Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Budgeting Basics

Grade Level/Content Area: 4th Grade Social Studies

Content Standard Addressed: SS4E2 Identify the elements of a personal budget (income, expenditures,
and saving) and explain why personal spending and saving decisions are important.
ISTE Technology Standard Addressed:  What would you like students to know and be
Empowered Learner 1.1a Students articulate and set able to do by the end of this lesson:
personal learning goals, develop strategies leveraging Students will identify the elements of a personal
technology to achieve them and reflect on the budget such as saving, earning money, and spending
learning process itself to improve learning outcomes money. Students will also explain why personal
spending and saving decisions are important. They
can reflect on the questions “Do you spend more
money than you have? Do you need to save money?”
based off a budget they create themselves.

What is the student learning goal(s) for this lesson idea? 

By the end of the lesson, students will have watched a BrainPOP video to review budgeting concepts. They
will also have practiced their money counting skills and shared their final product from Peter Pig’s Money
Counter. Students will complete a three-month budget simulation and take what they learn from it to create
a thoughtful Flip. A reflection form will be completed at the end of the lesson.
Bloom’s Taxonomy Level(s):
☐ Remembering ☐ Understanding ☐ Applying ☒ Analyzing ☒ Evaluating ☐ Creating
Students will use analyzing skills when they are working through the budget simulation. They will have to
draw connections between their decisions and the outcome of the budget. From that, they will evaluate their
learning to justify three tips they would give to others on budgeting.
How do you plan to implement this lesson and integrate the technology? Check all that apply: 
☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the
student and mostly practice based. 
    
☐ Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes. 
 
X Problem-based and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing via an outside source.) 

Lesson idea implementation

As class begins, teacher will help students log in to their computers and get to the Waklet page.
Once there, teacher will review the learning target and give a brief overview of what students are
expected to complete by the end of class. At this point students should all watch the BrainPOP video
and answer questions. (Alternative: Teacher can play video to whole class and ask students as a
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

whole the quiz questions). Now following the directional graphics, students will work through the
rest of the Waklet page at their own pace. It will be easy for students to get carried away with Peter
Pig’s activity, so teacher should assure students are on task. Students may need assistant with
screenshotting their image. Teacher can provide a demonstration to class. The Piggy Bank Padlet is a
good way to engage students and get them interacting. Next, the Budget Game will have students
take their prior knowledge of budgeting to create their own. They will notice it is not as easy as they
think and by the third month, they will most likely be out of money. This Is a real-world simulation
that they can connect to their real lives. The last half of class Teacher should be encouraging
students to finish up the game and begin writing down a quick script for their Flip. Remind them it
doesn’t have to be long as long as they answer the questions fully. Teacher may want to walk around
and help students set up Flip and encourage them to try different ways of creating their video.
Lastly, once everything is turned in and students have watched their peer’s submissions, they should
complete the simple Microsoft reflection form. The questions on the form have students refelc ton
their learning as well as provide teacher insight on how students are feeling about the learning
target. Remind students that this is their attendance so they make sure to complete it before class is
over.
Managing student learning:
Setting up the Waklet in a very simple manner with the use of directional graphics will help students clearly
know what is expected of them. Each graphic gives directions as well as helpful hints that will avoid student
confusion. By setting up clear expectations, students are able to be active learners that are able to work at
their own pace. As personal budgeting is a topic that requires practice on their own, students are expected to
work through the budget simulation on their own. However, to get students engaged and know that their
work will be checked, I have included a Padlet for students to share their pig with each other. Creating the Flip
and responding to each other’s allows student co-engagement and creates a class environment where they
may share their ideas and findings. Teacher should set timers in classroom to keep students on track.
Universal Design for Learning (UDL):
The lesson begins with a BrainPOP which will engage students off the bat. Answering the questions as the
video plays makes sure engagement continues. Peter Pig’s assignment allows students to customize to their
own liking the pig’s outfit. The simulation also is based off student’s interest which engages them.
Representation is shown in the Flip activity as students are allowed to record their response in the way that is
best for them. As they watch each other’s responses they will be provided with other examples reflecting
their learning style from their peers. Throughout the lesson, students will notice hints in the direction
graphics. These hints help students with the how of learning. Again, Flip allows students to express
themselves to create their video in any way that suits them.
Reflective Practice:
I believe using Waklet helps engage students in a way that can not be done with traditional ways since it lays
out the whole lesson all together. Students are able to see what is expected of them from the beginning.
Waklet is very customizable and allows the teacher to set it up in a way that best suits their students. The use
of Gifs and pictures draw students in unlike printed images on a worksheet. I look forward to students
opening each aspect of the lesson to a new surprise. I chose activities that feel more like play than learning. I
believe students will enjoy playing the budget simulation since it is customizable to their personal interest.

Frazier, 2021