students will have a
few minutes to think about the question and respond to the teacher. This was a great example in allowing
the students to brainstorm and really think about the question and how it pertains to the lesson. One of
the instructional strategies the class did excellent on (The Kahoot Learning Activity). The students knew
what the lesson was about and answered majority of the questions correctly. The rubrics provided clarity
for the students to see how they were going to be graded on the assignment and what all the assignments
consisted of.
All work samples and rubrics are under the attachment: Part C, Instructional Materials

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks
for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for
teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry.
New York: Teachers College Press.

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